In the past, my campus attempted to have a microcredentials professional learning opportunity for the teachers. Due to hastily development and lack of follow-through, it was forgotten after the first session. When pitching this idea, I need to make it very clear that this time around developing this professional learning will be a process and that there will be structures in place to ensure that this is not “forgotten” once again. The outline of this microcredentials professional learning, Power Up¸ is only one of many resources that will be shared with potential leaders of this initiative and participating teachers. The other resources embedded in this blog post will be shared with the appropriate audience at the appropriate time. I do not want to overwhelm my colleagues with information, however I do want to ensure them that there has been a lot of thought put into this. Another important message I want to get across to them is that the ideas presented are not final, they can all be adapted to best fit our needs as a campus, and that their ideas are highly valuable. The first step will be to bring this idea to the administrative team.
The keynote below, which follow's Simon Sinek's why-how-what model will be shared with administrators on my campus in order to not only obtain permission to move forward with this plan, but also inspire them to participate as leaders in this initiative. The administrative team on my campus is very supportive and encouraging when it comes to helping teachers grow, so I think I think they will be very receptive to this idea.
We know that there is a need for change, but what does this change look like and is it really worth disrupting the status quo? The video below will be shown to teachers and administrators that have shown interest in being a part of bringing change to our current professional development. Teachers may share this video with other colleagues they feel would also be interested in joining group of people that will be leading this change.
The 2018-2019 Planning & Developing timeline (displayed on the left) will only affect members of the Techie Falcons which are the group of people that will be leading this microcredentials professional learning, which we will refer to as Power Up. The 2019-202 Implementation timeline (displayed on the right) will affect all of the teachers at Miller, including the Techie Falcons. These timelines are not permanent, they can be altered as needed to best fit our needs as a campus.
Techie Falcons can do an amazing job developing Power Up, however it will not be worth our efforts until we get the message across to our teachers. We need to work on our “30 second pitch” for when teachers begin to inquire about this professional learning that will be launched. We don’t want to withhold information from our teachers, however we don’t want to put everything out there without a proper introduction first.
Power Up will officially launch in August during our week of back to school professional learning. The teachers will be provided with a handout which will contain the infographic with additional space to take notes on. The slide deck below will be used to present this concept of microcredentials to teachers. (I encourage you to open the speaker notes to see the gist of what will verbally accompany this slide deck.) After going through this brief slide deck, teachers will be given the code to join the Schoology course and have the opportunity to browse through the different modules available. Teachers will be prompted to start working on the module of their choice so they can begin to get the feel of it. The Techie Falcons will help facilitate this session by assisting teachers that are having trouble navigating through the course or understanding the concept of microcredentials.
After launching Power Up, what we do next really depends on what happens next. The timelines hold the structures for sessions, however what those sessions consist of, really depend on the teacher participation and overall effectiveness of the modules. . If teachers are zooming through modules we may have to create more. If teachers are still not understanding how to purposefully integrate these tools, we may have to add other components to the modules such as peer observations. If teachers are not participating, we may have draft up incentives. It seems like it will be a slow and steady road, but I am excited to see how it all works out. If you have implemented microcredentials professional learning, feel free to share any ideas, advice, tips, or even warnings!
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