Educators in positions of coaching and leadership outside of classrooms are motivated by a desire to model practice and share their expertise with teachers in professional learning settings. Educators who choose to lead teachers currently in the classroom have a collective sense of accountability for the learning of all teachers and students. They are committed to improving the practice of others knowing that this will enhance outcomes district-wide while strengthening the culture of public education throughout Utah.
To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your effective leadership through professional learning. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
This microcredential is for licensed educators with classroom experience who are currently in district, charter, state, regional service centers, or other positions of instructional coaching, supervisory, or department leadership.
Professional Learning: a workshop or training for classroom teachers focused on best practices of instruction
Survey: A formal questionnaire taken by workshop participants
Andragogy: the method and practice of teaching adult learners
A language arts instructional coach with successful classroom experience is asked by the district content supervisor to share her expertise in reading instruction by designing a full-day professional learning workshop for elementary teachers. During the workshop, the instructional coach models best practices of professional learning and includes time for participant collaboration and reflection. The instructional coach hosts this workshop prior to the school year for new hires and repeats the workshop three times during the school year for experienced teachers.
A district content supervisor is known for his past experience as an effective history teacher. He is asked by the secondary mentor supervisor to design a two-hour workshop for teachers in their first three years of teaching. The content supervisor meets with the mentor supervisor before to clarify specific best practices to be modeled and integrated with instructional strategies during the session. During the workshop, the content supervisor also leads reflective conversations, answers questions, and invites feedback from participants.
Video: Submit a 5-8 minute video of yourself hosting a professional learning session for teachers in your district. This video can include a compilation of segments from your PL session. Your video should demonstrate your effective and consistent use of best practices of instruction while working with adult learners.
Unit Plan: Submit your plans for at least three small group professional learning sessions focused on content instruction or general instructional practice. This could be a series of related workshops or three separate sessions. Your plans should demonstrate your effective and consistent use of best practices of instruction while working with adult learners.
Survey Results: Submit the results from a survey of participates in a professional learning session or sessions that you led. The data should include at least 20 respondents. The survey items and results should demonstrate your effective and consistent use of best practices of instruction while working with adult learners.
Testimonial: Submit a testimonial from one of the participants in your professional learning session or series of content-specific workshops. The participant should describe how this experience helped them to improve their practice. The testimonial can be written or video recorded.
Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent use of best practices of instruction while working with adult learners.
Candidates are required to make 1 evidence submission(s).
Criterion 1 - Evidence demonstrates the educator’s understanding of andragogy and effective workshop structure and shows the educator is able to engage adult learners in professional learning settings. Lecture is kept to a minimum, and opportunities for reflection and collaboration are offered throughout the session.
Criterion 2 - Evidence demonstrates the educator’s ability to model effective practice and lead other educators in the development of their own practice.
Criterion 3 - Evidence demonstrates the educator is mindful of the needs of their workshop participants. The educator uses best practices consistently, leads reflection and encourages collaboration during workshop.
The Utah Professional Learning Standards state: Learning Designs integrate theories, research, and models of human learning to achieve its intended outcome. Describe how your experience leading other educators has improved and impacted your understanding of andragogy and use of best practices. Give a specific pedagogical example of how you model best practice within your sessions.
The Utah Professional Learning Standards state: Outcomes align board-required performance standards for teachers and leaders with the Utah Core Standards for student performance. How have the participants in your sessions benefited from this experience? What specific strategies will they be able to take back and apply to their own practice? In what ways do you include reflection and collaboration for participants during the sessions?
The Utah Professional Learning Standards state: Data provide a variety of sources and types of student, educator, and system information to plan, assess, and evaluate professional learning. Briefly describe the ways in which you obtain feedback from participants. Considering the feedback and your own personal reflection, what changes will you make in future sessions to best meet the needs of your adult learners? Specifically, using participant feedback, in what ways will you make adjustments to improve your structure, pacing, content, or learner engagement?
Criterion 1 - The reflective analysis demonstrates an understanding of andragogy and specific modeling of best practices while working with adult learners.
Criterion 2 - The reflective analysis revealed the educator’s outcomes were met and the sessions were effective and engaging.
Criterion 3 - The reflective analysis indicates the educator uses feedback from participants to make necessary changes for future sessions.
Adventures in Teacher Leadership Find it on Amazon.com This book covers five key tools involved in teacher leadership: communication, collaboration, professional development, data, and advocacy. Pathways and strategies for successful leadership as well as pitfalls to avoid are also shared.
Every Teacher a Leader Find it on Amazon.com This book offers specific skills potential teacher leaders will need when working with colleagues, providing feedback, hosting professional development, resovling conflicts, etc.
Powerful Teaching Find it on Amazon.com Using rigorous research on instructional practice, this book helps teachers gain a deeper understanding of the science of learning. The evidence-based strategies in this book can be used in both classrooms and adult professional learning settings.