Micro-credentials and Education Policy in the United States

Digital Promise has released a new report exploring micro-credentials for educators. 

Over the last several years, micro-credentials—a way for teachers and administrators to demonstrate their teaching and leadership skills—have generated growing interest among policymakers and practitioners alike for at least three reasons: 

The internet provides increasing accessibility and rapid development of multitudes of online resources (experts, videos, apps, communities, etc.), allowing an entirely different context for teaching and learning for both educators and their students. 

Researchers of late are pointing out the positive effects of the right kind of professional learning on student achievement—most notably learning defined by authentic and structured collaboration among teachers that also places them at the center of school improvement efforts.

Education reformers and policy leaders are beginning to recognize that if schools are to create competency-based and personalized learning experiences for every student and ensure students know how to collaborate and communicate, then those who are teaching them need to lead their own learning as well.

In the United States, micro-credentials could serve as a powerful tool to improve the professional development industry serving teachers and administrators.

The report shows how micro-credentials can fit into current teaching policies and perhaps be used to transform them.

For more, see: http://digitalpromise.org/wp-content/uploads/2019/06/mcs-educationpolicy.pdf