Micro-Credentialing: A Bite-Sized Path to Professionalism

Outline

SESSION AGENDA
1. Introduction to Micro-Credentials
Time: 5 minutes

Content:
Define micro-credentials and explain their growing role in professional development in North Carolina.
Overview of key concepts: the myths of micro-credentialing, personalized learning, competency-based development, and flexible professional growth.

Engagement:
Quick Poll (via mobile devices or audience raise of hands): Ask participants how familiar they are with micro-credentials (e.g., "Have you heard of micro-credentials before?").
Interactive Question: Pose the question, "What are your current methods for personalized professional development?" to gather insights.

Process:
Use a visual infographic to explain the micro-credentialing process.
Peer-to-Peer Interaction: Encourage participants to briefly share their experience with personalized PD with someone sitting nearby or in small groups.

2. The NC Micro-Credentialing Story
Time: 8 minutes

Content:
Overview of how North Carolina established micro-credentials: state partnerships, multi-district collaboration, and criteria development.
Highlight the work of key partners (digiLEARN, RTI International, districts involved).

Engagement:
Discussion Activity (2 minutes): Ask participants to brainstorm with a partner or small group what they see as benefits and/or challenges of micro-credentialing

Process:
Use visuals and a timeline to illustrate NC's process.
Peer-to-peer discussion: Share ideas and insights from the examples shared, encouraging brief group discussions on how the model might apply locally.

3. Exploring the Micro-Credential Quality Assurance Rubric
Time: 10 minutes

Content:
Present key components of the Micro-Credential Quality Assurance Rubric, including its indicators for competency, evidence, feedback, and equity​.
Discuss how this rubric ensures consistent, high-quality micro-credentials.

Engagement:
Activity (5 minutes): Each participant will receive a sample micro-credential (digital or printed). They will use a simplified version of the rubric to assess the quality of the micro-credential.
Group Reflection (2 minutes): Share findings with a neighbor or small group to compare thoughts.

Process:
Walk participants through a step-by-step process of evaluating a micro-credential using the rubric.
Encourage collaborative learning by having participants work in pairs or small groups to assess the sample micro-credential.

4. Designing Micro-Credentials to Meet Teacher Needs
Time: 5 minutes

Content:
Offer practical tips for designing micro-credentials that align with teacher development needs and systemic goals.
Discuss how to integrate personalized learning, feedback loops, and teacher agency in micro-credential design.

Engagement:
Group Activity: Ask participants to identify one professional development need in their district. In pairs, brainstorm how a micro-credential could be designed to meet that need to include identifying the
discrete skills related to that need.

Process:
Use a real-world example to demonstrate how a micro-credential can be tailored to a specific professional need.
Facilitate a mini brainstorming session where participants generate ideas for their own districts.

5. Closing & Q&A
Time: 2 minutes

Content:
Recap key takeaways from the session.
Open the floor for brief questions or reflections on next steps.

Engagement:
Q&A Session: Participants are encouraged to ask specific questions or share their takeaways on how they plan to implement micro-credentials in their context.

Process:
Use a shared digital document or interactive tool (e.g., Padlet or Google Doc) for participants to post any lingering questions or ideas that weren’t discussed.

Supporting research

NC Partnership for Micro-Credentials: https://drive.google.com/file/d/1qIA0bL85BO3PQQLWE2EkA4DKUMr6DhPn/view?usp=sharing

Transforming Educator Learning in North Carolina:
Realizing the Potential of Micro-credentials: https://drive.google.com/file/d/1eo5umouvfkNaayGZNVo2lvAeCrGhbohX/view?usp=sharing