American schools invest $18 billion in teachers' professional learning each year, but considerable evidence indicates that formal PD often misses the mark. The good news is that teachers, now more than ever, are also learning in a variety of informal ways. Systems just don't yet have reliable ways of tracking or making the most of that growth.
The Center for Teaching Quality and Digital Promise explore a potential solution in a paper released today: Micro-credentials: Driving teacher learning and leadership. The paper, which is made possible by the support of the Carnegie Corporation of New York, offers a primer on this new approach:
- explaining how micro-credentials work,
- outlining the specific ways in which they could transform teaching and learning, and
- identifying critical next steps for a range of stakeholders.
Learn more about micro-credentials for educators and the badges CTQ will be issuing in partnership with Digital Promise and Bloomboard—Going Public with Policy & Pedagogy,Teacher-Powered, and Virtual Community Organizing. Two additional stacks in development include Performance Assessment for Learning with the Center for Collaborative Education (CCE) and Teachers as Leaders of Professional Learning with the Stanford Center for Opportunity Policy in Education (SCOPE).