COMPETENCY-BASED CREDENTIALS

Competency-based credentials, known as micro-credentials, are a key part of the professional development offered by Global Education Exchange Opportunities in partnership with Digital Promise.

What are the competency-based credentials?

Competency-based credentials are digital certifications that evidence mastery of specific competencies, achievements or knowledge acquired through an evidence-based assessment system. Educators will have the opportunity to continue their professional improvement by acquiring micro-credentials.

Competency-based

Micro-credentials articulate a discrete skill to support educator practice and the specific evidence educators must submit to demonstrate competence in that skill.

Backed by research

Each micro-credential is based on solid research that illustrates how that competence supports learning.

Customized

Educators select micro-credentials from a catalog that is aligned with their personal goals, the needs of students, or school-wide educational priorities.

At your pace

Educators can begin and continue their micro-credentialing pathway at their own pace and in their own way.

The MCs are:

Competency-based
Customised and self-directed
Available at your convenience
Learning by doing

Micro-credentials are like...

A driver's licence: To get your licence you have to learn by doing and demonstrate by your performance that you can drive in the real world. Micro-credentials are obtained in a similar way, by proving your competence in practice with your own students in the classroom.

A pole vault: The bar is in place and your goal is to get over it using the tools available to you (the pole, your own speed, strength and technique). You train and work as hard as necessary to get over the bar. The same goes for micro-credentials. Practice makes perfect and teaching skills is no exception. Personalising your learning process and honing the skills necessary to surpass the competition bar is the only required outcome.

A version of a single-skill certification: Micro-credentials, like any other recognised teacher certification, allow teachers to distinguish themselves as capable, effective educators who have achieved the most robust standards in the profession through a portfolio of their practice, evaluated by experts.

MCs are not:

Face-to-face
Traditional online courses or classes
Scheduled
Separated from the classroom context
Learning by absorbing information

Micro-credentials are NOT like...

A university course: Although micro-credentials can work within the merit/salary system, they are not time- or process-based, and there is no required approach or sequence to earning a micro-credential.

A professional development workshop: Although micro-credentials can work as licence renewal credits, they are not face-to-face or scheduled, and do not require a substitute teacher or travel arrangements.

A traditional exam or assessment: Micro-credentials are not measured by passing an exam or other traditional assessment. Rather, micro-credentials are awarded based on evidence of practice and a defined rubric.

MICRO-CREDENTIALS

FOR THE USE OF TECHNOLOGY

Using technology as a professional learning tool

The educator reflects on how technology supports his or her own professional learning by creating a professional learning plan.

Why_Use_Tech_In_The_Classroom_White_Title

Why use technology in the classroom?

The educator is able to infer how technology supports education and adds value to learning, either through experience or as a result of research.

Behavior_Management_in_Digital_Classroom

Behavior management in a digital classroom

The educator creates a behavior management plan that includes clear rules, expectations, and interventions for students regarding the use of technology.

Creating digital citizens

The educator plans and implements short classes to model and teach the safe, legal and ethical use of digital information and technology.

Handling of digital media

The educator creates a tool or system to search, evaluate and manage digital resources.

Introduction of digital literacy tools

The educator plans and implements classes and/or activities to help students develop essential digital literacy skills, including connecting with resources, people and solutions.

Technology Management - Planning for Success

The educator develops a set of strategies and decides when and how to use each of them to engage students' attention.

Designing_Physical_Environments_with_Purpose

Designing effective physical environments with purpose

The educator organizes the furniture and spaces so that students can easily move from working in collaborative groups to receiving direct instruction or to working individually using technological tools.

Transformative Collaboration

The educator helps develop a plan of action regarding the educational approach and problem solving in his or her school.

Empowering parents through technology

The educator creates a plan for communication and parent/guardian outreach using a one-way or two-way technology tool and determines the effectiveness of its implementation through an anonymous online survey.

MICRO-CREDENTIALS

TECHNOLOGY COACHING

Running technology-rich classrooms

The digital learning coach models effective classroom management and collaborative learning strategies that foster technology-rich learning environments.

Engaging_in_Continuous_Learning_about_Technology_Coaching

Participation in continuous learning about technology coaching

The e-learning coach participates in continuous learning opportunities that help build the professional knowledge, skills and dispositions needed to perform their role.

Promoting digital citizenship

The digital learning coach promotes equitable access to technology and facilitates ethical and secure computing and global communication.

Provide technological tools and resources

The digital learning coach evaluates, offers and recommends digital tools and resources that improve teaching and learning.

Reflection on the practice

The digital learning coach regularly uses protocols to reflect on practice.

Technology for evaluation I

The digital learning coach supports teachers in implementing assessment technologies in their classrooms through modeling, co-planning and/or co-teaching techniques.

Technology for evaluation II

The e-learning coach facilitates data discussions with teachers who analyze student learning from a technology assessment and identify next educational steps.

Technology for differentiated education

The digital learning coach supports teachers in differentiating education by selecting and implementing appropriate technology tools that are aligned with the curriculum and learning goals to meet the diverse needs of all students.

Visionary leadership for technology

The digital learning coach works in collaboration with other leaders to visualize and plan school change initiatives for technology that focus on teacher and student outcomes.

Technology-enabled professional learning

The digital learning coach designs and implements technology-rich professional learning in the effective use of technology for your school or district.

Technology_for_Rigorous,_Relevant_and_Engaging_Learning_1

Technology for rigorous, relevant and engaging learning I

The digital learning coach co-plans, models or co-teaches, and discusses technology-enabled strategies with a teacher.

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Technology for rigorous, relevant and engaging learning II

The digital learning coach observes and provides feedback to a teacher while making technological changes in teaching practice.

Create or Login to the micro-credentialing platform

Access the Digital Promise micro-credentialing platform at https://microcredentials.digitalpromise.org
Sign In or Sign Up
Confirm your account by email
Check that you have logged in correctly.
Complete yourprofile and save the changes.

Browse available micro-credentials

Access the GEEO platform https://www.geeopr.com/de-innova/#credencialesporcompetencia
Browse the catalog of available micro-credentials.
Evaluate the information contained in the micro-credentials to identify which is aligned with your need.
Select the micro-credit you wish to complete.

Send micro-credential application

Access the digital version of the micro-credit.
Read the micro-credit and identify the requirements.
Access the micro-credential platform and start filling in the application. If you do not finish the micro-credential, you can save it and continue later.
Send the application.
You will receive an email indicating that the application was received.

Micro Credential Evaluation

Once the MC is evaluated you will receive an email informing you if it was approved or denied.
MC approved: you will receive an email in case the micro-credit is granted. You will be able to share your badge in various ways.
MC denied: you will receive an e-mail with an invitation to file a new application.