When I saw the microcredentials format for professional learning, I knew that this was a format worth looking into to. At first glance it seems rather simple but once you start looking into the specific aspects of it more questions surface. The first step to creating this year-long professional learning was creating an outline to guide the planning and developing process. Just creating this outline alone brought up so many questions that I had honestly not considered before; it was great to be able to write down my thoughts and begin to organize them. Below you will see the professional learning outline that I developed which is by no means a finished product, rather it is a starting point. I want this outline to get the conversation started. Were there any factors omitted? Is there anything that can be taken off? Do any of the roles need to be altered? Are there too many sessions? Are there not enough sessions? What happens if someone completes all of the modules? What happens if someone is not actively working on any of the modules? How will we determine is the professional learning is being successful? What steps will be taken to continue this for the following year? This conversation is great to have with professionals from other campuses to get insight from an outside perspective, but it ultimately needs to happen with the leadership team that will be driving this professional learning at our campus. Another crucial conversation that needs to happen is one in which we establish the BHAG and 3 column table for our professional learning. Each module will have its own objective, but together we need to develop the foundation for the big picture. What do we want our teachers to get out of this professional learning via microcredentials?
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AuthorMiss E. Garcia Archives
September 2018
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