Moving toward Competency-Based Professional Learning

Autor/inn/en	Tooley, Melissa; Hood, Joseph
Titel	Moving toward Competency-Based Professional Learning
Quelle	In: State Education Standard, 21 (2021) 2, S.35-38 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Competency Based Teacher Education; Faculty Development; Credentials; Teacher Promotion; Teacher Persistence; Public School Teachers; Kentucky; New York (New York); Arkansas; Louisiana; Oklahoma; South Carolina; Texas + Suchen Sie Ihr Suchwort? Studienbuch
Abstract	There are few areas where American teachers are as united as they are in their dissatisfaction with their professional learning and advancement opportunities. The lack of meaningful offerings affects states' ability to attract, develop, and retain strong teachers, which in turn impedes schools' ability to help students fulfill their potential. There are evidence-based fixes, but they require major changes to policies and practices that dictate how schools are staffed and changes in expectations and school culture. If carefully harnessed, microcredentials are one tool that can help overcome these challenges. While they focus primarily on the assessment of competency rather than delivery of new information, high-quality microcredentials can significantly improve professional development (PD) quality, and hence, the quality of instruction. At least four states have, or are developing, programs that use microcredentials for teacher career advancement. In Arkansas and Louisiana, state-recognized teacher leadership roles can be earned in this fashion. Oklahoma is developing a similar system, and South Carolina is also experimenting with microcredentials for teacher leadership. The thoughtful incorporation of microcredentials can move human capital systems for educators away from bureaucratic compliance to demonstrated competencies and rehabilitate teachers' view of PD from a waste of time into a meaningful experience. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01