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What are Micro-credentials?

Micro-credentials are just in time, asynchronous, small chunks of professional learning experiences that will demonstrate proficiency in a specific skill. Our vision is to promote learning so educators can apply their learnings in their practice, collect evidence, and demonstrate their competence.

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(Registration is required if you wish to obtain credit.)

Micro-credentials infographic

 

Explore Micro-credential Offerings

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Assessing student learning

Description:  Assessing Student Learning is one of the seven Project-Based Learning (PBL) Teaching Practices. Traditionally, we view student feedback as the role of the teacher, but in a PBL environment, we recognize the power of peer feedback throughout the learning process. In this learning opportunity, you will explore the purpose of rubrics in a student-centered project and how to use protocols to give valuable feedback to students.

Intended Audience: K-12 Educators and Instructional Coaches

Approximate Completion Time: 3 hours

 

assessment in the
pe classroom

Description:  Participants will investigate assessment types and their application in the classroom. Feedback will also be a focus throughout the assessment cycle. A variety of assessment tools will be explored.

Intended Audience:  K-12 Physical Education Teachers

Approximate Completion Time: 2 hours

 

Building Classroom Culture

Description: Building Classroom Culture is one of the seven Project-Based Learning Teaching Practices. Establishing a positive classroom culture helps students reach their full potential and it has a positive effect on learning. Learners thrive in environments where they feel safe, willing to take risks, and feel part of a larger community. This learning experience offers practical ideas to add to your toolbox to build a positive culture and relationships in your classroom.

Intended Audience: PK-12 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

building conceptual
understanding in mathematics

Description:  A focus on timed-assessments overshadows the importance of building a conceptual understanding in mathematics. This microcredential will make clear how essential “concepts” are to promote overall fluency and help you better understand a student’s thought process based on work samples.

Intended Audience: K-8 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

building teacher-student
relationships in
virtual learning

Description:  Grounded in John Hattie’s work on the importance of teacher-student relationships, this self-paced Pear Deck lesson highlights possibilities to build those relationships in a virtual classroom environment. Upon completion of the lesson, participants will reflect and identify options to implement in their individual situation. After experimenting with how to implement the resources available to them, participants will then share their reflections, pose questions, etc. in our “Building Virtual Relationships” Flipgrid.

Intended Audience: PK-12 Educators

Approximate Completion Time: 2 hours

 

coaching/learning lab

Description:  Participants will learn what a coaching or learning lab is and how to implement one whether it’s face to face or virtual.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

Coding with scratch Jr
Part 1 - Creating stories

Description:  This micro-credential will show you how to use the app ScratchJr which teaches students in grades PreK-2 how to use code blocks to create animations. The blocks are icon based so they are perfect for non-readers and beginning readers. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting. Students can retell and create stories, build games, and more.

Intended Audience: PK-2 Educators

Approximate Completion Time: 3 hours

Coding with scratch Part 1

Description:  This micro-credential will show you how to use Scratch which teaches students in grades 3-12 how to use code to create animations, games, quizzes, and more. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting.

Intended Audience: Grades 3-12 Teachers

Approximate Completion Time: 3 hours

Cs First through google

Description:  This micro-credential will show you how to use Scratch within the CS First Curriculum which teaches students in grades 4-12 how to use code to create animations, games, quizzes, and more. The curriculum allows you to monitor student progress and assign a lesson(s). CS First works directly with Google Classrooms. It also allows students to create accounts in Scratch without using their email.

Intended Audience: Grades 4-8 Teachers

Approximate Completion Time: 3 hours

differentiation

Description:  Having the knowledge, skills, and tools to differentiate instruction for our diverse student population is essential to meet their varying needs. Differentiating instructional strategies and practices through environment, content, processes, and products allows students to learn in ways that work for them. The resources and activities provided here will help educators learn what differentiation is and how to implement effective instruction to meet a wide range of student needs.

Intended Audience: K-12 Educators, Teacher Leaders, Instructional Coaches, Curriculum Directors, Administrators

Approximate Completion Time: 3 hours

 

Dyslexia 101

Description:  This offering provides basic information about Dyslexia: what it is, what it might look like in the classroom, and some simple accommodations to immediately apply as a teacher. Participants will engage in an interactive Pear Deck that will provide a writing simulation, videos to watch, and interactive slides. In addition, an infographic of basic facts about Dyslexia provides foundational understanding of the topic. No prerequisites.

Intended Audience: K-12 Educators and Support Staff

Approximate Completion Time: 2 hours

 

effective Instructional
practices: Co-Teaching
Roles and Responsibilities

Description:  Participants will deepen their understanding of the roles and responsibilities of co-teachers with an emphasis on creating parity. Participants will accomplish this through a ghost walk, a classroom observation, and individual, and if applicable, collective reflection and action planning. This micro-credential could be most powerful if completed with a teaching team.

Intended Audience: K-12 Educators, Instructional Coaches, and Administrators

Approximate Completion Time: 4 hours

 

effective instructional
practices: spider web
discussions

Description:  Participants will engage in learning around spider web discussions and classroom implementation.

Intended Audience: 6-12 Educators

Approximate Completion Time: 2 hours

 

effective instructional
practices: Vocabulary
Strategies

Description:  Participants will engage in learning about different vocabulary tiers and how they can be used in the classroom. In the first activity, participants will distinguish between vocabulary tiers within a content-area text. Participants will take part in two vocabulary strategies and have time to explore multiple vocabulary resources that can be applied to many different content areas. To end the module, participants will reflect on the resources reviewed, as well as create a lesson plan integrating one or more vocabulary strategies.

Intended Audience: 6-12 Educators

Approximate Completion Time: 3 hours

 

elementary science
integration with Seesaw

Description:  Explore best practices and classroom examples of using the Seesaw tech tool for science in the classroom, with alignment to grade level content standards. Participants will investigate pre-made Seesaw activities for science and develop a plan for integration in their classroom.

Intended Audience: K-5 Educators

Approximate Completion Time: 2 hours

elpa21 data dig

Description:  Participants will need to have individual student data printed prior to engaging in the micro-credential. Participants will view the learning module and dig into individual and district ELPA21 data as part of their yearly LIEP evaluation.

Intended Audience: ELL Teachers, Administrators

Approximate Completion Time: 2 hours

 

Engaging and
Coaching Students

Description:  Engage and Coach is one of the seven Project-Based Learning (PBL) Teaching Practices. In a learner-centered environment and PBL classroom, teachers shift their role as holder of knowledge to a facilitator or coach. This allows the teacher to provide differentiated support depending on the student needs and give students control over time, path, pace, and place. Additionally, when students have an active role in their learning by creating goals, reflecting on their growth, and becoming advocates for their learning, student achievement increases.

Intended Audience: K-12 Educators and Instructional Coaches

Approximate Completion Time: 3 hours

 

Exploring Science and
Engineering Practices

Description:  As one of the three dimensions of the science standards, the science and engineering practices often represent the “doing” part of science, like asking questions, analyzing data and engaging in argument from evidence. This micro-credential will take a closer look at these practices as a whole, how they mesh with the science standards, and how students should engage with them over the course of their K-12 journey to become a scientifically literate person.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

exploring the
crosscutting concepts

Description:  Crosscutting concepts, one of the three dimensions of the science standards, have application across all domains of science. As such, they are a way of linking the different domains of science together and provide a framework for us to make sense of the world around us. This learning block will take a closer look at the importance of these concepts as a whole, how they mesh and support one another within the science standards, and how students demonstrate their understanding of them over the course of their K-12 journey to become a scientifically literate person.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

exploring the google
teacher center

Description:  Educators working in a Google district domain have an abundance of training resources to support their work through the Google Teacher Center. Teachers who pursue a micro-credential for credit can create their own personalized professional learning opportunity with the training courses and learning paths already available within this stellar training resource.

Intended Audience: Educators, Administrators, and Paraeducators

Approximate Completion Time: 3 hours

 

feedback in google classroom

Description:  In this self-paced Pear Deck, educators working in Google Classrooms will quickly revisit John Hattie’s work on the importance of feedback, then explore the options Google Classroom provides to give their students quality feedback. After experimenting with the tools highlighted in the lesson, participants may share reflections in our “Feedback Flipgrid.”

Intended Audience: PK-12 Educators and Administrators

Approximate Completion Time: 2 hours

 

Feedback throughout
the artist process

Description:  Participants will learn how to effectively give feedback to students, as well as how to provide opportunities for students to provide each other with feedback throughout the learning process.

Intended Audience: Fine Arts Teachers (Visual Arts, Dance, Theater, Music)

Approximate Completion Time: 3 hours

generations in the workplace

Description:  For the first time we now have 5 generations in the workplace. The values and beliefs of each generation have been impacted by the events in their life and the world around them. This learning opportunity will share what authors say about the generations and how this impacts workplace relationships.

Intended Audience: PK-12 Educators

Approximate Completion Time: 3 hours

 

getting started with
science notebooks

Description:  A notebook/journal is a personal space for students to capture their observations of the natural world. The initially blank page invites students to document evidence in a variety of forms. Data charts, drawn models, written reflections, peer exchanges are all curated in one space, allowing students to use their own investigative evidence to support scientific claims. This Getting Started resource focuses on tips for organization and establishing routines to use with students.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Ghost walks

Description:  Participants will learn what a ghost walk is, and how to implement one in their building or district.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

Introduction to K-12
computer science standards

Description:  In June of 2018, Iowa adopted the CSTA K-12 Computer Science standards to allow ALL students to learn foundational skills in computer science, beginning in elementary school. All students need to learn not only how to be consumers of technology, but also creators of the technology. This micro-credential will help participants learn about resources to explore the K-12 Computer Science standards and make a plan for implementing computer science education in the K-12 classroom.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, and Teacher Leaders

Approximate Completion Time: 3 hours

Introduction to the
Science Standards

Description:  This micro-credential explores the structure and new vision of the Iowa Science standards.  Engaging in this work sets the stage for future learning around the three dimensions of the science standards and how to best put the new vision into practice.  Participants will reflect on their current teaching and learning reality related to the science standards and identify future work to move the vision forward in their own classroom.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Iowa Educator's Ethics

Description:  Participants will have the opportunity to examine and reflect on educator ethical issues through learning opportunities to outline specific issues, recognize possible consequences, and generate alternative considerations that could result in a more positive outcome. Educators will then be better prepared to protect students, make ethical decisions, and take responsibility to uphold the profession.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

K-12 Key Mathematics Shifts

Description:  There are three key shifts that are required of teachers in teaching the Common Core State Standard of Mathematics or the Iowa Academic Standards of Mathematics. These three shifts are focus, coherence and rigor. Through this coursework you will learn about each shift and how it connects to your grade level.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches

Approximate Completion Time: 2 hours

 

Learning walks

Description:  Participants will learn what a learning walk is and how to implement one whether it’s face to face or virtual.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

leveraging learning for all

Description:  UDL guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities (CAST, 2020). In this micro-credential, participants will expand upon their knowledge of the UDL Guidelines by exploring various resources and reflecting on the application in their context. At the conclusion of this micro-credential, participants will create an artifact to apply in their setting that aligns with at least one of the UDL guidelines.

Intended Audience: K-12 Educators, Instructional Coaches, Curriculum Directors

Approximate Completion Time: 3 hours

 

Literacy at a distance

Description: Literacy at a distance will provide two videos to view and put to use when teaching literacy remotely. In video #1, Nell K. Duke from the University of Michigan discusses how to provide phonological awareness, phonics, interactive writing, and vocabulary instruction for young children at a distance. Video #2 discusses how to provide small group literacy instruction for young children using a videoconferencing platform (Zoom), walking through a phonics lesson, a lesson that builds knowledge about food chains and flow diagrams, and ends with reflections from four instructional coaches.

Intended Audience: PK-3 Educators

Approximate Completion Time: 3 hours

 

micro-credentials with
microsoft educator center

Description:  Develop your personalized Micro-Credential learning path with the Microsoft Educator Center. Participants can build their Micro-Credential options within the MEC OR consider combining those training resources with Keystone AEA Micro-Credential offerings.

Intended Audience: PK-12 Educators and Administrators

Approximate Completion Time: Varies

 

number sense routines

Description:  Number Sense Routines are a brief 5-10 minute activity to promote engagement, number sense, reasoning, sense-making, and mathematical discourse. Typically, they are done at the beginning of class. Number sense routines can be used as an introduction to a topic, meaningful practice for fluency, or as a formative assessment.

Intended Audience: PK-12 Mathematics Teachers

Approximate Completion Time: 3 hours

 

Phonics Instruction: Teaching
Syllable Types (CLOVER)

Description:   Participants will engage in a PearDeck presentation, where they will engage in learning recommended by the National Reading Panel. Opportunities will be presented to engage with the learning by reading articles, watching videos, and applying of strategies directly in the classroom. Participants will learn about explicit, systematic, multi-sensory instruction and the importance of teaching letter-sound correspondences and syllable types within their phonics instruction. (No prerequisites)

Intended Audience: K-4 Elementary Literacy Teachers

Approximate Completion Time: 3 hours

 

Problem of Practice &
Observing for Learning
with Sarah Brown Wessling

Description:  Participants will learn how a problem of practice helps create an inquiry mindset in an “observe the learning” method that puts a focus on learning. This micro-credential will not only give teacher leaders techniques to restructure the way they talk about their practice but also help create spaces when the conversation IS the learning. Although not required, it is suggested that participants complete the “How We Talk About Our Practice with Sarah Brown Wessling” micro-credential as a prerequisite for this session.

Intended Audience: K-12 Educators, Teacher Leaders, Instructional Coaches

Approximate Completion Time: 3 hours

 

seesaw integration:
creative curriculum and
the Early Learning STandards

Description:  This learning opportunity will focus on the second component of the Creative Curriculum framework: The Learning Environment as well as the Early Learning Standards and Seesaw Learning Journal integration. In preschool, inquiry, exploration, and discovery are the foundation of all learning. When we think of a learning environment that supports learners, we need to imagine the interplay between the physical space and the digital space. Creative Curriculum is already organized into 10 interest areas: Blocks, Dramatic Play, Toys and Games, Art, Library, Discovery, Sand and Water, Music and Movement, Cooking, and Computers--- and Outdoors, which we will use to frame digital integration of Seesaw with a focus on student-centered practices

Intended Audience: PK-3 Teachers

Approximate Completion Time: 15 hours

 

seesaw integration:
Early Childhood (K-3)
and the Iowa Core

Description:  This learning opportunity will focus on integrating technology in the early classroom with a focus on using Seesaw.

Intended Audience: K-3 Teachers

Approximate Completion Time: 15 hours

 

sel: 3 Signature
practices playbook

Description:  Participants will review the 3 Signature Practices Playbook from CASEL; learning how to apply this work to their content area lessons. In addition to information shared through the guide, participants will also be given ideas for virtual implementation for each practice. Additional information will include a brief review of the SEL competencies. Although not recommended, it is encouraged that participants are familiar with Social Emotional Learning (SEL) and the impact it can have on educational performance.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

 

social studies:
explore the standards

Description:  If you are new to the Iowa social studies standards adopted in May 2017, this learning is for you. The module will take you through the organization of the standards highlighting the key points for effective implementation of the standards.

Intended Audience: Social Studies Teachers, Curriculum Directors

Approximate Completion Time: 2 hours

 

Standards exploration &
Crosswalk Development in CTE

Description:  Standards exploration and crosswalk development in CTE will explore the new CTE content standards and the Universal CTE standards and follow that work up with the development of a standards crosswalk document which will be utilized in the program of study, program review self study as well as the comprehensive local needs assessment.

Intended Audience: PK-2 Educators

Approximate Completion Time: 2 hours

Strengthening teacher
leaders conversations about
teaching practices
with Sarah Brown Wessling

Description:  Participants will learn practices to restructure their conversations about teaching practices to be more effective. Participants will learn to dig into the “what”, “how”, and context configuration of discussing practices to include all sides of the conversation. This microcredential will help teacher leaders create spaces where the conversation IS the learning using an inquiry mindset, curiosity, and collaboration. This micro-dential works in tandem with the Problems of Practice and Observing for Learning micro-credential.

Intended Audience: Administrators and Teacher Leaders

Approximate Completion Time: 3 hours

 

student-centered instruction
in the remote classroom

Description:  Student-Centered (learner-centered) instruction makes student learning the primary objective. It refers to a wide variety of learning experiences, instructional approaches and strategies, and tools that are intended to address the distinct learning needs and interests of individual students and groups of students. Now more than ever during this time of remote, hybrid, and in-person instructional environments, it is essential that educators put students in charge of their own learning and provide them with the instruction and tools needed to do it. This microcredential provides introductory learning as well as strategies and activities to promote student-centered learning in your classroom.

Intended Audience: PK-12 Educators

Approximate Completion Time: 3 hours

 

supporting student learning
through scaffolding

Description:  “Scaffolding” describes the instructional strategies and supports that are used throughout a project to help learners acquire the project’s focus content and skills. In this micro-credential, you will learn how to plan and provide scaffolds that meet the needs of all learners in your classroom.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

 

The Opportunity Myth

Description:  Far too many students graduate from high school still unprepared for the lives they want to lead. They enroll in college and land in remedial courses, or start jobs and discover they’re missing skills they need. We wanted to understand why. The Opportunity Myth is the research behind why students are leaving school unprepared for the real world.

Intended Audience: PK-12 Educators, Special Education, Administrators, Instructional Coaches, and Support Staff

Approximate Completion Time: 3 hours

 

The six models of co-teaching

Description:  Co-teaching is a service delivery approach that capitalizes on collaboration to meet the educational needs of all students. There are six different co-teaching models: station teaching, parallel teaching, teaming, alternative teaching, one teaching one assisting, and one teaching one observing. In this micro-credential, you will explore each of the co-teaching models and determine when each model would be appropriate in your setting. After learning about each, you will get the opportunity to try one of the strategies in a co-taught class and reflect on your experience.

Intended Audience: K-12 Educators, Instructional Coaches, and Administrators

Approximate Completion Time: 2 hours

 

using phenomena
in the classroom

Description:  Utilizing phenomena is a key shift in the NGSS. It requires learners to observe what is happening in the world around them and challenges them to use science to explain their observations and potentially engineer solutions to problems. This micro-credential explores identifying an academically productive anchoring phenomenon and how it is an important starting point to set the tone for learning, emphasizing “figuring out” versus “learning about."

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

using seesaw in the elementary
mathematics classroom

Description:  Explore best practices and classroom examples of using the Seesaw tech tool for science in the classroom, with alignment to grade level content standards. Too often the rich conversations of a mathematics classroom can fall flat when moved to a digital setting. By rethinking how we look at both our in-class and out of class instructional tasks we can create meaningful learning opportunities for students. These learning opportunities can provide all students with access to grade level math while still meeting the needs of all learners, promote student success and engage students in richer conversations. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the “SeeSaw Pioneer” training and the objectives in the “Micro-Credential: K-12 Math Shifts”.

Intended Audience: K-5 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

well managed classroom:
active supervision

Description:  Active supervision allows us to move and scan effectively and interact frequently.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours

 

well managed classroom:
activity sequencing & choice

Description:  Activity Sequencing includes thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior.Offering Choice includes providing options in activities such as the type, order, materials, who, where and when they occur to engage in or complete activities.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours

 

well managed classroom:
discouraging
unexpected behavior

Description:  If we have consistent, respectful and instructional responses when students do not follow our classroom rules and procedures, MOST students will stop misbehaving and will follow the classroom rules and procedures.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom:
encouraging expected behavior

Description:  When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours

 

well managed classroom:
expectations and rules

Description:  Teaching expectations is not a one-time task on the first day of school. It requires re-teaching, practice, and consistent enforcement.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom:
multiple opportunities
to respond

Description:  Increased rates of responding and subsequent improved learning tend to increase the amount that can be covered. In addition, on-task behavior and correct response increase while disruptions decrease.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours

 

well managed classroom:
procedures & routines

Description:  Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom:
relationships and 
classroom structure

Description:  While rules and routines influence student behavior, classroom organization affects the physical elements of the classroom, making it a more productive environment for its users.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours

 

well managed classroom:
task difficulty

Description:  Work assignments that are too difficult for students or require them to use skill sets that are challenging for them, commonly result in problem behavior. Addressing task difficulty may reduce the frequency of behavior.

Intended Audience: K-12 Educators

Approximate Completion Time: 1.5 hours