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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.

Optional Credit

Registration is required only for participants wishing to obtain credit. Dates are noted below for the four courses in 2021-22 (for credit).

Micro-credentials infographic

 

Fall 2021
Cohort dates: 10/11-12/3/21
Registration opens: 9/20/21
Registration ends: 10/25/21
 
 

winter 21-22
Cohort dates: 12/13/21-2/4/22
Registration opens: 12/6/21
Registration ends: 12/27/21

spring 2022  
Cohort dates: 3/7-4/29/22
Registration opens: 2/7/22
Registration ends: 3/21/22

Explore Micro-credential Offerings

accelerating learning: social studies

Description:  This micro-credential extends the learning done as part of the “Accelerating Learning Foundations” micro-credential, specifically looking at resources and procedures to help with “Step 4: Identify, Assess and Scaffold Unfinished Learning” in regards to social studies  standards.  Participants will examine the considerations for this step as applied to social studies and develop a plan for how to identify, assess and plan for potential unfinished learning in a social studies unit.  This micro-credential assumes you are comfortable with/have completed the objectives outlined in Explore the Social Studies Standards micro-credential.

Intended Audience: K-12 Teachers

Approximate Completion Time: 2 hours

 

accelerating student learning

Description: This micro-credential is intended to provide Professional Learning for school personnel in accelerating learning concepts (with application) using ready-made resources in a way that is simple, digestible, and relevant to teachers and administrators.  

Intended Audience:  PK-12 Educators, Administrators, Teacher Leaders

Approximate Completion Time: 3 hours

 

Adapted Physical Education

Description:  "This micro-credential overviews Iowa’s recommended physical education standards and focuses on adapted physical education.. Participants will work through a self-paced Pear Deck organized by standards resources, PE and IEP information, examples, extra resources, and self-reflections."

Intended Audience:  K-12 Physical Education Teachers

Approximate Completion Time: 3 hours

 

Adult Learning 

Description:  Having the knowledge, skills, and tools to provide effective professional learning for our diverse  adult learners is essential to meet their varying needs. The resources and activities provided throughout this micro-credential will help educators learn how to identify and address adult learner needs and how to implement effective professional learning.  

Intended Audience: Teacher Leaders, Instructional Coaches, Principals, Curriculum Coordinators

Approximate Completion Time: 3 hours

 

Advanced Syllable Division

Description: Now that you have learned about the basics of syllable types (CLOVER) and how words are built, this advanced micro-credential will show ways for putting this knowledge into practice with students in the classroom.  You will learn how to explicitly teach syllables in the classroom through modeling of division strategies for decoding multi-syllable words for understanding. There will also be guidance for ways to intentionally incorporate cross-content passages for authentic learning within science, social studies, and ELA text. The strategies presented in this learning plan contain high-leverage tools for equipping students with skills for decoding and understanding multi-syllable words.


Intended Audience: Grades 3-12 Educators, Interventionists

Approximate Completion Time: 3 hours

 

Anatomy of Trust

Description:  Relationship skills are one of the five domains of the Iowa social-emotional competencies. An essential component of healthy relationships is trust.  Trust of self and others is essential to personal as well as professional relationships. Through this one-hour micro-credential, you will learn about the anatomy of trust and explore trust through the lens of a professional relationship to deepen your awareness of the characteristics of trust. This work is best completed in a dedicated one-hour block of time. 

Intended Audience: K-12 Educators, School Counselors, SEBH Facilitators, Administrators

Approximate Completion Time: 2 hours

 

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

 

Authentic Learning Overview

Description:  Authentic learning emphasizes collaboration between students and their community through learning tasks that result in authentic learning. After seeing examples of authentic learning happening in Northeast Iowa, you will brainstorm ideas to engage your students in authentic learning by interacting with the community. Learn about a free statewide project board called the Clearinghouse for Work-Based learning that you will be able to use to generate ideas for projects and connect with business partners. You will find a project that fits well with your context that you can implement with students!

Intended Audience: 3-12 Educators, Instructional Coaches, Administrators

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 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

 

CHARACTERISTICS of Autism

Description:  Participants will engage in a google slide presentation that outlines the Characteristics of Autism. Participants will engage in activities and reflect on what they know, wonder, and learn about Autism.

Intended Audience: Special Education Teachers, Paraprofessionals, General Education Teachers, Administrators, Counselors, AEA staff, and other educational support staff

Approximate Completion Time: 2 hours

 

Coaching 101-Part 1

Description:  For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and DIanne Sweeney and created easy to use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches

Approximate Completion Time: 3 hours

 

Coaching 101-Part 2

Description:  For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and DIanne Sweeney and created easy to use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches

Approximate Completion Time: 3 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

 

Code.org CS (Computer Science) Fundamentals for Grades K-5 Part 1

Description: This micro-credential is designed to introduce you to the Code.org Computer Science Fundamentals for Grades K-5 curriculum which is free to use.  It allows you to enroll your students in levels by grade or by experience and includes a full dashboard for you to keep track of student progress.  Each concept area includes lessons both unplugged and plugged.  The unplugged lessons are done without a device and engage students in collaborative activities to introduce and learn the concept.  This is followed by plugged lessons which reinforce the concept and offer challenges to those who progress faster.  Each lesson includes all of the resources (videos, worksheets, teacher support) needed and a complete plan from introduction to wrap-up.

Intended Audience:  K-5 General and Tech Teachers

Approximate Completion Time: 4 hours

CS: Active & Equitable Recruitment Strategies

Description:  A number of recent studies have highlighted the obstacles that marginalized student communities face in accessing advanced computer science (CS) coursework, including lack of media images and role models, differential teacher encouragement, and differential rates of technology access within their schools or homes. To close gaps in access and achievement, it is imperative that educators make concerted efforts to recruit students from diverse backgrounds. Note that while this micro-credential is written for high school computer science, educators from other disciplines may also find it useful. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 teachers, administrators, counselors

Approximate Completion Time: 3 hours

CS Concept Data & Analysis K-5

Description: This microcredential will blend the CSTA Standards for Data & Analysis with a children’s book.  The books are available in the Keystone media collection and/or as an ebook in MackinVia. You will gain an understanding of how data and analysis work in computational thinking.  You will gain an understanding of what data is and how it can be manipulated to solve problems and more. You will integrate a lesson in another subject with one of the books.  This is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

CS Integration - Elementary Edition

Description: This micro-credential will address the driving question “How in the world do elementary teachers find time to teach computer science?”. Participants will explore computer science standards overlap with core content areas as well as special areas. Strategies and resources are included to support integration, as well as an interview from the field.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

CS: Peer Instruction

Description:  Peer instruction is a structured, active learning strategy in which students respond to a multiple-choice question individually, discuss their answers in small groups, respond to the initial question again, and discuss answers as a whole class. Peer instruction can be implemented at any point in a lesson (entrance tickets, exit tickets, or mid-instruction). Evidence shows that peer instruction can increase students’ engagement, content mastery, and feelings of self-efficacy. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 teachers

Approximate Completion Time: 3 hours

CS: Planning before programming 

Description: In teaching students to write clear, well-reasoned essays, language arts educators often rely on pre-writing activities such as graphic organizers and outlines. Computer science educators can implement similar exercises to support students to write clear, well-reasoned computer programs. This micro-credential draws on the work of Bagge and Grover (2020), who describe the benefits of planning before programming: “Planning before creating a program or a software system can be tremendously beneficial. It gives the coders foresight into problems they might face, defines the functional subparts that can be implemented by a collaborative team, can reveal weaknesses in their potential system, and makes the actual exercise of programming easier because they have intuition and a mental model for the key aspects of the program or system.” This micro-credential is created by UTeach Computer Science and Digital Promise. You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: 9th-12th Grade Teachers, Computer Science, Instructional Coaches 

Approximate Completion Time: 3 hours

CS Using the Micro:bit Go

Description: You will need access to a Micro:bit Go to complete this micro credential.  You can purchase one at US dealer PiShop.US for $18.95 or check out Keystone media kit KM 12796.  Learn how to use the Micro:bit Go, one of the easiest and most effective learning tools for digital skills and creativity.  After completing the microcredential you will be able to introduce and guide your students through easy and creative projects that support computer science concepts and strengthen their 21st Century skills.  You will also know how to use “block” and/or “python” programming.

Intended Audience: Grades 2-10 Teachers

Approximate Completion Time: 3 hours

CS with the hummingbird robotics kit   

Description: This micro credential will introduce the Hummingbird Robotics Kit. The kit consists of lights, motors, and sensors which allow students to build robots out of any materials. The kit works with Chromebooks, Mac, Windows, iOS, Android, and FireOS. Students can program in BirdBlox, Snap!, MakeCode / JavaScript, Python, Java, Swift, and Kotlin languages. Hummingbird has a large variety of resources including FREE learning materials for classroom projects, robot building, programming, classroom integration, and professional development. When you finish this micro credential you will have watched a series of PD videos and created your own project using the Hummingbird kit. You will also have a simple plan for using the Hummingbird kit with your students. You will need a Hummingbird kit to complete this micro credential. Contact Kathy Hay to check one out from the STEAM collection (not in the media collection) via khay@aea1.k12.ia.us

Intended Audience: 4-12 General and Tech Teachers

Approximate Completion Time: 4 hours

Developing Critical Thinking: Gifted Education & All Students

Description:  Participants will engage in a 45 minute podcast that reveals some inequities amongst students that allow them to critically think and problem solve. The author of "Thinking Like a Lawyer" challenges us as educators to allow productive struggle and encourages equitable learning opportunities across genders and race. Participants will also read and reflect on a short article that discusses how to foster curiosity and develop a lifelong learner who can and will ask  critical questions to then become a more critical thinker. Learners will also read a short article that discusses curiosity and how to foster the love of learning.

Intended Audience: Gifted and Talented Teachers / Facilitators

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

 

Differentiation:  Going Deeper 

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:  PK-12 Educators, Curriculum Directors, Instructional Coaches, Teacher Leaders

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

 

Educator’s #1 Assistant: Office Lens for iOS and Android

Description:  Empower and support all students by showing them how to use Office Lens with Immersive Reader and Translator built-in for multiple academic support scenarios. Participants will also explore Office Lens to work more efficiently within the O365 ecosystem.

Intended Audience: All educators - especially in O365 schools

Approximate Completion Time: 1 Hour

 

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

 

Effective Practices in the Classroom

Description:  This micro-credential presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Participants will engage in new learning through reading and self-reflection, and will then be asked to immediately apply several practices into their classroom.  

Intended Audience: All Educators and Paraprofessionals

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 the apple teacher learning center

Description:  Educators working with Apple products such as Macbooks and/or iPads have an abundance of training resources to support their work through the Apple Teacher Learning 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: K-12 Educators, Administrators, Instructional Coaches, Paraeducators

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: 2 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

 

Five Pillars of Literacy

Description: This is an introduction to not only the 5 pillars of literacy, but also to the Keystone website as a support tool. This learning opportunity will ask you to engage in learning around Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension (writing support tool coming soon).

Intended Audience: Literacy Educators, Instructional Coaches who support literacy, Title One Reading Teachers

Approximate Completion Time: 3 hours

 

Focusing on SEPs: Asking Questions & Defining Problems

Description: This micro-credential takes a deeper dive into the practice of Asking Questions & Defining Problems, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom.  Specific strategies and resources will be shared as support for implementation. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Focusing on SEPs: Developing and Using Models

Description: This micro-credential takes a deeper dive into the practice of Developing and Using Models, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom.  Specific strategies and resources will be shared as support for implementation in the classroom. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Fraction Progression

Description:  The goal of this module is to show how fraction knowledge evolves from grades 1 through 8. Teachers using Common Core Standards will support their students' understanding of fractions and, more importantly, help students develop flexibility in solving fraction math problems. Number lines, equivalent fractions, adding, subtracting, dividing, and multiplying fractions will be firmly tied to Common Core Standards in each grade. CC Standards are the key to helping students enhance their math skills, build on previous math knowledge, and prepare for more rigorous math in future grades.

Intended Audience: K-8 Mathematics Teachers, Instructional Coaches

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

 

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

 

Hello Ruby: Adventures in Coding

Description: Through reading “Hello Ruby: Adventures in Coding” with/to students and implementing the included lessons in computational thinking, teachers will learn how to provide opportunities for students to break big problems into small problems, look for patterns, create step-by-step plans, and think outside the box. Play is at the core of learning. Coding is like crayons or LEGO blocks - a way to express yourself. This book is not about ‘learning to code.’ It doesn’t teach any specific programming languages, but introduces the fundamentals of computational thinking that every future kid coder will need.” – Author Linda Liukas, Hello Ruby, Adventures in Coding

Intended Audience: K-4 Teachers

Approximate Completion Time: 3 hours

Hello Ruby: Expedition to the Internet CS Concept: Networks & the Internet

Description: This microcredential will blend the CSTA Standards for Networks & the Internet with the children’s book Hello Ruby Expedition to the Internet by Linda Liukas.  You will gain an understanding of how the internet works including new vocabulary; router, server, WiFi and more.  You will integrate a lesson in another subject with this book.  Gaining an understanding of how the internet works is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

Hello Ruby: Journey Inside the Computer

Description: This microcredential will blend the CSTA Standards for Computing Systems with the children’s book Hello Ruby Journey Inside the Computer by Linda Liukas.  You will gain an understanding of how computers work including new vocabulary; bit, GPU, CPU and more.  The most important learning will be about how input, storage, process, and output are all needed for computers to function and how humans are the ones who create the ideas that computers use.  This is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

High-leverage Practices: Assessment

Description: This micro-credential provides an overview look at the High-Leverage Practice of Assessment. Be sure to complete the High-Leverage Practices: Overview prior to this micro-credential. High Leverage Practices are a roadmap for student success that benefits educators and families. There are four interrelated areas (Collaboration, Assessment, Social/Emotional/Behavioral Practices, and Instruction) for educator practice and they are broken into 22 practices educators should be taught and mastered. (https://exceptionalchildren.org/)

*Highly recommended to work through the High Leverage Practice Overview First.*

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Approximate Completion Time: 2 hours

 

High-leverage Practices: Collaboration 

Description: This micro-credential provides an overview look at the High-Leverage Practice of Collaboration. Educators collaborate and work with multiple people to help support students by understanding their needs and increasing student achievement. High Leverage Practices are a roadmap for student success that benefits educators and families. There are four interrelated areas (Collaboration, Assessment, Social/Emotional/Behavioral Practices, and Instruction) for educator practice and they are broken into 22 practices educators should be taught and mastered. (https://exceptionalchildren.org/). Be sure to complete the High-Leverage Practice: Overview prior to this micro-credential.

*Highly recommended to work through the High Leverage Practice Overview First.*
 

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Approximate Completion Time: 2 hours

 

High-leverage Practices: Instruction 

Description: This micro-credential provides an overview look at the High-Leverage Practice of Instruction. Complete High-Leverage Practices: Overview prior to completing this micro-credential. High Leverage Practices are a roadmap for student success that benefits educators and families. There are four interrelated areas (Collaboration, Assessment, Social/Emotional/Behavioral Practices, and Instruction) for educator practice and they are broken into 22 practices educators should be taught and mastered. (https://exceptionalchildren.org/)

*Highly recommended to work through the High Leverage Practice Overview First.*

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Approximate Completion Time:3 hours

 

High-leverage Practices: Overview 

Description: This micro-credential provides an overview of High-Leverage Practices. High Leverage Practices are a roadmap for student success that benefits educators and families. There are four interrelated areas (Collaboration, Assessment, Social/Emotional/Behavioral Practices, and Instruction) for educator practice and they are broken into 22 practices educators should be taught and mastered. (https://exceptionalchildren.org/)

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Approximate Completion Time: 2 hours

 

High-leverage Practices: Social/Emotional/Behavioral  

Description: This micro-credential provides an overview look at the High-Leverage Practice of Social/Emotional/Behavioral.. Be sure to complete the High-Leverage Practices: Overview prior to this micro-credential. High Leverage Practices are a roadmap for student success that benefits educators and families. There are four interrelated areas (Collaboration, Assessment, Social/Emotional/Behavioral Practices, and Instruction) for educator practice and they are broken into 22 practices educators should be taught and mastered. (https://exceptionalchildren.org/)

*Highly recommended to work through the High Leverage Practice Overview First.*

Intended Audience: PK-12 General, Special Education, Teacher Leaders, SEBH 

Approximate Completion Time: 2 hours

 

Implementing Tasks that Promote Reasoning and Problem Solving

Description:  Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies (NCTM, Principles to Actions, 2014).  As teachers, we need to consider the cognitive demand of the tasks we are asking students to engage in during lessons, including tasks from school curriculum or other resources.  We also need to reflect on the role we play in maintaining high-level demand tasks.

Intended Audience: K-12 Mathematics Teachers, Instructional Coaches

Approximate Completion Time: 3 hours

 

Integrating AI into the K-5 Classroom

Description: This micro-credential explores the big 5 areas of artificial intelligence and how these areas can be integrated into K-5th grade classrooms. Participants will work through a self-paced Pear Deck organized by each computer science conceptual area with example lessons, resources, and self-reflections.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

Introduction to Scrum for Education- Your project management solution!

Description:   Projects in the classroom can be difficult for the educator and students to manage. The scrum framework is a project-management tool that offers users the opportunity to keep classroom order while allowing students the freedom to self organize, make independent decisions, manage their time, develop ownership for their project and demonstrate success. This framework is also a visual opportunity to assess student learning and quickly see classroom progress.

Intended Audience: 3-12 Educators, instructional coaches, Administrators

Approximate Completion Time: 2 hours

 

intro to iowa sel competencies

Description:  This micro-credential will provide a basic review of Social Emotional Learning competencies. Content will focus on Iowa’s SEL competencies, implementation considerations, and an opportunity to review age band specific guidance. Activities will be completed through a PearDeck presentation with opportunities for reflection embedded. Final submissions may include a completed SEL self-reflection.

Intended Audience: K-12 Educators, School Counselors, SEBH Facilitators, Administrators

Approximate Completion Time: 1 hour

 

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 Literacy Shifts

Description: There are three key shifts that are required of teachers in teaching the Common Core State Standards of Literacy. Through this coursework you will learn about each shift and how it connects to your teaching.

Intended Audience: K-12 teachers, 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

 

Let's Talk Science! Productive Discussions and Nine Talk Moves

Description: Most students use talk daily to express their feelings in a given moment, to get questions answered, or to make plans with friends. Unlike everyday conversations, academic conversations are different. Students are asked to compare different explanations, argue with evidence, critique a model, or unpack a claim, provide specific feedback. Teachers who want to foster the use of productive academic discourse with ALL of their students have to design regular opportunities for them to try out new ways with words, and support them throughout the process of learning to talk academically.

Intended Audience: K-12 Educators, Instructional Coaches

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

 

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

 

Practical Educator Strategies for Anxiety and Depression

Description:  Students are coming into classrooms with a variety of backgrounds, experiences, and difficulties. Some may demonstrate outward behaviors and others may seem withdrawn and disengaged. It is important for educators to understand the impact that mental illness can have on students’ abilities to participate in and access their educational environment. This micro-credential will focus on symptoms of anxiety and depression; as well as practical educator strategies to support them on a daily basis.

Intended Audience: PK-12 teachers, Paraeducators, Administrators, and Instructional Coaches

Approximate Completion Time: 2 hours

 

Principles to Actions: Ensuring Mathematical Success for All Overview

Description:  Standards alone will not ensure that all students will learn mathematics at high levels.  In 2014, the National Council of Teachers of Mathematics published, Principles to Actions: Ensuring Mathematical Success for All.  Principles to Actions includes 6 guiding principles in teaching and learning mathematics based on over 25 years of research.  *This micro-credential assumes you are comfortable with/have completed the objectives outlined in both the “K-12 Key Math Shifts” micro-credential.

Intended Audience: K-12 Teachers of Mathematics, Administrators, Instructional Coaches

Approximate Completion Time: 2 hours

 

Prioritizing Letter Sounds: A Science-Based Grapheme/Phoneme approach

Description: Unsure of which letters or letter sounds to prioritize during early-reading interventions? This micro-credential shares the results of an in-depth analysis of nearly 120,000 words and 350,000 phoneme/grapheme pairs. Learn which vowels and consonants show up most frequently, as well as considerations for teaching them.

Intended Audience: Elementary Teachers, Instructional Coaches, Special Education Teachers

Approximate Completion Time: 2 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

 

Productive Struggle in Mathematics

Description: Both teachers and students need to embrace productive struggle as an essential part of learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and support to engage in productive struggle as they grapple with mathematical ideas and relationships (Principles to Actions: Ensuring Mathematical Success for All, NCTM 2014, p. 48).  As teachers, our role is to provide these opportunities through selecting mathematical tasks that will allow students to be challenged but also have the support of teachers without taking away the cognitive demand of the task and purposeful questioning.

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Approximate Completion Time: 3 hours

 

Seesaw: Activity Academy (PK-3)

Description:  This micro-credential option utilizes Seesaw’s Activity Academy Course with Ambassador Kris Szajner. It provides many ideas, templates and tricks for creating activities for your students. Check out the video overview here: https://youtu.be/b8_0T9czoo4. At the end of this learning experience you will submit an activity that you created in Seesaw using the content from the course as well as your Certificate of Completion. 
 

Intended Audience: PK-2 Teachers

Approximate Completion Time: 2 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

 

Standards-Based Writing Overview

Description: This micro-credential is intended for participants who are unfamiliar with or need a refresher regarding the Iowa Core Standards for Writing. Topics covered include college and career readiness anchor standards and standards progressions.

(The information is based on a product of Iowa’s Statewide Literacy Leadership Team, which was composed of ELA/literacy educators representing AEA literacy consultants, K-12 teachers, teacher leaders, administrators, and college and university specialists in ELA/literacy teacher preparation.)

Intended Audience: K-12 teachers of writing

Approximate Completion Time: 1 hour

 

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

 

Student Engagement

Description:  Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences.  This Micro-Credential will provide its participants with an overview of the importance of student engagement in synchronous and asynchronous learning environments, an opportunity to to review excellent student engagement resources and PLAN for implementation of engagement strategies.

Intended Audience: K-12 Teachers, Teacher Leaders, Instructional Coaches, Paraeducators

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

 

Tech Tools to Support the Writing Process

Description: This micro-credential will address how writing is a process and not just a product. Too many times we have students write only for that final published piece.  Participants will explore teaching strategies, supports, and tools to guide them in teaching of writing.

Intended Audience: K-5 general education teachers, special education teachers

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 Science of Reading

Description: The science of reading has gotten a lot of attention recently, but the research and evidence-based practices have been around for several years.  This micro-credential will provide the overview of what the science of reading actually is and the implications for early elementary teachers.. Schools across the U.S. are having serious conversations about how to align early reading instruction to the large body of evidence about reading—the most studied aspect of human learning. This three-part webinar series will break down the “how”, why” and “what” of evidence-based literacy instruction, with a guide to help reflect on that learning.

Intended Audience: Early Elementary Teachers, Special Education Teachers

Approximate Completion Time: 3 hours

 

The Simple View of Reading and Scarborough’s Rope

Description: This micro-credential takes the research and provides practical implications for the early elementary classroom! In this bit of learning, you will engage in a 10-minute video and listen to a 40-minute podcast that will provide an overview of two models for early literacy: Scarborough’s Reading Rope and The Simple View of Reading.  The content will explain why the Simple View of Reading is still relevant almost 40 years after its inception, the role of word recognition based on the science of reading, and highlight the importance of explicit phonics instruction. The podcast also advocates for an aligned curriculum to bring forth a systematic and equitable approach to reading for all students, and provides insight for teachers on what components are needed in the classroom. 

Intended Audience: Early Literacy Teachers, Title I Teachers, Interventionists, Special Education Teachers

Approximate Completion Time: 2 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

 

Top Ten Tips for De-Escalation

Description:  Learners bring precipitating factors into classrooms based on their backgrounds and experiences. At times, teachers need to respond to situations by utilizing de-escalation strategies. Educators need to understand the impact of how their response affects the outcome or a situation. This will have an impact on the learners’ abilities to participate in and access their education. This micro-credential will focus on the top ten tips of de-escalation and practical classroom de-escalation strategies to support learners daily. 

Intended Audience: PK-12 teachers, paraprofessionals, administrators, and instructional coaches

Approximate Completion Time: 3 hours

 

Uncovering the Logic of English

Description: Teaching spelling and all the sounds for different letter combinations can be intimidating! This content will provide a beginning understanding of how the language is structured, along with simple, practical generalizations that will unlock a lot of the mysteries of reading and spelling!  By viewing a 30-minute video recording, reading a chapter from Uncovering the Logic of English by Denise Ihde, and digging into several practical resources, you will be equipped to begin understanding the patterns and generalizations to make sense of the English language. 

Intended Audience: K-6 Teachers, Paraeducators, Interventionists, Title I Teachers, Special Education Teachers

Approximate Completion Time: 3 hours

 

Use and Connect Mathematical Representations

Description:  Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving (NCTM, Principles to Actions, 2014).  As teachers, we need to help focus students’ attention on the mathematical big ideas within and among different representations. 

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Approximate Completion Time: 3 hours

 

Using QFT in the Social Studies Classroom

Description:  The Iowa Social Studies Standards call upon teachers to use an inquiry approach.  Student questioning is a critical aspect of inquiry.  This micro explores a tool called the Question Formulation Technique which encourages a focused approach to student questioning. Participants will read two articles about using questioning in the social studies classroom, specifically the Question Formulation Technique, and try out the process in one of their classes and reflect on how the process worked. 

Intended Audience: Social Studies Teachers

Approximate Completion Time: 2 hours