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.
For assistance please call 800-632-5918 or email:
Registration is required only for participants wishing to obtain credit.
Spring 2024
Cohort dates: 3/4/2024 - 4/26/2024
Registration opens: 02/16/2024
Registration ends: 3/22/2024
Fall 2024
Cohort dates: 8/5/2024 - 10/04/2024
Registration coming soon
winter 2024-2025
Cohort dates: 12/2/2024 - 1/17/2025
Registration coming soon
Spring 2025
Cohort dates: 2/3/2024 - 4/4/2024
Registration coming soon
A note for Paraeducators
Paraeducators can take any of the micro-credentials. If the course is not tagged as Paraeducator, please contact the facilitator before beginning the course work to arrange appropriate coursework.
Description: Participants unfamiliar with the Accelerating Learning process should consider exploring the Accelerating Learning Foundations micro-credential for additional information.
Intended Audience: K-12 English Language Arts Teachers
Approximate Completion Time: 2 hours
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 math standards. Participants will examine the considerations for this step that are specific to math and develop a plan for how to identify, assess and plan for potential unfinished learning in an upcoming math unit. *This micro-credential assumes you are comfortable with/have completed the objectives outlined in both the “K-12 Key Math Shifts” micro-credential and the “Accelerating Learning Foundations” micro-credential.
Intended Audience: K-12 Mathematics Teachers
Approximate Completion Time: 2 hours
Accelerating learning: science
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 science standards. Participants will examine the considerations for this step that are specific to science and develop a plan for how to identify, assess and plan for potential unfinished learning in a science unit.
Intended Audience: K-12 Educators
Approximate Completion Time: 2 hours
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
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
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
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
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
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
AReading FASTbridge Assessment
Description: There are no prerequisites for this micro-credential. You should, however, have access to FASTBridge within the Iowa Ed Portal and have a basic understanding of that platform prior to starting this learning plan. This micro-credential should not replace the certification for proctoring the assessment within FASTBridge. This session is provided within Peardeck, where each participant will take a student-paced tour of the aReading assessment, which is a seasonal screener used in many schools for students in grades 2-12. This content will allow you to: Understand what aReading measures and how it can impact decision-making Understand the benefits and limitations of this particular assessment Analyze both Group and Individual aReading Reports Put your knowledge to use by reviewing the Screener to Intervention Report and exploring the Keystone Literacy website for planning instruction.
Intended Audience: Teachers grades 2-12, Instructional Coaches, Reading Specialists
Approximate Completion Time: 2 hours
Are your classroom EXPECTATIONS Clear?
Description: This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Tier 1 Instruction foundational practice: Directions are phrased so children know what to do, what not to do (use walking feet vs don’t run; inside voice vs don’t yell).
Intended Audience: Early Childhood
Approximate Completion Time: 1 Hour
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
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
Description: This learning focuses on how to have more effective conversations at work and in our personal lives. Participants will learn Jim Knight’s 6 Better Conversations Beliefs, 10 Better Conversation Habits, and reflect on where they are with these skills as well as how to get better at them.
Intended Audience: Instructional Coaches, PK-12 Educators, PK-12 Administrators
Approximate Completion Time: 3 hours
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
Canva Graphic Design for Everyone!
Description: With Canva, you and your students can create and design anything! Presentations, social media, videos, infographics, graphs, book covers, Zoom virtual backgrounds, graphic organizers and mind maps, posters, worksheets, reports, flyers, newsletters, interactive lesson plans, Google Classroom headers and more! Plus, Canva has now partnered with Pear Deck and Flipgrid! There are thousands of templates to choose from or you can start from scratch! With an education account, you can set up classes (or import from Google Classroom), manage lessons, activities, or projects. You can create assignments and review/approve work.
Intended Audience: 3-12 educators, instructional coaches
Approximate Completion Time:3 hours
Challenging Problem or Question (PBL Design Element)
Description: Having a Challenging Problem or Question is one of the seven Buck Institute for Education’s Gold Standard PBL Essential Design Elements. Writing driving questions is an iterative process. In this learning experience, you will learn about the criteria of a challenging problem or question, brainstorm possible driving questions for a unit, and use a rubric to narrow you brainstormed list and refine a question for a PBL unit you plan to teach. Next, you will tie an entry event with your driving question to hook students and promote sustained inquiry.
Intended Audience: PK-12 educators, Instructional Coaches
Approximate Completion Time: 3 hours
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
Description: This learning will help your team develop measurable goals and develop an action plan to address chronic absenteeism. This will also help your team assess the implementation and effectiveness of the plan and engage stakeholders.
Intended Audience: Attendance Leadership Teams
Approximate Completion Time: 2 hours
CHRONIC Absenteeism for Leadership teams: Examining data to assess & PRIORITIZE-part 2 of 3
Description: This learning will help your team develop measurable goals and develop an action plan to address chronic absenteeism. This will also help your team assess the implementation and effectiveness of the plan and engage stakeholders.
Intended Audience: Attendance Leadership Teams
Approximate Completion Time: 2 hours
CHRONIC Absenteeism Overview part 1 of 3
Description: A definition of chronic absenteeism and the impact it has on students will be shared. The importance of using chronic absenteeism as a data metric in order to intervene early and preventively with students will be explained. Interventions at each tier of a Multi-Tiered System of Support (MTSS) using continuous improvement is illustrated.
Intended Audience: All AEA and LEA Staff
Approximate Completion Time: 1 Hour
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
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
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
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 Jr Part 2 - beyond the basics
Description: This micro-credential will show you how to use more of the ScratchJr blocks to create interactive stories and games. These blocks go beyond the “Green Flag” (play animation) and allow users to interact with the story or game by touching characters (sprites). The blocks are still icon based so they are perfect for non-readers and beginning readers. You will also explore the ScratchJr curricula and computer science concepts.
Intended Audience: PK-2 Educators
Approximate Completion Time: 3 hours
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
Coding with scratch Part 2 Creating Quizzes
Description: This micro-credential will continue to show you how to use Scratch which teaches students in grades 3-12 how to use code to create animations, games, quizzes, and more. More of the blocks will be explored and used to make a classroom quiz. 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
COgnitive behavior therapy (CBT) interventions for school and home
Description: Cognitive-Behavioral Therapy (CBT) and its strategies/interventions are an evidence-based practice with effective results when implemented with fidelity. This course is designed to introduce parents and school professionals to what CBT is and several resources available through Keystone’s Media Library. These resources contain easy-to-implement and fairly quick-to-use strategies and interventions that can be utilized at home or school for a wide variety of SEBH concerns.
Intended Audience: Teachers, counselors, core team members, special education staff, interventionists, behavior specialists, parents, anyone who works with children with social-emotional behavioral health concerns (SEBH).
Approximate Completion Time: 4 hours
Considerations for Identifying the Need for a Paraeducator Micro-Credential
Description: This micro-credential provides schools and IEP teams with information and tools, encourages IEP teams to consider a full range of supports for students with special needs, and shares resources available to schools for training paraeducators. The resources help the team identify specific needs and allow for consideration of all types of support (including paraeducators).
Intended Audience: IEP Teams, District Administrators, Special Education teachers, AEA staff
Approximate Completion Time: 1 hour
Considerations for Implementing Social Emotional learning (SEL) PLc's at Your school
Description: Participants will gain familiarity with using a CASEL resource to support PLC discussions to further core SEL practices at their school. Learning will center around four SEL buckets: supportive classroom environment, integration of SEL into instruction, explicit SEL instruction, and student-centered discipline.
Intended Audience: Administrators, Instructional Coaches, School Counselors, Teachers
Approximate Completion Time: 3 hours
Considerations for teaching english learners (ELL 101)
Description: There are many things to take into consideration when teaching English learners. Participants will learn about different steps to EL student success, ELP standards and accommodations, and how to provide equitable access to English learners in the general education classroom. Participants will also have the opportunity to explore different resources for teaching English learners.
Intended Audience: Teachers and Administrators who are new to teaching English learners
Approximate Completion Time: 2 hours
CreatinG a writing rich environment
Description: Participants will investigate the connections between the reading and writing processes, as well as effective strategies that motivate students during the writing process. Additionally, participants will explore two different blended learning strategies to increase small group instruction and real-time feedback. Embedded within the self-paced Pear Deck are reflections following each of the four sections of learning.
Intended Audience: Grades 2-12 educators, Literacy
Approximate Completion Time: 2 hours
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
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: 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
CSTA Standards for CS Teachers: How to Effectively Engage Students in CS
Description: This micro-credential is designed for teachers to learn more about the Computer Science (CS) Teaching Standards to be an effective K-12 computer science teacher. The teaching standards are designed to provide effective and equitable computer science instruction through rigorous computer science education. The teaching standards will explain what CS teachers should know and be able to do in the classroom while continually developing their pedagogical knowledge. Participants should have some knowledge of the CSTA K-12 Computer Science Standards (student standards) or have taken the micro-credential Introduction to the K-12 Computer Science Standards.
Intended Audience: K-12 Computer Science Teachers
Approximate Completion Time: 3 hours
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
Designing High Quality Project Based Learning (PBL) Experiences
Description: The Buck Institute for Education identified 7 Gold Standard PBL Essential Design Elements of strong PBL units. Through this learning, you will explore these elements and the importance of including each in a PBL unit. Examples will be shared and you will make connection to your practice by identifying a PBL project idea you can implement in your classroom.
Intended Audience: PK-12 educators, Instructional Coaches
Approximate Completion Time: 2 hours
Developing a learning plan SP 2024
Description: This Micro-Credential is required for all Course participants. The Keystone Micro-Credential Learning Plan will capture the just in time, asynchronous, small chunks of professional learning in a simple plan that will promote learning so educators can apply their learnings in their practice, collect evidence, and demonstrate their competence.
Intended Audience: General
Approximate Completion Time: 1 hour
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
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
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
Description: Edpuzzle is an easy-to-use platform where you can make any video your lesson. With just one click, you can find video lessons created by other teachers, including formative assessment! Another click and you can adapt that video by embedding your own questions or audio. With the final click, assign it to your students and get beautiful hassle-free analytics: see who watched the video, who didn't understand the lesson and who did a good job. Students can re-watch the video as many times as they need at their own pace, while you can easily check their progress from your account.
Intended Audience: 3-12 educators, instructional coaches
Approximate Completion Time: 3 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 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
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
Description: There are no prerequisites for this micro-credential. The participants will have access to resources that will guide them through understanding and implementing Elkonin boxes with multiple modes. Elkonin Boxes (also known as Sound Boxes) is an evidence-based scaffold and strategy to help students, particularly in the early stages of learning how to read and write, make connections between the sounds they hear and the letters and form syllables and words. This strategy is immediately applicable to students in the classroom.
Objectives:
Participants will have a basic understanding of what Elkonin boxes (aka Sound Boxes) are.
Participants will be able to utilize Elkonin boxes with a student.
Intended Audience: Literacy
Approximate Completion Time: 2 hours
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
Emotional Impacts of Illiteracy
Description: Research shows that there are long-lasted emotional impacts of students who struggle academically, particularly when they struggle to read. Effectively and efficiently teaching a child to read can alleviate the trauma and anxiety that have accumulated over years of reading struggle and failure, or prevent the trauma from happening in the first place. This 2-hour snippet of learning allows participants to learn the impacts of illiteracy, hear directly from individuals who have been affected by learning difficulties and some practical application tools to implement in the classroom.
Intended Audience: K-12 Teachers, Paraprofessionals, Instructional Coaches
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
Engaging Lessons and Formative Assessment with Pear Deck
Description: Pear Deck is a Google Slides add-on that allows educators to transform traditional presentations to active learning presentations through interactive formative assessments. With templates like bell ringers, checks for understanding questions (drawing, text, numbers, multiple choice, draggables), exit tickets, and more, Pear Deck allows teachers to hear from every student! This micro-credential is designed to be a “learn by doing” which means it was created using Pear Deck so not only will you be creating your own Pear Deck presentation as the final project but you will also be participating in a Pear Deck presentation to learn different Pear Deck features. Iowa AEAs have purchased Pear Deck’s premium services, providing educators with full access to tools & resources through the 2023-2024 school year.
Intended Audience: K-12 Teachers, Instructional Coaches, Administration
Approximate Completion Time: 4 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 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 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: 2 hours
Facilitating Project Based Learning
Description: In this course module, you will build knowledge of the seven Gold Standard Project-Based Teaching Practices as identified by the Buck Institute for Education. In a project-based learning environment, the teacher guides or coaches students which is a shift from traditional education. By implementing the teaching practices identified in this micro-credential, you will give up some control of your classroom and support students in their learning journey.
Intended Audience: PK-12 educators, Instructional Coaches
Approximate Completion Time: 2 hours
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
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: Analyzing and INTERPRETING data
Description: This micro-credential takes a deeper dive into the practice of Analyzing and Interpreting Data, 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 the Science and Engineering Practices micro-credential.
Intended Audience: K-12 Educators
Approximate Completion Time: 2 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
Focusing on SEPs: Engaging in ARGUMENT from Evidence
Description: This micro-credential takes a deeper dive into the practice of Engaging in Argument from Evidence, 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 the Science and Engineering Practices micro-credential.
Intended Audience: K-12 Educators
Approximate Completion Time: 2 hours
focusing on SEPs: Planning & Carrying Out Investigations
Description: This micro-credential takes a deeper dive into the practice of Planning and Carrying Out Investigations, 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.
Intended Audience: K-12 Educators
Approximate Completion Time: 3 hours
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
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
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
Description: Feedback is one of the most powerful influences on student learning. Having the understanding and skills to provide students with targeted and effective feedback is important for educators. This micro-credential will give participants an opportunity to explore several resources about giving and receiving feedback to improve their instruction and student success.
Intended Audience: K-12 teachers, Instructional Coaches
Approximate Completion Time: 3 hours
Description: This micro-credential will focus on how to utilize Google Calendar as well as tips and tricks to increase productivity.
Intended Audience: Paraeducators
Approximate Completion Time: 1 Hour
Description: We have access to a number of word-processing software, each with its own capabilities. This micro credential is designed for participants to learn more about the similarities and differences between Microsoft Word and Google Docs. Participants will have access to training tools in both platforms to practice and enhance their technical skills.
Intended Audience: Paraeducators
Approximate Completion Time: 3 Hours
Growth Coaching Micro-Credential
Description: This micro-credential provides a learning opportunity about the GROWTH Coaching model by Christian van Nieuerburgh and John Campbell.
Intended Audience: Teacher Leaders, Instructional Coaches, and Administrators
Approximate Completion Time: 3 hours
Healthy Teachers, Happy Classrooms
Description: Margaret Tate’s book and webinar, Happy Educators, Healthy Classrooms is the basis for this micro-credential. “Tate delivers 12 brain-based principles for avoiding teacher burnout and increasing health and wellness for teachers.” If you are looking for ways to boost your personal or professional well-being, this is for you!
Intended Audience: All educators, paraprofessionals
Approximate Completion Time: 2 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
HOw Do you Ensure Students Are EnGaged and Their Interests are included in learning?
Description:
This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice - Instruction is modified when children lose interest in activities.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
How can you Ensure that the practices that you use are developmentally appropriate?
Description:
This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Children engage in activities that are developmentally appropriate and differentiated toward learners.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
In Early Childhood, why is it important to let kids take the lead in their own learning?
Description:
This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Teachers and staff are flexible and follow the children's lead.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
How do you know if your students understand the directions you are giving?
Description:
This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Teachers check in with students to make sure they understand the directions (thumbs up, thumbs down, etc.).
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
How Do you Use verbal instructions to support children in following directions?
Description: This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Directions are short, simple, and specific and may include using visuals.
Intended Audience: Early Childhood
Approximate Completion Time: 1 hour
IES Guide for Assisting Students struggling in Math (k-6)
Description: There are six evidence-based recommendations for assisting students struggling in math (K-6). The recommendations include systematic instruction, mathematical language, representations, number lines, word problems, and timed activities. Through this coursework, you will learn about each recommendation and how it connects to your grade level.
Intended Audience: K-6 general and special education teachers, instructional coaches, math interventionists, school/district teams adopting intervention materials
Approximate Completion Time: 3 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
Implementing the Icap for students with DISABILITIES
Description: The Individual Career and Academic Plan outlines college and career programming for all students to engage in grades 8-12. Through intentional alignment of the information in the ICAP and the IEP, students develop self-awareness and have increased opportunities to be more involved in the development of their postsecondary and annual goals. Self-determined students become successful adults! Objectives: Explain what the ICAP is and describe the ICAP purpose. Cite the similarities and differences between Individual Career Academic Planning (ICAP) and the transition plan in the Individualized Education Program (IEP) Apply best practices for students with disabilities within the ICAP process Relate relevant ICAP resources to discover answers in support of students with disabilities
Intended Audience: 8-12 Educators, Secondary Special Education Teachers, Administrators, School Counselors, CTE Teachers
Approximate Completion Time: 2 hours
In Early Childhood, Why is it Important To Take The Lead In Their Own Learning?
Description: This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Teachers and staff are flexible and follow the children's lead.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
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 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 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
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
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
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
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 stipulated in Senate File 2536 signed into law in 2020, current educators must complete the Dyslexia Overview module by July 2024. Teachers hired after 2024 will complete the module within one year of being hired if they have not already completed it. Educators should contact their supervisors with any questions related to fulfilling this requirement. No prerequisites are required.
Intended Audience: All Educators
Approximate Completion Time: 2 hours
IRRC Effective LITERACY Instruction Micro-Credential
Description: “This course is designed to introduce educators to fundamentals of systematic and explicit literacy instruction, including strategies for setting objectives, sequencing skills, and providing practice and review.”
Intended Audience: K-5 teachers and coaches
Approximate Completion Time: 2 hours
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
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
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
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
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
Meet Marty V 2: Robot for all ages
Description: You will explore the Marty V 2 Robot curriculum for your grade level, including checking Marty out from the Keystone media collection (KM 90039) and programming Marty using the language best suited to that grade level. You will choose a lesson from the curriculum and describe how it will integrate into a unit or activity you already teach. You will program and video Marty using the language for your grade level including taking a screenshot of the program you wrote. NOTE: Plan on completing this micro credential in two weeks as that is the check out time allowed.
Intended Audience: PreK - 12th Grade Teachers
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
Micro: Making Social Studies Inquiry Possible
Description: The Making Inquiry Possible Project (MIP) is a professional learning initiative undertaken by C3 Teachers with support from the University of Kentucky’s College of Education. The MIP project features a series of documentary films and professional learning materials designed to assist educators in implementing inquiry and to facilitate discussions about the triumphs and challenges that teachers, students, and districts experience as they put inquiry-based standards into practice
Intended Audience: Social Studies Teachers
Approximate Completion Time: 3 hours
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
Play Games, Learn Math! Number Path Games for Preschoolers
Description: Number path games, when played like board games, are ideal for helping preschool children learn math. These games build children’s understanding of early math concepts, such as counting and comparing numbers, while giving them experience with a valuable math tool- a number path! (NAEYC). In this microcredential, you will explore number path games and their benefits for the classroom as well as at home activities for families.
Intended Audience: PK educators and paraprofessionals
Approximate Completion Time: 1 hour
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
Description: Purposeful practice is more than repetition and speed. Purposeful practice has distinct components that distinguish it from merely repetitive practice. The key to purposeful practice is putting a series of small steps together to work toward a longer-term, specific goal. The task at hand needs full attention and keeps the mind squarely on the learning target. Purposeful practice is engaging to students and is powerful with feedback. If unfamiliar with the structure of the Iowa Core Literacy Standards for Writing, complete the Standards-Based Writing Overview micro-credential.
Intended Audience: Preschool -12th grade teachers
Approximate Completion Time: 3 hours
Description: This offering provides basic information about helping students achieve reading fluency successfully in the classroom.
Intended Audience: K-12 Educators and Paraeducators
Approximate Completion Time: 2 hours
Scratch Jr k-2 curriculum exploration: coding as Another language (CAL)
Description: This micro-credential will explore the Scratch Jr curriculum for grades K-2. You will read and reflect on the curriculum matching the grade level you teach, recording ah-ha moments and making connections to literacy, CS, math, and problem solving and social-emotional skills tied to standards. See how the curriculum integrates with literacy while engaging students in grade-level hands-on activities, both plugged and unplugged. The curriculum is available in English, Spanish, and Hebrew.
Intended Audience: K-2 Teachers
Approximate Completion Time:2 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
Description: Looking around your classroom, what do you notice about the visual supports you provide to help your students learn to read and write? Many teachers are now utilizing a SOUND WALL to help students grasp all the sounds the letters make to help them remember how to “crack the code” and improve their spelling skills. Don’t know what a sound wall is? Are you wondering how it is different from a word wall? Then this micro-credential is for you!! Learn about the “why” behind utilizing a sound wall, engage in a start-up guide to get going no matter what time of the school year, and then share your experience of using your own sound wall in your classroom within two hours of professional learning.
Intended Audience: K-3 teachers, Early Childhood, Literacy
Approximate Completion Time: 3 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
Standards For Mathematical Practice
Description: The Standards for Mathematical Practice, in our Iowa Academic Standards for Mathematics, describe what skills and process mathematics educators should seek to promote and develop in their students. It is important to remember that these mathematical practices standards are for students at all levels, so it is important for teachers to understand them and how they should look for their grade level students. “These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education from both the National Council of Teachers of Mathematics and the National Research Council’s report Adding It Up. The practice standards describe ways our students should engage in mathematics learning throughout their K-12 education.” (http://www.corestandards.org/Math/Practice/)
Intended Audience: PK-12 teachers, administrators, instructional coaches, paraeducator
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
Description:
Structured Word Inquiry (SWI) includes inquiry-based instructional routines that are used to introduce words and reinforce word knowledge. This micro-credential provides a routine and resources for students to investigate words based on morphology, etymology, and phonology. Teachers and students will learn to harness the power of words by deepening their understanding of the English language and how words are spelled. The English language is complex, but is actually a highly organized system. While there is no replacement for the importance of explicitly teaching students to “crack the code” (aka: decode), Structured Word Inquiry enhances other areas of the essential building blocks of literacy, including: vocabulary development, language acquisition, and overall comprehension. While this approach may be used with young students, SWI is commonly utilized with older learners (grades 4-12) to become better readers, spellers, and comprehenders of complex text.
Intended Audience: K-12 Teachers
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
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 Meaningful Participation through purposeful collaboration conversation
Description: Quality planning that leads to meaningful change for student instruction is possible. This micro-credential highlights the work done by the TIES Center. It provides structures for teams to use the time that is available more effectively to consider the content, instructional strategies, and barriers to learning for all students in the general education classroom, including students with significant cognitive disabilities.
Intended Audience: General Education and Special Education Teachers K-12, Instructional Coaches, Core Team, Direct Service Providers
Approximate Completion Time: 1 hour
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
Sustained Inquiry (PBL Design element)
Description: Sustained inquiry is one of the seven Buck Institute for Education’s Gold Standard PBL Essential Design Elements. In a PBL unit, students drive the learning through inquiry and questioning related to the entry event and driving question. In this micro-credential, you will learn and apply protocols and strategies to promote student questioning which will drive the learning of the unit. ** The Challenging Problem or Question (PBL Design Element) micro-credential is a prerequisite to this micro-credential. You may want to review the Designing High Quality Project-Based Learning (PBL) Experiences micro-credential.
Intended Audience: PK-12 educators, Instructional Coaches
Approximate Completion Time: 3 hours
Teaching Students to Map Phonemes to Graphemes
Description: Before students can sound out words and become proficient readers, they must know how to pronounce letters (graphemes) and letter combinations that make up the sounds (phonemes) in words. In this module, participants will learn about grapheme-phoneme mapping and its importance for literacy development, a strategy for teaching grapheme-phoneme mapping, how to support English learners developing these skills, and how to prepare students for peer-mediated and independent practice.
Intended Audience: K-5 Educators
Approximate Completion Time: 2 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
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
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
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: 3 hours
Description: Participants will learn about time management strategies that can be utilized to organize their tasks and make work time more efficient and productive.
Intended Audience: PK-12 General, Special Education, Teacher Leaders
Approximate Completion Time: 1 Hour
Description: This micro-credential walks through 5 tips to better organize Google Drive.
Intended Audience: Paraeducators
Approximate Completion Time: 1 hour
Tips/Tricks, Extension, Apps, & ADD Ons with Google Chrome
Description: This micro-credential will focus on becoming more efficient with Google Chrome extensions, apps and add-ons.
Intended Audience: Paraeducators
Approximate Completion Time: 1 Hour
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
Description: Studies have shown that, among students who struggle with reading at the beginning of the school year, the ones who surge ahead to reach grade-level benchmarks by the end of the year tend to engage in more high-quality reading practice. The purpose for these instructional routines is for students to apply phonics and word recognition to connected text.
Intended Audience: Early Elementary Teachers 1st grade
Approximate Completion Time: 3 hours
Description:
This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Transitions Tier 1 foundational practice: Transitions are planfully designed.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
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
Understanding and Participating in 504 Plan teams
Description: Section 504 provides a broad spectrum of protections against discrimination on the basis of disability. Under Section 504, an individual with a disability (also referred to as a student with a disability in the elementary and secondary education context) is defined as a person who: (1) has a physical or mental impairment that substantially limits a major life activity; (2) has a record of such an impairment; or (3) is regarded as having such an impairment. This micro-credential course will serve as an introduction to support PK-12 educators in developing an increased confidence in understanding 504 Plans as well as participating effectively on 504 Plan teams within the appropriate context of their role as educators.
Intended Audience: PK-12 Educators, Curriculum Directors, School Counselors, School Nurses, Administrators, Section 504 Plan Coordinators
Approximate Completion Time: 2 hourshttps://docs.google.com/document/d/13xNUglA9Se9HewKKHzZzQcaro7zEeUm8yTGCGuAPLHI/edit?usp=sharing
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 Google Forms to Gather Information
Description: This micro-credential will provide a basic review of Google Forms while exploring the advanced topic of question logic. Content will focus on Google Forms, development considerations, and an opportunity to create a Google Form to gather information.
Intended Audience: Paraeducators
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 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
Using Riot and scil to help determine student needs
Description: This micro-credential will help participants understand an important piece to the SDI Framework-the RIOT/SCIL Matrix and then they will work through how to use the RIOT/SCIL Matrix to Diagnose for Instructional Design in order to determine the educational needs of their students. (RIOT= Review, Interview, Observation, Test. SCIL=Setting, Curriculum, Instruction, Learner)
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
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
Description: This micro-credential will focus on how to utilize YouTube and for what purpose.
Intended Audience: Paraeducators
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: 2 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: 2 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: 2 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: 2 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: 2 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: 2 hours
What SHOULD you do if a child is not able to follow directions?
Description: This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice- Directions are individualized for students who need more support.
Intended Audience: PK-3 Educators
Approximate Completion Time: 1 hour
Executive Functioning: The What and The How
Description: Executive functioning is an “umbrella term” that refers to brain-based skills that are required for individuals to complete or executive a wide range of tasks. These skills are built over time and can be influenced by a variety of factors, including the learning environment and interactions with adults. In this overview of microcredential, educators will emerge with a clarified understanding of the definition of executive functioning, how these processes are built and refined, and identify practical strategies for supporting their own personal executive functioning skills and that of the students they work with.
Intended Audience: Paraeducators, Early Childhood, General, Social-emotional behavioral health, Special Education
Approximate Completion Time: 1 hour
Who Moved my Cheese? Navigating Change
Description: This micro-credential provides an overview of how we respond to change and guidance for accepting that change is inevitable. Participants will reflect on their own typical responses to change and write an action plan for responding to an anticipated change in their work or personal life.
Intended Audience: Paraeducators
Approximate Completion Time: 2 hours
WL COre Practices OVERVIEW & Core Practice 1
Description: This micro-credential is the first in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at using the target language to drive comprehensible input strategies in the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hours
WL Core Practices Overview & Core Practice 2
Description: This micro-credential is the first in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at interpersonal communication to drive comprehensible input strategies in the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hour
WL Core PRACTICES Overview & Core Practice 3
Description: This micro-credential is a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at lesson design to drive comprehensible input strategies in the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hour
WL Core Practices Overview & Core Practice 4
Description: This micro-credential is the first in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at interpersonal communication to drive comprehensible input strategies in the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hour
WL Core Practices Overview & Core Practice 5
Description: This micro-credential is the fifth in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at authentic resources to incorporate the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hour
WL Core Practices Overview & Core Practice 6
Description: This micro-credential is in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at using appropriate feedback to drive comprehensible input strategies in the World Language classroom.
Intended Audience: World Language Teachers
Approximate Completion Time: 1 hour
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