田纳西州 micro-credentialing pilot: Can innovative practices help teachers succeed?
The 田纳西州 Department of 教育 (TDOE) saw the potential benefits of personalized learning and micro-credentials for educators but needed to prove the concept. ICF’s Appalachia Regional Comprehensive Center (ARCC) collaborated with TDOE to bring together representatives across 区 and develop a pilot program—ultimately providing key insights for future planning.
挑战
Micro-credentialing is a complex new concept with limited information and expertise available for successful implementation.
解决方案
Use best practices from instructional learning to shape a micro-credentialing model specific to the needs of the TDOE.
结果
Micro-credentials are a way for teachers to demonstrate professional competencies and provide evidence of outcomes from professional learning. ARCC工作人员协助TDOE进行了为期三年的试点, from planning and structure to implementation and data collection. 通过持续的沟通和培训, TDOE’s internal capacity for micro-credentialing has increased, and the department is far less dependent on external support for execution.
使个性化学习成为教师发展的一部分
The 田纳西州 Department of 教育 wanted to explore local and national strategies to inform in-state initiatives. 领导 needed sound recommendations to drive the overall direction of professional development for teachers. TDOE convened a task force of stakeholders—including ARCC staff, 学校, 区, 非盈利合作伙伴, 高等教育机构, 以及教育部门内部的部门提供 diverse perspectives on the current landscape and future opportunities for personalized learning 在田纳西州. The resulting report indicated opportunities for a micro-credentials system. TDOE chose to build a pilot to provide insights on the value of this new model, along with the potential impact for broader professional development redesign efforts and licensure requirements.
衡量微认证的影响
Micro-credentialing provides flexibility, choice, and relevance to educators. They have control over how the learning occurs and can choose topics that are most relevant to their position and professional learning needs. 而个人可以独立获得微证书, impact measurement provided avenues for potentially expanding personalized learning for educators across the state.
在K-12教育中, most pinpoint the inception of interest in micro-credentialing to former Secretary of 教育 阿恩·邓肯2011年的声明 that “Badges can help speed the shift from credentials that simply measure seat time, 更准确地衡量能力.”
There is little empirical research on the impact of micro-credentials on educational outcomes, such as teacher retention and satisfaction or student achievement. 然而, 几个组织, 教育内外都有, have implemented micro-credentialing systems and shared lessons from their experiences. A review of literature about micro-credential systems conducted by ICF and ARCC staff helped inform TDOE’s activities. ARCC staff are now helping gather new evidence of the impact of TDOE’s micro-credential program.
