DeNisco, A. (2016, July). Microcredentials Provide Highly
Personalized PD.
Retrieved July 11, 16, from
http://www.districtadministration.com/article/microcredentials-provide-highly-personalized-pd
Summary:
The article
“Microcredentials Provide Highly Personalized PD,” by author Alison DeNisco
published in July of 2016 focuses on “microcredentials “ and informal learning
as a means of professional development (PD). The article defines
microcredentials as “digital badges that teachers earn by learning a skill and
demonstrating mastery through student results” (DeNisco, 2016,
p.1). Since professional development is often not personalized, this
version of PD focuses on teachers choosing skills they want to learn and
allowing them to follow those desires. Teachers will take an online
course from a company in a subject of their choosing. The company
that the article highlighted was called Digital Promise, which is free and
offers skill development. In order for teachers to earn credentials,
they complete the course and perform self-assessments as well as display any
student- based evidence. The article refers to the microcredentials
as a “digital badge” that is displayed on social platforms. Since
this type of professional development is competency based, how long the learner
spent on the subject does not matter, but rather how it was used and applied
within the classroom. The article states that teacher’s who have
piloted this format have a year to complete a “microcredential.”
Becoming
more popular in the education world is informal learning
opportunities. Devices and programs such as social media and PLC’s
are replacing traditional “sit and get” methods of PD. Through
the company Digital Promise, course takers could learn at their own pace,
become a master in their subject and then submit an overview of their learning
and lessons. They could also collect data to show the new skill’s
impact on their classrooms. Some districts have also piloted the new
“microcredentials” as a way to increase salaries. If teachers are
bettering themselves to support student needs, and can show evidence, teachers
are being compensated on the salary scale. In the view of administrators,
teachers are taking the time to learn new skills that are targeted and specific
, which in turn can help the district.
The article
also highlights that although this method is a great way to increase
professional development learning opportunities, it alone does not solve all of
the needs for PD. Not all PD can be an isolated, individualized experience. Learners
will still need to connect with other leaners on some level to reach the
fullest potential.
Response:
This
form of professional development is intriguing. I know that I could
greatly benefit from this format of PD. Since there is very little
personalized professional development for art, music and physical educators, I
would be glad to take a class/session that I specifically found interesting for
my own teaching and turn it into a product in the classroom. I think
microcredentials could really help school districts as a whole as
well. If teachers are able to decide on what they would like to be
“certified” in and allowed to pursue it, they could spread that knowledge to
other educators. In order for it to work properly, however, teachers would have
to be able to choose what they are interested in learning. These small
badges of accomplishment could also go a long with morale among
teachers. Teachers who are choosing to increase their knowledge base
could have some (small) type of recognition amongst peers and
administrators. I agree with the author, however, in thinking that
PD cannot be all individualized. Every educator needs a collaborator
at some point or another. Overall, I am interested to see if this type of
PD takes flight.
