id: https://api.badgr.io/public/badges/IGX4SF4xSfKRJpHyB5OWwA
name: 1. Conduct a Needs Assessment for Digital Learning
image:
  id: https://api.badgr.io/public/badges/IGX4SF4xSfKRJpHyB5OWwA/image
description: Educator utilizes a needs assessment to understand learners’ access to and use of technology for digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Transitioning to Digital Learning
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-eba6975f-b7c4-494e-8174-b40eaa3a2a8b
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1028_372203122020.pdf
  narrative: # Competency Info This is the first of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator creates or adapts an existing technology needs assessment to gather data on their classroom learners’ access to and use of technology. The educator analyses the results to inform the design of digital learning. # Method Components ### Conducting the Needs Assessment The first step in understanding how learners access and use technology is to conduct a technology needs assessment in your classroom. While it is tempting to jump into the design and development of your digital learning ecosystem, taking the time to gather information about the needs of your learners and their families is a critical step to ensuring that you are meeting the needs of all students. This is a crucial step in forming your understanding of what motivates your learners, their wants and needs, and how to address potential biases or preconceived notions you may have. By skipping this step you will be creating an end product for an unknown user instead of a diverse community of learners and families. This information will inform all of your decisions about digital learning and how to address any digital equity gaps in your class. Whether creating a new assessment or adapting an existing one, the following components are essential: * **Context**: The needs assessment should provide clear context for why the school needs this information. * **Information is collected anonymously**: The method of data collection should anonymize answers to maintain bias-free assessment and prioritize learner privacy. * **Questions are learner- and family-centered**: The needs assessment questions must focus on learners’ and families’ needs and their familiarity with technology tools for training/organization. * **Home environment information is co…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Needs Assessment and Data Analysis * Advancing Digital Equity: An Update on the FCC’s Lifeline Program, Consortium for School Networking [https://www.cosn.org/sites/default/files/FCC\_lifeline\_5.16.17.pdf](https://www.cosn.org/sites/default/files/FCC_lifeline_5.16.17.pdf) * Corn, J.O. Investigating the quality of the school technology needs assessment (STNA) 3.0: A validity and reliability study. *Education Tech Research Dev 58*, 353–376 (2010). <https://doi.org/10.1007/s11423-009-9140-y> <https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4996/etd.pdf?sequence=1&isAllowed=y> * Lewis, D., Madison-Harris, R., Muoneke, A., Times, C. (2010). Using Data to Guide Instruction and Improve Student Learning. *SEDL Letter: Linking Research and Practice, 22*(2) <http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html> * Wilder Research (2009). Analyzing and Interpreting Data: Evaluation resources from Wilder Research. Wilder Research. <https://bit.ly/2qnyKzI> ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn:…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Needs Assessment * Technology Uses and Perceptions Survey (TUPS). Florida Center for Instructional Technology, University of South Florida <https://fcit.usf.edu/matrix/evaluation-tools/tups/> This online survey provides information about current use and perceptions of technology; results can be used to collect baseline data. * A Rubric for Assessing Schools’ Plans for Rapid Improvement. The Center on School Turnaround at WestEd <https://drive.google.com/file/d/1172ciMLxMIsB6EivOCAxusyVZHNJGRd6/view?usp=sharing> This study highlights the importance of school improvement planning (SIP), ways of using the SIP assessment rubric, how the rubric was created, and directions on how to use the rubric itself. The study lists 12 different planning domains. * Conduct a Needs Assessment, Digital Learning Playbook: Technology, Digital Promise <https://digitalpromise.org/online-learning/technology/> This resource shares important components of a needs assessment process. * EdTech Pilot Framework: Identify Need, Digital Promise <https://edtech.digitalpromise.org/identify-need/> This resource hub shares case studies, downloadable resources, and suggested processes for identifying needs that are learner-centered. * Meeting the Digital Needs of Underserved Families, Wide Open School by Common Sense Education <https://www.youtube.com/watch?v=l-WnIqwxVKg> Interview with Arcelia Gonzalez, regional family engagement liaison at Oakland Unified School District in California. Gonzalez shares ways to identify communication gaps and support students with limited tech access. **Translation** Support on translation will depend on resources available. The following is a list of helpful guidance and resources for translation: * Tools like SurveyMonkey offer translation services at a cost through their paid subscriptions. Check if your school has a subscription to a tool like SurveyMonkey. * Multilingual colleagues are a good resource for translation. Check if colleagues or educators in your ne…
assessment extension:
  assessments:
    assessment output: Written responses and artifacts to demonstrate competence
    evaluation method: Rubric-based assessment of work samples
    description: (NOT USED)
    sections: Overview
      questions:
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe your experience with digital learning, including: - Any professional learning opportunities you have attended - Which technology tools you are most familiar with and use regularly - What type of district support is available - Experience with instructional coaching Why do you feel a needs assessment should be conducted for your school? How will it benefit your classroom/school?
        type: TextQuestion
        word limit: 300
    sections: Work Examples / Artifacts
      questions:
        text: To earn this micro-credential, submit the following: **Artifact 1: Needs Assessment Tool and Survey** Include a link or upload screenshots to the technology needs assessment tool and survey you created or adapted. **Artifact 2: Needs Assessment Analysis (300-word limit)** Include a link to the needs assessment analysis. This should include: * High-level summary of the data collected * Summary of gaps in equitable access to technology and internet * Summary of accommodations needed by learners
        type: FileQuestion
    sections: Reflection
      questions:
        text: Provide a reflection using the following: 1. What is the current state of digital equity and instruction in your classroom? 2. What SMART goal(s) (specific, measurable, attainable, relevant, time-based) will you set to address gaps in equity moving forward?
        type: TextQuestion
        word limit: 250
    has group evaluation: false
    type: Artifact
    rubrics:
      rubric criteria:
        description: Needs Assessment Tool and Survey
      rubric criteria:
        description: Needs Assessment Analysis
    has group participation: false
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
type: BadgeClass

id: https://api.badgr.io/public/badges/_lvyA6KBQBCB_gruM6RatA
name: 2. Develop a Virtual Desk for Digital Learning
image:
  id: https://api.badgr.io/public/badges/_lvyA6KBQBCB_gruM6RatA/image
description: Educator develops an ecosystem for managing learning and resources for digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Transitioning to Digital Learning
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-bad4215d-615a-470b-a507-00dfc75b3dd5
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1029_372203122020.pdf
  narrative: # Competency Info This is the second of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator selects and organizes a virtual desk to support equitable access to materials and promote two-way communication. # Method Components ### What is a Virtual Desk? A virtual desk is an online space that recreates a teacher’s desk organization. There is a space for learners to find their assignments that are due, assignments they have turned in, and any past due or missed assignments. It also acts as a communication hub. ### Selecting a Virtual Desk When you decide on your virtual desk, consider the needs of your learners. (See *1. Conduct a Needs Assessment for Digital Learning* micro-credential in this stack.) After analyzing the learner needs assessment, answer these additional questions to set up your virtual desk: * What are the accessibility needs of your learners? Are there navigation or visual challenges? Limited mobility? * How can your virtual desk support both learners and families? (A robust virtual desk enables you to set up “view only” accounts for families.) * Is your chosen virtual desk supported by your school and/or district? Is there a system already in place at your school and/or district? * What privacy concerns should be considered and planned for? (These will vary depending on the virtual platform.) Common virtual desks are hosted on Google Classroom, Microsoft Teams, SeeSaw, and Canvas, among others. ### Promoting Two-Way Communication In addition to being an assignment hub for the whole classroom, virtual desks are the hub of communication between educators, learners, and families. Educators can use their virtual desk to: * **Provide a space where learners access materials**. The virtual desk should be a space for learners to access materials by assignment, unit, or theme in …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Virtual Desk * Borup, J., & Archambault, L. (2019). Designing for Young Learners. *Library Technology Reports, 55*(4), 17. <https://journals.ala.org/index.php/ltr/article/download/7001/9497> * Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019, March). The use of Google classroom in the learning process. In *Journal of Physics: Conference Series* (Vol. 1175, No. 1, p. 012165). IOP Publishing. <https://iopscience.iop.org/article/10.1088/1742-6596/1175/1/012165/pdf> * Drennan, R. L. (2019). Digital Portfolio Use in the First-Grade Classroom: Perceptions of Seesaw. <https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1024&context=metl> ### Digital Learning * Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://files.eric.ed.gov/fulltext/EJ992485.pdf> * Gallardo-Echnique, E. E. et al. Let's Talk about Digital Learners in the Digital Era. *International Review of Research in Open and Distance Learning, 16*, 3. [https://www.rug.nl/research/portal/files/49894564/Let\_s\_Talk\_about\_Digital\_Learners\_in\_the\_Digital\_Era.pdf](https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf) * Goodwin, Bryan. “Which Strategy Works Best?” Educational Leadership Oct. 2014: 77–78. <http://bit.ly/1dHG1kh> * Thurber, A. and Bandy, J. (2018). Creating Accessible Learning Environments. Retrieved May 13, 2020 from <http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments> * Wery, Jessica, and Margareta Maria Thomson. “Motivational Strategies to Enhance Effective Learning in Teaching Struggling Students.” *Support For Learning 28*.3 (2013): 103-108. <https://bit.ly/2TEHaRE> ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in sc…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Virtual Desk * Google Drive and Docs Tutorial For Blended Learning <https://drive.google.com/file/d/1Fns0oFn0nN-ZHoaaDemgcmYqiys69419/view?usp=sharing> This tutorial guides educators in blending learning with technology with the goal of asynchronous learning. * Google Classroom [https://drive.google.com/file/d/1m5oTP\_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing](https://drive.google.com/file/d/1m5oTP_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing) This tutorial guides educators in how to structure assignments and organize materials for learners both synchronously and asynchronously. * Remote Learning with Microsoft Teams <https://drive.google.com/file/d/1JdswB4nOLePGYXVYhrmZ2GTYT9onX9rH/view?usp=sharing> This tutorial assists educators in using Microsoft Teams with their digital learning efforts and synchronous instruction. * Getting Started with Canvas as an Instructor <https://community.canvaslms.com/docs/DOC-18573-getting-started-with-canvas-as-an-instructor> This resource shares how to begin using Canvas as an instructor, including setting up an account, course set-up, and more. * Remote Learning with SeeSaw: Guide for Teachers <https://web.seesaw.me/remote-learning-for-teachers> This guide assists educators in creating their digital learning environment with Seesaw. * Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators designed to focus on both synchronous and asynchronous learning. ### Online Learning Resources * Online Learning Resource Library, Digital Promise [https://digitalpromise.org/online-learning/online-learning-resources/?fwp\_online\_learning\_resource\_types=communication%2Clearning-management%2Cinteractive-learning-tools](https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools) This library of online learning resources…
assessment extension:
  assessments:
    assessment output: Written responses and artifacts to demonstrate competence
    evaluation method: Rubric-based assessment of work samples
    description: (NOT USED)
    sections: Overview
      questions:
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe the process for selecting your virtual desk. Please include what classroom data you used.
        type: TextQuestion
        word limit: 300
    sections: Work Examples / Artifacts
      questions:
        text: To earn this micro-credential, submit **one** of the following. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. **Option 1: Screen Recording** (15 minutes maximum) Submit a screen recording that captures the virtual desk ecosystem and includes: * Rationale behind choosing the tool and organization system * How the tool and organization meets the accessibility needs of all learners * Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs; if you have none, please note that. * How the virtual desk platform allows for two-way communication **Option 2: Virtual Desk Documentation** Submit documentation that describes in detail the virtual desk ecosystem, including: * Rationale behind choosing the tool and organization system * How the tool and organization meets the accessibility needs of all learners * Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs; if you have none, please note that. * How the virtual desk platform allows for two-way communication Screenshots should be included in the documentation as support.
        type: FileQuestion
    sections: Reflection
      questions:
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your virtual desk? How did you resolve them? 2. What did you learn about digital equity and access while building your virtual desk? 3. What might you improve about your virtual desk moving forward?
        type: TextQuestion
        word limit: 250
    has group evaluation: false
    type: Artifact
    rubrics:
      rubric criteria:
        description: Screen recording OR Documentation
    has group participation: false
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
type: BadgeClass

id: https://api.badgr.io/public/badges/38CxDbTPTVWKGPqPQnA9Zg
name: 3. Design Synchronous and Asynchronous Instruction for Digital Learning
image:
  id: https://api.badgr.io/public/badges/38CxDbTPTVWKGPqPQnA9Zg/image
description: Educator develops a digital learning schedule that meets the needs of all learners.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Transitioning to Digital Learning
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-dc0b36e8-ead3-4b5c-b705-afe013311e39
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1030_372203122020.pdf
  narrative: # Competency Info This is the third of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator designs synchronous and asynchronous instruction for learners that utilizes the needs assessment data and virtual desk; the instruction takes into account the needs of all stakeholders through scheduling and community agreements. # Method Components ### Synchronous Teaching and Learning Synchronous learning instruction in this context refers to digital learning that takes place live and in real time; educator uses video and audio to relay lessons and concepts, host live class discussions, and conduct small group work. This could include a lesson led by the educator or learner, a virtual game, learner presentations, small group work, or peer-to-peer collaboration. To extend this into asynchronous learning, educators may record synchronous learning sessions and post them so they may be accessed later by learners and families at a time more conducive to learning. Recordings must adhere to learner privacy rules as laid out by your district or network of schools. Synchronous learning includes: * Agreements and plans for digital classroom management. * Agreements between learners, families, and educators about the shared learning space. They include policies, procedures, and agreements as if it were a physical classroom space. * The method by which learning takes place should be approved by the district or school and supported by your district or network IT office. * Considerations for online safety for students and educators. For example, adults should not conduct private one-on-one sessions with students. This can be supported through staggering synchronous learning with another educator’s schedule. * Communication with students and families on security and safety protocols. * Consistent access to the…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Digital Learning * Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://eric.ed.gov/?id=EJ992485> * Collison, George, Bonnie Elbaum, Sarah Haavind, and Robert Tinker. *Facilitating Online Learning: Effective Strategies for Moderators*. MiraCosta College. Atwood Publishing, 2000. Authors aim to share a comprehensive analysis of online education and strategies used in their online classes. * Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A meta-analysis of the empirical literature. [https://learnonline.ecampusontario.ca/App\_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning\_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf](https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf) * Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. *Educational Sciences: Theory and Practice 13*, 1315-1323. <https://eric.ed.gov/?id=EJ1017292> * Gallardo-Echnique, E. E. et al. Let's Talk about Digital Learners in the Digital Era. *International Review of Research in Open and Distance Learning, 16*, 3. [https://www.rug.nl/research/portal/files/49894564/Let\_s\_Talk\_about\_Digital\_Learners\_in\_the\_Digital\_Era.pdf](https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf) ### Culturally Responsive Teaching * Gay, G. (2018). *Culturally Responsive Teaching: Theory, Research, and Practice*. 3rd edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Digital Learning Resources **Synchronous and Asynchronous Instruction** * When to Teach Online Classes Live and When to Let Students Learn on Demand, EdSurge <https://www.edsurge.com/news/2020-04-08-when-to-teach-online-classes-live-and-when-to-let-students-learn-on-demand> First-person account of benefits and suggestions on implementing synchronous and asynchronous teaching. * Virtual Education Dilemma: Scheduled Classroom Instruction vs. Anytime Learning, Mark Lieberman, EdWeek [http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous\_or\_asynchronous\_e-.html](http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous_or_asynchronous_e-.html) Resource on the pros and cons of both synchronous and asynchronous learning. * So You Want to Make a Great Instructional Video. The Modern Classrooms Project [https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca\_0\_81](https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca_0_81) Research-backed tutorial on creating a great instructional video for use in a digital learning classroom. * Sample Weekly Virtual Student Schedule. Jillian Wetzel, Harris Middle School [https://docs.google.com/document/d/162PPKSRn0Tpggbx\_c9Rc70rMdIxGcE7\_H5lvH3aLBdc/edit](https://docs.google.com/document/d/162PPKSRn0Tpggbx_c9Rc70rMdIxGcE7_H5lvH3aLBdc/edit) This comprehensive sample learner schedule includes all elements in order to learn in a digital environment. * Superhero Remote Learning: How Sadler Means YWLA made Remote Learning Fun for Students. [https://docs.google.com/presentation/d/1V8\_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p](https://docs.google.com/presentation/d/1V8_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p) This PowerPoint presentation includes teacher and student schedules for remote learning and expectations * Preparing and Planning, Distance Learning Readiness Kit fr…
assessment extension:
  assessments:
    assessment output: Written responses and artifacts to demonstrate competence
    evaluation method: Rubric-based assessment of work samples
    description: (NOT USED)
    sections: Overview
      questions:
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe the process of creating your synchronous and asynchronous instruction. - How did you use your needs assessment to influence or drive the creation and organization of materials for your synchronous and asynchronous instruction?
        type: TextQuestion
        word limit: 300
    sections: Work Examples / Artifacts
      questions:
        text: To earn this micro-credential, submit the following artifacts. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. **Artifact 1: Online Learning Schedule** Upload annotated screenshots or a PDF of the online learning schedule over the course of one (1) month. Annotations should highlight: * What instruction is synchronous vs. asynchronous, and why you made that determination * Where additional educators are supporting synchronous and/or asynchronous instruction * When office hours are scheduled to support learners * When additional support will be provided for learners with IEP accommodations, ELL designation, and/or 504 plans. **Artifact 2: Access to Synchronous and Asynchronous Learning Materials** * Screenshots or link(s) to instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and get help and support * Screenshots or link(s) to instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. **Artifact 3: Digital Classroom Culture and Management Plan** Upload a copy of digital classroom culture and management plan for learners and families, including written evidence or additional links as evidence of student voice and collaboration on this plan. The plan should include: * Expectations and norms for educator’s and learners’ behavior * How behavior that does not meet expectations will be addressed * Incentive plans * Classroom cultural agreements and norms * Evidence of student voice **Artifact 4: Community Agreements** Upload a copy of your digital community agreement. The agreement should include: * Classroom Culture and Management Plan * Expectations from families and educator * The tools and links to access the synchr…
        type: FileQuestion
    sections: Reflection
      questions:
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your online learning schedule? How did you resolve them? 2. What did you learn about your learners and families while building your online learning schedule? 3. What might you improve about your synchronous and asynchronous instruction moving forward?
        type: TextQuestion
        word limit: 250
    has group evaluation: false
    type: Artifact
    rubrics:
      rubric criteria:
        description: Online Course Schedule
      rubric criteria:
        description: Access to Synchronous and Asynchronous Learning Materials
      rubric criteria:
        description: Digital Classroom Culture and Management Plan
      rubric criteria:
        description: Community Agreements
    has group participation: false
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
type: BadgeClass

id: https://api.badgr.io/public/badges/W0nR9T9MSQ-oRr0-EmAMww
name: 4. Communicate with Learners and Families to Support Digital Learning
image:
  id: https://api.badgr.io/public/badges/W0nR9T9MSQ-oRr0-EmAMww/image
description: Educator engages learners and their families through ongoing communication to support digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Transitioning to Digital Learning
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-53108e03-2bc2-4156-89ad-8d625c0f6fb1
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1031_372203122020.pdf
  narrative: # Competency Info This is the fourth of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator develops consistent and culturally responsive communications to provide individualized communication to learners and families, and support and updates to the classroom community. # Method Components ### Developing an Ongoing Communication Schedule Through the previous three micro-credentials in the *Transitioning to Digital Learning* stack, the educator has completed a needs assessment, created their virtual desk, and has established their synchronous (live) and asynchronous learning environment. Developing a regular schedule to communicate with learners and their families outside of synchronous learning sessions fosters strong home–school connection, builds authentic relationships, ensures open and transparent communication, and creates a strong community of support for learners. **Culturally responsive family engagement** Based on *Critical Practices for Anti-Bias Education* from Teaching Tolerance, the following are effective practices in engaging with learners and families while also building a culturally responsive classroom culture: “Culturally relevant family engagement strategies communicate to students that their family identities are understood and valued. It also demonstrates respect for families with a diverse range of backgrounds and structures.” Strategies include: * Start with questions and conversations: Connect with families at the beginning of the school year. Demonstrate collaboration through asking about learner strengths, homelife, and challenges outside of school. This sets the tone for the year, and prioritizes whole child learning. * Recognize key relationships: Learners may have adults at home who may not be legal parents, but closely involved in the learner’s life. Educa…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Communicating with Learners and Families * Bordalba, M. M., & Bochaca, J. G. (2019). Digital media for family-school communication? Parents’ and teachers’ beliefs. *Computers & Education, 132*, 44-62. [https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu\_a2019v132p44.pdf?sequence=1](https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu_a2019v132p44.pdf?sequence=1) * Natale, K., & Lubniewski, K. (2018). Use of communication and technology among educational professionals and families. *International Electronic Journal of Elementary Education, 10*(3), 377-384. <https://www.iejee.com/index.php/IEJEE/article/download/418/330> * Snell, E. K., Hindman, A. H., & Wasik, B. A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: Teacher and family perspectives. *Early Child Development and Care, 190*(4), 447-460. [https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-\_2020-ECDC.pdf](https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-_2020-ECDC.pdf) * Zhang, C., Du, J., Sun, L., & Ding, Y. (2018). Extending face-to-face interactions: Understanding and developing an online teacher and family community. *Early Childhood Education Journal, 46*(3), 331-341. <https://bit.ly/2yxCQwa> * Leo, A., Wilcox, K. C., & Lawson, H. A. (2019). Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools. *School Community Journal, 29*(2). <http://www.adi.org/journal/CurrentIssue/CurrentIssue.pdf#page=255asdf> ### Culturally Responsive Teaching * Gay, G. (2018). *Culturally Responsive Teaching: Theory, Research, and Practice*. 3rd edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations and shows that learner performance increases across multiple measures of achievement when instruc…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Supporting Learners and Families * Example of a student and family guide for learning at home. Jillian Wetzel, Harris Middle School <https://read.bookcreator.com/EY535wd8iyVubgvx8S0iycFonIo1/3JyJ3nwZSAy-rAzQl7KL1w> This interactive guide for parents includes a video welcome from the educator, comprehensive menu of tools and their use in the digital classroom, learning schedule, family activities, and more. * Example Parent’s Guide to Distance Learning – ACS International Schools <https://www.acs-schools.com/parents-guide-distance-learning> The guidance shared is aimed to help families prepare for more practical aspects of learning from home. * Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners. * Engaging Families in Distance Learning – Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> A guide for educators and families seeking to make a smooth transition to distance learning in the wake of coronavirus school closures. * Creating Powerful Home-based Learning, Digital Promise Learner Variability Project <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> These strategies were written for middle grades but can be adjusted for younger and older learners. Resources are available with details and videos of how the strategies work in the classroom that families can watch together. * Learner Variability Project: Creating powerful home-based learning <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> For educators, learners, and families to create a workspace to gather research-based strategies that can supplement lessons and resources you received from schools. The strategies can also be used as stand-alone learning experiences. ### Communicating with Learners and Families * Stude…
assessment extension:
  assessments:
    assessment output: Written responses and artifacts to demonstrate competence
    evaluation method: Rubric-based assessment of work samples
    description: (NOT USED)
    sections: Overview
      questions:
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners receiving free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners receiving free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school What data did you rely on to make decisions to communicate with learners and families? Describe how you have ensured that your communications are culturally responsive to your learners and their families.
        type: TextQuestion
        word limit: 300
    sections: Work Examples / Artifacts
      questions:
        text: To earn this micro-credential, submit the following: **Artifact 1: Communications Schedule** Upload screenshots or a PDF of your ongoing communications schedule over the course of one month. Annotations should include and highlight: * Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) * Ongoing communication versus one-time communication * Culturally responsive and accessible methods of communication with learners and families * Collaboration with other educators **Artifact 2: Sample Meeting Agendas** Upload a screenshot or PDF of sample individualized agendas you used with **three learners and their families** during one-on-one meetings. **Artifact 3: Communications Notes** Choose one learner from Artifact 2 and upload a PDF of your notes from the one-on-one meetings that took place over the course of a month (or two sessions). Be clear about how notes are being organized.
        type: FileQuestion
    sections: Reflection
      questions:
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your communication schedule? How did you resolve them? 2. What did you learn about your learners and families when hosting the one-on-one meetings? How did you strengthen your relationship with your learner and their family through hosting these meetings? 3. What might you improve about your schedule moving forward? Your one-on-one meetings?
        type: TextQuestion
        word limit: 250
    has group evaluation: false
    type: Artifact
    rubrics:
      rubric criteria:
        description: Communication Schedule
      rubric criteria:
        description: Sample Meeting Agendas
      rubric criteria:
        description: Communication Notes
    has group participation: false
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
type: BadgeClass

id: https://api.badgr.io/public/badges/U4MyJ-maSZ2bKomsGp9Aew
name: 5. Engage in Continuous Improvement for Digital Learning
image:
  id: https://api.badgr.io/public/badges/U4MyJ-maSZ2bKomsGp9Aew/image
description: Educator engages in continuous improvement on digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Transitioning to Digital Learning
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-94ba88d8-80a3-48ba-a36f-baa6b55bb98b
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://digitalpromise.box.com/s/c4tzsl4tnw42ovi74jf39e9tjd92f171
  narrative: # Competency Info This is the fifth of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop SMART goals and pursue relevant professional learning opportunities for continuous improvement. # Method Components ### Evaluating Digital Learning To evaluate digital learning, an educator must first define “success.” Is it increased equitable access to learning materials and supports? Is it increased engagement? Only through evaluation of digital learning can an educator determine what is working and what is not working, and continue to develop the quality of digital learning for all learners and families. This is also the time to revisit the goals set at the start of your year (which would have been developed in the *1. Conduct a Needs Assessment for Digital Learning* micro-credential). While it is important to engage your learners and families throughout digital learning and to iterate as necessary, pausing to conduct summative evaluations at the end of set periods of time is critical to making key changes to how digital learning is designed and implemented. Summative evaluations should involve receiving feedback from learners, families, and other educators and administrators on the following: **Performance Outcomes** Data collected for performance outcomes includes learning outcomes around knowledge, skills, and attitudes of learners. Evaluation should focus on determining if students learned what the activities and lessons were designed to teach, by comparing learner performance to intended learning outcomes. **Attitude Outcomes** Data collected for attitude outcomes include expected attitudes of learners, including their interest, motivation, and participation, a…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Evaluating Digital Learning * Lockee, B., Moore, M., & Burton, J. (2002). *Measuring Success: Evaluation Strategies for Distance Education*. Educause Quarterly <https://library.gwu.edu/sites/default/files/tlc/eqm0213.pdf> * Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. *International Journal of Information and Communication Technology Education, 10*(2), 93-96. <https://pdfs.semanticscholar.org/2b67/4755169ba282237db68ed40b8d27c8ed1968.pdf> This guide offers suggestions for dealing with issues such as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. * Means, B. et al. (2010) *Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies*, US Department of Education. <https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf> ### Impact of Professional Learning and Goal Setting * O'Hora, D., & Maglieri, K. A. (2006). Goal statements and goal-directed behavior: A relational frame Account of goal setting in organizations. *Journal of Organizational Behavior Management, 26*(1-2), 131–170. [https://doi.org/10.1300/J075v26n01\_06](https://doi.org/10.1300/J075v26n01_06) Throughout, authors relate this two-part approach to goal setting to specific recommendations for practice and future basic research. * Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. *Review of Educational research, 86*(4), 981-1015. <https://journals.sagepub.com/doi/abs/10.3102/0034654315626801> This comprehensive research review shows positive self-efficacy is linked to students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ p…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Learning Outcomes * Learning Refitted: A Pop-Up Guide for Schools and District Leaders. Center for Collaborative Education <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> Includes guidance on how to create meaningful, manageable, and equitable learning and assessment practices during distance learning (particularly during emergency distance learning). * Performance Assessment for Equity Micro-credentials. Center for Collaborative Education <https://bit.ly/3c8GJWh> This stack of three micro-credentials highlight competency-based skills centering on equity. ### Feedback * Stop, Start, Continue <https://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/classroom-strategies-designing-instruction/activities-and-games/stop-start-continue.html> This activity can be used to gain feedback about digital learning methods from students * Sample Family Remote Learning Survey. NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/family-remote-learning-survey.pdf> This template serves as a method for collecting anonymous answers from families about their remote learning experiences. * Sample Student Remote Learning Survey. NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/student-remote-learning-survey.pdf> This example survey aims to ask students anonymously about their remote learning experience. * Guidelines for Surveying Young Learner., Colorado Legacy Foundation <http://www.coloradoedinitiative.org/wp-content/uploads/2014/07/K2GuidancedocFINAL.pdf> Guidance on how to solicit feedback from K–2 students * Best Practices for Student Surveys, Panorama Education <https://thejournal.com/~/media/F553E7CD61AC4571932E62B79636B16D.pdf> White paper outlining effective practices in how to design surveys to be effective measurement tools. * Improving Teaching with Expert Feedback–From Students. Edutopia <https://www.edutopia.org/practice/student-sur…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Data Collection Tools and Summary
        position: 0
      rubric criteria:
        description: Action Plan for Continuous Improvement
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the student population of your classroom(s), including: - Grade level - Content area - Number of students in each class - Race/ethnicity - Percentage of students receiving free or reduced lunch (FRL) - Percentage of students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your students Describe the student population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Students receiving free or reduced lunch (FRL) - Students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe what professional learning is provided to you by your school and/or district. What professional learning opportunities have you sought out or engaged with on your own? Why?
        word limit: 300
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Artifact 1: Data Collection Tools and Summary** Include links or upload screenshots to any data collection methods or tools including, but not limited to, surveys, focus group protocols and questions, and performance assessments. Also include a high-level summary of the evaluation data reflecting data collected around performance outcomes, attitude outcomes, and implementation (250-word limit). **Artifact 2: Action Plan for Continuous Improvement** Create and upload a copy of your continuous improvement and action plan. It should include: * A personal vision statement for digital learning * A narrative reflection on your current state and future goals; be sure to identify gaps and challenges. (250-word limit) * Your SMART goals. There should be at least three goals included written in SMART format that directly relates to the evaluation data in Artifact 1. * Information on any planned professional learning and activities you will pursue that relate to your reflection and goals. * Information on planned evaluation timelines and data to collect that will help measure the progress toward your goals.
type: BadgeClass

id: https://api.badgr.io/public/badges/2zVT6W44Tnei4rnj5B3Bvg
name: Choosing Tech Tools
image:
  id: https://api.badgr.io/public/badges/2zVT6W44Tnei4rnj5B3Bvg/image
description: Being able to thoughtfully choose the right technology tool for a learning task from the vast array of choices available—digital devices, educational websites, cell phone apps, simulations and games, webinars, MOOCs, project organizers, coding tools, sensors, data analysis tools, and more—can be a significant challenge; using an evaluation strategy to make good technology tool choices is an important tool for increasing one’s learning power.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Digital Fluency
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-50be1e54-6d2c-432a-840b-22578e5c74b7
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1039_362203122020.pdf
  narrative: # Key Method Students use an eight-question approach to determine which digital tools and applications to use in their schoolwork and learning projects (see the Sound Decision-making micro-credential). # Method Components *As students undertake an activity, the educator leads them through an eight-step process to determine which digital tools and applications to use to complete the activity. This can be done individually, in small groups, or in whole-group instruction*. ### Eight questions to guide the selection of technology tools Strategies like the following eight-question approach to evaluating digital learning tools and applications will help students choose the right tools to meet their learning challenges: * What do you really need the learning tool to do? Example activities include: + Make a list of the things you need a new learning tool to do for you, both critical needs and nice-to-haves. + Note which of these needs are at least partially addressed by tools you already use. * Is another digital tool or app necessary? Example questions to consider include: + Can an existing tool be used in a new way to help with the learning task? + Will it take longer to find and learn how to use a tool than to make do with the way you’re handling the learning need now, especially if the tool won’t be used very often? * What are your friends using? Example activities include: + See what your friends are using for the same or similar needs and what they think of it. + If your friends are using different tools for the same need, ask them why they chose the tool and what are the best and worst aspects of using it. + To identify which of your friends’ recommendations are most relevant to you, think about your own style of learning and the features you most like. * What are people saying about the tools online? Example activities include: + Research reviews and blogs to see what others’ experiences are with the tools being considered. * Which tools will work on the devices you…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Bill and Melinda Gates Foundation,*Teachers Know Best: What Educators Want from Digital Instructional Tools,* 2014, <https://k12education.gatesfoundation.org/resource/what-educators-want-from-digital-instructional-tools-2-0/> * Center for Implementing Technology in Education, *Learning with Computer Games and Simulations, CITEd Research Center,* <https://bit.ly/2ZJXjZj> * International Society for Technology in Education, *ISTE Standards: Students”* 2014, <https://www.iste.org/standards/for-students>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Kimberly Tyson, “6 Tips & 18 Resources To Extend Learning Beyond The Classroom,” *TeachThought*, December 28, 2015, <https://www.teachthought.com/literacy/6-tips-and-18-resources-to-extend-learning-beyond-the-classroom/> * Pam Berger and Sally Trexler, *Choosing Web 2.0 Tools for Learning and Teaching in a Digital World* (Santa Barbara, CA: Libraries Unlimited, 2003), <http://amzn.to/1SGqNyS> * KQED, “The MindShift Guide to Digital Games and Learning,” *Mind/Shift*, 2014. <http://blogs.kqed.org/mindshift/series/guide-to-games-and-learning/> * Common Sense Media, Find Reviews for Learning, *commonsensemedia.org*. <https://www.commonsensemedia.org/learning-ratings/reviews>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.*
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Criteria
        position: 0
    sections: Overview
      questions:
        type: TextQuestion
        text: Activity Description: What kind of project activities did you and your students engage in to become more proficient in choosing technology tools? Please describe the learning activities and strategies you used.
        word limit: 200
      questions:
        type: TextQuestion
        text: Activity Evaluation: How do you know your students increased their proficiency by engaging in the Choosing Technology Tools activities and what evidence did you collect that demonstrates these learning gains?
        word limit: 200
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit work examples from two students (such as links to writing, audio, images, video, and other appropriate media) that demonstrate progress toward the choosing technology tools competency, including such items as evidence of discussions of helpful strategies for choosing technology tools, examples of student analyses of their technology tool choices, samples of student reflections on how they improved their technology tool use decision-making process, and other appropriate artifacts.
    sections: Student reflections
      questions:
        type: TextQuestion
        text: For the two students whose work examples were included above, submit student-created reflections on their experience of the choosing technology tools activities. Use the following questions as a guide: - How did the choosing technology tools strategies help you choose better learning tools? - How did the choosing technology tools activities change your view of the value and usefulness of technology tools for learning?
        word limit: 200
    sections: Teacher reflection
      questions:
        type: TextQuestion
        text: Provide a reflection on what you learned, using the following questions as a guide: - What was the impact of engaging your students in the choosing technology tools activity? - How will experiencing these project activities shape your daily teaching practice in the future?
        word limit: 200
type: BadgeClass

id: https://api.badgr.io/public/badges/9hH-VUILQNCaOPhvdM2BoA
name: Coaching to Create a Digital Learning Environment
image:
  id: https://api.badgr.io/public/badges/9hH-VUILQNCaOPhvdM2BoA/image
description: Coach creates and supports educators’ professional learning to maximize the learning of all students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Instructional Tech Coaching
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-b293984d-7c51-48eb-a8ac-3b8738bf68c8
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1033_372203122020.pdf
  narrative: # Key Method The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks. # Method Components Tools (frameworks) such as **TIM** (Technology Integration Matrix) and **SAMR** (Substitution, Augmentation, Modification, and Redefinition) can be used to inform the type of support provided in a digital age learning environment. The **TIM** is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide educators with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. **SAMR** is a model designed to help educators infuse technology into teaching and learning. The model supports and enables educators to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * ISTE: Change Agent <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Personalized Professional Learning <https://futureready.org/ourwork/future-ready-frameworks/personalized-professional-learning/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Exploring Coaching for Powerful Technology Use in Education (pg. 10) <http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf> * The SAMR Model with App Examples [https://www.youtube.com/watch?v=Og\_S\_E7UmPQ](https://www.youtube.com/watch?v=Og_S_E7UmPQ) * Rethink SAMR <http://www.teacherpaul.org/2889> * The Technology Integration Matrix <https://fcit.usf.edu/matrix/matrix/> * Brief Introduction to TIM <https://www.youtube.com/watch?v=1sGznHrOuFY> * Technology Integration Matrix (TIM) Explained <https://www.youtube.com/watch?v=Dyd4Q-g3bwc&feature=youtu.be> * Exploring the “Technology Integration Matrix” <https://www.linkedin.com/pulse/exploring-technology-integration-matrix-dr-daniel-downs/> * TIM: Table of Summary Descriptors [https://drive.google.com/file/d/11ChFS6ztq-Vce8Um3UgoYFJVv2CUJ\_bX/view](https://drive.google.com/file/d/11ChFS6ztq-Vce8Um3UgoYFJVv2CUJ_bX/view) * TIM: Professional Learning Practice Videos <https://fcit.usf.edu/matrix/professional-learning/practice-videos/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” for each artifact in Part 2*.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Sharing TIM Resources
        position: 0
      rubric criteria:
        description: Collaborative Lesson Plan
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning for instructional technology coaches.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts: * **Sharing TIM Resources Summary** (500-word limit) + With an educator you are coaching, discuss the levels of technology integration and characteristics of the learning environment. + Download the matrix, “TIM: Table of Summary Descriptors” from the Resources section above and share with the educator. + Ask the educator to watch two “TIM: Professional Learning Practice Videos” of their choice, and mark the matrix to reflect what they observed as they did so. The educator should complete one matrix per video. + Discuss their observations. + Upload the two video matrices completed by the educator, and a 500-word summary of this activity, outlining how you supported the educator’s learning. * **Integrated Lesson Plan Collaboration** + Select an educator to coach in collaborative lesson planning. + Help the educator identify another educator who does not work within the same school or district. + Both educators will work together to co-develop a technology integrated lesson and/or activity for students to complete over a period of time. + The lesson/activity must require students to collaborate with peers using at least two collaborative tech tools. + Submit the lesson/activity plan.
type: BadgeClass

id: https://api.badgr.io/public/badges/qBEHZ6p1Qk6-PdkrlDHTZQ
name: Cultivating Digital Citizens
image:
  id: https://api.badgr.io/public/badges/qBEHZ6p1Qk6-PdkrlDHTZQ/image
description: Coach models and promotes strategies for achieving equitable access to technology-related best practices and digital tools for all educators and students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Instructional Tech Coaching
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-2ca22341-36dc-4144-8876-7bcfc20d136a
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1034_372203122020.pdf
  narrative: # Key Method The coach explores ways to support educators with lesson design, developing strategies, and modeling best practices to develop responsible digital citizens and cultivate a safe and responsible digital culture. # Method Components ### Productive Digital Citizenship One of the goals of integrating technology fully into the classroom is to prepare students to be productive digital citizens by: 1. Having equitable access to technology, 2. Participating in safe and ethical computing, and 3. Participating in global communication ### Equitable Access to Technology One factor that can prevent all students from being productive digital citizens is a lack of equitable access to technology. Because students should use the tool that best supports their learning needs, equitable access does not mean that all students use the same tool. However, using technology passively for remediation, reinforcement, or independent work (in a sense, using technology as you would a paper workbook) is seen more often in lower-resourced schools and with students with special needs. In contrast, privileged students have more opportunities to use technology for authentic learning experiences that emphasize collaboration, creativity, and innovation. Digital learning coaches cannot simply provide all students access to a device, but must move all students toward using technology for higher-level learning. Students who have equitable access to technology: * Use technology for higher-order thinking, including communicating, collecting and analyzing information, collaborating with others, problem-solving, and presenting learning. * Develop technology skills with embedded civic values. **Suggested Strategies for Advancing Equitable Access** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Examine technologies, including social networks and technology outside of school, that other schools and/or students have and compare them …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * ISTE: Digital Citizenship Advocate <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Personalized Professional Learning [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Lessons on Digital Citizenship from Charlie Brown <https://www.youtube.com/watch?v=JvDGGceA-0A> * The Common Sense Education E-rate Toolkit <https://www.commonsense.org/education/erate> * Common Sense K-12 Digital Citizenship Curriculum Scope <https://www.commonsense.org/education/> ### Equitable Access to Technology * From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable <https://files.eric.ed.gov/fulltext/EJ1161900.pdf> * Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning [https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real\_b\_8783332.html](https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real_b_8783332.html) * How Teachers Can Provide Equal Learning in a World of Unequal Access <https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access> * 5 Ways to Make Technology More Accessible to More Students <https://www.teachthought.com/technology/5-ways-make-technology-accessible-students/> * Why Schools Need More Technology <https://www.azcentral.com/story/opinion/op-ed/2015/12/14/arizona-tech-students/77148992> * Wanted: Deeper Learning Practices for All <https://all4ed.org/wanted-deeper-learning-practices-for-all/> * One Laptop Per Child Initiative <http://one.laptop.org/> * Digital Equity Toolkit <https://cosn.org/digital-equity-toolkit> * Navigating the Digital Shift 2018 <https://www.setda.org/priorities/digital-content/navigating-the-digital-shift/navigating-the-digital-shift2018/> ### Safe and Ethical Computing * NewseumED: “Free Learning Tools on Media Literacy and Our First Amendment Freedoms” <https://newseumed.org/> * Common Sense Media digital citizenship resources: “Empower Your Students to Make Safe, Smart, and Ethical Decisions Online" <https://www.commonsense.org/education/digital-citizenship> * How School IT Directors Can Help Close the Technology Literacy Gap <https://edscoop.com/ho…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact in Part 2*.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Equitable Access
        position: 0
      rubric criteria:
        description: Safety and Ethics
        position: 1
      rubric criteria:
        description: Global Communication
        position: 2
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning for instructional technology coaches.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit one artifact for each of the following areas. 1. Equitable access 2. Safety and ethics 3. Global communication Note: Refer to the Method Components for suggested artifacts and to understand more about each criterion listed below in the rubric.
type: BadgeClass

id: https://api.badgr.io/public/badges/goj7dawGSMyIf2UfUtNNSA
name: Feedback and Communication
image:
  id: https://api.badgr.io/public/badges/goj7dawGSMyIf2UfUtNNSA/image
description: Coach unlocks potential and motivates people to maximize their performance.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Instructional Tech Coaching
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-9788462a-9f92-4eb8-9f1d-9c8693b00beb
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1035_352203122020.pdf
  narrative: # Key Method The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. # Method Components As a coach, you have to be aware of your own communication style while supporting educators with different communication styles. Our communication styles determine how we offer support to our educators and how educators receive support. Association for Talent Development (ATD) has identified four types of communication styles (2009): * Expressives tend to have high energy, speak quickly, and focus on the big picture. They generally find conflict or differences in opinion invigorating. Others can perceive expressives as overly cheerful, vain, or unpredictable. * Systematics focus on the facts and details, and not the big picture. They're generally not comfortable with conflict. Others can perceive systematics as unemotional or nonchalant. Sympathetics like to focus on people and relationships. They are good listeners and generally concerned with everyone's needs. * Sympathetics typically don't like conflict. Others can perceive sympathetics as soft-hearted or overly helpful. They can also appear to be procrastinators when distracted. * Directs generally keep conversation brief and are often involved in many things at once. They tend to see the big picture and are more focused on the outcome than on smaller tasks. Directs can appear self-confident, intimidating, and opinionated.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * Future Ready Framework: Personalized Professional Learning [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * How to Speak So That People Want to Listen <https://www.youtube.com/watch?v=eIho2S0ZahI> * 17 Communication Habits of Highly Likable People <https://www.businessinsider.com/17-communication-habits-of-highly-likable-people-2016-2> * Design a Communication T-Shirt <https://docs.google.com/presentation/d/1CMkGrHjASr1rciyZ92b6Yk1Vh4C1ECpedcB1SktV5cg/copy> * Coaching Conversation Rubric. <https://drive.google.com/file/d/1B8hzNPLRC1nBoGTSBmH1av3q7gmk2XSK/view?usp=sharing> * Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching <https://us.corwin.com/en-us/nam/the-impact-cycle/book245084> * Coaching Conversation Analysis Tool. Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013. <https://drive.google.com/file/d/1Q9K574jhZJqyI6-0KxZHio-JqePhRU5L/view>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2*.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Communication Styles
        position: 0
      rubric criteria:
        description: Coaching Skills and Analysis
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning for instructional technology coaches.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts: * **Communication Styles** Using the link in the Resources section above, design and submit a pdf of a T-shirt representing your communication style. * **Coaching Skills and Analysis** After you conduct your physical or virtual classroom visits, you should have feedback sessions with selected educators based on the visitation notes. + Video record your coaching conversation with the educator. + Watch your coach recording and use this Coaching + Conversation Analysis Tool (in Resources above) to analyze your coaching skills. + Select the skills observed. + Upload your video and write a 100 word brief summary paragraph on the coaching skills you observed during your coaching conversation. Share the glows and grows.
type: BadgeClass

id: https://api.badgr.io/public/badges/3Nj7--k_T6-x2z-DGL7OzQ
name: Leading through Coaching
image:
  id: https://api.badgr.io/public/badges/3Nj7--k_T6-x2z-DGL7OzQ/image
description: Coach furthers their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Instructional Tech Coaching
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-74ab0766-680a-433d-9e06-f8a7b01ecdd4
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1036_362203122020.pdf
  narrative: # Key Method The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school. # Method Components ### Coaching Mission and Vision Statement As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the educators and students within your school. ### Coaching Schedule Honing your time management skills allows you to improve your ability to make better decisions as you chunk your time and prioritize tasks as a coach. ### Coaching Menu As a coach you will be faced with explaining your role to your educators constantly. You may often be confused for an information technologist or technology repair services. Help your educators understand your role as a coach by creating a menu of services.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Visionary leadership + Content knowledge and professional growth * Future-Ready Instructional Coaches Framework [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf) + Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Coaching Vision and Mission Statement Template <http://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Vision-Mission.pdf> * How Great Leaders Inspire Action <https://youtu.be/qp0HIF3SfI4> * Defining Your Role as an Instructional Technology Coach - the 4 Rs <https://www.fi.ncsu.edu/news/defining-your-role-as-an-instructional-technology-coach-the-4-rs/> * The Coach-Administrator Partnership <http://www.ascd.org/publications/books/109002/chapters/The-Coach%E2%80%93Administrator-Partnership.aspx> * How to Create a Coaching Schedule <https://www.mshouser.com/organization/how-to-create-a-coaching-schedule-and-handle-your-busy-ness>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2*.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Coaching Vision and Mission Statement
        position: 0
      rubric criteria:
        description: Coaching Schedule
        position: 1
      rubric criteria:
        description: Coaching Menu
        position: 2
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning for instructional technology coaches.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following three artifacts: * Your coaching vision and mission statement * Your coaching schedule * Your menu of coaching options
type: BadgeClass

id: https://api.badgr.io/public/badges/dP4HsTebSLOqMwDDlgaC6w
name: Practitioner Reflections
image:
  id: https://api.badgr.io/public/badges/dP4HsTebSLOqMwDDlgaC6w/image
description: Coach thinks about how they can improve based on what they have learned through reflection.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Instructional Tech Coaching
alignment:
  target name: View in Credential Finder
  target url: https://credentialfinder.org/resources/ce-6c788472-cc8d-49ff-a3d6-8fbac34a4feb
  target description: This Micro-credential appears in the Credential Engine Registry
  target framework: Credential Engine Registry
criteria:
  id: https://storage.googleapis.com/dp-mcfiles/digi1037_362203122020.pdf
  narrative: # Key Method The coach reviews skills to help effectively reflect on their work as a transformative leader and to contribute to a culture of peer support. # Method Components Reflection is a big part of learning. When we reflect, we can look back at something, such as behavior, assess how we did, and then think about how we can do better based on what we’ve learned through reflection.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * ISTE: Connected Learner <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Collaborative Leadership [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Creating a Culture of Reflective Leadership <https://www.youtube.com/watch?v=jiU9x2YYKi8> * Reflecting on Yourself as a Leader <https://www.edutopia.org/blog/reflecting-yourself-leader-elena-aguilar> * How to Get Feedback on Your Coaching [http://blogs.edweek.org/teachers/coaching\_teachers/2014/11/how\_to\_get\_feedback\_on\_your\_co.html](http://blogs.edweek.org/teachers/coaching_teachers/2014/11/how_to_get_feedback_on_your_co.html)
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: *To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Adaptive” for each artifact in Part 2*.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Letter to Past Self
        position: 0
      rubric criteria:
        description: Letter to Future Self
        position: 1
      rubric criteria:
        description: Receiving Feedback
        position: 2
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning for instructional technology coaches.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts: * **Letter to Past Self** (500-word maximum) Write a letter to your newly hired self as you entered the coaching role. If you knew then what you know now about being a coach, what would you say to your newly hired self? Some suggestions for your letter: + Give advice. Use the second person to make it more personal and direct. + What are your professional goals? + What are you nervous about for the future? What are you excited for? + What does your ideal coaching role look like? * **Letter to Future Self** (500-word maximum) There is nothing more rewarding than seeing oneself succeeding in the goals we set for ourselves. Not only the goals that others want us to “succeed” in, but the goals we want to achieve. By writing to your future self, you can measure the goals achieved with regard to what your past self thought you would think in the future. Some suggestions for your letter: + What can be measured? What can be improved quickly? + When you receive a letter in the future from your past self, you can draw on how different you were when you wrote it—maybe your writing habits, handwriting, usage of words, ideas and such. * **Receiving Feedback** Develop and submit a coaching feedback tool for educators.
type: BadgeClass

id: https://api.badgr.io/public/badges/Wq6LlsCVTj2vfUo7vtQsZA
name: Creating Digitally Inclusive and Accessible Learning Experiences - VILS
image:
  id: https://api.badgr.io/public/badges/Wq6LlsCVTj2vfUo7vtQsZA/image
description: Educator creates and designs content and learning experiences that support learner variability and diversity in the classroom.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/nfeildusjef6a7xfimirwiqombusg5wt
  narrative: # Key Method Educator develops an understanding of the importance of designing inclusive and accessible learning experiences as a means of reaching and supporting students of all abilities—learning environments that help culturally diverse students thrive. # Method Components ### Inclusive and Accessible Learning Experiences to Support Learner Variability Having a strong understanding of how to support students of varying abilities is important. From general strategies to specific digital supports that can be put in place for students, having clear set methods to support the vast student variability in classrooms is vital to creating inclusive and accessible learning environments. Understanding Universal Design for Learning (UDL) provides the opportunity for making curriculum accessible for the widest range of learners while providing voice and choice for students to demonstrate learning and become expert learners. The UDL framework offers an opportunity to guide teachers in creating not only an environment but also content that is appropriate to their learning style. ### Inclusive and Accessible Learning Experiences to Support Students with Neurodiversity A strong understanding of how to support students with neurological differences is critical to designing accessible learning experiences. This can be accomplished by having a clear vision of how students with neurodiverse learning styles take in information, process that information and demonstrate their understanding. As educators, we need to provide strategies that incorporate multimodal opportunities for students to demonstrate their understanding of curriculum content. ### Learning Environments that Help All Students Thrive Developing a culturally responsive curriculum ensures that the disparities and opportunity gaps that students of diverse cultures, differing socio-economic environments, and ability face is an important first step to creating learning environments that support all students. All students nee…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * The Learning Accelerator. (n.d.) How do I strategically instruct students with learning disabilities in a personalized learning classroom? Retrieved February 15, 2021, from <https://practices.learningaccelerator.org/problem-of-practice/how-do-i-strategically-instruct-diverse-learners-in-a-personalized-learning-classroom> * Losen, D., Hodson, C., Keith II, M. A., Morrison, K., Belway, S. (2015). *Are We Closing the School Discipline Gap?* <https://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap/losen-are-we-closing-discipline-gap-2015-summary.pdf> * National Opportunity to Learn Campaign. (n.d.) Closing opportunity gaps in education is the only way to close achievement gaps. <http://schottfoundation.org/sites/default/files/resources/Opportunity%20Gap%20Toolkit%20FINAL.pdf> * CAST. (n.d.) The UDL Guidelines: UDL. Retrieved February 15, 2021, from <https://udlguidelines.cast.org/> * Mackey, M. (2019). Accessing middle school social studies content through Universal Design for Learning. *Journal of Educational Research and Practice, 9*(1), 81–88. <https://files.eric.ed.gov/fulltext/EJ1278132.pdf> * Eichhorn, M., Lowry, A. E., Burke, K. (2019). Increasing engagement of English learners through Universal Design for Learning. *Journal of Educational Research and Practice, 9*(1), 1–10. <https://files.eric.ed.gov/fulltext/EJ1278138.pdf>. * Camera, L. (2019, February 26). White students get more K-12 funding than students of color: Report. *U.S. News & World Report* <https://www.usnews.com/news/education-news/articles/2019-02-26/white-students-get-more-k-12-funding-than-students-of-color-report>. * Teach.com. (n.d.) Supporting neurodiverse K-12 students in online classrooms. Retrieved February 15, 2021, from <https://cdn3.teach.com/resources/neurodiverse-students-online-classrooms/> * The Learning Accelerator. (n.d.) Problems of practice: Supporting students with…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Learner variability is the rule, not the exception. Barbara Pape, Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * How universal design for learning creates culturally accessible classrooms. Joni Degner, Education Week. <https://www.edweek.org/education/opinion-how-universal-design-for-learning-creates-culturally-accessible-classrooms/2016/11> * The SETT framework: Critical areas to consider when making informed assistive technology decisions. Joy Zabala. <https://eric.ed.gov/?id=ED381962> * 3 Tips to make any lesson more culturally responsive. Zaretta Hammond, Cult of Pedagogy <https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/> * Getting Started with Culturally Responsive Teaching, Nikki Williams Rucker, edutopia <https://www.edutopia.org/article/getting-started-culturally-responsive-teaching> * Rose, D.H., and Meyer, A. (2002). *Teaching Every Student in the Digital Age: Universal Design for Learning*. Association for Supervision and Curriculum Development. <https://www.cast.org/publications/2002/universal-design-learning-udl-teaching-every-student-rose> * Fritzgerald, A. (2020) *Antiracism and Universal Design for Learning*. CAST. <http://castpublishing.org/books-media/antiracism-universal-design-learning/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Supporting All Students
        position: 0
      rubric criteria:
        description: Supporting Neurodiverse Learners
        position: 1
      rubric criteria:
        description: Culturally Responsive Teaching
        position: 2
      rubric criteria:
        description: Assistive Technology Tools
        position: 3
    sections: Overview
      questions:
        type: TextQuestion
        text: Student-Specific Classroom Accommodations Choose two to three students in your classroom, and describe your current approach to making accommodations for those students. Include a description of each of the following: - Each student’s current strengths and areas of need - What technology resources the students currently use - What task(s) you want the students to complete. What are the educational expectations? What are the curriculum integration strategies being employed? - What technology tools the students can use to complete the task(s)? Consider both low-tech (e.g., pencil and paper) and high-tech (e.g., digital software) tools. Describe how these tools provide an equitable learning environment for students to meet the learning outcomes. - What instructional strategies have been implemented for these students
      questions:
        type: TextQuestion
        text: School/District Accommodations With the same students in mind, describe the following conditions: - What is the school environment in which the students are completing the task(s): physical arrangement of the room, independent work, small group, whole group instruction, materials and equipment? - What are the human resources presently in place for students? - How do your current perspectives help support diversity in your classroom? - How does your district offer support for an accessible and inclusive learning environment?
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit a vision statement that meets the following criteria: Educator provides a 400-word narrative thoroughly describing how they can do the following in their own classroom: * How they can support all students to succeed * How they can support neurodiverse learners to succeed * How they can facilitate culturally responsive teaching * What assistive technology tools they can utilize to support students
    sections: Reflection
      questions:
        type: TextQuestion
        text: Share your reflection on implementing an accessible or inclusive learning experience in a digital learning environment. Be sure to include the following: - Was the experience effective? Why or why not? - How challenging was the experience to implement? - Explain how you might improve on the learning experience or what you would do differently the next time you implemented the experience.
type: BadgeClass

id: https://api.badgr.io/public/badges/ysQn6V0nTd-DG46TauR26Q
name: Moving Forward with Hybrid Learning - VILS
image:
  id: https://api.badgr.io/public/badges/ysQn6V0nTd-DG46TauR26Q/image
description: Educator furthers their understanding about the hybrid learning environment to support high-quality instruction and student learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: Hybrid Learning
criteria:
  id: https://digitalpromise.box.com/s/vg6iost6ind55831ipha0yrclsgdizi5
  narrative: # Key Method The educator develops a vision of an effective model of hybrid instruction for their classroom environment that supports student learning, collaboration, and engagement by designing learning experiences that are best suited for face-to-face interaction, independent online work, or synchronous online experiences. # Method Components ### Vision and Model of Hybrid Instruction It is important for an educator leading a hybrid learning environment to have a clear vision and understanding of high-quality hybrid learning that identifies and makes the best use of online, face-to-face and independent learning experiences. The development of a clear vision and quality models allows students to maintain high-quality engagement while educators maintain a sustainable practice. ### Facilitating Collaboration Developing your capacity to create and facilitate collaborative experiences allows your students to seamlessly work together in both face-to-face and online environments. Integrating or maintaining collaborative experiences in hybrid environments allows students to stay connected to the material and their peers in meaningful ways that promote critical thinking, problem solving, and analysis of peer thinking. ### Maintaining Engagement It is critical for a hybrid teacher to design experiences for the online component of hybrid learning that foster student engagement. This can be accomplished by having a clear vision of how online and face-to-face time is best utilized and through developing comfort with technologies that support live (synchronous) and independent (asynchronous) work. Engagement is often cited as one of the most challenging hurdles for both students and educators to overcome in hybrid environments. Developing strategies, for both pedagogy and technology use, that target increased engagement can lead to higher-quality experiences for the learner. ### Intentional Use of Face to Face, Independent Online and Synchronous Online Learning A fundamental as…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Baker, Credence. The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. *Journal of Educators Online, 7.1* (2010). Web. <https://eric.ed.gov/?id=EJ904072> * Bonk, Curtis Jay, and Jack A. Cummings. A dozen recommendations for placing the student at the centre of web‐based learning. *Educational Media International, 35.2* (1998): 82–89. Web. <https://www.tandfonline.com/doi/abs/10.1080/0952398980350205> This research highlights the importance of educators designing hybrid and online learning experiences that foster engagement, choice, quality feedback and reflection. * Clark, Cynthia, Karen Grove, and Neal Strudler. Comparing asynchronous and synchronous video versus text based discussions in an online teacher education course. *Online Learning, 19.3* (2015). Print. <https://files.eric.ed.gov/fulltext/EJ1067484.pdf> * Darling-Hammond, Linda, Abby Schachner, and Adam K. Edgerton. Restarting and reinventing school: Learning in the time of COVID and beyond. Web. 15 Feb. 2021. [https://restart-reinvent.learningpolicyinstitute.org/sites/default/files/product-files/Restart\_Reinvent\_Schools\_COVID\_REPORT.pdf](https://restart-reinvent.learningpolicyinstitute.org/sites/default/files/product-files/Restart_Reinvent_Schools_COVID_REPORT.pdf) * The Learning Accelerator. (n.d.) *Driving quality in remote learning: A framework for research-informed remote experiences for K-12 Learners*. Web. 15 Feb. 2021. <https://practices.learningaccelerator.org/artifacts/driving-quality-in-remote-learning> * Fletcher, Tim, and Shawn M. Bullock. Reframing pedagogy while teaching about teaching online: A collaborative self-study. *Professional Development in Education, 41.4* (2014): 690–706. Print. <https://www.tandfonline.com/doi/abs/10.1080/19415257.2014.938357> The research above highlights the impact on teacher practice and pedagogy in online teaching environments and the importance of fostering discussion, reflection, and feedback…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Hybrid Learning Tips for Teachers <https://globalonlineacademy.org/insights/articles/16-hybrid-learning-tips-by-and-for-teachers> * Three Quick Wins for Engaging Learning in Online and Hybrid Learning <https://globalonlineacademy.org/insights/articles/three-quick-wins-for-engaging-learners-in-online-and-hybrid-learning> * Five Tips for Designing Excellent Video Calls <https://globalonlineacademy.org/insights/articles/five-tips-for-designing-excellent-video-calls> * Six Key Design Elements of Successful Online Learning <https://globalonlineacademy.org/insights/articles/six-key-design-elements-of-successful-online-learning-1> * What are the Design Factors That Drive Quality in K-12 Remote Learning <https://practices.learningaccelerator.org/problem-of-practice/what-are-the-design-factors-that-drive-quality-in-k-12-remote-learning>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Vision of Hybrid Instruction
        position: 0
      rubric criteria:
        description: Collaboration Concept
        position: 1
      rubric criteria:
        description: Engagement Strategy
        position: 2
      rubric criteria:
        description: Approach to Intentional Hybrid Design
        position: 3
    sections: Overview
      questions:
        type: TextQuestion
        text: Please share the context of your hybrid learning environment. Be sure to describe the following: - Your schedule - The types of technology used (laptops, tablets, etc.) - The technology infrastructure (platforms and tools used) - Constraints on the learning environment (physical, time, location, tools, platforms) - Guidelines, policies or expectations provided by school administration.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following four artifacts from the guidepost. They can be in the form of audio (.mp3), video (.mp4), or a document (.pdf or .doc): * Your vision of hybrid instruction * Your collaboration concept * Your strategy to maintain engagement * Your approach to intentional hybrid experience design Note: Your video or audio should be between 5 and 7 minutes, and the document between 250 and 300 words.
type: BadgeClass

id: https://api.badgr.io/public/badges/gv7LVE7lRtqV4zXoE1N_lg
name: Design Better Learning Experiences with Learner Variability - VILS
image:
  id: https://api.badgr.io/public/badges/gv7LVE7lRtqV4zXoE1N_lg/image
description: Educator designs learning experiences that support learner variability.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/a4c78rvu2l1gzsw9x8nyw6j54jh4pwtt
  narrative: # Key Method Educator designs learning experiences that reflect a deep understanding of learner variability and the different learner factors and strategies to consider when supporting all students of diverse backgrounds and abilities. # Method Components ### Designing Learning Experiences to Support Learner Variability Having a strong understanding of what the research says about learner variability helps educators design learning experiences and customize their learning environments to foster a sense of belonging for students of varying abilities, experiences, and backgrounds. A sense of belonging allows us to feel included, respected, and supported in school. It is heavily tied to our own identities, supports the development of a positive identity, and is context- and culture-dependent. School settings have the potential to be a source of adversity or can be a supportive environment, fostering positive identity development among culturally and historically marginalized students. Students who report a stronger sense of belonging in school typically have greater self-efficacy and academic success. Designing culturally responsive learning experiences ensures that the learning environment is welcoming for students from diverse cultures and differing socioeconomic environments and ability. ### Memory and Learning We can move skills and knowledge into long-term memory by repeatedly practicing and using them. The background knowledge and vocabulary stored in long-term memory provide students with a strong foundation for their academic content. When short-term memories are rehearsed, they become consolidated and move to long-term memory. One way to do this is through retrieval practice, which you can read about in the resources below. Culturally responsive information processing techniques grow out of the learning traditions of oral cultures, where knowledge is taught and processed through story, song, movement, repetitious chants, rituals, and dialogic talk. They are al…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Burnham, K. (2020) 5 culturally responsive teaching strategies. Northeastern University Graduate Programs. <https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/> * Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. *Proceedings of the National Academy of Sciences, 113*(31), 8664-8668. [https://scholar.google.com/scholar?q=Growth+mindset+tempers+the+effects+of+poverty+on+academic+achievement.&hl=en&as\_sdt=0&as\_vis=1&oi=scholart](https://scholar.google.com/scholar?q=Growth+mindset+tempers+the+effects+of+poverty+on+academic+achievement.&hl=en&as_sdt=0&as_vis=1&oi=scholart) * DeNicolo, C. P., Yu, M., Crowley, C. B., & Gabel, S. L. (2017). Reimagining critical care and problematizing sense of school belonging as a response to inequality for immigrants and children of immigrants. *Review of Research in Education, 41*(1) <https://doi.org/10.3102/0091732X17690498> * DiAngelo, R. (2011). White fragility. *International Journal of Critical Pedagogy, 3*, 54–70. <https://libjournal.uncg.edu/ijcp/article/view/249> * Digital Promise’s research-based model of adolescent learner variability <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors> * Dweck, C.S. (2006). *Mindset: The new psychology of success*. New York, NY: Ballantine Books. [https://scholar.google.com/scholar?hl=en&as\_sdt=0%2C5&q=Mindset%3A+The+new+psychology+of+success&btnG=](https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Mindset%3A+The+new+psychology+of+success&btnG=) * Farrington, C. A. (2013). *Academic mindsets as a critical component of deeper learning*. Chicago, IL: Consortium on Chicago School Research. [https://scholar.google.com/scholar?hl=en&as\_sdt=0%2C5&as\_ylo=2000&as\_yhi=2018&q=Academic+mindsets+as+a+critical+component+of+deeper+learning+CA+Farrington+-+University+of+Chicago%3A+Consortium+on+Chicago+%E2%80%A6%2C+2013&btnG=](https://scholar.google.com/scholar?hl=en&as_sd…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### Understanding Learner Variability * Learner variability is the rule, not the exception. Barbara Pape, Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * How universal design for learning creates culturally accessible classrooms. Joni Degner, Education Week. <https://www.edweek.org/education/opinion-how-universal-design-for-learning-creates-culturally-accessible-classrooms/2016/11> * Getting started with culturally responsive teaching, Nikki Williams Rucker, edutopia <https://www.edutopia.org/article/getting-started-culturally-responsive-teaching> ### Memory and Learning * Retrieval practice: A strategy to promote successful learning <https://digitalpromise.org/2016/10/12/retrieval-practice-a-strategy-to-promote-successful-learning/> * Long-term memory learner factor from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/long-term-memory-literacy-7-12/summary> ### Student Engagement in Online Learning * Workspace with strategies for student engagement from The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/my-workspace/hQOJI7Apzb> ### Disrupting Deficit Thinking * Equity by Design Article <https://www.nextgenlearning.org/articles/designing-for-race-equity-now-is-the-time> * Fritzgerald, A. (2020) Antiracism and Universal Design for Learning. CAST. <http://castpublishing.org/books-media/antiracism-universal-design-learning/> ### Understanding Stereotype Threat and Fostering Student Agency * Stereotype threat factor from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/stereotype-threat-literacy-7-12/summary> * 3 tips to make any lesson more culturally responsive. Zaretta Hammond, Cult of Pedagogy <https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/> ### Foster Growth Mindset * Fostering growth mindset strategy from the Learner Variability Navigator <…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Student-Specific Learner Variability
        position: 0
      rubric criteria:
        description: Learning Experience/Lesson Plan
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please describe your educational role; include your grade level, number of students, content area, and other relevant information about your educational setting.
        word limit: 150
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Student-Specific Learner Variability** Choose two to three students in your classroom and describe their learner variability using the Learner Variability Student Template, found in the Resources section above. Include a description of each of the following: * Learner factors related to each student’s current strengths and areas of need * What technology resources the students currently use * What task(s) you want the students to complete. What are the educational expectations? What are the curriculum integration strategies being employed? * What technology tools the students can use to complete the task(s)? Consider both low-tech (e.g., pencil and paper) and high-tech (e.g., digital software) tools. Describe how these tools provide an equitable learning environment for students to meet the learning outcomes. * What instructional strategies leverage students’ strengths? Support students’ challenges? **Learning Experience/Lesson Plan** Submit a learning experience or lesson plan that highlights strategies you’ve used to design for the learner variability in your students. Include samples of student work that show the impact of these strategies on the lesson outcomes and a learner variability learning experience reflection guide.
    sections: Reflection
      questions:
        type: TextQuestion
        text: Share your reflection on implementing a learning experience. Be sure to include the following: - How did you design a learning experience that was inclusive and engaging for all learners? - Was the experience effective? Why or why not? - How challenging was the experience to implement? - Explain how you might improve on the learning experience or what you would do differently the next time you implement the experience.
        word limit: 350
type: BadgeClass

id: https://api.badgr.io/public/badges/sEoVQOVwR72aAd3SlDTmuQ
name: Understanding Learner Variability - VILS
image:
  id: https://api.badgr.io/public/badges/sEoVQOVwR72aAd3SlDTmuQ/image
description: Educator develops an understanding of learner variability and its impact on teaching and learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/9sa1fo85zpmcdve67gs7kkeh509ink0h
  narrative: # Key Method The educator deepens their understanding of learner variability by engaging in self-reflection, discovers how mindset can influence students, and knows which strategies support success. # Method Components ### Overview Learner variability is the understanding that each learner has a unique constellation of strengths and challenges that impact their learning. Additionally, these strengths and challenges can vary depending on context. Learner variability encompasses factors from learning sciences research across a whole child framework (Pape, 2018). Connections between factors across domains can offer valuable insight for educators who are trying to support the complex needs of learners. Learner variability is NOT learning styles. The notion of learning styles, while widespread, is not grounded in research and further promotes the idea that students have a fixed way of learning. What research does show is that engaging all students with multiple modalities of learning – audio, visual, and kinesthetic – promotes solidifying information into long-term memory. Additionally, the modality a learner uses or prefers can vary greatly depending on the task and context. For instance, you might remember a phone number by repeating it multiple times (auditory), but you might remember someone’s name with a visual reminder. ### Reflecting on your own learner variability Learners are impacted by the intersection of their context and myriad learner factors. It is important for educators to reflect on their own experiences as a learner and develop an awareness for how their learner variability interacts with others’ learner variability in different ways. Developing awareness of this can provide insight and build relationships with students. Often, learning strengths and preferences are reflected in the way educators teach and regulate the learning environment. Reflecting on your past learning experiences can build empathy when supporting students through a learning and de…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Anderson, R., Boaler, J., & Dieckmann, J. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. *Education Sciences, 8*(3), 98. doi:10.3390/educsci8030098 <https://www.mdpi.com/2227-7102/8/3/98> * Pape, B. (2018). Learner variability is the rule, not the exception. Digital Promise Global: Washington, DC <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * References: Multimodal Instruction <https://lvp.digitalpromiseglobal.org/page/references-multimodal-instruction-adult-learner> * Rose, T. (2016). The end of average: How we succeed in a world that values sameness. United Kingdom: HarperOne. [https://www.google.com/books/edition/The\_End\_of\_Average/fovYBQAAQBAJ?hl=en&gbpv=0](https://www.google.com/books/edition/The_End_of_Average/fovYBQAAQBAJ?hl=en&gbpv=0) * Rose, L. T., Rouhani, P., & Fischer, K. W. (2013). The science of the individual. *Mind, Brain, and Education (MBE), 7*(3), 152–158. <https://lsi.gse.harvard.edu/files/gse-individuality/files/roserouhanifischer2013.pdf> * *TEAL Center fact sheet no. 11: Adult learning theories*. Teaching Excellence in Adult Literacy (TEAL). [https://lincs.ed.gov/sites/default/files/11\_%20TEAL\_Adult\_Learning\_Theory.pdf](https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf) * Wacker, C., & Olson, L. (2019). (rep.). *Teacher mindsets: How educators’ perspectives shape student success*. Washington, DC: FutureEd, Georgetown University. [https://www.future-ed.org/wp-content/uploads/2019/06/Final-report\_Teacher-Mindsets.pdf](https://www.future-ed.org/wp-content/uploads/2019/06/Final-report_Teacher-Mindsets.pdf)
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> * Research@Work: Embracing Learner Variability in Schools [https://www.youtube.com/watch?v=BxLz\_fSvBqU](https://www.youtube.com/watch?v=BxLz_fSvBqU) * Todd Rose’s Ted Talk on The Myth of Average <https://youtu.be/4eBmyttcfU4> ### Resources to Support Self-Reflection * Adult Learner Model <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/factors> * Adult Learner Strategies <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/strategies> * Adult Learner Student Agency Infographic <https://f.hubspotusercontent40.net/hubfs/1818747/Strategies%20for%20Online%20Learning%20Success-1.pdf> ### Learner Mindset * Learner Mindset <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/factors/learner-mindset-adult-learner/summary> * Teacher Mindsets Report from FutureEd [https://www.future-ed.org/wp-content/uploads/2019/06/Final-report\_Teacher-Mindsets.pdf](https://www.future-ed.org/wp-content/uploads/2019/06/Final-report_Teacher-Mindsets.pdf) * Self Reflection template <https://docs.google.com/document/d/1TkssGplOEbwltUeJ-cczG91zXvVvJu1Y4prcreHQAM0/edit>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Self-Reflection
        position: 0
      rubric criteria:
        description: Learner Mindset Strategies
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: To earn this micro-credential, describe the following: - How do your experiences as a learner shape your teaching practice? - What lessons and learnings can you share with your students? - How could your learning/teaching preferences impact students with different strengths and growth areas?
        word limit: 150
      questions:
        type: TextQuestion
        text: What is your understanding of learner variability? What were your misconceptions about learner variability? Why is it important in your work?
        word limit: 150
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, please submit the following two artifacts. **Self-Reflection** One way to understand the interconnections between learner factors and how changes in context affect our strengths and challenges is to reflect on our own experiences as learners. Complete and submit the Self Reflection template, found in the Resources section above. **Learner Mindset Strategies** Based on your reading of the FutureEd report (found in the Resources section above), your professional learning experiences, and your understanding of your own learner variability, address the following: * What are the three highest-leverage actions you will take to help students develop positive learner mindsets? * Why are these actions the most important ones for your students, yourself, and your context? * What are the possible barriers you may encounter? How will you prepare to address the barriers?
type: BadgeClass

id: https://api.badgr.io/public/badges/ivxMRQfqT8Cyi8tpYvP7EA
name: Applying Learner Variability to Coaching Practices - VILS
image:
  id: https://api.badgr.io/public/badges/ivxMRQfqT8Cyi8tpYvP7EA/image
description: Coach understands and implements research-backed learner variability in their coaching practice.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/psxpnt0chvou15yubn85l7jt9elvz0g1
  narrative: # Key Method The coach identifies the importance of research-based practices, tools, and strategies for applying those research-based practices to support the learner variability they see in learning environments. # Method Components ### Overview In order to address learner variability, educators need to leverage learning sciences research to see the interconnectedness between learner factors across a whole-child framework. This can provide valuable insight into why each individual student is unique and what strategies support them. ### Role of Research With federal laws and policies such as the Every Student Succeeds Act (ESSA) putting a greater emphasis on evidence-based practices, the role of research in the classroom continues to evolve. As many myths about the effectiveness of popular practices such as learning styles persist, it is important to understand which practices are research based. Selecting the appropriate strategy involves a deep understanding of how the learner and educator are intersecting within their context. Using tools like the Learner Variability Navigator (found in the Resources section below) can help make the research more accessible by highlighting connections across a whole-child framework to show how students may be impacted and providing an abundance of research-based instructional strategies. ### Coaching for Learner Variability As Elena Aguilar says in her “Mind the Gap” article, it is important to analyze the situation carefully before taking action. Using tools like the Learner Variability Navigator (LVN) can help coaches and educators understand how learner factors connect and intersect with learning context. This can provide valuable insight into how to integrate strategies that support the strengths and needs of the whole child. Aguilar’s Coaching Lenses is another example of a tool that can help coaches see problems from multiple perspectives at the student level and teacher level, respectively. Using Coaching Lenses helps coac…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Aguilar, E. (2020). _Coaching for equity: Conversations that change practice._ Wiley. <https://books.google.com/books?hl=en&lr=&id=KiHxDwAAQBAJ&oi=fnd&pg=PR15&dq=educator+coaching+for+equity&ots=_n9So5cenC&sig=YQQtHJ2fk7g_fGSy8_6xQ1Pmb3s#v=onepage&q=educator%20coaching%20for%20equity&f=false> * Aguilar, E (2013). _The art of coaching._ John Wiley and Sons <https://books.google.com/books?id=iOiJ5MXrVZsC&printsec=frontcover#v=onepage&q&f=false> * Pape, B. (2016). _Learner variability is the rule, not the exception._ Digital Promise: Washington, DC <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * Richards, J., & Skolits, G. J. (2009). Sustaining instructional change: The impact of professional development on teacher adoption of a new instructional strategy. Research in the Schools, 16, 41–58. * Altrichter, H., Posch, P., & Somekh, B. (1993). _Teachers investigate their work: An introduction to the methods of action research._ Routledge: London. <http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### The Role of Research * Understanding content versus context expertise <https://www.tamarackcommunity.ca/hubfs/Resources/Publications/The%20Context%20Experts.pdf?hsCtaTracking=56bc3396-2e91-49d8-8efc-95fa20b82878%7Cbddea62d-6f5b-4aa4-8b0d-292bbd5c5b9b> * APA article on why belief in learning styles can be harmful <https://www.apa.org/news/press/releases/2019/05/learning-styles-myth> * The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> ### Coaching for Learner Variability * Mind the Gap Framework <https://brightmorningteam.com/2013/10/a_coaching_framework_for_think/> * Coaching Lenses <https://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Lenses.pdf> * The Learner Variability Coaches Toolkit <https://docs.google.com/document/d/1H2xjn2IvboRThGIo1lPf0oIY6fNSZE4-DpNdKHVNH3k/edit?usp=sharing> ### Action Research * Cycle of Continuous Improvement <https://files.eric.ed.gov/fulltext/ED556126.pdf> * What is action research <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Action-Research-What-and-Why-from-The-Onward-Workbook.pdf> * Mini inquiry cycle <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Mini-Inquiry-Cycle-from-The-Onward-Workbook.pdf> * Action research plan template <https://docs.google.com/document/d/1_N5OWebY2hs8D6_2zJypoBf7QLtC2kbOR410a0eTLxc/edit?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      last change date time: 2021-07-27T20:31:24.911Z
      rubric criteria:
        last change date time: 2021-07-27T20:31:24.913Z
        position: 0
    rubrics:
      last change date time: 2021-07-27T20:32:16.055Z
      rubric criteria:
        last change date time: 2021-07-27T20:32:16.059Z
        description: Action Research Plan
        position: 0
      rubric criteria:
        last change date time: 2021-07-27T20:34:26.728Z
        description: Plan Impact
        position: 1
    rubrics:
      last change date time: 2021-07-27T20:35:56.105Z
      rubric criteria:
        last change date time: 2021-07-27T20:35:56.109Z
        description: Action Research Plan
        position: 0
      rubric criteria:
        last change date time: 2021-07-27T20:37:05.349Z
        description: Plan Impact
        position: 1
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: - Describe the educator you are coaching. Include the educator’s years of experience, degree, subject area they teach, and grade level. - Describe a challenge the educator is having and why you would like to address this challenge. The challenge should include your analysis of the educator’s use of the coaching lenses, and an analysis of their students using learner factors from the LVN.
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Artifact 1: Action Research Plan** Download the “Action Research Plan Template” found in the Resources section above. Complete and submit the action research plan you co-created with an educator that you coach to address the challenge you have described above. **Artifact 2: Plan Impact** * Impact documentation: Select and upload two artifacts that show the impact of the plan and what adjustments were made. Artifacts can be videos of instructions, or student work that demonstrates how this strategy was implemented over time. * Analysis: In less than 300 words, write an analysis on the impact of the strategy, noting how adjustments were made.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/pz-QxYsoSOi_NeDBc66pUw
name: Developing and Facilitating Virtual Projects - VILS
image:
  id: https://api.badgr.io/public/badges/pz-QxYsoSOi_NeDBc66pUw/image
description: Educator understands Project Based Learning (PBL) and how to strategically leverage technology tools to facilitate PBL online.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/sdwh78eil80su9mhfbde7oxnnv5cebkw
  narrative: ### Key Method The educator adapts a Project Based Learning experience for online use and provides evidence of facilitating Project Based Learning in a hybrid or virtual learning environment. ### Method Components **What is Project-Based Learning, and how is it different from a project?** Project-Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.” “Doing a project” vastly differs from Project-Based Learning. Students typically “do projects” at the end of an instructional unit as a way of assessing or displaying learned skills and acquired knowledge and are typically focused on product. By contrast, in PBL, instruction and skill acquisition are integrated within the project, the project focuses both on the product and the learning process, and the project is grounded in student inquiry and authentic real-world application. **What are the essential project design elements of “Gold Standard Project Based Learning”?** To support educators in designing and implementing quality Project-Based Learning experiences that improve student outcomes, the Buck Institute for Education created a comprehensive, research-based model for PBL―a “gold standard.” Student learning goals are at the center of this model, with the following essential project design elements surrounding it: challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product. Based on extensive literature review and distilled experience of field experience with educators implementing PBL in their classrooms, the Buck Institute for Education found that when this model for “Gold Standard PBL” is implemented to fidelity with the criterion of all seven essential project design elements being met, the project will maximize student engagement and achievement. **Examp…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Evans, C. M. (2019). Student Outcomes from High-Quality Project-Based Learning: A Case Study for PBLWorks. Dover, NH: Center for Assessment. <https://www.pblworks.org/sites/default/files/2020-01/PBLWorks%20HQPBL%20Teacher%20Case%20Study%20Report_FINAL.pdf> * Kingston, S. (2018). Project Based Learning & Student Achievement: What Does the Research Tell Us? PBL Evidence Matters. 1(1), 1-11. <https://files.eric.ed.gov/fulltext/ED590832.pdf> * Mergendoller, J. R. (2016). What Can We Learn from John Hattie about Project Based Learning? Novato, CA: PBLWorks. <https://www.pblworks.org/research/research-what-can-we-learn-john-hattie-about-project-based-learning> * Condliffe, B., Quint, J., Visher, M.G., Bangser, M. R., Drohojowska, S. Saco, L., and Nelson, E. (2017). Project Based Learning: A Literature Review, 1-78. New York, NY: MDRC. <https://www.pblworks.org/research/research-project-based-learning-literature-review>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * PBL for Remote Learning <https://www.pblworks.org/pbl-remote-learning> * 3 Keys to Making Project-Based Learning Work During Distance Learning <https://www.edutopia.org/article/3-keys-making-project-based-learning-work-during-distance-learning> * Project-Based Learning Can Make Remote Learning More Meaningful <https://greenschoolsnationalnetwork.org/project-based-learning-can-make-remote-learning-more-meaningful/> * Secret Weapons for PBL <https://cue.org/secret-weapons-for-pbl/> **Suggested Technology Tools** * Nepris <https://www.nepris.com/home/v4> * Skype in the Classroom <https://campussuite-storage.s3.amazonaws.com/prod/750277/c44a122d-c5f8-11e6-b7b7-22000bd8490f/1216908/8cc71189-5a6b-11e7-99ef-124f7febbf4a/file/Skypeget-started-with-skype-in-the-classroom1.pdf> * Exploring by the Seat of Your Pants <https://www.exploringbytheseat.com/> * Flipgrid <https://info.flipgrid.com/> * Google Keep <https://keep.google.com/> * Google Expeditions <https://artsandculture.google.com/project/expeditions> * CoSpaces <https://cospaces.io/edu/> * Padlet <https://padlet.com/> * Jamboard <https://jamboard.google.com/> * Kaizena <https://www.kaizena.com/> * Newsela <https://newsela.com/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T22:27:11.947Z
      rubric criteria:
        last change date time: 2021-07-28T22:27:11.948Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T22:28:00.572Z
      rubric criteria:
        last change date time: 2021-07-28T22:28:00.574Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T22:29:10.564Z
      rubric criteria:
        last change date time: 2021-07-28T22:29:10.566Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T22:31:18.013Z
      rubric criteria:
        last change date time: 2021-07-28T22:31:18.015Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Activity Description: Describe your Project-Based Learning unit; how did you use technology to adapt a PBL unit to an online or hybrid setting?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Activity Evaluation: How do you know the impact of the PBL unit on student achievement and engagement? What evidence did you collect?
        required: true
        word limit: 250
    sections: Work Examples/Artifacts/Evidence
      required: true
      questions:
        type: FileQuestion
        text: Please provide an artifact that demonstrates how you facilitated PBL online. The artifact must illustrate how you used different digital tools and instructional practices to meet the criterion of “Gold Standard PBL.” This could include a project outline, a digital portfolio, or a unit plan. Your artifact should include: * Student Learning Goals * Evidence of All Essential Design Elements: + Challenging Problem or Question + Sustained Inquiry + Authenticity + Student Voice and Choice + Reflection + Critique and Revision + Public Product * Digital Tools and Teaching Strategies/Instructional Moves Used to Facilitate PBL Online
        required: true
    sections: Part 3. Reflection
      required: true
      questions:
        type: TextQuestion
        text: How did using digital tools to adapt a PBL unit for an online setting change the teaching experience for yourself and the learning experience for your students? Were you able to enrich the student experience with each of the seven elements by integrating technology? Explain your reasoning.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/3xWpOCscT8asRoHKAroHJQ
name: Make Student Thinking Visible - VILS
image:
  id: https://api.badgr.io/public/badges/3xWpOCscT8asRoHKAroHJQ/image
description: Educator understands how to implement learning strategies that guide students to articulate their thinking. This includes the building of effective learning environments that support these strategies.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/0s52texn5guurzu4ww05m8bqc1z097ot
  narrative: ### Key Method The educator will demonstrate evidence of classroom culture or environment in which students regularly engage in thinking routines. In addition, evidence will show how selected thinking routines support students in mastery of content and digital skills. ### Method Components **What is a visible thinking routine?** A visible thinking routine is any routine or protocol that provides students the opportunity to engage in a structured process to create and deepen learning. These strategies support students in connecting, synthesizing, organizing, exploring, extending, and understanding content in deep and meaningful ways. These routines allow students to engage in a step-by-step process that can be applied across contexts and subject areas. **What are the criteria for creating a culture or learning environment that facilitates visible thinking?** A classroom culture or learning environment that supports visible thinking consists of behaviors, practices, and systems that are observable throughout the learning process. Instructors and students clearly communicate and use language that references frequently used thinking routines. Thinking routines are regularly modeled and used by the instructor and students without formal prompting. Learners have multiple opportunities and ample time to engage in different types of thinking routines that encourage independent and collaborative development of understanding. **What are the criteria for evidence that shows how selected thinking routines supported students in mastery of content and digital skills?** When students are supported in mastering content and digital skills, there is evidence of thinking routines being used regularly throughout the entire learning process to build, deepen, and apply their learning. Instructors will have lesson plans and learning experiences that explicitly include thinking routines as part of the learning process. Student learning artifacts should document how thinking routines were u…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. _Journal of Education and Training Studies, 7_(12), 1. <https://doi.org/10.11114/jets.v7i12.4491> * Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. <https://www.google.com/books/edition/_/dv8QVX9CoOoC?hl=en&gbpv=0> * Salmon, A. K. (2010) Engaging Young Children in Thinking Routines, Childhood Education, 86:3, 132-137 <https://doi.org/10.1080/00094056.2010.10523133> * Stephenson, S. P. (2019, January 24). Powerful Learning is Inquisitive and Reflective - Digital Promise. Digital Promise. <https://digitalpromise.org/2019/01/24/powerful-learning-inquisitive-reflective/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Project Zero’s Thinking Routine Toolbox <https://pz.harvard.edu/thinking-routines#CoreThinkingRoutines> * Digital Promise Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> * Thinking Pathways: Thinking Routines <https://thinkingpathwayz.weebly.com/thinkingroutines.html> * The Development of a Culture of Thinking in My Classroom: Self-Assessment <http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf> * Pick Me! Choosing the Right Technology Tools for Your Courses <https://teaching.temple.edu/edvice-exchange/2017/02/pick-me-choosing-right-technology-tools-your-courses> * Tech Tools to Try (with Thinking Routines) in 2020 <https://www.schoolrubric.com/tech-tools-to-try-with-thinking-routines-in-2020/> * The Google/Microsoft Infused Classroom Presents: Visible Thinking Routines with Thinking Amplifier Apps <https://docs.google.com/document/d/1qP5AEmZWq8HTjQxkh-UoA2VZpQMGEV1Q8LTWO2peswQ/edit?usp=sharing> * Project Zero Ideas and Distance Learning: Visible Thinking and Teaching for Understanding <https://docs.google.com/document/d/1JM826jA_dZobwu21SaLlovzaaetuJiFO0aCn9IIQDyo/edit?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T02:00:08.692Z
      rubric criteria:
        last change date time: 2021-07-28T02:00:08.701Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T02:00:53.948Z
      rubric criteria:
        last change date time: 2021-07-28T02:00:53.950Z
        position: 0
    rubrics:
      last change date time: 2021-07-28T16:47:37.909Z
      rubric criteria:
        last change date time: 2021-07-28T16:47:37.911Z
        position: 0
      rubric criteria:
        last change date time: 2021-07-28T16:55:40.879Z
        position: 1
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T16:47:54.353Z
      rubric criteria:
        last change date time: 2021-07-28T16:47:54.355Z
        position: 0
    rubrics:
      last change date time: 2021-07-28T16:48:14.224Z
      rubric criteria:
        last change date time: 2021-07-28T16:48:14.226Z
        position: 0
    rubrics:
      last change date time: 2021-07-28T16:56:57.455Z
      rubric criteria:
        last change date time: 2021-07-28T16:56:57.458Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T17:00:44.990Z
      rubric criteria:
        last change date time: 2021-07-28T17:00:44.992Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T17:01:38.382Z
      rubric criteria:
        last change date time: 2021-07-28T17:01:38.384Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-07-28T17:02:15.537Z
      rubric criteria:
        last change date time: 2021-07-28T17:02:15.539Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: * educational role, * grade level(s) served, * content area(s), * and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** How were students’ content mastery and digital skills improved by making student thinking visible? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: * Name two to three thinking routines, strategies, or protocols that were used to support acquisition and mastery of content. * Provide clear connection between strategy and thinking skills needed to achieve mastery of a specific content area * List specific technology tools used to implement the strategies
        required: true
        word limit: 200
    sections: Work Examples/Artifacts/Evidence
      required: true
      questions:
        type: FileQuestion
        text: **Artifact 1: Video** Please submit a link to a video in which you address the following: * Show and discuss how you applied visible thinking strategies throughout an entire content learning experience. + This should elaborate on the answer to Prompt 1 and provide examples of how students used the visible thinking strategies to master content and improve their digital skills. Include evidence in the video of the strategy in action such as lecture slides, digital templates or directions used to support students applying the strategy, or student artifacts that clearly show how the strategy was implemented in their work. + This narrative should show how visible thinking strategies were used regularly in the learning process using technology. For example, one routine could support activating students’ prior knowledge at the beginning of a unit, another strategy could support organizing their thinking, while a third strategy could be used to deepen their understanding. + Make sure that no identifying student information is visible or referenced in the video. + The video should be between 5 and 7 minutes long. **Artifact 2: Evidence of Thinking Strategy** Please submit a link to a file such as a document or slide deck: * This file should include one example of how the thinking strategy was used during instruction by the instructor and one example of how students applied the thinking routine. + The educator example may include evidence of the strategy in action such as lecture slides, digital templates or directions used to support students applying the strategy. + The student example may include evidence of how the strategy was implemented in their learning process using technology. + Include any relevant context for each example. This may include why a particular strategy was used or when it was used during the learning process. + Make sure that no identifying student information is visible or referenced in the artifacts.
        required: true
    sections: Part 3. Reflection
      required: true
      questions:
        type: TextQuestion
        text: Based on your experience in using visible thinking strategies, what impact did it have on student learning?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using technology tools used to implement these strategies, provide an example of what worked well and one example of with the opportunity for improvement.
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using technology and implementing visible thinking strategies, how has your instructional practice grown or deepened?
        required: true
        word limit: 250
type: BadgeClass

id: https://api.badgr.io/public/badges/UZrFQYppQNCRcfJ2gE1_Fw
name: Building Powerful Family & Community Partnerships - VILS
image:
  id: https://api.badgr.io/public/badges/UZrFQYppQNCRcfJ2gE1_Fw/image
description: Educator understands how to build family and community partnerships and sustain them over time.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/gx19f78jlc7kjq9rk6d05k1v3v3rhg14
  narrative: ### Key Method The educator develops or modifies a program, event, or method used to build powerful partnerships among people at school and people in the community. ### Method Components **Why is a powerful family and community partnership valuable?** Schools are often nestled in the geography of neighborhoods. Success, academic or otherwise, is bolstered when the families and community around the school are actively involved. Decades of research connects the involvement of guardians in their child's schooling to improved academic success. Additional benefits of strong partnerships between the school and the community include: * Better serving the needs of the child. * Improving the quality of education the child experiences. * Parents feel more confident in the help they can provide. **How can schools take the lead in establishing powerful partnerships?** **Understand Challenges & Provide Conditions** While it may be more common knowledge for educators to understand some of the challenges families face as they begin engaging with schools, many educators have little or no training in impactful engagements with families. Think about how teachers are coached, trained, and supported in their engagements with families. Do they have access to resources, mentors, or other experiences that could prepare them to better form partnerships with guardians? **Focus Your Efforts** Before offering services or soliciting the support of the community, critically review the partnerships between parties. Schools, students, and the community will need different support from year to year, and not every school, student, or community needs the same things. Leverage leadership teams in your school to offer more sustained and valued support where it is needed. Be diligent about how you communicate with and about your community, school, and people. **Connect Personally** Relationships are more easily built face-to-face. So if you have the opportunity to hold in-person meetings, take it. This…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Barbour, L. (2018, December 7). EEF Parental Engagement Summary. Education Endowment Foundation. * _Community Partnerships_. Digital Promise. (2020, November 20). <https://digitalpromise.org/initiative/learning-studios/learning-studio-experience/community-partnerships/>. * ​​Evans J. (2016). _Trends in Digital Learning: How K-12 Leaders Are Empowering Personalized Learning in America’s Schools_. Project Tomorrow: Irvine, CA. <https://tomorrow.org/speakup/2016-digital-learning-reports-from-blackboard-and-speak-up.html> * Howard, N. R. (2020). Terms of Engagement: Redefining Parental Involvement and STEM Identity for Black Girls. _Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM_. Charlotte, NC: Information Age Publishing. <https://eric.ed.gov/?id=ED611167> * _Powerful Learning is Collaborative and Connected_. Digital Promise. (2021, April 7). <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected/> * _Provide Ongoing Support to Promote Families' and Caregivers' Engagement_. Digital Promise Verizon Innovative Learning Schools. (2021, June 8). <https://verizon.digitalpromise.org/elements-of-success/provide-ongoing-support-to-promote-families-and-caregivers-engagement/> * Mapp, K. L. & Bergman, E. (2019). Dual Capacity-Building Framework for Family-School Partnerships (Version 2). <http://www.dualcapacity.org>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * Building Positive Relationships with Parents <https://medium.com/@twosigmas/building-positive-relationships-with-parents-9351604ecc6b> * How to Begin Positive Relationships with Families: 8 Tips to Try <https://www.understood.org/articles/en/eight-tips-to-build-a-positive-relationship-with-your-students-families> * Teacher and Parent Relationships - A Crucial Ingredient <https://www.youtube.com/watch?v=FxJIsZsYKQQ> * Dr. Karen Mapp on Parent and Family Engagement in Education <https://www.youtube.com/watch?v=5YXH8VfZ89Y>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      last change date time: 2021-07-28T23:02:32.830Z
      rubric criteria:
        last change date time: 2021-07-28T23:02:32.831Z
        position: 0
    rubrics:
      last change date time: 2021-07-28T23:04:42.088Z
      rubric criteria:
        last change date time: 2021-07-28T23:04:42.089Z
        description: Artifact 1: School and Community Connection
        position: 0
      rubric criteria:
        last change date time: 2021-07-28T23:06:32.348Z
        description: Artifact 2: Powerful Partnerships
        position: 1
    rubrics:
      last change date time: 2021-07-28T23:10:06.572Z
      rubric criteria:
        last change date time: 2021-07-28T23:10:06.574Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: 1. How did you identify a need that both your school and community had a vested interest in partnering to solve? 2. How did you know a powerful family and community partnership was formed?
        required: true
        word limit: 250
    sections: Work Examples/Artifacts/Evidence
      required: true
      questions:
        type: TextQuestion
        text: **Artifact 1: School and Community Connection** Please submit an example that displays the ongoing and robust connection between the school and community. Connections could be represented by: * artifact that spans over the course of (or part of) the school year * pictures, videos, or written statements * robust connections between families, schools, and communities that showcase depth of effort, such as time volunteered, or images demonstrating the volume of output from a program **Artifact 2: Powerful Partnerships** Please submit an example demonstrating the powerful nature of the partnership among families, communities, and the school. Partnerships could be represented by: * a culmination video (or slideshow of pictures) at the conclusion of a program * formal commitments such as fiscal investments, commitments to sustain volunteers, or program expansion into other neighborhood schools In addition, please provide a written statement or plan that explains the investment both families and the school have in each other from year to year.
        required: true
    sections: Reflection
      required: true
      questions:
        type: TextQuestion
        text: * Based on an existing partnership, do you need to focus on new/additional objectives, extend existing objectives, or conclude this partnership in favor of new ones? Why? * How do you plan to grow the partnerships among families, communities, and your school?
        required: true
        word limit: 250
type: BadgeClass

id: https://api.badgr.io/public/badges/zmYU9KztQtSOJYREMmX6BA
name: Applying Learner Variability To Teaching Practices - VILS
image:
  id: https://api.badgr.io/public/badges/zmYU9KztQtSOJYREMmX6BA/image
description: Educator understands and implements research-backed learner variability practices in their teaching and learning context.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/p0d9m104rk6sjwh8xoj4stcwbyfe4ds6
  narrative: ### Key Method The educator understands the importance of learning sciences research and how to apply research-based practices to support the whole child using action research methods. ### Method Components ### Overview In order to address learner variability, educators need to know how to leverage learning sciences research to see the interconnectedness between learner factors across a whole child framework. This can provide valuable insight into why each individual student is unique and what strategies support them. ### Role of Research With federal laws and policies such as the Every Student Succeeds Act (ESSA) putting a greater emphasis on evidence-based practices, the role of research in the classroom continues to evolve. As many myths about the effectiveness of popular practices such as learning styles persist, it is important to understand which practices are research based. Selecting the appropriate strategy involves a deep understanding of how the learner and educator are intersecting within their context. Using tools like the Learner Variability Navigator (found in the Resources section below) can help make the research more accessible by highlighting connections across a whole-child framework to show how students may be impacted and providing an abundance of research-based instructional strategies. ### Action Research for Teachers Action research is a method that educators can take to research their own practice to help develop actions and interpret consequences (Altrichter, 1993). In order to implement an instructional strategy successfully, there are many barriers that must be considered and addressed at both the educator level and the student level. Using an action research process can help educators identify and address these barriers. Action research can be an empowering approach to using data and research to inform instructional decision-making. Using an action research approach when applying a new strategy can help educators understand the nuances …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Altrichter, H., Posch, P., and Somekh, B. (1993). Teachers investigate their work: An introduction to the methods of action research. Routledge. <http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/> * Pape, B. (2016). Learner variability is the rule, not the exception. Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * Richards, J., & Skolits, G.J. (2009). Sustaining instructional change: The impact of professional development on teacher adoption of a new instructional strategy. Research in the Schools, 16, 41–58. <https://eric.ed.gov/?id=EJ886918> * Lopez, S.J., and Louis, M.C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4). <https://doi.org/10.2202/1940-1639.1041>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: ### The Role of Research * Understanding content versus context expertise <https://www.tamarackcommunity.ca/hubfs/Resources/Publications/The%20Context%20Experts.pdf?hsCtaTracking=56bc3396-2e91-49d8-8efc-95fa20b82878%7Cbddea62d-6f5b-4aa4-8b0d-292bbd5c5b9b> * APA article on why belief in learning styles can be harmful <https://www.apa.org/news/press/releases/2019/05/learning-styles-myth> * The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> ### Action Research * Cycle of Continuous Improvement <https://files.eric.ed.gov/fulltext/ED556126.pdf> * What is action research <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Action-Research-What-and-Why-from-The-Onward-Workbook.pdf> * Mini inquiry cycle <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Mini-Inquiry-Cycle-from-The-Onward-Workbook.pdf> * Action Research Plan Template <https://docs.google.com/document/d/1_N5OWebY2hs8D6_2zJypoBf7QLtC2kbOR410a0eTLxc/edit?usp=sharing> ### MTSS Resources * What is MTSS? <https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/mtss-what-you-need-to-know> * The Science of the Individual <https://lsi.gse.harvard.edu/files/gse-individuality/files/roserouhanifischer2013.pdf> * Learner Variability Navigator, Instructional Design Tool <https://lvp.digitalpromiseglobal.org/instructional-design-tool> * Principles of Powerful Learning <https://digitalpromise.org/powerful-learning/> * Is strength-based learning a “magic bullet”? <https://hechingerreport.org/strength-based-learning-magic-bullet/> * Student Learning Need Exploration Worksheet <https://docs.google.com/document/d/1fEEV8GWuV892HA8vmdtcOAYdV1iKp8Tc0_KEZ4iM3ZQ/edit?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      last change date time: 2021-07-29T05:08:00.308Z
      rubric criteria:
        last change date time: 2021-07-29T05:08:00.312Z
        position: 0
    rubrics:
      last change date time: 2021-07-29T05:10:05.820Z
      rubric criteria:
        last change date time: 2021-07-29T05:10:05.825Z
        description: Artifact 1: Action Research Plan
        position: 0
      rubric criteria:
        last change date time: 2021-07-29T05:14:35.259Z
        description: Artifact 2: Plan Impact
        position: 1
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: * Select a student and use the Student Learning Need Exploration sheet to reflect on their strengths and weaknesses. * How is their learner variability currently showing up in your classroom?
        required: true
        word limit: 300
    sections: Work Examples/Artifacts/Evidence
      required: true
      questions:
        type: FileQuestion
        text: **Artifact 1: Action Research Plan** Download the “Action Research Plan Template” found in the Resources section above. Complete and submit the action research plan you created to address the challenge described above in Part 1. Select strategies that leverage the student’s strengths in order to address challenges they may be experiencing. **Artifact 2: Plan Impact** * Impact Documentation: Select and upload two artifacts that show the impact of the plan and what adjustments were made. Artifacts can be videos of instruction or student work that demonstrates how this strategy was implemented over time. * Analysis: In less than 300 words, write an analysis on the impact of the strategy, noting how adjustments were made.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/OJ5yCUFCROKO-yazXnNHbQ
name: Coaching & Supporting Diverse Adult Learners
image:
  id: https://api.badgr.io/public/badges/OJ5yCUFCROKO-yazXnNHbQ/image
description: Coach dissects the theory of andragogy and demonstrates practical, applicable steps to guide their journey of building educators’ instructional capacity.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: instructional tech coaching - year 2
criteria:
  narrative: ### Key Method The coach leverages protocols to reflect and refine current professional development to meet the needs of adult learners. ### Method Components ### Professional Development Reflection Reflection is an important part of being an effective coach. Coaches should analyze previously delivered professional development workshops or learning experiences, and use a reflection guide to revise their own professional development. ### Constructivist Protocol for Adult Work In order for teachers and administrators to raise their own standards, they must be intrinsically motivated to produce consistently high-quality work. The coach serves as a facilitator as they guide the adult learner through the protocol.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: ### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Professional Learning Facilitator + Data-Driven Decision Maker * Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> + Curriculum, Instruction, and Assessment + Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * How Adults Learn <https://www.youtube.com/watch?v=3LdEwYDDJBg> * Adult Learners: Characteristics, qualities, and needs <https://drive.google.com/a/digitalpromise.org/file/d/13BCs31xVC5SeBegOAewHLdLnyp34U9FZ/view?usp=sharing> * 11 Tips to Engage and Inspire Adult Learners <https://elearningindustry.com/11-tips-engage-inspire-adult-learners> * How to Support Self-Directed Learning in a Learning Organization <https://www.td.org/insights/learning-journeys-next-step-in-performance-improvement> * Sandbox Learning <https://www.td.org/magazines/td-magazine/word-wiz-sandbox-learning> * Professional Development Reflection Template <https://docs.google.com/spreadsheets/d/1f1AvBX8PKr_BUAZwMcUn-QgYP-KPA0w7B-uOthaeZeY/copy> * Constructivist Protocol for Adult Work <https://drive.google.com/file/d/1EhT5wuzWrTPWer2S-vAQRfVbRPq2CKNj/view?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-07-30T06:26:17.811Z
      rubric criteria:
        last change date time: 2021-07-30T06:26:17.813Z
        position: 0
    rubrics:
      last change date time: 2021-07-30T06:28:08.200Z
      rubric criteria:
        last change date time: 2021-07-30T06:28:08.204Z
        description: Professional Development Reflection
        position: 0
      rubric criteria:
        last change date time: 2021-07-30T06:28:52.893Z
        description: Constructivist Protocol for Adult Work
        position: 1
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: As an instructional tech coach, what are the topic challenges you are faced with when supporting adult learners? Provide a 75 word response.
        required: true
        word limit: 75
    sections: Work Examples/Artifacts/Evidence
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts: **Professional Development Reflection** You will use this Professional Development Reflection (see resources) to analyze a previously delivered professional development workshop/learning experience. Take the actual learning resources, such as slide decks, handouts, videos, etc., and compare them to the criteria listed on the reflection guide. Highlight in yellow the criteria absent in your training materials. For the absent criteria you will type the changes you will make for future sessions in the note column. Please complete and upload your Professional Development Reflection. Ensure you address the following: * Shared goals * Adult learning strategies * Follow-up support * Quality teaching * Effective use of time * Data analysis * Collaborative learning community **Constructivist Protocol for Adult Work Protocol** Conduct the Constructivist Protocol for Adult Work protocol (see resources) and ensure you address the debrief protocol and potential follow-up steps. Write a 300 word reflection or record 5 minute video that addresses the following questions: * What worked well? * What were 3-5 qualities that were most common to the entire group? * How might others (e.g., teachers, administrators, students) use this process to reflect on their work? * How might what they have learned be applied to all of their future work?
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/WJpI47oZRF6Q7n_uasg3MQ
name: Scalability/Sustainability - VILS
image:
  id: https://api.badgr.io/public/badges/WJpI47oZRF6Q7n_uasg3MQ/image
description: Coach creates solutions to help efficiently and effectively support educators.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/na97v5n4d9yjbwwtayngypb0r57hx601
  narrative: # Key Method The coach implements strategies to aid in building educator capacity to build a sustainability and scalability plan for leveraging instructional technology coaching for the following school year. # Method Components In school systems there is ongoing unpredictability and disruption. The challenge is not to simply find new ways to stay relevant and innovate, but to create solutions to help you efficiently and effectively support educators. The more you create a culture that's adaptable and agile, the more you put yourself in a position to succeed as a coach.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE: Connected Learner <https://www.iste.org/standards/for-coaches> - Future Ready Framework: Collaborative Leadership <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Building Relationships One Brick at a Time <https://www.youtube.com/watch?v=Dfm2s5rZa6k> - Instructional Coaches: Interior Designers in Education <https://dianesweeney.com/instructional-coaches-interior-decorators-in-education-kristy-gaudio/> - How to Be a Leader of Teacher Leaders: Building an Infrastructure for Improvement <https://www.edweek.org/tm/articles/2016/11/28/how-to-be-a-leader-of-teacher.html> - Sustainability Plan Template Copy <https://digitalpromise.box.com/s/vg8akbopxn8e7zp7cl2hng34hg4n969i>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      last change date time: 2021-08-25T19:34:10.309Z
      rubric criteria:
        last change date time: 2021-08-25T19:34:10.311Z
        position: 0
    rubrics:
      last change date time: 2021-08-25T19:35:18.326Z
      rubric criteria:
        last change date time: 2021-08-25T19:35:18.329Z
        description: Support Educators’ Ability to Master Device Integration in Instruction
        position: 0
      rubric criteria:
        last change date time: 2021-08-25T19:36:30.640Z
        description: Diffuse Best Practices Throughout School
        position: 1
    sections: Overview Questions
      required: true
      questions:
        type: TextQuestion
        text: Describe your district’s instructional technology plan.
        required: true
    sections: Part 2. Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, download and complete the Sustainability Plan Template (from the Resources section above). Submit your Sustainability Plan in pdf form. Be sure it includes the following: - Elements that support educators’ ability to master device integration in instruction, with the goal of improving student outcomes and student achievement. - Components that diffuse best practices throughout the school. Note: the plan should be measurable and trackable, being aware of initiative overload.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/QJYLPURaT22oUilmfJqiPw
name: Practitioner Reflections - VILS
image:
  id: https://api.badgr.io/public/badges/QJYLPURaT22oUilmfJqiPw/image
description: Coach thinks about how they can improve based on what they have learned through reflection.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/nkli7amglluih9z58ci5qoyz5h626qba
  narrative: # Key Method The coach reviews skills to help effectively reflect on their work as a transformative leader and to contribute to a culture of peer support. # Method Components Reflection is a big part of learning. When we reflect, we can look back at something, such as behavior, assess how we did, and then think about how we can do better based on what we’ve learned through reflection.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE: Connected Learner <https://www.iste.org/standards/for-coaches> - Future Ready Framework: Collaborative Leadership <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Creating a Culture of Reflective Leadership <https://www.youtube.com/watch?v=jiU9x2YYKi8> - Reflecting on Yourself as a Leader <https://www.edutopia.org/blog/reflecting-yourself-leader-elena-aguilar> - How to Get Feedback on Your Coaching <http://blogs.edweek.org/teachers/coaching_teachers/2014/11/how_to_get_feedback_on_your_co.html>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-08-26T15:49:15.422Z
        position: 0
      last change date time: 2021-08-26T15:49:15.413Z
    rubrics:
      rubric criteria:
        description: Letter to Past Self
        last change date time: 2021-08-26T15:50:10.031Z
        position: 0
      rubric criteria:
        description: Letter to Future Self
        last change date time: 2021-08-26T15:53:51.332Z
        position: 1
      rubric criteria:
        description: Receiving Feedback
        last change date time: 2021-08-26T15:54:12.604Z
        position: 2
      last change date time: 2021-08-26T15:50:10.029Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: How does self-reflection practice improve leadership? Respond in 100 words.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts: - **Letter to Past Self** (500-word maximum) Write a letter to your newly hired self as you entered the coaching role. If you knew then what you know now about being a coach, what would you say to your newly hired self? Some suggestions for your letter: - Give advice. Use the second person to make it more personal and direct. - What are your professional goals? - What are you nervous about for the future? What are you excited for? - What does your ideal coaching role look like? - **Letter to Future Self** (500-word maximum) There is nothing more rewarding than seeing oneself succeeding in the goals we set for ourselves. Not only the goals that others want us to “succeed” in, but the goals we want to achieve. By writing to your future self, you can measure the goals achieved with regard to what your past self thought you would think in the future. Some suggestions for your letter: - What can be measured? What can be improved quickly? - When you receive a letter in the future from your past self, you can draw on how different you were when you wrote it—maybe your writing habits, handwriting, usage of words, ideas and such. - **Receiving Feedback** Develop and submit a coaching feedback tool for educators.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/JjC6otg8QF--HY3jiPeORw
name: Coaching to Create a Digital Age Learning Environment - VILS
image:
  id: https://api.badgr.io/public/badges/JjC6otg8QF--HY3jiPeORw/image
description: Coach creates and supports teachers’ professional learning to maximize the learning of all students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/wywqno141g7j2x3ogwnac8897lwad4uc
  narrative: # Key Method The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks. # Method Components Tools (frameworks) such as **TIM** (Technology Integration Matrix) can be used to inform the type of support provided in a digital age learning environment. The **TIM** is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide teachers with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. The model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE: Professional Learning Facilitator; Data-Driven Decision-Maker - Future Ready Framework: Curriculum, Instruction, and Assessment; Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Exploring Coaching for Powerful Technology Use in Education (pg. 10) <http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf> - The Technology Integration Matrix <https://fcit.usf.edu/matrix/matrix/> - Brief Introduction to TIM <https://www.youtube.com/watch?v=1sGznHrOuFY> - Technology Integration Matrix (TIM) Explained <https://www.youtube.com/watch?v=Dyd4Q-g3bwc&feature=youtu.be> - Exploring the “Technology Integration Matrix” <https://www.linkedin.com/pulse/exploring-technology-integration-matrix-dr-daniel-downs/> - Introduction to the Technology Integration Matrix <https://fcit.usf.edu/matrix/project/introduction-to-the-technology-integration-matrix/> - TIM Collection <https://fcit.usf.edu/matrix/professional-learning/practice-videos/> - Editable TIM Matrix <https://drive.google.com/file/d/1YYfZ6gI9UUfyMIZy0z1E9Lglc1oGemWd/view>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-08-26T16:17:58.450Z
        position: 0
      last change date time: 2021-08-26T16:17:58.448Z
    rubrics:
      rubric criteria:
        description: Sharing and Exploring TIM Resources
        last change date time: 2021-08-26T16:18:59.801Z
        position: 0
      rubric criteria:
        description: Tech Integrated Lesson Plan Collaboration
        last change date time: 2021-08-26T16:19:51.303Z
        position: 1
      last change date time: 2021-08-26T16:18:59.799Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: In 200 words or less, share your response to this question: How can teachers leverage the Technology Integration Matrix to increase student engagement?
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following **two artifacts**: - **Sharing and Exploring TIM Resources** - Introduce TIM to five teachers at your school. View the Introduction to the Technology Integration Matrix (found in the Resources section above) with them. - Then select one practice video from the TIM collection . As you and the group of teachers watch the videos, each teacher will complete a TIM Matrix for the video. Download the editable matrix from the Resources section above, then have teachers discuss their findings. You will have to submit five completed matrixes that were completed by the teachers. - In 100 words or less address the following question: What were the similarities and differences that the teachers observed. Include a link to the practice video within your response. - **Tech Integrated Lesson Plan Collaboration** - Pick a grade level or subject area to collaborate. - Co-develop a tech integrated lesson and/or activity for students to complete over before the end of the school semester. - The lesson/activity must require students to collaborate with peers. - Submit the lesson/activity.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/eK0TPxGaTgGOGFphD-d57g
name: Leading through Coaching - VILS
image:
  id: https://api.badgr.io/public/badges/eK0TPxGaTgGOGFphD-d57g/image
description: Coach furthers their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/296zvne1bt5xr5p7u8djrnjqejwdfpox
  narrative: # Key Method The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school. # Method Components ### Coaching Mission and Vision Statement As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the educators and students within your school. ### Coaching Schedule Honing your time management skills allows you to improve your ability to make better decisions as you chunk your time and prioritize tasks as a coach. ### Coaching Menu As a coach you will be faced with explaining your role to your educators constantly. You may often be confused for an information technologist or technology repair services. Help your educators understand your role as a coach by creating a menu of services.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Connected Learner - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf> - Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Coaching Vision and Mission Statement Template <http://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Vision-Mission.pdf> - How Great Leaders Inspire Action <https://youtu.be/qp0HIF3SfI4> - Defining Your Role as an Instructional Technology Coach - the 4 Rs <https://www.fi.ncsu.edu/news/defining-your-role-as-an-instructional-technology-coach-the-4-rs/> - The Coach-Administrator Partnership <http://www.ascd.org/publications/books/109002/chapters/The-Coach%E2%80%93Administrator-Partnership.aspx> - How to Create a Coaching Schedule <https://www.mshouser.com/organization/how-to-create-a-coaching-schedule-and-handle-your-busy-ness>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-26T17:13:25.199Z
        position: 0
      last change date time: 2021-08-26T17:13:25.197Z
    rubrics:
      rubric criteria:
        description: Coaching Vision and Mission Statement
        last change date time: 2021-08-26T17:15:11.688Z
        position: 0
      rubric criteria:
        description: Coaching Schedule
        last change date time: 2021-08-26T17:50:26.197Z
        position: 1
      rubric criteria:
        description: Coaching Menu
        last change date time: 2021-08-26T17:51:04.263Z
        position: 2
      last change date time: 2021-08-26T17:15:11.686Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning offerings for instructional technology coaches.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following three artifacts: - Your coaching vision and mission statement - Your coaching schedule - Your menu of coaching options
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/HbxGb1ZeQsSFRevP5_F_Gw
name: Feedback and Communication - VILS
image:
  id: https://api.badgr.io/public/badges/HbxGb1ZeQsSFRevP5_F_Gw/image
description: Coach unlocks potential and motivates people to maximize their performance.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/pqagdpy0wj1y8yfopws91omsa9cdhotk
  narrative: # Key Method The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. # Method Components As a coach, you have to be aware of your own communication style while supporting educators with different communication styles. Our communication styles determine how we offer support to our educators and how educators receive support. Association for Talent Development (ATD) has identified four types of communication styles (2009): - Expressives tend to have high energy, speak quickly, and focus on the big picture. They generally find conflict or differences in opinion invigorating. Others can perceive expressives as overly cheerful, vain, or unpredictable. - Systematics focus on the facts and details, and not the big picture. They're generally not comfortable with conflict. Others can perceive systematics as unemotional or nonchalant. - Sympathetics like to focus on people and relationships. They are good listeners and generally concerned with everyone's needs. Sympathetics typically don't like conflict. Others can perceive sympathetics as soft-hearted or overly helpful. They can also appear to be procrastinators when distracted. - Directs generally keep conversation brief and are often involved in many things at once. They tend to see the big picture and are more focused on the outcome than on smaller tasks. Directs can appear self-confident, intimidating, and opinionated.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - Future Ready Framework: Personalized Professional Learning <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - How to Speak So That People Want to Listen <https://www.youtube.com/watch?v=eIho2S0ZahI> - 17 Communication Habits of Highly Likable People <https://www.businessinsider.com/17-communication-habits-of-highly-likable-people-2016-2> - Design a Communication T-Shirt <https://docs.google.com/presentation/d/1zkR-lgEEpjVziKCMJ1E9w0aeTwy-4o7ffCW2s8tOIAk/edit> - Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching <https://us.corwin.com/en-us/nam/the-impact-cycle/book245084> - Coaching Conversation Analysis Tool. Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013. <https://drive.google.com/file/d/1Q9K574jhZJqyI6-0KxZHio-JqePhRU5L/view>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-26T16:42:08.086Z
        position: 0
      last change date time: 2021-08-26T16:42:08.078Z
    rubrics:
      rubric criteria:
        description: Communication Styles
        last change date time: 2021-08-26T16:43:02.331Z
        position: 0
      rubric criteria:
        description: Coaching Skills and Analysis
        last change date time: 2021-08-26T16:43:43.985Z
        position: 1
      last change date time: 2021-08-26T16:43:02.329Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: How would you describe good/effective communication? Respond in 100 words.
        required: true
        word limit: 100
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts: - Communication Styles Using the link in the Resources section above, design and submit a pdf of a T-shirt representing your communication style. - Coaching Skills and Analysis After you conduct your physical or virtual classroom visits, you should have feedback sessions with selected educators based on the visitation notes. - Video record your coaching conversation with the educator. - Watch your coach recording and use this Coaching Conversation Analysis Tool(in Resources above) to analyze your coaching skills. - Select the skills observed. - Upload your video and write a 100 word brief summary paragraph on the coaching skills you observed during your coaching conversation. Share the glows and grows.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/omDVizlfQmGSKdix8xDpYQ
name: Conducting Productive Meetings & Building Trust - VILS
image:
  id: https://api.badgr.io/public/badges/omDVizlfQmGSKdix8xDpYQ/image
description: Coach hones their leadership skills and learns how to host an efficient meeting that results in streamlined processes and increases team spirit and connection.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/hq18wimgjxxdna3syalffte3ob35fzma
  narrative: # Key Method The coach reflects on the four stages of team building to develop meeting systems for professional learning networks and selects the most efficient meeting strategies reflective of their school’s needs. # Method Components ### Conductive Productive Meetings It is important to think about the following: - How can you design meetings that develop an effective, efficient and trusting team? - What should you do when you meet? - How do you create learning experiences where peers can build upon each other’s ideas? How might you uncover some of your assumptions about how your team works? - How might you identify and remedy negative characteristics in team meetings? What elements of a meeting can you intentionally avoid? How? ### Collaborative Team Building As a coach, you must be able to observe teams as they participate in collaborative team-building activities. - What conversations do you hear? - What strategies are your colleagues demonstrating? - How does their ability to communicate impact their capacity to conduct productive meetings? ### Four Stages of Team Building 1. **Forming**: In this stage, people get to know one another, assume roles, and get oriented. Members may be timid, afraid to speak up, as trust and relationships have not yet been developed. There may be questions about the purpose and goals of the team. 2. **Storming**: This is where members’ assertiveness may surface, where differences of opinions, roles, and competition among factions will likely enter in as members become more comfortable expressing their views. 3. **Norming**: Team cohesiveness begins to build as people have already expressed their initial views—which often helps to defuse disagreements as the energy behind them has been somewhat released—and trust begins to build. Members begin to more fully settle into the task at hand of moving forward and finding consensus. One caution exists where comfortable team members might agree too readily, running the risk of arriving at a…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership - Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Build a Tower, Build A Team <http://www.ted.com/talks/tom_wujec_build_a_tower?language=en> - Every Meeting Ever <https://www.youtube.com/watch?v=K7agjXFFQJU> - A Step-by-Step Guide to Structuring Better Meetings <https://hbr.org/2016/04/a-step-by-step-guide-to-structuring-better-meetings> - Running Effective Meetings: A guide for humans <https://www.atlassian.com/blog/teamwork/how-to-run-effective-meetings> - Team Building Activities for Meetings are Essential for Success <http://meetingsift.com/team-building-activities-for-meetings/> - Using the Stages of team development <https://hr.mit.edu/learning-topics/teams/articles/stages-development> - Marshmallow Challenge <https://www.marshmallowchallenge.com/instructions/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-27T18:08:07.198Z
        position: 0
      last change date time: 2021-08-27T18:08:07.196Z
    rubrics:
      rubric criteria:
        description: Marshmallow Challenge
        last change date time: 2021-08-27T18:08:51.161Z
        position: 0
      last change date time: 2021-08-27T18:08:51.159Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: What does trust mean in coaching relationships? Please write a 75-word minimum.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts: - Conduct the Marshmallow Challenge (see resources for directions) with your teacher leader team. Record a 4-to-5 minute video of the team. - Please write and upload a 250-word reflective response summary of your observation of your colleagues. Include answers to the following questions: - What conversations did you hear? - What strategies did your colleagues demonstrate? - How does their ability to communicate impact their capacity to conduct productive meetings?
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/ZIS1wVK0R5uiXxtQi8uXKw
name: Developing the Emotional Intelligence of a Team - VILS
image:
  id: https://api.badgr.io/public/badges/ZIS1wVK0R5uiXxtQi8uXKw/image
description: Coach hones their leadership skills and learns how to develop their teacher leader team’s emotional intelligence.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/kem8nxi6yfv68og0jinu51joik1syoej
  narrative: # Key Method The coach implements protocols that are focused on leveraging emotional intelligence of teacher leader teams (A-Team) for collaboration and sustainability. # Method Components ### Temperament Analysis of Teacher Leader Team Activity It is important to understand differences in temperament to effectively lead and coach, and identify and implement strategies for the Teacher Leader Team’s benefit. Through conducting a Temperament Analysis of the Teacher Leader Team, the coach will explore the concept of temperament, understand what it means, how it is formed, and how it can influence their emotional intelligence. ### Compass Point Activity Through the Compass Point Activity, coaches learn to understand a variety of tendencies in group work behaviors, furthering their understanding of preferred actions when working together, helping to understand how one’s own and others’ tendencies affect working interactions.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Visionary leadership - Content knowledge and professional growth - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Partnership and Collaboration - Systems Thinking - Culture and Relationships
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Temperament Analysis of the Teacher Leader Team <https://docs.google.com/document/d/1jY0Mu8NCHEm8aqTzSmg4laIrLMe5PdGlnSSser6hjMY/copy> - Compass Point Activity <https://docs.google.com/document/d/1bKAIoT7gmEc2MoD_Ttg5URmKl_wSQndBl1VSo83d8r8/copy> - 6 Steps to Improve Your Emotional Intelligence <https://www.youtube.com/watch?v=D6_J7FfgWVc> - Handling Tough Situations with Emotional Intelligence <https://www.td.org/insights/handling-tough-situations-with-emotional-intelligence> - 10 Reasons Teams Need Emotional Intelligence <https://www.psychologytoday.com/us/blog/leading-emotional-intelligence/201707/10-reasons-why-teams-need-emotional-intelligence> - 7 Ways to Create Emotionally Intelligent Teams <https://execed.economist.com/blog/guest-post/7-ways-create-emotionally-intelligent-teams>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-08-27T18:29:26.617Z
        position: 0
      last change date time: 2021-08-27T18:29:26.608Z
    rubrics:
      rubric criteria:
        description: Temperament Analysis of Teacher Leader Team
        last change date time: 2021-08-27T18:30:10.954Z
        position: 0
      rubric criteria:
        description: Compass Point Activity
        last change date time: 2021-08-27T18:30:44.456Z
        position: 1
      last change date time: 2021-08-27T18:30:10.952Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: What impact does a highly functioning emotionally intelligent teacher leader team have on student learning? Reply in 75 words or more.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts from the guidepost: - Complete Temperament Analysis of Teacher Leader Team.(See resource above for questionnaire) Include a 150-word summary addressing the following questions: - How did your teams’ temperament differ from yours? - Was it easy to develop strategies for changing or modifying some of the behaviors discussed within the analysis? - Upload your completed Compass Point Activity (see resources section for link). Include a 150-word summary addressing the following questions: - What did you discover during the activity? - How do you think your teacher leaders’ “directions” will impact their ability to support the teachers within your school?
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/TTUUE0vlRseJqILm3iIpgA
name: Engaging in Healthy Communication - VILS
image:
  id: https://api.badgr.io/public/badges/TTUUE0vlRseJqILm3iIpgA/image
description: Coach hones their leadership skills and learns how to facilitate effective communication among teachers, administrators, and students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/9i9mankj3ldrjwshccxxs6onnp3f3x5u
  narrative: # Key Method The coach develops communication skills and employs active listening while collaborating with teacher leaders. # Method Components Effective communication sounds as though it should be instinctive. But all too often, when we try to communicate with others, something goes astray. Not everyone is prepared for two-way communication. With two-way communication, the other person hears something else, and misunderstanding, frustration, and conflict ensues. As a coach, it is important that you are able to coach others to engage in healthy conversations that include collaborative communication. For students to achieve, teachers must be able to communicate. As a coach, you must be able to provide tools and model the skills needed for an environment conducive to healthy communication.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Paper Chain Activity <https://docs.google.com/document/d/1jqAieVTiFBLu-yqGXeT3nuvB_3gtfXcDeCDGEc3Xz58/edit?usp=sharing> - Partner Communication: Active Listening Activity <https://drive.google.com/file/d/1DVexkCQZ9iuK_7HTxofDVL92PRoehIdi/view?usp=sharing> - 5 Ways to Improve Your Communication Skills <https://www.youtube.com/watch?v=xr1q-uBtIH4> - How to Communicate with Your Team More Effectively <https://www.inc.com/kenny-kline/5-ways-to-ensure-more-effective-communication-within-your-team.html> - The 5 Communication Habits All Leaders Need to Motivate a Team <https://www.inc.com/marcel-schwantes/first-90-days-communication-habits-all-leaders-need-to-motivate-a-team.html> - Improve Communication Skills with a Positive “No” <https://www.td.org/insights/improve-communication-skills-with-a-positive-no>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-27T18:43:00.308Z
        position: 0
      last change date time: 2021-08-27T18:43:00.306Z
    rubrics:
      rubric criteria:
        description: Paper Chain Activity
        last change date time: 2021-08-27T18:43:53.443Z
        position: 0
      rubric criteria:
        description: Partner Communication: Active Listening Activity
        last change date time: 2021-08-27T18:44:37.329Z
        position: 1
      last change date time: 2021-08-27T18:43:53.441Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: How do you define communication? Share in 75 words or less.
        required: true
        word limit: 75
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts: - Paper Chain Activity: (see resources for directions) - Upload a 5-minute (or less) video demonstrating the Paper Chain Activity with your colleagues. - Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Paper Chain Activity. - Partner Communication: Active Listening Activity (see resources for directions) - Upload a 5-minute (or less) video demonstrating the Partner Communication: Active Listening Activity with your colleagues. - Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Partner Communication Active Listening Activity.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/Hht6PiLwQgye2uNu0dW6Aw
name: Refining the Vision & Knowing Ourselves as Leaders - VILS
image:
  id: https://api.badgr.io/public/badges/Hht6PiLwQgye2uNu0dW6Aw/image
description: Coach deepens their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/u2q9llrp1v1r1bgysei9zg2mxvzpacxq
  narrative: # Key Method The coach analyzes their current vision statement and refines the statement to meet their personal needs and the needs of high-poverty schools. The coach will then summarize knowledge around high-poverty schools. # Method Components ### Coaching Mission/Vision Statement Year 1 Revision As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the teachers and students within your school. As a second year coach, it is important to analyze and revise your vision statement. Be sure to incorporate how your mission and vision statement is influenced by the high-poverty school status. ### Product/Service Vision Analysis As a coach, it is vital that you are able to communicate your vision. Think about the products and services you use daily. How does their vision inspire you to continue supporting their products and services? ### Fishbowl Protocol Reflection To be successful, you must be able to support the school’s mission and vision. Having dialogues with varying perceptions can become quite difficult if protocols are not leveraged.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Fishbowl Discussion Protocol <https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl> - Vision Statement Template <https://docs.google.com/document/d/1DLzYsi7lPatbGrlYty_ZsNKh7wjnrv-sMwXN9t4nvAs/copy> - Leadership Vision: How to change the future <https://www.youtube.com/watch?v=QDUDQnPiHYc> - Yes, there are high-poverty public schools that operate at a high level. Here’s how they succeed. <https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/21/yes-there-are-high-poverty-public-schools-that-operate-at-a-high-level-heres-how-they-succeed/?utm_term=.42eec8b3cb37> - Leading High-Poverty Schools <http://www.ascd.org/ascd-express/vol6/603-sanders.aspx> - 5 Questions that Promote Student Success in High-Poverty Schools <https://www.edutopia.org/blog/high-poverty-schools-promote-student-success-william-parrett-kathleen-budge> - The Pedagogy of Poverty Versus Good Teaching <https://www.pdkmembers.org/members_online/publications/Archive/pdf/PDK_92_2/81pdk_92_2.pdf> - 6 Inspiring Vision Statements that Built Iconic Brands <https://stickybranding.com/6-inspiring-vision-statements-that-built-iconic-brands/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-27T18:57:47.173Z
        position: 0
      last change date time: 2021-08-27T18:57:47.164Z
    rubrics:
      rubric criteria:
        description: Coaching Vision/Mission Statement Y1 Revision
        last change date time: 2021-08-27T18:58:23.918Z
        position: 0
      rubric criteria:
        description: Fishbowl Protocol Reflection
        last change date time: 2021-08-27T18:59:02.097Z
        position: 1
      last change date time: 2021-08-27T18:58:23.916Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: In 75 words, share why it is important to be able to articulate your vision to your colleagues.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts: **Coaching Mission/Vision Statement Revision** - Upload your completed Coaching Mission/Vision Statement Year 1 Revision. Include a 150-word reflection summary on the changes you identified during your revision. See resources for template **Fishbowl Protocol Reflection (See Resources to download)** - Schedule a meeting with a few teacher leaders (i.e., subject/department chairs, school improvement team, etc.) to analyze the school’s vision. - Use Fishbowl protocol with a few teacher leaders. Write a 200 word reflection or upload a five minute video describing their collective thoughts of the school’s vision. - What did you discover during the activity? - What themes were most frequent? - How do you think the activity impacted your understanding of your mission and vision statement?
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/3DwceqtCRg-cG2pAZMYd3g
name: Reflective Practitioner - VILS
image:
  id: https://api.badgr.io/public/badges/3DwceqtCRg-cG2pAZMYd3g/image
description: Coach self-assesses their coaching systems and practices, and compares them to the current needs of the teachers and school.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/1jr5mi67rc627dhe5vmt9wm08p6dnw6o
  narrative: # Key Method The coach reflects on their coaching performance and develops a staff input survey and intervisitation for continued growth and development. # Method Components ### Staff Input Survey Development Coach will use feedback from the survey to reflect on practices. Coach will submit a link to the tool and provide a summary of results. Coach will share the next steps of implementation. ### Intervisitation Coach will partner with fellow district coaches to visit their schools. The coach will have an opportunity to reflect on their work as coaches, gaining insight into their own strengths and challenges through the process of observation and feedback.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Arianna Huffington on the need for mindful and reflective leadership <https://www.youtube.com/watch?v=WFkNeXohHA4> - Critical Self-Reflection: A primer for leadership coaches <https://drive.google.com/file/d/1Yih-34PynxcLD9N_1HGOMtAW4Y_i_5ra/view> - Killion, J. (2017) Coaching reflection and assessment. _Taking the Lead_. (pp.189-202). Learning Forward.
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-08-27T19:06:56.249Z
        position: 0
      last change date time: 2021-08-27T19:06:56.240Z
    rubrics:
      rubric criteria:
        description: Staff Input Survey Development
        last change date time: 2021-08-27T19:07:36.504Z
        position: 0
      rubric criteria:
        description: Reflective Piece
        last change date time: 2021-08-27T19:08:14.462Z
        position: 1
      last change date time: 2021-08-27T19:07:36.502Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: Why is it important to reflect as a lead and be transparent? Explain in 75-80 words.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts. You may upload in any accessible form, such as Google doc, Word doc, or PDF: - Staff Input Survey Development: Demonstrate your ability to collaborate with fellow teacher leader team members to build a survey tool to collect feedback from teachers. The survey must focus on your coaching service and must have 8-10 questions. Distribute the survey to 75% of the staff. You must share a viewable link of the survey. - Intervisitation Reflective Piece: demonstrate your ability to reflect on your work by analyzing the coaching feedback survey data, and gain insight into your own strengths and challenges. Address in 200-250 words what you learned about yourself through the feedback offered by the teachers. Include how you will utilize the data to enhance coaching practices. Include a screenshot of the survey results.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/LmhzIRdKSzurNYN0481lOA
name: Navigating Conflict - VILS
image:
  id: https://api.badgr.io/public/badges/LmhzIRdKSzurNYN0481lOA/image
description: Coach recognizes the nature of conflict and its impact on interpersonal relationships and schools.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/fn2g2r9mh4ce8ucquqcqnyh5gl7jlp9b
  narrative: # Key Method The coach effectively uses and applies conflict intervention strategies such as coaching, negotiation, and system design in the management and resolution of conflict. # Method Components ### 4-Word Activity The coach will elicit a shared understanding, or a shared vision, of an idea or concept. The exercise can also provide an insight into the ways in which decisions are made within any given team or group, and, as such, is an excellent teamwork exercise. ### Peeling the Onion The coach will act as a facilitator and provide a structured way to develop an appreciation for the complexity of a dilemma in order to avoid the inclination to start solving the problem before it has been fully defined.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Research and Rationale
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Finding Confidence in Conflict <https://www.youtube.com/watch?v=F6Zg65eK9XU> - Conflict and Generations in the Workplace <https://www.td.org/insights/conflict-and-generations-in-the-workplace> - Take Emotion out of Conflict Resolution <https://drive.google.com/file/d/1fKug05-37UJ6FiVijXTVzpKDMGtaWUwY/view> - Navigating Conflict <https://hbr.org/podcast/2019/11/navigating-conflict> - 4-Word Build Activity <https://docs.google.com/document/d/14HGf8clYAgvDFnN0nDE4gYkENQ_SMvrcfcz9XGdD7wk/edit?usp=sharing> - Peeling Onion <https://drive.google.com/file/d/1sIn-uwWdAu72d37QMwnAkljgIsLsdp1H/view?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-08-27T19:19:36.346Z
        position: 0
      last change date time: 2021-08-27T19:19:36.336Z
    rubrics:
      rubric criteria:
        description: 4-Word Build Activity
        last change date time: 2021-08-27T19:24:36.510Z
        position: 0
      rubric criteria:
        description: Peeling the Onion Protocol
        last change date time: 2021-08-27T19:25:43.277Z
        position: 1
      last change date time: 2021-08-27T19:24:36.509Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: How do you manage conflict? Explain in 75-80 words.
        required: true
        word limit: 80
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit one of the following artifacts. Please upload a 5-minute (or less) video and a 200-word reflective narrative describing each activity: - 4-Word Build Activity (see resources for directions): demonstrate your ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. or - Peeling the Onion Protocol: demonstrate your ability to provide a structured way to develop an appreciation for the complexity of a conflict.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/KnuD01HUQByej-3w2xOiYQ
name: Coaching & Supporting Diverse Adult Learners - VILS
image:
  id: https://api.badgr.io/public/badges/KnuD01HUQByej-3w2xOiYQ/image
description: Coach dissects the theory of andragogy and demonstrates practical, applicable steps to guide their journey of building educators’ instructional capacity.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/laddsprqhohn14luj6792ac6ue7bhwcd
  narrative: # Key Method The coach leverages protocols to reflect and refine current professional development to meet the needs of adult learners. # Method Components ### Professional Development Reflection Reflection is an important part of being an effective coach. Coaches should analyze previously delivered professional development workshops or learning experiences, and use a reflection guide to revise their own professional development. ### Constructivist Protocol for Adult Work In order for teachers and administrators to raise their own standards, they must be intrinsically motivated to produce consistently high-quality work. The coach serves as a facilitator as they guide the adult learner through the protocol.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Curriculum, Instruction, and Assessment - Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - How Adults Learn <https://www.youtube.com/watch?v=3LdEwYDDJBg> - Adult Learners: Characteristics, qualities, and needs <https://drive.google.com/a/digitalpromise.org/file/d/13BCs31xVC5SeBegOAewHLdLnyp34U9FZ/view?usp=sharing> - 11 Tips to Engage and Inspire Adult Learners <https://elearningindustry.com/11-tips-engage-inspire-adult-learners> - How to Support Self-Directed Learning in a Learning Organization <https://www.td.org/insights/learning-journeys-next-step-in-performance-improvement> - Sandbox Learning <https://www.td.org/magazines/td-magazine/word-wiz-sandbox-learning> - Professional Development Reflection Template <https://docs.google.com/spreadsheets/d/1f1AvBX8PKr_BUAZwMcUn-QgYP-KPA0w7B-uOthaeZeY/copy> - Constructivist Protocol for Adult Work <https://drive.google.com/file/d/1EhT5wuzWrTPWer2S-vAQRfVbRPq2CKNj/view?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics:
      rubric criteria:
        last change date time: 2021-08-27T17:47:01.575Z
        position: 0
      last change date time: 2021-08-27T17:47:01.573Z
    rubrics:
      rubric criteria:
        description: Professional Development Reflection
        last change date time: 2021-08-27T17:47:47.872Z
        position: 0
      rubric criteria:
        description: Constructivist Protocol for Adult Work
        last change date time: 2021-08-27T17:48:30.255Z
        position: 1
      last change date time: 2021-08-27T17:47:47.869Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: As an instructional tech coach, what are the top challenges you are faced with when supporting adult learners? Provide a 75-word response.
        required: true
        word limit: 75
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts: **Professional Development Reflection** You will use this Professional Development Reflection (see resources) to analyze a previously delivered professional development workshop/learning experience. Take the actual learning resources, such as slide decks, handouts, videos, etc., and compare them to the criteria listed on the reflection guide. Highlight in yellow the criteria absent in your training materials. For the absent criteria you will type the changes you will make for future sessions in the note column. Please complete and upload your Professional Development Reflection. Ensure you address the following: - Shared goals - Adult learning strategies - Follow-up support - Quality teaching - Effective use of time - Data analysis - Collaborative learning community **Constructivist Protocol for Adult Work Protocol** Conduct the Constructivist Protocol for Adult Work protocol (see resources) and ensure you address the debrief protocol and potential follow-up steps. Write a 300-word reflection or record 5 minute video that addresses the following questions: - What worked well? - What were 3-5 qualities that were most common to the entire group? - How might others (e.g., teachers, administrators, students) use this process to reflect on their work? - How might what they have learned be applied to all of their future work?
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/qAKaXu7GRh2d18qm9O5Nsg
name: Cultivating Digital Citizens - VILS
image:
  id: https://api.badgr.io/public/badges/qAKaXu7GRh2d18qm9O5Nsg/image
description: Coach models and promotes strategies for achieving equitable access to technology-related best practices and digital tools for all educators and students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 1
criteria:
  id: https://digitalpromise.box.com/s/jdssnqob5bl6h8lfwdfx9ir6emkmfx7j
  narrative: # Key Method The coach explores ways to support educators with lesson design, developing strategies, and modeling best practices to develop responsible digital citizens and cultivate a safe and responsible digital culture. # Method Components ### Productive Digital Citizenship One of the goals of integrating technology fully into the classroom is to prepare students to be productive digital citizens by: 1. Having equitable access to technology, 2. Participating in safe and ethical computing, and 3. Participating in global communication ### Equitable Access to Technology One factor that can prevent all students from being productive digital citizens is a lack of equitable access to technology. Because students should use the tool that best supports their learning needs, equitable access does not mean that all students use the same tool. However, using technology passively for remediation, reinforcement, or independent work (in a sense, using technology as you would a paper workbook) is seen more often in lower-resourced schools and with students with special needs. In contrast, privileged students have more opportunities to use technology for authentic learning experiences that emphasize collaboration, creativity, and innovation. Digital learning coaches cannot simply provide all students access to a device, but must move all students toward using technology for higher-level learning. Students who have equitable access to technology: - Use technology for higher-order thinking, including communicating, collecting and analyzing information, collaborating with others, problem-solving, and presenting learning. - Develop technology skills with embedded civic values. ### Suggested Strategies for Advancing Equitable Access Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. - Examine technologies, including social networks and technology outside of school, that other schools and/or students have and compare them …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Characteristics/Standards** - ISTE: Digital Citizenship Advocate <https://www.iste.org/standards/for-coaches> - Future Ready Framework: Personalized Professional Learning <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Lessons on Digital Citizenship from Charlie Brown <https://www.youtube.com/watch?v=JvDGGceA-0A> - The Common Sense Education E-rate Toolkit <https://www.commonsense.org/education/erate> - Common Sense K-12 Digital Citizenship Curriculum Scope <https://www.commonsense.org/education/> **Equitable Access to Technology** - From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable <https://files.eric.ed.gov/fulltext/EJ1161900.pdf> - Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning <https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real_b_8783332.html> - How Teachers Can Provide Equal Learning in a World of Unequal Access <https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access> - 5 Ways to Make Technology More Accessible to More Students <https://www.teachthought.com/technology/5-ways-make-technology-accessible-students/> - Why Schools Need More Technology <https://www.azcentral.com/story/opinion/op-ed/2015/12/14/arizona-tech-students/77148992> - Wanted: Deeper Learning Practices for All <https://all4ed.org/wanted-deeper-learning-practices-for-all/> - One Laptop Per Child Initiative <http://one.laptop.org/> - Digital Equity Toolkit <https://cosn.org/digital-equity-toolkit> - Navigating the Digital Shift 2018 <https://www.setda.org/priorities/digital-content/navigating-the-digital-shift/navigating-the-digital-shift2018/> **Safe and Ethical Computing** - NewseumED: “Free Learning Tools on Media Literacy and Our First Amendment Freedoms” <https://newseumed.org/> - Common Sense Media digital citizenship resources: “Empower Your Students to Make Safe, Smart, and Ethical Decisions Online” <https://www.commonsense.org/education/digital-citizenship> - How School IT Directors Can Help Close the Technology Literacy Gap <https://edscoop.com/how-school-it-directors-can-help-close-the-technology-literacy-gap> - K-12 Students Must Learn Ab…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact in Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-08-30T18:08:09.366Z
      rubric criteria:
        last change date time: 2021-08-30T18:08:09.368Z
        position: 0
    rubrics:
      last change date time: 2021-08-30T18:17:49.769Z
      rubric criteria:
        last change date time: 2021-08-30T18:17:49.772Z
        description: Equitable Access
        position: 0
      rubric criteria:
        last change date time: 2021-08-30T18:20:22.811Z
        description: Safety and Ethics
        position: 1
      rubric criteria:
        last change date time: 2021-08-30T18:21:10.264Z
        description: Global Communication
        position: 2
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Describe your district’s professional learning plan for digital citizenship.
        required: true
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit one artifact for each of the following areas. 1. Equitable access (Example: District Instructional technology Plan) 2. Safety and ethics (Example: Digital citizenship plan) 3. Global communication (Example: School Improvement Plan ) Note: Refer to the Method Components for suggested artifacts and to understand more about each criterion listed below in the rubric.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/A0uhllvqQ_GvOBdrUCloKQ
name: Engaging in Continuous Improvement for Digital Learning - VILS
image:
  id: https://api.badgr.io/public/badges/A0uhllvqQ_GvOBdrUCloKQ/image
description: Educator engages in continuous improvement on digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: transitioning to remote learning
criteria:
  id: https://digitalpromise.box.com/s/h9pzlqx1q0cv0hnluzk058tj4nqh7zgr
  narrative: # Competency Information This is the fifth of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop S.M.A.R.T. goals and pursue relevant professional learning opportunities for continuous improvement. # Method Components ### Evaluating Digital Learning To evaluate digital learning, an educator must first define “success.” Is it increased equitable access to learning materials and supports? Is it increased engagement? Only through evaluation of digital learning can an educator determine what is working, what is not working, and to continue to develop the quality of digital learning for all learners and families. This is also the time to revisit the goals set at the start of your year (which would have been developed in the 1. Conducting a Needs Assessment for Digital Learning micro-credential). While it is important to engage your learners and families throughout digital learning and to iterate as necessary, pausing to conduct summative evaluations at the end of set periods of time is critical to making key changes to how digital learning is designed and implemented. Summative evaluations should involve receiving feedback from learners, families, and other educators and administrators on the following: **Performance Outcomes** Data collected for performance outcomes includes learning outcomes around knowledge, skills, and attitudes of learners. Evaluation should focus on determining if students learned what the activities and lessons were designed to teach, by comparing learner performance to intended learning outcomes. **Attitude Outcomes** Data collected for attitude outcomes include expected attitudes of learners, including their interest, motivation, and part…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Evaluating Digital Learning** - Lockee, B., Moore, M., & Burton, J. (2002). Measuring Success: Evaluation Strategies for Distance Education. Educause Quarterly <https://library.gwu.edu/sites/default/files/tlc/eqm0213.pdf> - Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. International Journal of Information and Communication Technology Education, 10(2), 93-96. <https://pdfs.semanticscholar.org/2b67/4755169ba282237db68ed40b8d27c8ed1968.pdf> This guide offers suggestions for dealing with issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. - Means, B. et al (2010) Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education. <https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf> **Impact of Professional Learning and Goal Setting** - O'Hora, D., & Maglieri, K. A. (2006). Goal Statements and Goal-Directed Behavior: A Relational Frame Account of Goal Setting in Organizations. Journal of Organizational Behavior Management, 26(1-2), 131–170. <https://doi.org/10.1300/J075v26n01_06> Throughout we relate this two-part approach to goal setting to specific recommendations for practice and future basic research. - Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. <https://journals.sagepub.com/doi/abs/10.3102/0034654315626801> This comprehensive research review shows positive self-efficacy is linked to students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, j…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Learning Outcomes** - Learning Refitted: A Pop-Up Guide for Schools and District Leaders, Center for Collaborative Education <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> Includes guidance on how to create meaningful, manageable, and equitable learning and assessment practices during distance learning (particularly during emergency distance learning) - Performance Assessment for Equity Micro-credentials, Center for Collaborative Education <https://microcredentials.digitalpromise.org/explore?page_size=24&page=1&organization__name=Center%20for%20Collaborative%20Education&tag=Performance%20Assessment%20for%20Equity> This stack of three micro-credentials highlight competency-based skills centering on equity. **Feedback** - Stop, Start, Continue <https://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/classroom-strategies-designing-instruction/activities-and-games/stop-start-continue.html> This activity can be used to gain feedback about digital learning methods from students - Sample Family Remote Learning Survey, NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/family-remote-learning-survey.pdf> This template serves as a method to collect anonymous answers from families about their remote learning experiences. - Sample Student Remote Learning Survey, NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/student-remote-learning-survey.pdf> This example survey aims to ask students anonymously about their remote learning experience. - Guidelines for Surveying Young Learners, Colorado Legacy Foundation <http://www.coloradoedinitiative.org/wp-content/uploads/2014/07/K2GuidancedocFINAL.pdf> Guidance on how to solicit feedback from K-2 students - Best Practices for Student Surveys, Panorama Education <https://thejournal.com/~/media/F553E7CD61AC4571932E62B79636B16D.pdf> White paper outlining effective practices in how to design surveys…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-09-01T00:56:36.187Z
      rubric criteria:
        last change date time: 2021-09-01T00:56:36.195Z
        position: 0
    rubrics:
      last change date time: 2021-09-01T00:59:44.008Z
      rubric criteria:
        last change date time: 2021-09-01T00:59:44.009Z
        description: Data Collection Tools and Summary
        position: 0
      rubric criteria:
        last change date time: 2021-09-01T01:00:19.901Z
        description: Action Plan for Continuous Improvement
        position: 1
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the student population of your classroom(s), including: - grade level - content area - number of students in each class - race/ethnicity - percent students receiving free or reduced lunch (FRL) - percent students with individualized education programs (IEPs) - any other demographic data you believe is important to share about your students - Describe the student population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Students receiving free or reduced lunch (FRL) - Students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe what professional learning is provided to you by your school and/or district. What professional learning opportunities have you sought out or engaged with on your own? Why?
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Artifact 1: Data Collection Tools and Summary** Include links or upload screenshots to any data collection methods or tools, including, but not limited to, surveys, focus group protocols and questions, and performance assessments. Also include a high-level summary of the evaluation data reflecting data collected around performance outcomes, attitude outcomes, and implementation (250-word limit). **Artifact 2: Action Plan for Continuous Improvement** Create and upload a copy of your continuous improvement and action plan. It should include: - A personal vision statement for digital learning - A narrative reflection on your current state and future goals; be sure to identify gaps and challenges. (250-word limit) - Your S.M.A.R.T. goals. There should be at least three goals included written in S.M.A.R.T. format that directly relates to the evaluation data in Artifact 1. - Information on any planned professional learning and activities you will pursue that relate to your reflection and goals. - Information on planned evaluation timelines and data to collect that will help measure the progress toward your goals.
        required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/4phP8Bw3TbOA4hqeCc9snw
name: Communicating with Learners and Families to Support Digital Learning - VILS
image:
  id: https://api.badgr.io/public/badges/4phP8Bw3TbOA4hqeCc9snw/image
description: Educator engages learners and their families through ongoing communication to support digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: transitioning to remote learning
criteria:
  id: https://digitalpromise.box.com/s/wcmmxzmjy7247ss70hrw6q5h8upe0k8u
  narrative: # Competency Information This is the fourth of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator develops consistent and culturally responsive communications to provide individualized communication to learners and families and support and updates to the classroom community. # Method Components ### Developing an Ongoing Communication Schedule Through the previous three micro-credentials in the _Transitioning to Remote Learning_ stack, the educator has completed a needs assessment, created their virtual desk, and has established their synchronous (live) and asynchronous learning environment. Developing a regular schedule to communicate with learners and their families outside of synchronous learning sessions fosters strong home-school connection, builds authentic relationships, ensures open and transparent communication, and creates a strong community of support for learners. **Culturally responsive family engagement** Based on _Critical Practices for Anti-Bias Education_ from Teaching Tolerance, the following are effective practices in engaging with learners and families while also building a culturally responsive classroom culture: “Culturally relevant family engagement strategies communicate to students that their family identities are understood and valued. It also demonstrates respect for families with a diverse range of backgrounds and structures.” Strategies include: - Start with questions and conversations: connect with families at the beginning of the school year by demonstrating collaboration through asking about learner strengths, homelife, and challenges outside of school. This sets the tone for the year, and prioritizes whole child learning. - Recognize key relationships: learners may have adults at home who may not be legal parents, but closely involved in the learners’ lif…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Communicating with Learners and Families** - Bordalba, M. M., & Bochaca, J. G. (2019). Digital media for family-school communication? Parents' and teachers' beliefs. Computers & Education, 132, 44-62. <https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu_a2019v132p44.pdf?sequence=1> - Natale, K., & Lubniewski, K. (2018). Use of communication and technology among educational professionals and families. International Electronic Journal of Elementary Education, 10(3), 377-384. <https://www.iejee.com/index.php/IEJEE/article/download/418/330> - Snell, E. K., Hindman, A. H., & Wasik, B. A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: Teacher and family perspectives. Early Child Development and Care, 190(4), 447-460. <https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-_2020-ECDC.pdf> - Zhang, C., Du, J., Sun, L., & Ding, Y. (2018). Extending face-to-face interactions: Understanding and developing an online teacher and family community. Early Childhood Education Journal, 46(3), 331-341. <https://bit.ly/2yxCQwa> - Leo, A., Wilcox, K. C., & Lawson, H. A. (2019). Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools. School Community Journal, 29(2). <http://www.adi.org/journal/CurrentIssue/CurrentIssue.pdf#page=255> **Culturally Responsive Teaching** - Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations; shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. - Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Supporting Learners and Families** - Example of a student and family guide for learning at home, Jillian Wetzel, Harris Middle School <https://read.bookcreator.com/EY535wd8iyVubgvx8S0iycFonIo1/3JyJ3nwZSAy-rAzQl7KL1w> This interactive guide for parents includes a video welcome from the educator, comprehensive menu of tools and their use in the digital classroom, learning schedule, family activities, and more. - Example Parent’s Guide to Distance Learning - ACS International Schools <https://www.acs-schools.com/parents-guide-distance-learning> The guidance shared is aimed to help families prepare for more practical aspects of learning from home. - Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners’ - Engaging Families in Distance Learning - Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> A guide for educators and families seeking to make a smooth transition to distance learning in the wake of coronavirus school closures. - Creating Powerful Home-based Learning, Digital Promise Learner Variability Project <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> These strategies were written for middle grades but can be adjusted for younger and older learners. Resources are available with details and videos of how the strategies work in the classroom that families can watch together. - Learner Variability Project: Creating Powerful Home-based Learning <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> For educators, learners, and families to create a workspace to gather research-based strategies that can supplement lessons and resources you received from schools. The strategies can also be used as stand-alone learning experiences. **Communicating with Learners and Families** - Stude…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-09-01T00:16:01.417Z
      rubric criteria:
        last change date time: 2021-09-01T00:16:01.426Z
        position: 0
    rubrics:
      last change date time: 2021-09-01T00:17:57.539Z
      rubric criteria:
        last change date time: 2021-09-01T00:17:57.553Z
        description: Communication Schedule
        position: 0
      rubric criteria:
        last change date time: 2021-09-01T00:18:30.796Z
        description: Sample Meeting Agendas
        position: 1
      rubric criteria:
        last change date time: 2021-09-01T00:18:50.076Z
        description: Communication Notes
        position: 2
    rubrics:
      last change date time: 2021-09-01T00:21:06.668Z
      rubric criteria:
        last change date time: 2021-09-01T00:21:06.670Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners receiving free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners receiving free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - What data did you rely on to make decisions to communicate with learners and families? - Describe how you have ensured that your communications are culturally responsive to your learners and their families.
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Artifact 1: Communications Schedule** Upload screenshots or a PDF of your ongoing communications schedule over the course of one month. Annotations should include and highlight: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators **Artifact 2: Sample Meeting Agendas** Upload a screenshot or PDF of sample individualized agendas you used with **three learners and their families** during one-on-one meetings. **Artifact 3: Communications Notes** Choose one learner from Artifact 2 and upload a PDF of your notes from the one-on-one meetings that took place over the course of a month (or two sessions). Be clear about how notes are being organized.
        required: true
    sections: Reflection
      required: true
      questions:
        type: TextQuestion
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your communication schedule? How did you resolve them? 2. What did you learn about your learners and families when hosting the one-on-one meetings? How did you strengthen your relationship with your learner and their family through hosting these meetings? 3. What might you improve about your schedule moving forward? Your one-on-one meetings?
        required: true
        word limit: 200
type: BadgeClass

id: https://api.badgr.io/public/badges/6tFrMScxSgynaIzMdsy2Sg
name: Designing Synchronous and Asynchronous Instruction - VILS
image:
  id: https://api.badgr.io/public/badges/6tFrMScxSgynaIzMdsy2Sg/image
description: Educator develops a digital learning schedule that meets the needs of all learners.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: transitioning to remote learning
criteria:
  id: https://digitalpromise.box.com/s/8m5iijuby3c685b37iuydd68du23nyjt
  narrative: # Competency Information This is the third of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator designs synchronous and asynchronous instruction for learners that utilizes the needs assessment data and virtual desk; the instruction takes into account the needs of all stakeholders through scheduling and community agreements. # Method Components ### Synchronous Teaching and Learning Synchronous learning instruction in this context refers to digital learning that takes place live and in real time; it uses video and audio to relay lessons and concepts by educators, host live class discussions, and small group work. This could include a lesson led by the educator or learner, a virtual game, learner presentations, small group work, or peer to peer collaboration. To extend this into asynchronous learning, educators may record synchronous learning sessions and post them so they may be accessed later by learners and families at a time more conducive to learning. Recordings must adhere to learner privacy rules as laid out by your district or network of schools. Synchronous learning includes: - Agreements and plans for digital classroom management. Agreements between learners, families, and educators about the shared learning space. They include policies, procedures, and agreements as if it were a physical classroom space. - The method by which learning takes place should be approved by the district or school and supported by your district or network IT office. - Considerations for online safety for students and educators. For example, adults should not conduct private one-on-one sessions with students. This can be supported through staggering synchronous learning with another educator’s schedule. - Communication with students and families on security and safety protocols. - Consistent access to …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Digital Learning** - Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://eric.ed.gov/?id=EJ992485> - Collison, George, Bonnie Elbaum, Sarah Haavind, and Robert Tinker. Facilitating Online Learning: Effective Strategies for Moderators. MiraCosta College. Atwood Publishing, 2000. Authors aim to share a comprehensive analysis of online education and strategies used in their online classes. - Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. <https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf> - Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice 13, 1315-1323. <https://eric.ed.gov/?id=EJ1017292> - Gallardo-Echnique, E. E. Let's Talk about Digital Learners in the Digital Era Gallardo-Echnique, Eliane Esther; Marques-Molias, Luis; Bullen, Mark; Strijbos, JW. International Review of Research in Open and Distance Learning, 16, 3. <https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf> **Culturally Responsive Teaching** - Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations; shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. - Byrd, C. M. (2016). Does culturally relevant teaching work? An …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Synchronous and Asynchronous Instruction** - When to Teach Online Classes Live and When to Let Students Learn on Demand, EdSurge <https://www.edsurge.com/news/2020-04-08-when-to-teach-online-classes-live-and-when-to-let-students-learn-on-demand> First person account of benefits and suggestions on implementing synchronous and asynchronous teaching. - Virtual Education Dilemma: Scheduled Classroom Instruction vs. Anytime Learning, Mark Lieberman, EdWeek <http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous_or_asynchronous_e-.html> Resource on the Pros and Cons of both synchronous and asynchronous learning. - So You Want to Make a Great Instructional Video, The Modern Classrooms Project <https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca_0_81> Research-backed tutorial on creating a useful and great instructional video for use in a digital learning classroom - Sample Weekly Virtual Student Schedule, Jillian Wetzel, Harris Middle School <https://docs.google.com/document/d/162PPKSRn0Tpggbx_c9Rc70rMdIxGcE7_H5lvH3aLBdc/edit> This comprehensive sample learner schedule includes all elements in order to learn in a digital environment. - Superhero Remote Learning: How Sadler Means YWLA made Remote Learning Fun for Students <https://docs.google.com/presentation/d/1V8_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p> This powerpoint includes teacher and student schedules for remote learning and expectations - Preparing and Planning, Distance Learning Readiness Kit from Schoology <https://www.schoology.com/prepare/plan> This set of resources, as part of the “Distance Learning Readiness Kit” that Schoology offers, aims to help guide planning during a school closure. - Educating Over Zoom <https://zoom.us/docs/en-us/covid19.html#education> This list of blogs, papers, and tutorials aim to share how educators, administrators, and learners can effectively use Zoom for digital learning. - Tips and Tricks…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-08-31T23:45:10.898Z
      rubric criteria:
        last change date time: 2021-08-31T23:45:10.907Z
        position: 0
    rubrics:
      last change date time: 2021-08-31T23:46:03.034Z
      rubric criteria:
        last change date time: 2021-08-31T23:46:03.036Z
        description: Online Course Schedule
        position: 0
      rubric criteria:
        last change date time: 2021-08-31T23:46:38.731Z
        description: Access to Synchronous and Asynchronous Learning Materials
        position: 1
      rubric criteria:
        last change date time: 2021-08-31T23:47:02.115Z
        description: Digital Classroom Culture and Management Plan
        position: 2
      rubric criteria:
        last change date time: 2021-08-31T23:47:41.145Z
        description: Community Agreements
        position: 3
    rubrics:
      last change date time: 2021-08-31T23:50:47.655Z
      rubric criteria:
        last change date time: 2021-08-31T23:50:47.657Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners who qualify for free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe the process of creating your synchronous and asynchronous instruction. - How did you use your needs assessment to influence or drive the creation and organization of materials for your synchronous and asynchronous instruction?
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following artifacts. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. **Artifact 1: Online Learning Schedule** Upload annotated screenshots or a pdf of the online learning schedule over the course of one (1) month. Annotations should highlight: - What instruction is synchronous vs. asynchronous and why you made that determination - Where additional educators are supporting synchronous and/or asynchronous instruction - When office hours are scheduled to support learners - When additional support will be provided for learners with IEP accommodations, ELL designation, and/or 504 plans. **Artifact 2: Access to Synchronous and Asynchronous Learning Materials** - Screenshots or link(s) to instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and get help and support. - Screenshots or link(s) to instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. **Artifact 3: Digital Classroom Culture and Management Plan** Upload a copy of digital classroom culture and management plan for learners and families, including written evidence or additional links as evidence of student voice and collaboration on this plan. The plan should include: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms - Evidence of student voice **Artifact 4: Community Agreements** Upload a copy of your digital community agreement The agreement should include: - Classroom Culture and Management Plan - Expectations from families and educator - The tools and links to access the …
        required: true
    sections: Reflection
      required: true
      questions:
        type: TextQuestion
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your online learning schedule? How did you resolve them? 2. What did you learn about your learners and families while building your online learning schedule? 3. What might you improve about your synchronous and asynchronous instruction moving forward?
        required: true
        word limit: 200
type: BadgeClass

id: https://api.badgr.io/public/badges/n6kPrdSVQSS4I6pvqKk6-A
name: Developing a Virtual Desk for Remote Learning - VILS
image:
  id: https://api.badgr.io/public/badges/n6kPrdSVQSS4I6pvqKk6-A/image
description: Educator develops an ecosystem for managing learning and resources for digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: transitioning to remote learning
criteria:
  id: https://digitalpromise.box.com/s/qguc8nx9r3vn4671oucqzxpmlnu68elr
  narrative: # Competency Info _This is the second of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack._ # Key Method The educator selects and organizes a virtual desk to support equitable access to materials and promote two-way communication. # Method Components ### What is a Virtual Desk? A virtual desk is an online space that recreates a teacher’s desk organization. There is a space for learners to find their assignments that are due, assignments they have turned in, and any past due or missed assignments. It also acts as a communication hub. ### Selecting a Virtual Desk When you decide on your virtual desk, consider the needs of your learners. (See the _Conducting a Needs Assessment_ micro-credential in this stack.) After analyzing the learner needs assessment, answer these additional questions to set up your virtual desk: - What are the accessibility needs of your learners? Are there navigation or visual challenges? Limited mobility? - How can your virtual desk support both learners and families? (A robust virtual desk enables you to setup ‘view only’ accounts for families) - Is your chosen virtual desk supported by your school and/or district? Is there a system already in place at your school and/or district? - What privacy concerns should be considered and planned for? These will vary depending on the virtual platform. Common virtual desks are hosted on Google Classroom, Microsoft Teams, SeeSaw, and Canvas, among others. ### Promoting Two-Way Communication In addition to being an assignment hub for the whole classroom, virtual desks are the hub of communication between educators, learners, and families. Educators can use their virtual desk to: - **Provide a space where learners access materials.** The virtual desk should be a space for learners to access materials by assignment, unit, or theme in a highly organized a…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Virtual Desk** - Borup, J., & Archambault, L. (2019). Designing for Young Learners. _Library Technology Reports, 55_(4), 17. <https://journals.ala.org/index.php/ltr/article/download/7001/9497> - Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019, March). The use of Google classroom in the learning process. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012165). IOP Publishing. <https://iopscience.iop.org/article/10.1088/1742-6596/1175/1/012165/pdf> - Drennan, R. L. (2019). Digital Portfolio Use in the First-Grade Classroom: Perceptions of Seesaw. <https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1024&context=metl> **Digital Learning** - Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://files.eric.ed.gov/fulltext/EJ992485.pdf> - Gallardo-Echnique, E. E. Let's Talk about Digital Learners in the Digital Era Gallardo-Echnique, Eliane Esther; Marques-Molias, Luis; Bullen, Mark; Strijbos, JW. International Review of Research in Open and Distance Learning, 16, 3. <https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf> - Goodwin, Bryan. “Which Strategy Works Best?” Educational Leadership Oct. 2014: 77–78. <http://bit.ly/1dHG1kh> - Thurber, A. and Bandy, J. (2018). Creating Accessible Learning Environments. Retrieved May 13, 2020 <http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments> - Wery, Jessica, and Margareta Maria Thomson. “Motivational Strategies To Enhance Effective Learning In Teaching Struggling Students.” Support For Learning 28.3 (2013): 103-108. <https://bit.ly/2TEHaRE> **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review o…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Virtual Desk** - Google Drive and Docs Tutorial For Blended Learning <https://drive.google.com/file/d/1Fns0oFn0nN-ZHoaaDemgcmYqiys69419/view?usp=sharing> This tutorial guides educators in blending learning with technology with the goal of asynchronous learning. - Google Classroom <https://drive.google.com/file/d/1m5oTP_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing> This tutorial guides educators in how to structure assignments and organize materials for learners both synchronously and asynchronously. - Remote Learning with Microsoft Teams <https://drive.google.com/file/d/1JdswB4nOLePGYXVYhrmZ2GTYT9onX9rH/view?usp=sharing> This tutorial assists educators in using Microsoft Teams with their digital learning efforts and synchronous instruction. - Getting Started with Canvas as an Instructor <https://community.canvaslms.com/docs/DOC-18573-getting-started-with-canvas-as-an-instructor> This resource shares how to begin using Canvas as an instructor, including setting up an account, course setup, and more. - Remote Learning with SeeSaw: Guide for Teachers <https://web.seesaw.me/remote-learning-for-teachers> This guide assists educators in creating their digital learning environment with Seesaw. - Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators designed to focus on both synchronous and asynchronous learning. **Online Learning Resources** - Online Learning Resource Library, Digital Promise <https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools> This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria. - COVID-19 Resource Library, Google for Education <https://edu.google.com/latest-news/covid-19-support-resource…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.”
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-08-31T19:40:52.758Z
      rubric criteria:
        last change date time: 2021-08-31T19:40:52.768Z
        position: 0
    rubrics:
      last change date time: 2021-08-31T19:42:08.946Z
      rubric criteria:
        last change date time: 2021-08-31T19:42:08.948Z
        description: Screen recording OR Documentation
        position: 0
    rubrics:
      last change date time: 2021-08-31T19:45:28.328Z
      rubric criteria:
        last change date time: 2021-08-31T19:45:28.332Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners who qualify for free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe the process for selecting your virtual desk; please include what classroom data you used.
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit **one** of the following. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. **Option 1: Screen Recording** (15-minutes maximum) Submit a screen recording that captures the virtual desk ecosystem and includes: - Rationale behind choosing the tool and organization system - How the tool and organization meets the accessibility needs of all learners - Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs? If you have none, please note that. - How the virtual desk platform allows for two-way communication **Option 2: Virtual Desk Documentation** Submit a documentation that describes in detail the virtual desk ecosystem, including: - Rationale behind choosing the tool and organization system - How the tool and organization meets the accessibility needs of all learners - Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs? If you have none, please note that. - How the virtual desk platform allows for two-way communication Screenshots should be included in the documentation as support.
        required: true
    sections: Reflection
      required: true
      questions:
        type: TextQuestion
        text: Provide a reflection using the following: 1. What challenges did you encounter while setting up your virtual desk? How did you resolve them? 2. What did you learn about digital equity and access while building your virtual desk? 3. What might you improve about your virtual desk moving forward?
        required: true
        word limit: 200
type: BadgeClass

id: https://api.badgr.io/public/badges/Ty8FfgxIS8GCXPFZdVKo6A
name: Conducting a Needs Assessment - VILS
image:
  id: https://api.badgr.io/public/badges/Ty8FfgxIS8GCXPFZdVKo6A/image
description: Educator utilizes a needs assessment to understand learners’ access to and use of technology for digital learning.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: transitioning to remote learning
criteria:
  id: https://digitalpromise.box.com/s/nzq4ql092und1hrqe91iuzvix7rmxlmg
  narrative: # Competency Information This is the first of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator creates or adapts an existing technology needs assessment to gather data on their classroom learners’ access to and use of technology. The educator analyses the results to inform the design of digital learning. # Method Components ### Conducting the Needs Assessment The first step in understanding how learners access and use technology is to conduct a technology needs assessment in your classroom. While it is tempting to jump into the design and development of your digital learning ecosystem, taking the time to gather information about the needs of your learners and their families is a critical step to ensuring that you are meeting the needs of all students. This is a crucial step in forming your understanding of what motivates your learners, their wants, needs, and to address potential biases or preconceived notions you may have. addresses potential biases they may bring to your classroom. By skipping this step you will be creating an end product for an unknown user, instead of a diverse community of learners and families. This information will inform all of your decisions about digital learning and how to address any digital equity gaps for your class. Whether creating a new assessment or adapting an existing one, the following components are essential: - **Context**: The needs assessment should provide clear context on why the school needs this information. - **Information is collected anonymously**: The method of data collection should anonymize answers to maintain bias-free assessment and prioritize learner privacy - **Questions are learner and family-centered**: The needs assessment questions must focus on learners’ and families’ needs and their familiarity with technology tools for tr…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: **Needs Assessment and Data Analysis** - Advancing Digital Equity: An Update on the FCC’s Lifeline Program, Consortium for School Networking <https://www.cosn.org/sites/default/files/FCC_lifeline_5.16.17.pdf> - Corn, J.O. Investigating the quality of the school technology needs assessment (STNA) 3.0: A validity and reliability study. Education Tech Research Dev 58, 353–376 (2010). <https://doi.org/10.1007/s11423-009-9140-y> <https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4996/etd.pdf?sequence=1&isAllowed=y> - Lewis, D., Madison-Harris, R., Muoneke, A., Times, C. (2010) Using Data to Guide Instruction and Improve Student Learning. SEDL Letter: Linking Research and Practice, 22(2) <http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html>. - Wilder Research (2009). Analyzing and Interpreting Data: Evaluation resources from Wilder Research. Wilder Research. <https://bit.ly/2qnyKzI> **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> - Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <h…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Needs Assessment** - Technology Uses and Perceptions Survey (TUPS), Florida Center for Instructional Technology, University of South Florida <https://fcit.usf.edu/matrix/evaluation-tools/tups/> This online survey provides information about current use and perceptions of technology; results can be used to collect baseline data. - A Rubric for Assessing Schools’ Plans for Rapid Improvement, The Center on School Turnaround at WestEd <https://drive.google.com/file/d/1172ciMLxMIsB6EivOCAxusyVZHNJGRd6/view?usp=sharing> This study highlights the importance of school improvement planning (SIP), ways of using the SIP assessment rubric, how the rubric was created, and directions on how to use the rubric itself. The study lists 12 different planning domains. - Conduct a Needs Assessment, Digital Learning Playbook: Technology, Digital Promise <https://digitalpromise.org/online-learning/technology/> This resource shares important components of a needs assessment process. - EdTech Pilot Framework: Identify Need, Digital Promise <https://edtech.digitalpromise.org/identify-need/> This resource hub shares case studies, downloadable resources, and suggested processes for identifying needs that are learner-centered. - Meeting the Digital Needs of Underserved Families, Wide Open School by Common Sense Education <https://www.youtube.com/watch?v=l-WnIqwxVKg> Interview with Arcelia Gonzalez, regional family engagement liaison at Oakland Unified School District in California, where Arcelia shares ways to identify communication gaps and support students with limited tech access. **Translation** Support on translation will depend on resources available. The following is a list of helpful guidance and resources for translation - Tools like SurveyMonkey offer translation services at a cost through their paid subscriptions. Check to see if your school has a subscription with a tool like SurveyMonkey - Colleagues who are multilingual are a good support resource for translation. Check to see if…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      last change date time: 2021-08-31T22:06:40.430Z
      rubric criteria:
        last change date time: 2021-08-31T22:06:40.432Z
        position: 0
    rubrics:
      last change date time: 2021-08-31T22:07:54.312Z
      rubric criteria:
        last change date time: 2021-08-31T22:07:54.314Z
        description: Needs Assessment Tool and Survey
        position: 0
      rubric criteria:
        last change date time: 2021-08-31T22:09:07.605Z
        description: Needs Assessment Analysis
        position: 1
    rubrics:
      last change date time: 2021-08-31T22:10:32.348Z
      rubric criteria:
        last change date time: 2021-08-31T22:10:32.350Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percent learners who qualify for free or reduced lunch (FRL) - Percent learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe your experience with digital learning, including - Any professional learning opportunities you have attended - Which technology tools you are most familiar with and use regularly - What type of district support is available - Experience with instructional coaching - Why do you feel a Needs Assessment should be conducted for your school? How will it benefit your classroom/school?
        required: true
        word limit: 300
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following: **Artifact 1: Needs Assessment Tool and Survey** Include a link or upload screenshots to the technology needs assessment tool and survey you created or adapted. **Artifact 2: Needs Assessment Analysis (200-word limit)** Include a link to the needs assessment analysis. This should include: - Screenshot or image of data with identifying names removed - High-level summary of the data collected - Summary of gaps in equitable access to technology and internet - Summary of accommodation needed by learners
        required: true
    sections: Reflection
      required: true
      questions:
        type: TextQuestion
        text: Provide a reflection using the following: 1. What is the current state of digital equity and instruction in your classroom? 2. What SMART goal(s) (specific, measurable, attainable, relevant, time-based) will you set to address gaps in equity moving forward? Please ensure that your SMART goals include all elements mentioned.
        required: true
        word limit: 250
type: BadgeClass

id: https://api.badgr.io/public/badges/eODto46wRMCWcy0j2lHAYg
name: Evergreen Tools for Remote Learning - VILS
image:
  id: https://api.badgr.io/public/badges/eODto46wRMCWcy0j2lHAYg/image
description: Being able to thoughtfully choose the right technology tool for a learning task from the vast array of choices available digital devices, educational websites, cell phone apps, simulations and games, webinars, MOOCs, project organizers, coding tools, sensors, data analysis tools, and more-can be a significant challenge; using an evaluation strategy to make good technology tool choices is an important tool for increasing one's learning power.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/aoul5gh5oia2s9zjqfbm9fz9te6y8532
  narrative: # Key Method Students use an eight-question approach to determine which digital tools and applications to use in their schoolwork and learning projects (see the Sound Decision-making micro-credential). # Method Components *As students undertake an activity, the educator leads them through an eight-step process to determine which digital tools and applications to use to complete the activity. This can be done individually, in small groups, or in whole-group instruction*. ### Eight questions to guide the selection of technology tools Strategies like the following eight-question approach to evaluating digital learning tools and applications will help students choose the right tools to meet their learning challenges: * What do you really need the learning tool to do? Example activities include: + Make a list of the things you need a new learning tool to do for you, both critical needs and nice-to-haves. + Note which of these needs are at least partially addressed by tools you already use. * Is another digital tool or app necessary? Example questions to consider include: + Can an existing tool be used in a new way to help with the learning task? + Will it take longer to find and learn how to use a tool than to make do with the way you’re handling the learning need now, especially if the tool won’t be used very often? * What are your friends using? Example activities include: + See what your friends are using for the same or similar needs and what they think of it. + If your friends are using different tools for the same need, ask them why they chose the tool and what are the best and worst aspects of using it. + To identify which of your friends’ recommendations are most relevant to you, think about your own style of learning and the features you most like. * What are people saying about the tools online? Example activities include: + Research reviews and blogs to see what others’ experiences are with the tools being considered. * Which tools will work on the devices you…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Research and Rationale
  narrative: - Bill and Melinda Gates Foundation, Teachers Know Best, 2017 <https://usprogram.gatesfoundation.org/news-and-insights/articles/teachers-know-best> - Center for Implementing Technology in Education, Learning with Computer Games and Simulations, CITEd Research Center <https://bit.ly/2ZJXjZj> - International Society for Technology in Education, ISTE Standards: Students, 2014 <https://www.iste.org/standards/for-students>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Kimberly Tyson, "6 Tips & 18 Resources To Extend Learning Beyond The Classroom, " TeachThought, December 28, 2015 <https://www.teachthought.com/literacy/6-tips-and-18-resources-to-extend-learning-beyond-the-classroom/> - Pam Berger and Sally Trexler, Choosing Web 2.0 Tools for Learning and Teaching in a Digital World (Santa Barbara, CA: Libraries Unlimited, 2003) <https://products.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=F2143P> - KQED, "The MindShift Guide to Digital Games and Learning," Mind/Shift, 2014. <http://blogs.kqed.org/mindshift/series/guide-to-games-and-learning/> - Common Sense Media, Find Reviews for Learning, commonsensemedia.org. <https://www.commonsensemedia.org/learning-ratings/reviews>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a "Yes" for Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics: Untitled Rubric
      last change date time: 2021-09-01T01:20:49.569Z
      rubric criteria:
        last change date time: 2021-09-01T01:20:49.571Z
        position: 0
    rubrics: Untitled Rubric
      last change date time: 2021-09-01T01:21:17.328Z
      rubric criteria:
        last change date time: 2021-09-01T01:21:17.329Z
        position: 0
    rubrics:
      last change date time: 2021-09-01T01:22:16.407Z
      rubric criteria:
        last change date time: 2021-09-01T01:22:16.409Z
        description: Artifact
        position: 0
    rubrics:
      last change date time: 2021-09-01T01:23:11.248Z
      rubric criteria:
        last change date time: 2021-09-01T01:23:11.253Z
        position: 0
    rubrics:
      last change date time: 2021-09-01T01:24:18.704Z
      rubric criteria:
        last change date time: 2021-09-01T01:24:18.706Z
        position: 0
    sections: Overview
      required: true
      questions:
        type: TextQuestion
        text: Activity Description: What kind of project activities did you and your students engage in to become more proficient in choosing technology tools? Please describe the learning activities and strategies you used.
        required: true
        word limit: 200
      questions:
        type: TextQuestion
        text: Activity Description: How do you know your students increased their proficiency by engaging in the Choosing Technology Tools activities and what evidence did you collect that demonstrates these learning gains?
        required: true
        word limit: 200
    sections: Work Examples / Artifacts
      required: true
      questions:
        type: FileQuestion
        text: Please submit work examples from two students (such as links to writing, audio, images, video, and other appropriate media) that demonstrate progress toward the choosing technology tools competency, including such items as evidence of discussions of helpful strategies for choosing technology tools, examples of student analyses of their technology tool choices, samples of student reflections on how they improved their technology tool use decision­ making process, and other appropriate artifacts.
        required: true
    sections: Student Reflections
      required: true
      questions:
        type: TextQuestion
        text: For the two students whose work examples were included above, submit student-created reflections on their experience of the choosing technology tools activities. Use the following questions as a guide: - How did the choosing technology tools strategies help you choose better learning tools? - How did the choosing technology tools activities change your view of the value and usefulness of technology tools for learning?
        required: true
        word limit: 200
    sections: Teacher Reflection
      required: true
      questions:
        type: TextQuestion
        text: Provide a reflection on what you learned, using the following questions as a guide: - What was the impact of engaging your students in the choosing technology tools activity? - How will experiencing these project activities shape your daily teaching practice in the future?
        required: true
        word limit: 200
type: BadgeClass

id: https://api.badgr.io/public/badges/HM1NgFmCTsWVwQzjebhdbg
name: The Talk: Valuing Diversity in Teaching Practices - VILS
image:
  id: https://api.badgr.io/public/badges/HM1NgFmCTsWVwQzjebhdbg/image
description: Educator implements instructional strategies that value diversity as a strengths-based classroom resource. This includes the building of effective classroom environments and learning experiences that represent and include student diversity.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/nob9ny72hsurst3kbuyqp36leaeudup3
  narrative: # Key Method The educator will demonstrate evidence of classroom culture or environment in which students’ diverse identities are visible. In addition, the educator will demonstrate evidence of inclusive instructional strategies that reduce barriers for students. # Method Components ### What teaching practices value diversity? Culturally responsive learning environments are those that value diversity as a strength and resource for building knowledge within a classroom community of learners (Kieran & Anderson, 2018). According to Harvard University (2020), diversity refers to “all of the characteristics that make individuals different from each other.” With a growth-mindset and culture of mutual respect (Kieran & Anderson, 2018), diversity is seen as learners experiencing a sense of belonging within these classrooms. Using research-based pedagogical practices, educators can intentionally evaluate materials, strategies, and tools to ensure that all students have the opportunity to benefit from the learning experience. ### What criteria can be applied to create a culture or learning environment that values diversity? A classroom culture or learning environment that values diversity leverages high-impact instructional strategies and practices. These inclusive pedagogical practices are derived from research-based frameworks such as Universal Design for Learning and culturally responsive teaching. Although not limited to these strategies, inclusive pedagogical teaching strategies include the following: - Evaluating the curriculum to include a diversity of perspectives and representation, - Using a variety of teaching strategies, formats, and assessments, - Creating a supportive culture of learning that reduces barriers for all types of learners, - Providing explicit learning expectations, resources, and self-help strategies, - Leveraging technology to personalize learning (Kieran & Anderson, 2018; Sanger, 2020; Wood et al., 2020, Woodley et al., 2017). ### What criteria c…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Harvard University. (2020). Foundational Concepts & Affirming Language. <https://dib.harvard.edu/files/dib/files/foundational_concepts_and_affirming_language.pdf?m=1605601285> - Kieran, L., & Anderson, C. (2018). Connecting universal design for learning with culturally responsive teaching. _Education and Urban Society_, 1-15. - Sanger, C. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In C. S. Sanger & N. W. Gleason (Eds.), _Diversity and inclusion in global higher education_ (pp. 31-71). <https://library.oapen.org/bitstream/handle/20.500.12657/23168/1006985.pdf?sequence=1#page=46> - Wood, C., Wofford, M. C., & Hassinger, A. (2018). Acknowledging challenges and embracing innovative instructional practices in response to cultural and linguistic diversity. _SAGE Open, 8_(2) <https://doi.org/10.1177/2158244018771110> - Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference: Best practices in culturally responsive teaching online. _TechTrends, 61_(5), 470-478. <https://link.springer.com/article/10.1007%2Fs11528-017-0207-z>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Digital Promise Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Digital Promise Powerful Learning <https://digitalpromise.org/powerful-learning/> - Making Learning Personal for All: The Growing Diversity in Today’s Classroom <https://digitalpromise.org/wp-content/uploads/2016/09/lps-growing_diversity_FINAL-1.pdf> - 7 Ways to Support Diversity in the Classroom [With Examples] <https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom/> - Cultural Inclusion <https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/culture-and-diversity/cultural-inclusion> - Culturally Inclusive Practices <https://www.tn.gov/education/student-support/special-education/culturally-inclusive-practices.html> - How to Better Support Your Marginalized Students <https://theartofeducation.edu/2019/09/02/how-to-better-support-your-marginalized-students/> - 5 ways to boost students' sense of school belonging <https://www.monash.edu/education/teachspace/articles/5-ways-to-boost-students-sense-of-school-belonging> - 4 ways to use tech to create a culturally responsive classroom <https://www.iste.org/explore/featured-videos/4-ways-use-tech-create-culturally-responsive-classroom> - Building Culturally Responsive Classrooms with Digital Content <https://www.gettingsmart.com/2017/02/culturally-responsive-classrooms-digital-content/> - Strategies for Implementing Online Culturally Responsive Teaching <https://www.edweek.org/teaching-learning/opinion-strategies-for-implementing-online-culturally-responsive-teaching/2020/10>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-09-02T16:34:12.872Z
        position: 0
      last change date time: 2021-09-02T16:34:12.869Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-09-02T16:35:05.442Z
        position: 0
      last change date time: 2021-09-02T16:35:05.440Z
    rubrics:
      rubric criteria:
        description: Artifact 1: Evidence of Diverse Student Representation
        last change date time: 2021-09-02T16:35:35.438Z
        position: 0
      rubric criteria:
        description: Artifact 2: Evidence of Diverse Student Inclusion
        last change date time: 2021-09-02T16:36:01.219Z
        position: 1
      last change date time: 2021-09-02T16:35:35.436Z
    rubrics:
      rubric criteria:
        last change date time: 2021-09-02T16:38:08.592Z
        position: 0
      last change date time: 2021-09-02T16:38:08.590Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-09-02T16:39:14.385Z
        position: 0
      last change date time: 2021-09-02T16:39:14.383Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-09-02T16:39:54.316Z
        position: 0
      last change date time: 2021-09-02T16:39:54.313Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - Educational role, - Grade level(s) served, - Content area(s), - Any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** Identify four factors that contribute to diversity in your classroom. How did you adapt your teaching practice and what impact did you notice? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify **at least one factor** in **each of the following areas** that contributes to student diversity: - student’s background - social emotional learning - cognition - content skills - Identify at least one teaching strategy or practice implemented to address and value student diversity. - Briefly describe the positive impacts you noticed in the classroom from implementing the identified teaching strategy or practice. Impacts might be measurable (i.e., higher rates of mastery, attendance, etc.) or observable (i.e., increased collaboration, higher quality discussions, etc.). _The Digital Promise Learner Variability Navigator (found in Resources above) can be used to identify factors in each of these areas._
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Evidence of Diverse Student Representation** Please submit a link to a file such as a document or slide deck that includes multiple pieces of evidence. This file should include one example of how student diversity was represented within the classroom environment. This artifact should include the following: - A before-and-after of learning materials that have been revised to better represent diverse identities, experiences, and cultures (_example: revising a classroom library or presentation images_); - Any relevant context for the example. This may include why or how the learning materials were revised. **Artifact 2: Evidence of Diverse Student Inclusion** Please submit a link to a file such as a document or slide deck that includes multiple pieces of evidence. This file should include one example of how students were included within the learning experience in a manner that honored their diversity. This artifact should include the following: - Evidence of activities, strategies, or practices that allowed the student diversity to be valued in the classroom as a strength (_example: honoring diversity by providing opportunities for choice within the learning process_); - Any relevant context for the example—this may include why or how a particular activity, strategies, or practice was used during the learning process; - A brief explanation of how this particular activity, strategies, or practice reduced barriers for students during the learning process. Note: For all evidence, make sure that no identifying student information is visible or referenced in the artifacts. Ensure that you have the correct permission settings so the files can be read and assessed.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience in using teaching practices that valued diversity, what was the impact of such practices on the classroom culture?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using technology tools used to implement strategies that support student diversity, provide an example of what worked well and one example of an opportunity for improvement.
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in implementing strategies that value student diversity, describe additional practices that you would like to implement in this area.
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/bKKd5yfyRpuryJ8jMCUY_g
name: Enhance Learning with Augmented Reality (AR) - VILS
image:
  id: https://api.badgr.io/public/badges/bKKd5yfyRpuryJ8jMCUY_g/image
description: Educator explores and creates Augmented Reality experiences to open new learning opportunities for individual students.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/x9b0aradetppm2zo0c9olnvzyc4p9amv
  narrative: # Key Method The educator creates learner-centered AR activities using inquiry-based strategies to discover new and previous content. # Method Components ### Understand Augmented Reality The beauty of Augmented Reality is the access to learning anywhere. To begin the journey of exploring Augmented Reality (AR), the educator must understand the basic concepts including device requirements, limitations, behaviors, possible problems to avoid, and new opportunities. Many times, the technology options are limited by the device available in the classroom. Most Augmented Reality is viewed through a mobile device, but the creation of the AR can be done through a mobile app, on the web or a program installed on a computer. Understanding the ways the technology functions best and the open possibilities will ignite a new enthusiasm for teaching and learning. It’s no surprise that Augmented Reality is an emerging technology because it provides a “wow factor” that will surely pique your students’ interest and enthusiasm to learn. The AR experience creates the unexpected as objects magically appear in the real world using a mobile device. Instead of spending time finding ways to capture the attention of your students, you now have the power to delight your students with AR learning. ### Discover practical Augmented Reality experiences for the classroom A strong emphasis will be on the practical implementation of AR to deliver the greatest opportunity of success. The experiences will vary by content area and grade levels to inspire customization for individual learners. We will begin with the learning objective, rather than the technology, to determine the difference between a need to enhance learning and just a novel experience. Exploring Augmented Reality is all about the end-user experience—your students’! The AR activities are building to pique the interest of the student to want to dig into learning further. Like any good magic trick, we are challenged to understand how the t…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Aukstakalnis, S. (2016). Practical augmented reality: A guide to the technologies, applications, and human factors for AR and VR. Addison-Wesley Professional. <https://www.amazon.com/Practical-Augmented-Reality-Technologies-Applications/dp/0134094239> - Donally, J. (2021). The immersive classroom: Create customized learning experiences with AR/VR. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Donally, J. (2018). Learning transported: Augmented, virtual and mixed reality for all classrooms. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Lion-Bailey, C., & Shippee, M. (2020). Reality bytes: Innovative learning using augmented and virtual reality. <https://www.amazon.com/Reality-Bytes-Innovative-Learning-Augmented/dp/1949595919> - Poth, R. D. (2020). Chart a new course: A guide to teaching essential skills for tomorrow’s world. International Society for Technology in Education. <https://www.amazon.com/Chart-New-Course-Essential-Tomorrows/dp/1564848299>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Understanding Future Tech** - 2021 top ed-tech trends parents should know <https://www.verizon.com/about/news/ed-tech-trends> - Motion capture and more: How Apple is revolutionizing Augmented Reality <https://www.edsurge.com/news/2019-09-26-motion-capture-and-more-how-apple-is-revolutionizing-augmented-reality> - Using Artificial Intelligence with Augmented Reality <https://www.verizon.com/about/news/ai-changing-history-class> - The future of AR <https://www.emergingedtech.com/2021/04/augmented-reality-in-education-looking-forward/> - The projected growth of AR <https://www.marketsandmarkets.com/Market-Reports/augmented-reality-market-82758548.html> **Getting Started** - Everything you need to know to get started with AR/VR in the classroom <https://www.edsurge.com/news/2018-08-22-everything-you-need-to-know-to-get-started-with-ar-vr-in-the-classroom> - ARKit (Apple) <https://developer.apple.com/augmented-reality/> - ARCore (Android) <https://developers.google.com/ar> - Blogs on Merge <https://www.arvrinedu.com/blog/categories/merge> - Merge Wakelet <https://wakelet.com/wake/dfe475a9-8b99-4b93-aba2-40924fc9b47a> **Exploring AR** - The 10 best VR apps for classrooms using Merge VR’s new Merge Cube <https://www.edsurge.com/news/2018-03-14-the-10-best-vr-apps-for-classrooms-using-merge-vr-s-new-merge-cube> - Merge Cube with social media <https://vrscout.com/news/merge-cube-ar-teaching-social-media/> - Augmented Reality <https://www.arvrinedu.com/blog/categories/augmented-reality> - Additional AR Apps <https://www.gettingsmart.com/2020/04/15-ar-and-vr-immersive-learning-tools/> **Create Augmented Reality** - Create AR using these 5 apps <https://www.iste.org/explore/tools-devices-and-apps/create-ar-using-these-5-apps> - Creation tools <https://www.arvrinedu.com/blog/categories/creation-tools> - Create AR using myWebAR video <https://youtu.be/TVwHXyJN_Bc> - Use and create AR <https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-realit…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
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    rubrics: Untitled Rubric
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        description: Artifact 1: Create an augmented reality experience
        last change date time: 2021-09-02T17:00:32.305Z
        position: 0
      rubric criteria:
        description: Artifact 2: Capture the augmented reality experience by photo or screen recording
        last change date time: 2021-09-02T17:02:01.522Z
        position: 1
      last change date time: 2021-09-02T17:00:32.303Z
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      rubric criteria:
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        position: 0
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    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: 1. List 3 important criteria for making Augmented Reality function best. Why are these criteria essential? 2. Describe how you can use Augmented Reality to enhance a current learning experience or create entirely new learning experiences.
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Create an Augmented Reality experience** - Submit a link to view your finalized Augmented Reality experience using one of the three options below. If a trigger image is used, include a link to that image. The Augmented Reality experience will include one of the following: AR in a Merge Cube, AR on a trigger image, or AR on the floor. The experience is dependent on key factors such as optimal lighting, device capabilities, internet connection, the size of the experience to load, and the parameters of the room to explore the technology. - Write and submit (200 words maximum) a brief explanation of the learning objective and practical application of the AR content. Select one of the Augmented Reality options: 1. **Create an AR Scene** Create an animated AR scene in the Merge Cube using CoSpaces. Start a CoSpaces account at CoSpaces.io. In CoSpaces Edu Basic, click the “Upgrade to Pro” button at the bottom-left corner, select “Activate trial” and simply enter COSJAIMEDO. Using a minimum of 5 objects, build a scene that shows a learning environment where students would thrive. Place objects inside or around the cube and share the link to the scene. 2. **Build an AR Experience** Using myWebAR.com, build an AR experience using some of the available 3D objects. Create a visual display of your content area such as math with letters and/or objects. Publish the AR scene, and share the link and QR code provided to your experience. 3. **Create a Mini City** With the Object Viewer app by Merge, use the collections to create a personalized mini city. Construct a miniature scale model of a place in your surrounding area using the city builder collection. Place 3D objects on your floor using “World” view to build and scale the objects to accurately represent your community. Add your selected 3D objects in your scene to a collection and share the collection code. **Artifact 2: Capture the augmented reality experience by photo or screen recording** When viewing your AR e…
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Explain how Augmented Reality can open new opportunities for learning for individual students. - Explain one way augmented reality can offer new learning opportunities that would be impossible without the technology. - Provide one example of an Augmented Reality activity that could provide greater depth of understanding.
        required: true
        word limit: 300
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/QjW8wcO-Rkat5orxJ0u2Bg
name: Effectively Leveraging Virtual Reality in the Classroom - VILS
image:
  id: https://api.badgr.io/public/badges/QjW8wcO-Rkat5orxJ0u2Bg/image
description: Educator adapts their lessons to incorporate Virtual Reality experiences that bring learning into a completely digital, 360-degree world.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/89yq2axszrl4nok1fqt9rt4g843w5cfh
  narrative: # Key Method The educator incorporates Virtual Reality into their classroom by building digital, learner-centered environments for a personalized experience. # Method Components ### Understand and Explore Virtual Reality Spaces Virtual reality (VR) spaces offer realistic digital environments for meeting and collaborating on a whole new level. Virtual reality doesn’t require big budgets or high-end VR headsets, but can be explored on most web-based devices. We will cover the basic concepts of VR such as understanding the controls to navigate in the virtual space and device compatibility for best functionality. Keeping the students as the focus of the VR experience, the space will present a collaborative learning environment for students. Having a foundation to use the space will set up the success for purposeful engagement and content creation to follow. ### Interact in VR Spaces Unlike traditional classrooms, Virtual Reality environments bring in new learning opportunities that are impossible without this technology. Whether you are displaying your ideal classroom environment or building an actual VR space for students to join, the goal is to keep each interactive area purposeful for student collaboration. Using Mozilla Hubs, engage in chats and discussions while dragging in 3D objects with a click of a button. Display presentation slides or view the participants by webcam along with a personalized avatar for maximum collaboration. From drawing to selfies, these spaces offer all the interactions in a traditional classroom plus much more. Not only do VR meeting spaces offer so many new interactions, but it’s also customizable to fit the needs of the students, making a truly personalized experience. Using CoSpaces, build your ideal learning environment to display in Virtual Reality. Add 3D objects, animate and code objects to adequately reflect the innovation your students need. Adjust the environments from their library of spaces or use a 360-degree image to complete…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Donally, J. (2021). _The immersive classroom: Create customized learning experiences with AR/VR_. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Donally, J. (2018). _Learning transported: Augmented, virtual and mixed reality for all classrooms_. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Lion-Bailey, C., & Shippee, M. (2020). Reality bytes: Innovative learning using augmented and virtual reality. <https://www.amazon.com/Reality-Bytes-Innovative-Learning-Augmented/dp/1949595919> - Poth, R. D. (2020). Chart a new course: A guide to teaching essential skills for tomorrow’s world. International Society for Technology in Education. <https://www.amazon.com/Chart-New-Course-Essential-Tomorrows/dp/1564848299> - Emerging tools and applications of virtual reality in education. (2016). United States: IGI Global. <https://www.igi-global.com/book/emerging-tools-applications-virtual-reality/140959>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: **Understanding Future Tech** - 2021 top ed-tech trends parents should know <https://www.verizon.com/about/news/ed-tech-trends> - VR Review: Here’s how Oculus Quest compares with Go — apps and all <https://www.edsurge.com/news/2019-05-23-vr-review-here-s-how-oculus-quest-compares-with-go-apps-and-all> **Getting Started** - Everything you need to know to get started with AR/VR in the classroom <https://www.edsurge.com/news/2018-08-22-everything-you-need-to-know-to-get-started-with-ar-vr-in-the-classroom> - CoSpaces <https://www.arvrinedu.com/post/day-30-cospaces> **Exploring VR** - Stay active at home with these 6 fun AR/VR apps <https://www.edsurge.com/news/2020-05-28-stay-active-at-home-with-these-6-fun-ar-vr-apps> - Virtual reality <https://www.arvrinedu.com/blog/categories/virtual-reality> **Create Virtual Reality** - Spoke by Mozilla <https://www.arvrinedu.com/post/day-6-spoke> - Mozilla Hub <https://www.arvrinedu.com/post/day-8-mozilla-hub> - VR webinar on Mozilla Hubs <https://www.arvrinedu.com/post/vr-webinar-on-mozilla-hubs> **Join the #ARVRinEDU Community** - Twitter <https://twitter.com/search?q=%23ARVRinEDU%20&src=typed_query&f=live> - Facebook Group <https://www.facebook.com/groups/208017029807896/> - ARVRinEDU <https://www.arvrinedu.com/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-09-02T17:47:05.806Z
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      last change date time: 2021-09-02T17:47:05.796Z
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        last change date time: 2021-09-02T17:49:46.861Z
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        last change date time: 2021-09-02T17:51:00.843Z
        position: 1
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    rubrics:
      rubric criteria:
        last change date time: 2021-09-02T17:52:32.964Z
        position: 0
      last change date time: 2021-09-02T17:52:32.961Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: In 200 words or less, answer the following questions. 1. List two interactive features in Virtual Reality that can bring new learning experiences into the lesson. 2. Describe a customized Virtual Reality space that offers an optimal environment for student collaboration and engagement.
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: VR Environment** - Submit the link to join the customized Virtual Reality environment that you created or adapted. - Write and submit an explanation (200 words maximum) of the primary learning objective used to create this VR environment. Key factors to consider when working and creating VR environments are: - audio settings - attendee control limitations - listing expectations and objectives - secured/safe space for the class only - providing clear instructions to effectively navigate and interact - consideration of spacing of objects - appropriate animations and objects that reflect the space Select one of the Virtual Reality options: 1. Build VR Meeting Spaces: Create a customized space in Mozilla Hubs using Spoke. The space must contain 3D objects with proper spacing for collaboration and exploration. a. Upload 3D objects from the Spoke library; resize and rotate the objects to personalize the virtual environment. b. When the space is complete in Spoke, publish the work to Mozilla Hubs and share the invite link. 2. Build Virtual Scenes: a. Start a CoSpaces account at CoSpaces.io. (You can find more information about CoSpaces in the Resources section above.) In CoSpaces Edu Basic, click the “Upgrade to Pro” button at the bottom-left corner, select “Activate trial” and simply enter COSJAIMEDO. b. Create your ideal learning environment. The space must be personalized and show optimal classroom collaboration places. Remember, you don’t need to recreate a classroom because any environment is possible. Add objects from the library and modify the environmental surroundings to suit your students. Animate the objects to bring in a realistic experience. c. When the CoSpace is complete, publish your work and share the invite link. As a bonus, the CoSpaces trial allows the educator to add students to collaboratively build VR scenes. **Artifact 2: VR Video** When the VR environment is complete, screen record or capture a picture of your experience, save it to a…
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Explain how Virtual Reality can open new opportunities for learning by empowering our students to collaborate and interact in VR. - In two sentences, explain one new learning opportunity with Virtual Reality that is unavailable without the technology. - In less than 300 words, describe a possible VR space that is personalized for your learners.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/uKge3vzyRGSaYMWlDnW9GQ
name: Social-Emotional Learning in Today’s Classroom - VILS
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description: Educator understands and implements major themes of social-emotional learning (SEL) into their classroom practice.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/886hbbw02dym7vpr0tlrf1wacinc0pn5
  narrative: # Key Method The educator investigates and implements CASEL’s five key areas of social-emotional learning with students in classrooms via a written lesson plan and cultivates implementation in other classrooms across the school. # Method Components ### What is social-emotional learning and why is it valuable? “Social-emotional learning is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” (CASEL, 2020). SEL is valuable, as it advances educational equity and excellence through school family-community partnerships. One goal of SEL is to build classrooms that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities. (CASEL, n.d.) In addition to these valuable elements, social-emotional learning leads to improving social skills, attitudes, behaviors, and academic performance. (Durlak et al., 2011; Sklad, Diekstra, Ritter, Ben, and Gravesteijn, 2012). While SEL can be formally taught with curriculum and specific lessons, it doesn’t have to be. In fact, pulling elements of SEL to the surface during normal collaboration activities is a great way for all teachers to pull SEL ideas into classrooms. For example, ask students to share a photo or artifact that might represent a story or concept relevant to the content, and explain why they selected what they did. Another, more involved way to pull SEL into a lesson would be to co-design a lesson with students. This approach can facilitate conversations such as “How would ____ think about these instructions/content/video?” Co-d…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Duchesneau, N. (2020, August 6). Social, emotional, and academic development through an equity lens. The Education Trust. <https://edtrust.org/social-emotional-and-academic-development-through-an-equity-lens> - Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019, May). _The core components of evidence-based social emotional learning programs_. Prevention science: The official journal of the Society for Prevention Research. Retrieved September 7, 2021, from <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/> - Malti, T. (2020). Children and violence: Nurturing social-emotional development to promote mental health. Toronto; University of Toronto. - _SEL is..._ CASEL. (n.d.). Retrieved September 7, 2021, from <https://casel.org/what-is-sel/> - Venzant, Z., Shaheen, K., & Dyer, A. (2020, May 18). _Trauma-informed and SEL practices to support students makes a difference_. Connect. Design. Learn. Retrieved September 7, 2021, from <https://connect-design-learn.org/2020/05/18/trauma-informed-and-sel-practices-to-support-students-makes-a-difference/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Ohio Department of Education (2021). _PBS LearningMedia_. PBS LearningMedia & CASEL. Retrieved September 7, 2021, from <https://vpm.pbslearningmedia.org/resource/self-awareness-social-emotional-learning/social-emotional-learning-video/> - Farber, M. (2021, September 7). _A path to improving students’ emotional intelligence_. Edutopia. Retrieved September 10, 2021, from <https://www.edutopia.org/article/path-improving-students-emotional-intelligence> - Jones, T. (2021, September 1). _Supporting tweens and teens during a challenging life stage_. Edutopia. Retrieved September 7, 2021, from <https://www.edutopia.org/article/supporting-tweens-and-teens-during-challenging-life-stage> - What is the CASEL framework?: “Casel 5” 5 Areas of Competence, CASEL <https://casel.org/sel-framework/> - Niemi: CASEL Is Updating the Most Widely Recognized Definition of Social-Emotional Learning. Here’s Why, The 74 Million <https://www.the74million.org/article/niemi-casel-is-updating-the-most-widely-recognized-definition-of-social-emotional-learning-heres-why/> - Social Emotional Learning and Equity, The National Equity Project <https://www.nationalequityproject.org/frameworks/social-emotional-learning-and-equity>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-10-13T18:05:35.570Z
        position: 0
      last change date time: 2021-10-13T18:05:35.568Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: SEL in your classroom
        last change date time: 2021-10-13T18:06:59.045Z
        position: 0
      rubric criteria:
        description: Artifact 2: SEL in classrooms across your school
        last change date time: 2021-10-13T18:10:19.131Z
        position: 1
      last change date time: 2021-10-13T18:06:59.043Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-10-13T18:25:28.145Z
        position: 0
      last change date time: 2021-10-13T18:25:28.141Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
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    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: 1. Why were you motivated to bring social-emotional learning into your classroom? 2. How did you know you were making progress with your students?
        required: true
        word limit: 250
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: SEL in your classroom** Please submit an example of social-emotional learning in action. Be sure to include the following in your example: - A lesson plan that specifically calls out the five key elements of social-emotional learning - Evidence of student engagement such as media, student work, or written testimonials **Artifact 2: SEL in classrooms across your school** - Plan of Action: Submit a long-term plan of action focused on bringing the success of one classroom’s focus on student social-emotional learning to other classrooms in your school. The following must be clear and present in the plan: - Five key elements of social-emotional learning - Portions of or a full school improvement plan (SIP) - Commitments such as fiscal investments, commitments to sustain volunteers and social-emotional learning experts, or program expansion into other schools in the district - Provide a written statement of how you linked schoolwide support systems and resources to your classroom practices OR how your effort to support social-emotional learning in your classroom is being adopted by your school (or other teachers in your school). Note: If you collaborated with other educators on the long-term plan of action, please make note of that somewhere in your evidence.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: - How have other classrooms and schools developed SEL practices over time? How could you build and grow SEL with your students? Staff? - What are your plans to extend the social-emotional learning support into homes within your school’s community?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/LgosyAd-QLCavYIhnv0t1w
name: Leverage the Power of Podcasts and Video - VILS
image:
  id: https://api.badgr.io/public/badges/LgosyAd-QLCavYIhnv0t1w/image
description: Educator understands and regularly incorporates media into their classroom practice and pedagogy.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/3yfoly0dajqxeggu8njwfpa2r5631a06
  narrative: # Key Method The educator investigates and implements consumption of media regularly in their pedagogical practices—as demonstrated by published media, lesson plans, and learner testimony. # Method Components ### Why is media valuable to learners? Over the past decade, technology has opened new avenues for creating and consuming media. In 2016, the search term “podcast” became more popular than “newspaper” for the first time, and that trend hasn’t reversed. The video streaming platform YouTube has a huge viewing user base; 80% of U.S. parents report their kids stream videos from YouTube, and of those children, 53% watch at least once a day. Both podcasts and YouTube are largely available for free. With technology becoming increasingly affordable and content creation having few barriers, a wealth of information is available to educators and learners. Why is media important to classrooms now? The wealth of content plays to learners’ needs. Educators around the world can create and consume with a wider range of vocabulary, content depth, and tone. This massive media library makes it easier to find content that is personalized to students (O’Bannon et al. 57:1885–1892, 2011). Students with different vocabulary levels or comfort levels with languages can access the content they need to learn effectively. Regardless of the cause, students miss days of school. Podcasts offer students opportunities to revisit classroom content and instruction while providing greater critical thinking opportunities (Shumack and Gilchrist 1:5–9, 2009). Students might be able to passively listen or watch a recorded lecture on their way to school as a review activity or to make up for missing school one day. Students from other classrooms might benefit from seeing content presented in a different medium. Student engagement is crucial in education. Research studies, educational articles and blogs, podcasts, and books focus on engaging learners. Media, specifically podcasts, can increase student …
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  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Amicone, J. & Li, L. (2014). Podcasting use in a junior high social studies class: A research study of impact of podcasting on student performance. In M. Searson & M. Ochoa (Eds.), _Proceedings of SITE 2014: Society for Information Technology & Teacher Education International Conference_ (pp. 841–844). Retrieved October 26, 2021 from <https://www.learntechlib.org/primary/p/130868/> - Besser, E. D., Blackwell, L. E., & Saenz, M. (2021). Engaging students through educational podcasting: Three stories of implementation. Tech Know Learn <https://doi.org/10.1007/s10758-021-09503-8> - Evans, Chris. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. _Computers & Education 50_ (2008) 491-498 <https://www.sciencedirect.com/science/article/pii/S0360131507001182> - Cain, J., Cain, S., & Brent Daigle, B. (2021). Constructivist podcasting strategies in the 8th grade social studies classroom: “StudyCasts” support motivation and learning outcomes. _The Social Studies, 112_(6), 310–321. doi: 10.1080/00377996.2021.1934810 - Tarchichi, T. R., & Szymusiak, J. (2020). Attending physician’s attitudes toward podcasting as a source of medical education: An exploratory study._Journal of Continuing Education in the Health Professions 40_(2), 141–144. doi: 10.1097/CEH.0000000000000291 <https://journals.lww.com/jcehp/Abstract/2020/04020/Attending_Physician_s_Attitudes_Toward_Podcasting.10.aspx>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Dharmadhikari, S. (2021, May 9). 8 Benefits of podcasts in education. <https://blog.epravesh.com/podcast-in-education/#2_It_is_easier_to_listen_to_podcasts_longer_than_reading_for_a_long_time> - Godsey, M. (2018, July 6). The benefits of using podcasts in the classroom. Reading Rockets. Retrieved November 12, 2021, from <https://www.readingrockets.org/article/benefits-using-podcasts-classroom> - Logue, A. (2020, July 23). The why & how of using podcasts in Education. Podcast.co. Retrieved November 12, 2021, from <https://www.podcast.co/reach/podcasts-in-education> - Network, T. L. (2020, April 22). On-demand webinar: Teaching students how to produce their own podcasts. _The New York Times_. Retrieved November 12, 2021, from <https://www.nytimes.com/2020/04/22/learning/on-demand-webinar-teaching-students-how-to-produce-their-own-podcasts.html?.%3Fmc=aud_dev&ad-keywords=auddevgate&gclid=CjwKCAjwzt6LBhBeEiwAbPGOgTTmQ0Ra1GRRFEVnzzTTjxs3J2ex215gK2-rKerSH7UQhr9MOOXe0xoCgWoQAvD_BwE&gclsrc=aw.ds>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-12-02T00:07:45.046Z
        position: 0
      last change date time: 2021-12-02T00:07:45.044Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Lesson Plan or Unit of Study
        last change date time: 2021-12-02T00:08:22.784Z
        position: 0
      rubric criteria:
        description: Artifact 2: School and School Community Strategy
        last change date time: 2021-12-02T00:09:31.558Z
        position: 1
      last change date time: 2021-12-02T00:08:22.782Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2021-12-02T00:11:34.217Z
        position: 0
      last change date time: 2021-12-02T00:11:34.215Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: 1. What are your goals for using media (podcasts/videos) as a tool for teaching and learning? 2. How did you know the use of media supported learning?
        required: true
        word limit: 250
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Lesson Plan or Unit of Study** Please submit an example of a lesson plan or unit of study where media is used as a significant means of information consumption. The lesson plan should include: - Links to playlists, media libraries - A clear purpose for using each media resource - Additional media libraries to extend learning **Artifact 2: School and School Community Strategy** - Plan of Action: Submit a plan of action aimed to share the media library/playlists you use with learners with the rest of your school - This plan should include organization elements, links to media artifacts, and clear connections to content - An example message of how the community and guardians can leverage the media library/playlists to support their children’s learning Note: If you collaborated with other educators on the long-term plan of action, please note that in your evidence.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: - How has the use of media in pedagogy evolved over the last few years in your school or classroom? - What plans do you have to expand the use or consumption of media within your school or classroom?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/0IQ1mXXDSM6MmaX_Zg4NFw
name: Building a Collaborative Data Culture - VILS
image:
  id: https://api.badgr.io/public/badges/0IQ1mXXDSM6MmaX_Zg4NFw/image
description: Educator understands and regularly participates in conversations and professional learning around data and the data culture.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/4fpa92prjxi1xivnkak03gclioxjuuqr
  narrative: # Key Method The educator investigates and implements practices that promote good data health, analysis, and review. # Method Components ### What is a collaborative data culture? Passion is a key factor in building anything of great meaning. The strategies used to build a collaborative data culture are important, but there might be greater value in having people who are passionate about the purpose. Thinking specifically about building a collaborative data culture, formulate a plan that seeks individuals who are passionate about data-driven decision-making, have trust among peers, and lean into leadership roles. According to Kara Lasater et al. (2020), there are six “data factors” that significantly influence data cultures at schools. They are: 1. Trust and collaboration 2. Purpose of data use 3. Leader expectations and teacher agency 4. Data ownership 5. Leader competency 6. Data as a tool ### Why is a collaborative data culture valuable? A strong positive data culture in a school can assist school leaders and leadership teams in understanding and implementing supports and programs to better meet student, teacher, and community needs. Building culture is hard work that must be reinforced day in and day out. Consider each of the following ideas and whether your school is ready to implement them: 1. Determine if a collaborative and collective organization around the data in your school is needed. 2. Determine who should steer the direction of data analysis and collaborative teamwork. 3. Assess and support data literacy learning in all stakeholders. 4. Build a strategy for transparency and excitement for sharing findings.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Research and Rationale
  narrative: - The Adolescent Community of Engagement Framework: A Lens for Research on K-12 Online Learning - Learning & Technology Library (LearnTechLib) <https://www.learntechlib.org/p/112371/> - Lasater, K., Albiladi, W.S., Davis, W.S., & Bengtson, E. (2020). The Data Culture Continuum: An Examination of School Data Cultures. _Educational Administration Quarterly (56)_4, 533-569. <https://journals.sagepub.com/doi/abs/10.1177/0013161X19873034> - Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement: Education Book Chapter | IGI Global <http://www.worldcat.org/oclc/1017754236> <https://www.igi-global.com/chapter/establishing-a-data-culture-using-a-data-driven-instructional-system-for-school-improvement/193548> - Building a High-Performing Data Culture <https://au.corwin.com/sites/default/files/upm-binaries/27678_Love___Chapter_1.pdf> - Data in Education | Learning A-Z <https://www.learninga-z.com/site/breakroom/data-in-education> - Brion, C. (2021). Creating Intentionally Inviting School Cultures. _Journal of Interdisciplinary Studies in Education, (10)_1, 160-181. <https://eric.ed.gov/?id=EJ1315199> - Bustamante, R.M. (2006). The Culture Audit: A Leadership Tool for Assessment and Strategic Planning in Diverse Schools and Colleges. _International Journal of Educational Leadership Preparation, (1)_2. <https://eric.ed.gov/?id=EJ1066685> - Chikwe, M., & Cooper, R. (2020). School Leaders’ Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality. _Journal of Educational Leadership and Policy Studies, (3)_3. <https://eric.ed.gov/?id=EJ1252030> - Hamilton, L., Halverson, R., Jackson, S.S., Mandinach, E., Supovitz, J.A., & Wayman, J.C. (2009). _Using Student Achievement Data to Support Instructional Decision Making._ National Center for Education Evaluation and Regional Assistance. <https://eric.ed.gov/?id=ED506645> - Lange, C., Range, B., & Welsh, K. (2012). Conditions for Effective Data Use to Improve Schools: Recommendatio…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - A Framework for Effective Data Use in Schools, Learning for Action <http://learningforaction.com/lfa-blogpost/data-matters-framework> - ACE Framework - The Ace Framework <https://colab.plymouthcreate.net/ace/> - Resource #2 <https://www.forbes.com/sites/tableau/2020/08/28/3-ways-data-culture-can-unify-your-people-in-a-time-of-crisis/?sh=59ed455575a4> - How to teach data science in K-12 schools? Stanford-led team launches “Big Ideas” | Stanford Graduate School of Education <https://ed.stanford.edu/news/how-teach-data-science-k-12-schools-stanford-led-team-launches-big-ideas> <https://www.youcubed.org/data-big-ideas/> - Data Collaboration Plan: Template <https://digitalpromise.box.com/s/gmndqan4j5f8bdfvcadtxm9028jdfgf7> - Plan of Action - School and School Community Engagement Strategy Example <https://digitalpromise.box.com/s/15mtikliuq7if9dd1900ck57os72rq16>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-04-20T21:11:13.457Z
        position: 0
      last change date time: 2022-04-20T21:11:13.454Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Data Collaboration Plan
        last change date time: 2022-04-20T21:11:39.448Z
        position: 0
      rubric criteria:
        description: Artifact 2: Plan of Action: School and School Community Strategy
        last change date time: 2022-04-20T21:12:31.445Z
        position: 1
      last change date time: 2022-04-20T21:11:39.446Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-04-20T21:14:08.073Z
        position: 0
      last change date time: 2022-04-20T21:14:08.070Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: 1. What are your goals for using data as a tool for informing your practice? 2. How did you know the use of data is building the culture you desire?
        required: true
        word limit: 250
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Data Collaboration Plan** Please submit an example of a school/classroom data plan; you may use the _Data Collaboration Plan: Template_ found in the Resources section above. Components of a great collaborative data plan should include: - A clear purpose for data analysis, deliberate collaboration, and sharing/transparency practices that foster a healthy culture - Consensus goals and objectives for the usage of available data at a district or school **Artifact 2: Plan of Action: School and School Community Engagement Strategy** Please submit a plan of action aimed to engage with and share the findings reached from the Data Collaboration Plan. You may use or modify the _Plan of Action: Example_ found in the Resources section above. Your plan of action should define how school personnel and the community members engage with data together. Note: If you collaborated with other educators on the long-term plan of action, please note that in your evidence.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: - Describe the culture in your school or community around data. Describe who has access to raw data and how does your school/district provide transparency? - What plans do you have to foster a collaborative data culture in your district/school/classroom?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/Z1FaFGCQTdi4DiNSZTRW8w
name: Become a Reflective Coach - VILS
image:
  id: https://api.badgr.io/public/badges/Z1FaFGCQTdi4DiNSZTRW8w/image
description: Coach self-assesses their coaching systems and practices, and compares them to the current needs of the teachers and school.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/0rsqaz32mezgz3bpffq6owgymw2u7u8f
  narrative: # Key Method The coach reflects on their coaching performance and develops a staff input survey and intervisitation for continued growth and development. # Method Components ### Staff Input Survey Development Coach will use feedback from the survey to reflect on practices. Coach will submit a link to the tool and provide a summary of results. Coach will share the next steps of implementation. ### Coach Feedback Reflection Coach will partner with fellow district coaches to visit their schools. The coach will reflect on their work as coaches, gaining insight into their own strengths and challenges through the process of analyzing teacher feedback.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Albaugh, Michelle. (2017). An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners. _Philosophy of Coaching: An International Journal. 2_. 6-28. 10.22316/poc/02.2.02. - Farres, Laura. (2004). Becoming a Better Coach through Reflective Practice. - Flaherty, James. (2022). The Coaching Relationship. 10.4324/9781003206422-5. - Killion, J. (2017) Coaching reflection and assessment. Taking the Lead. (pp.189-202). Learning Forward. <https://eric.ed.gov/?id=ED581452> - Roy, X., Gavrila, S. E., & Sercia, P. (2021). Reflective practice: Helping coaches improve their coaching. International Journal of Strength and Conditioning <https://doi.org/10.47206/ijsc.v1i1.55> ### Characteristics/Standards - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/02/FRS_Instructional-Coaches_Framework_FINAL-2020.pdf> - Personalized Professional Learning
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Arianna Huffington on the need for mindful and reflective leadership <https://www.youtube.com/watch?v=WFkNeXohHA4> - Critical Self-Reflection: A primer for leadership coaches <https://drive.google.com/file/d/1Yih-34PynxcLD9N_1HGOMtAW4Y_i_5ra/view>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-05-02T17:34:36.958Z
        position: 0
      last change date time: 2022-05-02T17:34:36.956Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Staff Input Survey Development
        last change date time: 2022-05-02T17:36:19.910Z
        position: 0
      rubric criteria:
        description: Coach Feedback Reflection
        last change date time: 2022-05-02T17:37:38.398Z
        position: 1
      last change date time: 2022-05-02T17:36:19.909Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: Why is it important to reflect as a lead and be transparent? Explain in 75-80 words.
        required: true
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit the following two artifacts. You may upload in any accessible form, such as Google doc, Word doc, or PDF: - **Staff Input Survey Development**: Demonstrate your ability to collaborate with fellow teacher leader team members to build a survey tool to collect feedback from teachers. The survey must focus on your coaching service and must have 8-10 questions. Distribute the survey to 75% of the staff. You must share a viewable link of the survey. - **Coach Feedback Reflection**: demonstrate your ability to reflect on your work by analyzing the coaching feedback survey data, and gain insight into your own strengths and challenges. Address in 200-250 words what you learned about yourself through the feedback offered by the teachers. Include how you will utilize the data to enhance coaching practices. Include a screenshot of the survey results.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/8rW-DwM8Qz2j_nsiEYDu6A
name: Building Powerful Community & Family Partnerships - VILS
image:
  id: https://api.badgr.io/public/badges/8rW-DwM8Qz2j_nsiEYDu6A/image
description: Educator understands how to build family and community partnerships and sustain them over time.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/m9k8q1qnmdb0j06o3z2pr2uv4timyc2m
  narrative: # Key Method The educator develops or modifies a program, event, or method used to build powerful partnerships among people at school and people in the community. # Method Components ### Why is a powerful family and community partnership valuable? Schools are often nestled in the geography of neighborhoods. Success, academic or otherwise, is bolstered when the families and community around the school are actively involved. Decades of research connects the involvement of guardians in their child's schooling to improved academic success. Additional benefits of strong partnerships between the school and the community include: - Better serving the needs of the child. - Improving the quality of education the child experiences. - Parents feel more confident in the help they can provide. ### How can schools take the lead in establishing powerful partnerships? **Understand Challenges & Provide Conditions** While it may be more common knowledge for educators to understand some of the challenges families face as they begin engaging with schools, many educators have little or no training in impactful engagements with families. Think about how teachers are coached, trained, and supported in their engagements with families. Do they have access to resources, mentors, or other experiences that could prepare them to better form partnerships with guardians? **Focus Your Efforts** Before offering services or soliciting the support of the community, critically review the partnerships between parties. Schools, students, and the community will need different support from year to year, and not every school, student, or community needs the same things. Leverage leadership teams in your school to offer more sustained and valued support where it is needed. Be diligent about how you communicate with and about your community, school, and people. **Connect Personally** Relationships are more easily built face-to-face. So if you have the opportunity to hold in-person meetings, take it. This fac…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Barbour, L. (2018, December 7). EEF Parental Engagement Summary. Education Endowment Foundation. - Community Partnerships. Digital Promise. (2020, November 20). <https://digitalpromise.org/initiative/learning-studios/learning-studio-experience/community-partnerships/> - Evans J. (2016). Trends in Digital Learning: How K-12 Leaders Are Empowering Personalized Learning in America’s Schools. Project Tomorrow: Irvine, CA. <https://tomorrow.org/speakup/2016-digital-learning-reports-from-blackboard-and-speak-up.html> - Howard, N. R. (2020). Terms of Engagement: Redefining Parental Involvement and STEM Identity for Black Girls. Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Charlotte, NC: Information Age Publishing. <https://eric.ed.gov/?id=ED611167> - Powerful Learning is Collaborative and Connected. Digital Promise. (2021, April 7). <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected/> - Provide Ongoing Support to Promote Families' and Caregivers' Engagement. Digital Promise Verizon Innovative Learning Schools. (2021, June 8). <https://verizon.digitalpromise.org/elements-of-success/provide-ongoing-support-to-promote-families-and-caregivers-engagement/> - Mapp, K. L. & Bergman, E. (2019). Dual Capacity-Building Framework for Family-School Partnerships (Version 2). <http://www.dualcapacity.org>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Building Positive Relationships with Parents <https://medium.com/@twosigmas/building-positive-relationships-with-parents-9351604ecc6b> - How to Begin Positive Relationships with Families: 8 Tips to Try <https://www.understood.org/articles/en/eight-tips-to-build-a-positive-relationship-with-your-students-families> - Teacher and Parent Relationships - A Crucial Ingredient <https://www.youtube.com/watch?v=FxJIsZsYKQQ> - Dr. Karen Mapp on Parent and Family Engagement in Education <https://www.youtube.com/watch?v=5YXH8VfZ89Y>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-05-02T17:53:51.055Z
        position: 0
      last change date time: 2022-05-02T17:53:51.053Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: School and Community Connection
        last change date time: 2022-05-02T17:54:53.967Z
        position: 0
      rubric criteria:
        description: Artifact 2: Powerful Partnerships
        last change date time: 2022-05-02T17:56:03.934Z
        position: 1
      last change date time: 2022-05-02T17:54:53.966Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-05-02T17:57:36.356Z
        position: 0
      last change date time: 2022-05-02T17:57:36.352Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: 1. How did you identify a need that both your school and community had a vested interest in partnering to solve? 2. How did you know a powerful family and community partnership was formed?
        required: true
        word limit: 250
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: School and Community Connection** Please submit an example that displays the ongoing and robust connection between the school and community. Connections could be represented by: - artifact that spans over the course of (or part of) the school year - pictures, videos, or written statements - robust connections between families, schools, and communities that showcase depth of effort, such as time volunteered, or images demonstrating the volume of output from a program **Artifact 2: Powerful Partnerships** Please submit an example demonstrating the powerful nature of the partnership among families, communities, and the school. Partnerships could be represented by: - a culmination video (or slideshow of pictures) at the conclusion of a program - formal commitments such as fiscal investments, commitments to sustain volunteers, or program expansion into other neighborhood schools In addition, please provide a written statement or plan that explains the investment both families and the school have in each other from year to year.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: - Based on an existing partnership, do you need to focus on new/additional objectives, extend existing objectives, or conclude this partnership in favor of new ones? Why? - How do you plan to grow the partnerships among families, communities, and your school?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/v7DJCDsrSKm8BDDEJOH3SQ
name: Conflict Intervention Strategies - VILS
image:
  id: https://api.badgr.io/public/badges/v7DJCDsrSKm8BDDEJOH3SQ/image
description: Coach recognizes the nature of conflict and its impact on interpersonal relationships and schools.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: introduction to instructional tech coaching year 2
criteria:
  id: https://digitalpromise.box.com/s/9yk83m7s6aa2pn5u4fbmjbaxu1sminxp
  narrative: ### Key Method The coach effectively uses and applies conflict intervention strategies such as coaching, negotiation, and system design in the management and resolution of conflict. # Method Components ### 4-Word Activity The coach will elicit a shared understanding, or a shared vision, of an idea or concept. The exercise can also provide an insight into the ways in which decisions are made within any given team or group, and, as such, is an excellent teamwork exercise. ### Peeling the Onion The coach will act as a facilitator and provide a structured way to develop an appreciation for the complexity of a dilemma in order to avoid the inclination to start solving the problem before it has been fully defined.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Research and Rationale
  narrative: ### Characteristics/Standards - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/02/FRS_Instructional-Coaches_Framework_FINAL-2020.pdf> - Collaborative Leadership
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Finding Confidence in Conflict <https://www.youtube.com/watch?v=F6Zg65eK9XU> - Conflict and Generations in the Workplace <https://www.td.org/insights/conflict-and-generations-in-the-workplace> - Take Emotion out of Conflict Resolution <https://drive.google.com/file/d/1fKug05-37UJ6FiVijXTVzpKDMGtaWUwY/view> - Navigating Conflict <https://hbr.org/podcast/2019/11/navigating-conflict> - 4-Word Build Activity <https://docs.google.com/document/d/14HGf8clYAgvDFnN0nDE4gYkENQ_SMvrcfcz9XGdD7wk/edit?usp=sharing> - Peeling Onion <https://drive.google.com/file/d/1sIn-uwWdAu72d37QMwnAkljgIsLsdp1H/view?usp=sharing>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-05-02T17:19:15.743Z
        position: 0
      last change date time: 2022-05-02T17:19:15.742Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: 4-Word Build Activity
        last change date time: 2022-05-02T17:19:50.016Z
        position: 0
      rubric criteria:
        description: Peeling the Onion Protocol
        last change date time: 2022-05-02T17:21:59.768Z
        position: 1
      last change date time: 2022-05-02T17:19:50.014Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: How do you manage conflict? Explain in 75-80 words.
        required: true
        word limit: 80
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: To earn this micro-credential, submit one of the following artifacts. Please upload a 5-minute (or less) video and a 200-word reflective narrative describing each activity: - 4-Word Build Activity (see resources for directions): demonstrate your ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. or - Peeling the Onion Protocol: demonstrate your ability to provide a structured way to develop an appreciation for the complexity of a conflict.
        required: true
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/-FdT3ejLTIK2OHLilrLOgg
name: Effective Use of Learner Profiles - VILS
image:
  id: https://api.badgr.io/public/badges/-FdT3ejLTIK2OHLilrLOgg/image
description: Educator understands and implements use of learner profiles to better understand and address learner variability. This includes developing a general understanding of students, their goals, interests, and technology skills.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing for learner variability
criteria:
  id: https://digitalpromise.box.com/s/13t7x3dbht5uzkaq7i8tjbilumjlbug2
  narrative: # Key Method The educator develops learner profiles by following best practices, which includes gathering information about student needs, evaluating and collecting student data, and identifying the profile’s goal. The educator shows how the selected learner profile was used to address student needs in classroom instruction. # Method Components ### What is Learner Variability? Learner variability is the recognition that every student has a unique set of strengths and challenges across a whole child framework that is interconnected and varies according to the students’ context. This concept recognizes that each individual is the result of a multitude of characteristics or abilities that will manifest differently based on the learning context. This means that any learner might experience advantages or disadvantages based on how instruction and the learning environment are designed. Learner variability is often confused with the debunked myth of learning styles. While educators should offer learners an opportunity to learn from different formats, learner variability is more expansive in how learner needs are addressed through the entirety of the learning experience. ### What is a Learner Profile? It is likely that you already have access to some data about your students’ backgrounds and content knowledge. You may even have access to some information about students’ social-emotional status or cognitive development. While this information is valuable, you will likely need to ask your learners more about them. Learner profiles consist of multiple types of data that allow the educator to become familiar with the individual characteristics of students that may impact their learning. These profiles are not static and should change over time. More importantly, they should not be used to stereotype students. It is common for students to have different needs based on the task, environment, and content. ### How do you select the appropriate learner profile to address your studen…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Research and Rationale
  narrative: - Corley, M. A. (2005). Differentiated instruction: Adjusting to the needs of all learners. _Focus on Basics, 7_(C). <https://www.researchgate.net/profile/Maryann-Corley/publication/265047853_Differentiated_Instruction_Adjusting_to_the_Needs_of_All_Learners/links/55436dc30cf23ff71684098c/Differentiated-Instruction-Adjusting-to-the-Needs-of-All-Learners.pdf> - Douglas, D. (2004). Self-advocacy: Encouraging students to become partners in differentiation. _Roeper Review_, _26_(4), 223–228. <https://doi.org/10.1080/02783190409554273> - Pape, B. (n.d.). _Learner variability is the rule, not the exception_. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> - Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561301.pdf> - Powell, A., Rabbitt, B., & Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561318.pdf>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Universal Design for Learning Implementation and Research Network’s video on Learner Variability <https://www.youtube.com/channel/UCfqz5CPyw2r09x6DVc5wKxA> - New Zealand Ministry of Education’s guide to Developing Learner Profiles: <https://inclusive.tki.org.nz/assets/inclusive-education/resources/files/Developing+Learner+Profiles+infosheet.pdf> - Whole Child Approach to Education <https://chanzuckerberg.com/education/whole-child-approach-to-education/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-09-08T21:18:16.908Z
        position: 0
      last change date time: 2022-09-08T21:18:16.905Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-09-08T21:18:48.442Z
        position: 0
      last change date time: 2022-09-08T21:18:48.440Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video
        last change date time: 2022-09-08T21:19:44.724Z
        position: 0
      rubric criteria:
        description: Artifact 2: Evidence of Instructional Strategies Implemented
        last change date time: 2022-09-08T21:20:28.699Z
        position: 1
      last change date time: 2022-09-08T21:19:44.721Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-09-08T21:21:53.572Z
        position: 0
      last change date time: 2022-09-08T21:21:53.568Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-09-08T21:22:48.611Z
        position: 0
      last change date time: 2022-09-08T21:22:48.609Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - number of students served, - content area(s), - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** How were students’ learning needs determined and supported using a learner profile? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify the goal of the profile. Select the type of learner profile instrument (e.g., general learner profile, goal interest survey, technology skills survey) you are going to use. - Identify the goal or purpose of the profile instrument you selected. - Name 2-3 types of data that your chosen learner profile instrument helped you collect. - Identify how and when students had the opportunity to submit their learner profile responses. - Identify the trends or needs from the learner profile instrument data. - Identify 2-3 instructional strategies to support learners identified using specific learner profile data. Note: You can use the Learner Variability Navigator to identify strategies.
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video** Please submit a link to a 5- to 7-minute video in which you show and discuss how you applied a learner profile to support student needs during a learning experience. _The video should not have any identifying student information visible or referenced_. Please address the following: - Elaborate on the answer to Part 1, Prompt 2 regarding your students’ learning needs. Provide examples of specific data or information that you learned about your students based on their learner profile submission. Identify how this data was used to guide your exploration for and selection of strategies to support learner needs during instruction. - Articulate how using a learner profile supported changes to instruction in a way that addressed the students’ learner needs. For example, student answers may have inspired the educator to make changes to the physical learning environment. **Artifact 2: Evidence of Instructional Strategies Implemented** Please submit a link to a file such as a document or slide deck. The file should include one (1) example of the instructional strategy used by the educator and one (1) example of how students used the strategy. The strategy should directly meet learner needs or preferences identified in the learner profile. _The documents should not have any identifying student information visible or referenced_. Please address the following: - The educator example may include evidence of the strategy in action, such as lecture slides, digital templates, images, or directions used to support specific student needs. - The student example may include evidence of how the strategy was implemented to support student learning. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include the learner profile data used to determine the use of a particular strategy or when it was used during the learning process. - Identify student impact by …
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience in using learner profiles to identify strategies to support instruction, what impact did it have on student learning?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using learner profiles to identify strategies to support instruction, which aspect(s) of this practice would you continue to support student needs? Which aspect(s) of this practice would you adapt to better support student needs?
        required: true
        word limit: 500
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/PAYWpviARmWRY3Qx55092Q
name: The Art of Content Curation – VILS
image:
  id: https://api.badgr.io/public/badges/PAYWpviARmWRY3Qx55092Q/image
description: Educator examines and implements strategies to curate digital content to support student learning within a learning management system (LMS).
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/qcdnbj2eeyl35pcj1qtletzk5oi6dwm2
  narrative: # Key Method The educator curates digital content to support student learning within an LMS by following best practices that include conducting a learner analysis and using UX design strategies for curating lessons in a digital format. # Method Components ### Begin with Students in Mind When it comes to curating digital content that will be used within an LMS, it is important to keep your students at the forefront of your curation process. Conduct frequent surveys with your students to help you understand what is working and more importantly what is NOT working. This will allow you to make in-the-moment adjustments that will alleviate any barriers that may be hindering their overall user experience with your content. A best practice is to create an onboarding experience by logging into your LMS as a student to create a screencast that addresses the following: 1. How do students access assignments? 2. How do students submit assignments? 3. How do students ask for help? This will ensure students have clarity about how to navigate the LMS to complete assignments and tasks. If you are curating content for a virtual environment, it is imperative that you create opportunities for students to connect virtually with you and their peers. To keep students engaged, develop a schedule for responding to students’ posts and questions within 24–48 hours. Students’ motivation and engagement increases when teachers foster an environment that creates a sense of belonging for all, grounded in mutual respect between student and teacher. This is central to the learning process. _Building Trusting Relationships_ from Digital Promise’s Learner Variability Navigator (in the Resources section below) is an example of a strategy that can be used to build positive and trusting relationships with learners, which is essential for gaining insight into the instructional needs of students. A good way to continually connect with students throughout the school year is by integrating brainteasers, ice…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Paskevicius, M. (2021). Educators as Content Creators in a Diverse Digital Media Landscape. _Journal of Interactive Media in Education_, 2021(1), 18. <http://doi.org/10.5334/jime.675> - Dirksen, J. (2016). Design for How People Learn, Second Edition. New Riders. <https://worldcat.org/en/title/910088640> This book provides insight into using the key principles behind attention, memory, and learning to create materials that enable learners to gain and retain knowledge. - Weisgrau, J. (2019, January 14). _Powerful Learning Is Personal and Accessible._ Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - Eaton, M. (2020). _The Perfect Blend: A Practical Guide to Designing Student-Centered Learning Experiences._ International Society for Technology in Education. <https://worldcat.org/en/title/1150853441> This book provides practical strategies and lesson ideas for educators and encourages them to reflect on their role as designers of learner experiences, specifically when it comes to creating and using digital content for teaching and learning. - SEL 3 Signature Practices Playbook: A Tool That Supports Systemic SEL – CASEL. (n.d.). _CASEL_. Retrieved October 5, 2022, from <https://casel.org/casel_sel-3-signature-practices-playbook-v3/> CASEL shares three signature practices that any teacher can adopt to support them in creating a supportive learning environment while also integrating SEL into their instructional practices. - Hammond, Z., & Jackson, Y. (2015). _Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students_. Corwin. <https://worldcat.org/en/title/889185083> This book provides four macro-level instructional strategies that allow students to move through the brain’s three stages of information and processing: 1) Ignite: get the brain’s attention; 2) Chunk: make information digestible; 3) Chew: actively process information; 4) Review: h…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - How Hyperdocs Can Transform Your Teaching, Cult of Pedagogy <https://www.cultofpedagogy.com/hyperdocs/#:~:text=A%20HyperDoc%20is%20a%20digital,to%20complete%20that%20learning%20cycle> - 7 Ways UX Design Theory Transformed My Approach to Course Design <https://spencerauthor.com/ux/> - Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Building Trusting Relationships, Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/math-3-6/strategies/building-trusting-relationships-math-3-6/summary>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and “Adaptive” or “Sustaining” for Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-10-21T20:40:34.549Z
        position: 0
      last change date time: 2022-10-21T20:40:34.547Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-10-21T20:41:17.304Z
        position: 0
      last change date time: 2022-10-21T20:41:17.301Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: LMS Video Walkthrough
        last change date time: 2022-10-21T20:42:11.739Z
        position: 0
      rubric criteria:
        description: Artifact 2: LMS Course or Lesson Plan
        last change date time: 2022-10-21T20:43:28.072Z
        position: 1
      last change date time: 2022-10-21T20:42:11.737Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-10-21T20:45:06.438Z
        position: 0
      last change date time: 2022-10-21T20:45:06.435Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-10-21T20:45:46.711Z
        position: 0
      last change date time: 2022-10-21T20:45:46.709Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: What is your instructional context? Please include the following: - educational role - grade level(s) served - content area(s) - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: 1. What are your goals for curating digital content to support student learning within an LMS? 2. How did you know that curating digital content within an LMS supports student learning?
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: LMS Video Walkthrough** Please submit the following: - a link to a 5–7-minute video walkthrough of your LMS that showcases the digital content curation best practices outlined in this micro-credential; - a text explanation of the digital content curation best practices showcased in the video (200-word limit). _The video should_ _not have any identifying student information visible or referenced_. **Artifact 2: LMS Course or Lesson Plan** Please submit the following: - an LMS course or lesson plan that integrates the digital content curation best practices outlined in this micro-credential; - a text explanation of how the digital content curation best practices outlined in this micro-credential are illustrated in the LMS course or lesson plan template you created (200-word limit). _Note: If you submit a link, it should be set to “anyone with the link can view” so it can be assessed._
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Describe how implementing these strategies for curating digital content in an LMS had an impact on student learning. You may use data or evidence such as: - assignment completion rates - student check-ins - anecdotal notes - class averages - or other evidence that clearly shows impact.
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: What plans do you have to collaborate with your colleagues at your school or district regarding strategies for curating digital content within an LMS?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/3yRukT5zThWGgdysgwl5UQ
name: Leveraging Flexible Learning Formats - VILS
image:
  id: https://api.badgr.io/public/badges/3yRukT5zThWGgdysgwl5UQ/image
description: Educator understands and implements flexible learning formats and strategies equitably to support a pedagogical shift from educator-led to student-centered instruction.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/5g85ucd73cgeklx3ifync69mw5vh1z74
  narrative: # Key Method The educator implements flexible learning formats and strategies within instruction, and shows how flexible learning formats and strategies can be responsive to individual student needs. # Method Components ### What are flexible learning formats? Flexible learning formats adapt elements, such as physical and digital spaces, student groupings, time use, instructional strategies, and curricular approaches to support the personalization of learning. While this list is not exhaustive, the following strategies foster flexible learning environments to create more equitable, inclusive, and personalized learning experiences for students: - **Flexible learning spaces:** Intentionally designing physical and digital spaces that allow for flexibility in teaching and learning encourages personalized learning. In a flexible learning space, students have access to and can rearrange furniture to best suit their learning needs. For instance, some students may move desks together to work collaboratively, while another prefers to stand or work alone on a beanbag, couch, chair, or desk. An educator may even leverage a moveable workstation to make themselves accessible to individuals and groups of students. This level of flexibility can also be cultivated in a digital space by using breakout rooms, chat features, and collaborative workspaces. - **Groups**: Educators use data to inform and regularly adapt student grouping strategies to be more responsive to student needs over time. Educators and students can work with groups of different sizes, ability levels, interests, and skills. Students should also have the opportunity to work individually when appropriate. - **Time**: Interdisciplinary teams of educators have the ability to adapt schedules as needed to best meet the needs of students. With guidance from educators, students can manage their own time. This flexibility allows students to spend time on learning tasks requiring more attention or support. This also supports …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Bates, J., McClary, D. J., & Nguyen, M. (2021, May 27). _How to sustain powerful digital learning for the future_. Digital Promise. <https://digitalpromise.org/2021/05/27/how-to-sustain-powerful-digital-learning-for-the-future/> - Christensen, C., Horn, M., & Staker, H. (2013). _Is K-12 blended learning disruptive? An introduction to the theory of hybrids_. <https://files.eric.ed.gov/fulltext/ED566878.pdf> - Digital Promise. (2021). _Digital equity checklist_. <https://digitalpromise.org/wp-content/uploads/2021/05/DigitalEquityGuide_v2r3.pdf> - Digital Promise. (2022). _Student Choice, Learner Variability Project_. Digitalpromiseglobal.org. <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/student-choice-literacy-7-12/summary> - Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. _Educational Psychologist, 39_(2), 97–110. <https://faculty.washington.edu/sunolen/562/old%20562%20files/Stefanou.pdf> <https://doi.org/10.1207/s15326985ep3902_2> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). _Powerful learning is personal and accessible_. Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - Learner variability is the rule, not the exception <https://digitalpromise.dspacedirect.org/handle/20.500.12265/16>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - CAST, Universal Design for Learning, Action & Expression: Provide Options for Physical Action <https://udlguidelines.cast.org/action-expression/physical-action> - Why Flexible Learning Environments? by Getting Smart: <https://www.gettingsmart.com/2018/08/08/why-flexible-learning-environments/> - Using Flexible Learning Strategies to Foster Equitable and Inclusive Education Opportunities by American Institutes for Research: <https://www.air.org/sites/default/files/Flexible-learning-strategies-spoltight-Jan-2021.pdf> - Design Your Own Digital Choice Board by Catlin Tucker: <https://catlintucker.com/2016/04/design-your-own-digital-choice-board/> - Playlists: A Path to Personalizing Learning by Catlin Tucker: <https://catlintucker.com/2018/05/playlists/> - Playlists vs. Choice Boards: What is the difference? by Catlin Tucker: <https://catlintucker.com/2022/02/playlists-vs-choice-boards/> - Incorporate Playlists Into Blended Learning by AVID Open Access: <https://avidopenaccess.org/resource/incorporate-playlists-into-blended-learning/> - Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-12-26T00:30:16.116Z
        position: 0
      last change date time: 2022-12-26T00:30:16.102Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-12-26T00:31:06.559Z
        position: 0
      last change date time: 2022-12-26T00:31:06.557Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video
        last change date time: 2022-12-26T00:33:26.995Z
        position: 0
      rubric criteria:
        description: Artifact 2: Evidence of Implementation
        last change date time: 2022-12-26T00:34:31.584Z
        position: 1
      last change date time: 2022-12-26T00:33:26.992Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-12-26T00:36:44.766Z
        position: 0
      last change date time: 2022-12-26T00:36:44.761Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-12-26T00:37:53.151Z
        position: 0
      last change date time: 2022-12-26T00:37:53.148Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2022-12-26T00:38:30.933Z
        position: 0
      last change date time: 2022-12-26T00:38:30.930Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - number of students served - content area(s), - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** How was the flexible learning format implemented to increase equity in students’ learning needs or preferences? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - What equity gaps did you identify and want to impact using a flexible learning format. - What type of flexible learning format did you choose? What technology did you use to implement it? - Briefly describe how the flexible learning format was used in a learning activity, lesson, or unit. - Describe how you measured the impact on student learning.
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video** Please submit a link to a 4- to 6-minute video in which you show and discuss how you applied a flexible learning format to impact existing equity gaps in learning. The video should address the following: - This should elaborate on the answer to Part 1 and provide examples of specific data or information that you used to determine a need and subsequent impact. - This narrative should clearly articulate how using a flexible learning format supported changes to instruction in a way that addressed students’ learning needs. Clearly describe the format and elements that supported specific student needs. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should include one example of the flexible learning format used by the instructor and one example of how students used the format. The example should include the following: - The educator example may include evidence of the flexible learning format in action, such as the choice board, playlist, personalized learning plan, lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted an existing format developed by someone else, please make sure to cite the source. - The student example may include evidence of how students used the format to make progress in their learning. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made, when it was used during the learning process, or how technology was leveraged to support the format. - Make sure that no identifying student information is visible or referenced in the artifacts. _Note: If you submit a link, it should be set to “anyone wi…
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience in using flexible learning formats to support student needs equitably, what impact did it have on student learning?
        required: true
        word limit: 247
      questions:
        type: TextQuestion
        text: Based on your experience in using flexible learning formats to support student needs equitably, what aspect(s) of this practice would you continue to use in your instruction?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using flexible learning formats to support student needs equitably, what aspect(s) of this practice would you adapt to better support student needs?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/aEUZQBeNREKFJ2-EdkuYmQ
name: Station Rotation - VILS
image:
  id: https://api.badgr.io/public/badges/aEUZQBeNREKFJ2-EdkuYmQ/image
description: Educator understands and implements the station rotation model so that they may respond to individual student needs and improve student learning outcomes.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/3miwirb72y28dm44qygwbbx5uzqbdkvs
  narrative: # Key Method The educator implements the Station Rotation model to deliver classroom instruction; the educator designs stations that support personalized learning, allowing students to learn through teacher-led, independent, and collaborative learning experiences. # Method Components ### What is Station Rotation? Station Rotation is a type of blended learning model within a specific course or subject, students rotate in small groups through a series of learning stations. For this model to be considered blended learning, the rotation includes at least one online station dedicated to a computer-based learning experience. The other stations typically include teacher-led and independent or collaborative student-led activities. These additional learning activities may include technology, or they may be conducted completely offline in a physical classroom setting. ### Benefits of Station Rotation There are several benefits to implementing the Station Rotation model in the classroom: - Creates time for teachers to work with learners in small groups or one-on-one - Through smaller groups, Station Rotation supports differentiation and personalization of course content in response to learner variability - Educators can promote autonomy and ownership by creating opportunities for student voice and choice in learning activities based on their personal learning goals - Engagement in collaborative learning that leads to powerful learning - The use of educational technology tools allows students to learn at their own pace and receive real-time feedback ### How to Design and Implement Station Rotation In the Station Rotation model, learners are organized into smaller groups of no more than ten students within the classroom. Student groups may be based on skill level, how students learn, or mixed abilities. The groups can be structured as fixed and unchanging from day to day, or flexible and thus adjusted depending upon student needs. Depending on the age of learners and the paramet…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Bates, J., McClary, D. J., & Nguyen, M. (2021, May 27). _How To Sustain Powerful Digital Learning for the Future_. Digital Promise. <https://digitalpromise.org/2021/05/27/how-to-sustain-powerful-digital-learning-for-the-future/> - Christensen, C., Horn, M., & Staker, H. (2013). _Is K-12 Blended Learning Disruptive? An introduction to the theory of hybrids_. <https://files.eric.ed.gov/fulltext/ED566878.pdf)https://files.eric.ed.gov/fulltext/ED566878.pdf> - Fulbeck, E., Atchison, D., Giffin, J., Seidel, D., & Eccleston, M. (2020). _Personalizing student learning with station rotation_ [Descriptive study]. American Institutes for Research. <https://www.air.org/resource/report/personalized-student-learning-station-rotation-descriptive-study> - Hite, R., Greenhalgh-Spencer, H., & Childers, G. (2022, April/May). _Differentiation in the life science classroom using station rotations._ Science Scope, _45_(5), 52-58. <https://www.nsta.org/science-scope/science-scope-mayjune-2022/differentiation-life-science-classroom-using-station> - Maxwell, C., & White, J. (2017). _Blended (r)evolution: How 5 teachers are modifying the station rotation to fit students’ needs._ Christensen Institute. <https://www.christenseninstitute.org/wp-content/uploads/2017/07/Blended-Revolution.pdf> - Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561301.pdf> - Powell, A., Rabbitt, B., & Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561318.pdf> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). _Powerful Learning is Personal and Accessible._ Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Blended Learning Models <https://www.blendedlearning.org/models/#stat> - Optimize Station Rotation in Blended Learning <https://avidopenaccess.org/resource/optimize-station-rotation-in-blended-learning/> - Station rotation: Save time, engage students in any K-12 classroom <https://ditchthattextbook.com/station-rotation/> - The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning <https://catlintucker.com/2021/10/station-rotation-model/> - How do I set up a station rotation model in my classroom? <https://practices.learningaccelerator.org/problem-of-practice/how-do-i-set-up-a-station-rotation-model-in-my-classroom> - Optimizing Station Rotations in Blended Learning <https://www.edutopia.org/article/optimizing-station-rotations-blended-learning> - Differentiation in the Life Science Classroom Using Station Rotations <https://www.nsta.org/science-scope/science-scope-mayjune-2022/differentiation-life-science-classroom-using-station>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-02-14T18:18:44.441Z
        position: 0
      last change date time: 2023-02-14T18:18:44.431Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-02-14T18:19:01.646Z
        position: 0
      last change date time: 2023-02-14T18:19:01.643Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video/Photo Gallery
        last change date time: 2023-02-14T18:19:45.158Z
        position: 0
      rubric criteria:
        description: Artifact 2: Implementation Plan
        last change date time: 2023-02-14T18:20:38.752Z
        position: 1
      last change date time: 2023-02-14T18:19:45.156Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-02-14T18:22:04.558Z
        position: 0
      last change date time: 2023-02-14T18:22:04.556Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-02-14T18:22:23.842Z
        position: 0
      last change date time: 2023-02-14T18:22:23.838Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - content area(s), - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** Through implementing the Station Rotation model, how did you respond to individual student needs and improve student learning outcomes?_(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - How did you want to personalize instruction for students? - Explain your implementation of the stations and how it meets the criteria of the Station Rotation model as described in the method components above. - How was student data used to inform (or revise) the design of each station? - How did student learning outcomes improve through participation in the stations?
        required: true
        word limit: 200
      required: true
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video or Photo Gallery** Please submit a link to a 5- to 7-minute video or photo gallery in which you showcase and discuss (verbally or in writing) how you: (1) implemented the Station Rotation model in classroom instruction (2) personalized learning for students and (3) improved student learning outcomes. The video/photo gallery should address the following: - Provide examples of specific data or information that you used to determine student needs that informed the station design decisions you made. - Describe the stations you designed; include: - An explanation of each station, - how they supported personalized instruction, - how students were grouped together, - how students were expected to engage in learning, and - any resources or materials used to facilitate student learning. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should include one (1) example of an implemented Station Rotation plan and an explanation of how students interacted with each station. Please include the following: - The educator example may include evidence of the stations in action such as lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted a multimodal format developed by someone else, please make sure to cite the source. - The student example should include evidence of how each station was used by students. It may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made or how student data was used to inform the design of each station. - Identify student impact by including evidence of how use of the Station Rotation model supported student learning. _…
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience implementing the Station Rotation model to support personalized learning, what was its impact on student learning? What data or evidence supported your understanding of its impact?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience implementing the Station Rotation model, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better support student needs in the future?
        required: true
        word limit: 249
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/yRdrPcj6Rwq8jvphyhQttw
name: Implementing Multimodal Learning - VILS
image:
  id: https://api.badgr.io/public/badges/yRdrPcj6Rwq8jvphyhQttw/image
description: Educator implements multimodal learning in a manner that allows students to engage in the learning process through a variety of formats.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/lzd5nie5uommp8i6d5w5ei7hs78m96z7
  narrative: # Key Method The educator provides students with options that allow them to engage with content that will support their specific needs as learners, as well as information on how multimodal learning pathways support specific student needs. # Method Components ### What is multimodal learning? Multimodal instruction simply provides students with different formats for learning. These formats can include formats such as text, audio, visual, and more. Providing instruction in multiple formats allows students to choose the option(s) that best suit their learning needs. Further, it facilitates increased engagement, understanding, and retention. ### How are multimodal learning pathways implemented? Multimodal learning pathways are ways in which students can navigate the learning process through a variety of means and options: - First, multimodal learning relies on students having multiple means of content presentation, which simply means that instruction is presented in different formats. - Second, there should be multiple means of student engagement. This means that students are provided choices within their learning, such as how they learn about a topic, who they work with, and where they work. - Third, students should have multiple means of demonstrating mastery. Mastery options may include writing or verbally explaining what has been learned, demonstrating a skill physically or with a lab, creating an original product of learning, or engaging in a project with options to incorporate creativity and options of what to include. While not all options need to be provided at all times, educators can still expand opportunities for students to exercise some choice throughout the learning experience when appropriate. The variety ensures that learners are more likely to engage with content that will support their specific needs as learners. Multimodal learning can be implemented through formats such as multimedia, choice boards, playlists, and other student-centered and -directed …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. _Interactive Learning Environments, 24_(6), 1355–1370. <https://eric.ed.gov/?id=EJ1112620> - Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from <http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf> - Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. _Educational Psychology Review, 19_(3), 309–326. <https://doi.org/10.1007/s10648-007-9047-2> - Multimodal Instruction | Learner Variability Project. (2022). Digital Promise. <https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/multimodal-instruction-literacy-4-6/summary> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). Powerful learning is personal and accessible. Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - CAST (2018). Universal Design for Learning Guidelines, version 2.2. Retrieved from <http://udlguidelines.cast.org>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - Universal Design for Learning and Blended Learning: Representation by Dr. Catlin Tucker: <https://catlintucker.com/2020/09/udl-blended-learning-representation/> - Multimedia Text Sets and HyperDocs – What's the difference? by Lisa Highfill: <https://hyperdocs.co/blog/posts/multimedia-text-sets-and-hyperdocs---whats-the-difference-> - To Boost Higher-Order Thinking, Try Curation by Jennifer Gonzalez: <https://www.cultofpedagogy.com/curation/> - CAST Universal Design for Learning: Provide Multiple Means of Representation <https://udlguidelines.cast.org/representation> - Digital Promise Learner Variability Navigator, Multimodal Instruction <https://lvp.digitalpromiseglobal.org/content-area/math-7-10/strategies/multimodal-instruction-math-7-10/summary> - Read, Write, Think, Teaching with Multiple Modalities <https://www.readwritethink.org/professional-development/strategy-guides/teaching-multiple-modalities>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-03-15T23:44:15.180Z
        position: 0
      last change date time: 2023-03-15T23:44:15.178Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-03-15T23:44:51.509Z
        position: 0
      last change date time: 2023-03-15T23:44:51.507Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video
        last change date time: 2023-03-15T23:45:29.025Z
        position: 0
      rubric criteria:
        description: Artifact 2: Evidence of Implementation
        last change date time: 2023-03-15T23:46:02.758Z
        position: 1
      last change date time: 2023-03-15T23:45:29.024Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-03-15T23:47:19.017Z
        position: 0
      last change date time: 2023-03-15T23:47:19.015Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-03-15T23:47:56.182Z
        position: 0
      last change date time: 2023-03-15T23:47:56.180Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-03-15T23:48:22.053Z
        position: 0
      last change date time: 2023-03-15T23:48:22.050Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - Educational role - Grade level(s) served - Content area(s) - Any other relevant information
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** How was the multimodal learning pathway determined to meet students’ learning needs or preferences? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify student needs or preferences that you wanted to support. - Identify the type of the multimodal format you chose and how it supported the identified student needs and preferences. - Briefly describe how multimodal learning was used in a learning activity, lesson, or unit. - Describe how student feedback was used to inform or revise the design of your multimodal format.
        required: true
        word limit: 200
      required: true
    sections: Work Examples/Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video** Please submit a link to a video in which you show and discuss how you applied a multimodal learning to support student needs or preferences during a learning experience. Please address the following: - This should elaborate on the answer to Part 1 and provide examples of specific data or information that you used to determine the best format for multimodal learning. Include the technology you used to implement multimodal learning. - This narrative should clearly articulate how using multimodal learning supported changes to instruction in a way that addressed students’ learning needs. Clearly describe the data used to determine student needs or preferences. For example, student needs may require the selection of certain types of media. - Make sure that no identifying student information is visible or referenced in the video. - The video should be between 4 and 6 minutes long. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or slide deck. This file should include one example of the multimodal learning used by the instructor and one example of how students used the format. Please include the following: - The educator example may include evidence of the multimodal format in action such as lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted a multimodal format developed by someone else, please make sure to cite the source. - The student example may include evidence of how the format was used by students. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made or when multimodal learning was used or when it was used during the learning process. - Make sure that no identifying student information is visible or referenced in the artifacts.
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience in using multimodal learning to support student needs and preferences, what impact did it have on student learning? What data or evidence did you use to determine its impact?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using multimodal learning to support student needs and preferences, what aspect(s) of this practice would you continue to support student needs?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience in using multimodal learning to support student needs and preferences, what aspect(s) of this practice would you adapt to better support student needs?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/cooWfSDYQdCrYqkit3wQoA
name: Creating a Collaborative Classroom Culture – VILS
image:
  id: https://api.badgr.io/public/badges/cooWfSDYQdCrYqkit3wQoA/image
description: Educator creates a collaborative classroom culture to support powerful learning experiences.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: designing inclusive and accessible learning
criteria:
  id: https://digitalpromise.box.com/s/alnkaeyxhk42a5ojsth6iub2pgmn6ujr
  narrative: # Key Method The educator implements classroom practices that foster community and facilitate collaborative interaction among students. # Method Components ### What Is Collaboration? For powerful learning to occur, it must be collaborative and connected. Collaboration is the act of students working together to complete a task or accomplish a common goal. Student collaboration can occur in peer-to-peer or larger groups. It involves communication, cooperation, and sharing of ideas, skills, and knowledge between students. The purpose of collaboration is to enhance learning outcomes by fostering teamwork, creativity, critical thinking, and problem-solving skills among students. Effective collaboration among students requires intentional planning and facilitation on the part of educators. ### Benefits of a Collaborative Classroom Students benefit when educators foster a culture of collaboration in the classroom. Research suggests that students build knowledge through social interactions (Palincsar, 1998) and that students learn more when they learn from one another (Cohen, Kulik, & Kulik, 1982). Students reach deeper levels of understanding when they have opportunities to discuss diverse viewpoints, address misconceptions, and solve problems together. These collaborative experiences lead to powerful learning for students. **Additional benefits of a collaborative classroom culture are:** - Collaborative learning promotes critical-thinking skills and encourages active student engagement (Laal & Ghodsi, 2012). - This type of student-centered instruction increases students' self-esteem, reduces anxiety, and supports more positive attitudes toward educators (Laal & Ghodsi, 2012). - Students develop oral communication, self-management, and leadership skills (Cornell University, Center for Teaching Innovation). - Students benefit from exposure to and increased understanding of diverse perspectives (Cornell University, Center for Teaching Innovation). - Through exercising listen…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Baloche, L., Brody, C.M. (2017) Cooperative learning: Exploring challenges, crafting innovations. _Journal of Education for Teaching_, _43_(3), 274–283, DOI: 10.1080/02607476.2017.1319513. <https://www.tandfonline.com/doi/epdf/10.1080/02607476.2017.1319513?needAccess=true&role=button> - Cohen, P.A., Kulik, J.A., Kulik, C.C. (1982) Educational outcomes of tutoring: A meta-analysis of findings. _American Educational Research Journal_, _19_(2). DOI: 10.3102/00028312019002237. <https://journals.sagepub.com/doi/abs/10.3102/00028312019002237> This meta-analysis of findings from 65 independent evaluations of school tutoring programs shows that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. The meta-analysis also shows that tutoring programs have positive effects on children who serve as tutors. - Garmston, R., Wellman, B.M. (2016) The Adaptive School. <https://worldcat.org/en/title/948360834> - Center for Adaptive Schools, Norms of Collaboration. <https://iod.unh.edu/sites/default/files/3._norms_annotated.pdf> - Laal, M., Ghodsi, S.M. (2012) Benefits of collaboration. Procedia – Social and Behavioral Sciences_, _31_, 486–490. DOI: 10.1016/j.sbspro.2011.12.091 <https://www.researchgate.net/profile/Marjan_Laal/publication/224766541_Benefits_of_collaborative_learning/links/0912f4fba453f0b43f000000/Benefits-of-collaborative-learning.pdf> - Palincsar, A.S. (1998) Social constructivist perspectives on teaching and learning. _Annual Review of Psychology_, _49_, 345–375. <https://www.annualreviews.org/doi/abs/10.1146/annurev.psych.49.1.345> This empirical research applies institutional, interpersonal, and discursive analyses to investigate schooling as a cultural process and how social interactions promote cognition and learning. - Pautz Stephenson, S., Weisgrau, J., Gainor, E. (2019) Powerful Learning Is Collaborative and Connected. Digital Promise. <https://digitalpromise.org/2019/01/22/powerful-learning-collaborat…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - [Connected & Collaborative](https://digitalpromise.org/wp-content/uploads/2020/03/Connected-Collaborative-Planning-and-Reflection.pdf) - [Design Collaborative, Tech-Empowered Lessons, Avid Open Access](https://avidopenaccess.org/resource/design-collaborative-tech-empowered-lessons/) - [Best Student-Collaboration Tools, Common Sense Media](https://www.commonsense.org/education/lists/best-student-collaboration-tools) - [Accelerate Learning by Making Connections: Build Trust Through Relationships, Community, and Connection, Avid Open Access](https://avidopenaccess.org/resource/accelerate-learning-by-making-connections-build-trust-through-relationships-community-and-connection/) - [Deeper Learning: A Collaborative Classroom Is Key, Dr. Rebecca Alber, UCLA](https://uca.edu/core/files/2019/07/Deeper-Learning_-A-Collaborative-Classroom-Is-Key-_-Edutopia.pdf) - [How You Can Build and Support a Culture of Collaboration in your Classroom, Heinemann Blog](https://blog.heinemann.com/how-you-can-build-and-support-a-culture-of-collaboration-in-your-classroom) - [Collaborative Learning, Cornell University, Center for Teaching Innovation](https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning) - [Building a Culture of Classroom Collaboration, National Education Association](https://www.nea.org/advocating-for-change/new-from-nea/building-culture-classroom-collaboration) - [5 Strategies to Deepen Student Collaboration, Mary Burns](https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns) - [UDL Guidelines, CAST](https://udlguidelines.cast.org/)
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-04-11T19:44:51.116Z
        position: 0
      last change date time: 2023-04-11T19:44:51.111Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-04-11T19:45:27.162Z
        position: 0
      last change date time: 2023-04-11T19:45:27.161Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video/Photo Gallery
        last change date time: 2023-04-11T19:46:04.163Z
        position: 0
      rubric criteria:
        description: Artifact 2: Evidence of Implementation
        last change date time: 2023-04-11T19:46:33.813Z
        position: 1
      last change date time: 2023-04-11T19:46:04.162Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-04-11T19:47:40.438Z
        position: 0
      last change date time: 2023-04-11T19:47:40.436Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-04-11T19:48:05.968Z
        position: 0
      last change date time: 2023-04-11T19:48:05.966Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: What is your instructional context? Please include the following: - educational role, - grade level(s) served, - content area(s), - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: How were you able to establish a collaborative classroom culture and how did it support providing powerful learning experiences for students? (Note: You will be able to elaborate on these areas in Part 2.) Please include the following: - What were your goals for creating a collaborative classroom culture? - Describe the steps you took to prepare for and facilitate student collaboration. - Name two to three specific practices you implemented to support student collaboration. - Explain the characteristics of your classroom and how they exemplify the characteristics of a collaborative classroom. - How did these collaborative classroom practices support powerful learning experiences for students?
        required: true
        word limit: 200
      required: true
    sections: Work Examples/Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video or Photo Gallery** Please submit a link to a 5- to 7-minute video or photo gallery in which you showcase and discuss (verbally or in writing): (1) how you implemented classroom practices that foster community, (2) how you facilitated collaborative interaction among students in your classroom, and (3) how students engaged in collaborative learning. The video/photo gallery should address the following: - Provide examples of classroom practices and/or lesson plans you used to facilitate student collaboration. - Describe documented occurrences of student collaboration, including: - an explanation of classroom practices developed and implemented to prepare students for collaboration - collaborative learning experiences students engaged in - how students were grouped together - how students were expected to engage in collaboration - any resources or materials used to facilitate student collaboration. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should show how the educator planned and prepared students for collaboration and how students engaged in collaboration. Please include the following: - The educator example may include evidence of learning experiences that require student collaboration such as lecture slides, digital templates, images, or directions used to support students working together. If you used or adapted a resource developed by someone else, please make sure to cite the source. - The student example should include evidence of how students worked collaboratively to accomplish a learning goal. It may include artifacts such as student work, reflections, and/or student feedback. - Include any relevant context for each example. This may include why certain instructional decisions were made or how students were …
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: Based on your experience fostering student collaboration in the classroom, what was its impact on the classroom culture? What data or evidence support your understanding of its impact?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience fostering student collaboration in the classroom, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better facilitate and support student collaboration in the future?
        required: true
        word limit: 250
      required: true
type: BadgeClass

id: https://api.badgr.io/public/badges/SE0Qj8zTSWKmbrALzUOc2A
name: Gamifying Learning - VILS
image:
  id: https://api.badgr.io/public/badges/SE0Qj8zTSWKmbrALzUOc2A/image
description: Educator understands and implements gamification to improve student engagement, motivation, and learning outcomes.
issuer: https://api.badgr.io/public/issuers/Sv9uNi1RTdG9d2Jc7Mq7bQ
tags: digital fluency
criteria:
  id: https://digitalpromise.box.com/s/0741jlf97a68dz2rjipf3db82zlvk2pn
  narrative: # Key Method The educator implements gamification into classroom instruction; the educator reflects on the ways in which gamifying learning impacts their students’ engagement, motivation, and learning outcomes. # Method Components ### What Is Gamification? What Does It Mean to “Gamify Learning?” In an educational context, gamification is the use of game thinking and game elements to empower students to play, learn, and problem-solve through games (Mee et al., 2021). Incorporating game elements into students’ learning can boost student engagement, motivation, self-efficacy, and higher order thinking skills (Mee et al., 2021). For the purpose of this micro-credential, to “gamify learning” means to incorporate game elements/gamification into instruction. Implementing gamification does not require the creation of games or the use of technology; however, technology that incorporates game elements can be used as a tool to gamify instruction. When discussing the concept of gamifying learning, it’s important to differentiate between several key terms (Schiner, 2022): - **Gamification:** The use of gaming elements like points, achievements, and quests as extrinsic motivation (e.g., Kahoot, ClassDojo, “House Points”) - **Game-based learning:** A learning experience within a game framework (e.g., Minecraft Education, The Oregon Trail) - **eSports:** Competitive video gaming (e.g., Rocket League, NBA 2K, Super Smash Bros., League of Legends, Fortnite, Donkey Kong) ### What Are Game Elements? Gamification incorporates game elements such as points scoring, competition, and rules of play and applies them to other contexts (Mee et al., 2021). These elements can be incorporated in both digital and analog (nondigital) learning environments. Here are some examples and definitions of game elements that can be incorporated into instruction (Flores, 2015): - **Points:** Numeric accumulation is based on certain activities - **Badges:** Visual representation of achievements - **Leaderboard…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: - Pautz Stephenson, S., Weisgrau, J., Gainor, E. (2019) Powerful Learning Is Collaborative and Connected. Digital Promise. <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected> - Flores, J. F. F. (2015). Using gamification to enhance second language learning. _Digital Education Review_, (27), 32–54. <https://files.eric.ed.gov/fulltext/EJ1065005.pdf> - González-Fernández, A.; Revuelta-Domínguez, F.-I.; Fernández-Sánchez, M. R. Models of Instructional Design in Gamification: A Systematic Review of the Literature. _Educ. Sci._ 2022, _12_, 44. <https://doi.org/10.3390/educsci12010044> - Mee, Rita Wong; Pek, Lim Seong; Von, Wong Yee; Ghani, Khatipah Abd; Shahdan, Tengku Shahrom Tengku; Ismail, Md Rosli; Rao, Yugeshineey Subba (2021). _International Journal of Language Education, 5_(2), 40–50. <https://doi.org/10.26858/ijole.v5i2.18229> - Schiner, Nick (January 6, 2021). _Game on: How to empower students to learn and play through gaming._ Digital Promise. <https://digitalpromise.org/2022/01/06/game-on-how-to-empower-students-to-learn-and-play-through-gaming/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: - 5 Ways to Gamify Your Classroom, ISTE <https://www.iste.org/explore/In-the-classroom/5-ways-to-gamify-your-classroom> - The Catalyst: Gamification in a Nutshell <https://view.genial.ly/5ffd0df3d81a810d0b56b81e> - Gamification and Game-Based Learning <https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-and-game-based-learning> - Gamification for Learning: Strategies and Examples <https://elearningindustry.com/gamification-for-learning-strategies-and-examples> - Games-Based Learning: What Is It? GBL vs Gamification: Types and Benefits <https://www.teacheracademy.eu/blog/game-based-learning/> - Learner Variability Navigator: <https://lvp.digitalpromiseglobal.org/> - Games for Literacy 7–12 <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/games-literacy-7-12/summary> - 9 Key Elements of Classroom Gamification <https://www.wgu.edu/heyteach/article/9-key-elements-classroom-gamification-infographic1707.html> - How to Use Kahoot? | 2022 Tutorial <https://www.youtube.com/watch?v=zBkVp8-CDeo> - What Are House Points? <https://www.youtube.com/watch?v=CdhlKMQUu94>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
  assessments:
    type: Artifact
    description: (NOT USED)
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-05-25T22:06:33.237Z
        position: 0
      last change date time: 2023-05-25T22:06:33.234Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-05-25T22:07:29.781Z
        position: 0
      last change date time: 2023-05-25T22:07:29.779Z
    rubrics: Untitled Rubric
      rubric criteria:
        description: Artifact 1: Video/Photo Gallery
        last change date time: 2023-05-25T22:08:04.622Z
        position: 0
      rubric criteria:
        description: Artifact 2: Implementation Plan
        last change date time: 2023-05-25T22:09:04.003Z
        position: 1
      last change date time: 2023-05-25T22:08:04.620Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-05-25T22:11:18.633Z
        position: 0
      last change date time: 2023-05-25T22:11:18.631Z
    rubrics: Untitled Rubric
      rubric criteria:
        last change date time: 2023-05-25T22:12:08.760Z
        position: 0
      last change date time: 2023-05-25T22:12:08.758Z
    evaluation method: Rubric-based assessment of work samples
    has group evaluation: true
    has group participation: true
    assessment output: Written responses and artifacts to demonstrate competence
    sections: Overview
      questions:
        type: TextQuestion
        text: **Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - number of students served, - content area(s), - and any other relevant information.
        required: true
        word limit: 50
      questions:
        type: TextQuestion
        text: **Activity Description:** Through implementing gamification, how did you improve students’ engagement, motivation, and learning outcomes? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Describe at least two game elements you incorporated into your instruction. - How did your selected game elements improve students’ engagement, motivation, or learning outcomes?
        required: true
        word limit: 200
      required: true
    sections: Work Examples/Artifacts
      questions:
        type: FileQuestion
        text: **Artifact 1: Video or Photo Gallery** Please submit a link to a five- to seven-minute video or photo gallery in which you showcase and discuss (verbally or in writing) how you: (1) implemented gamification through game elements, (2) increased student engagement and motivation, and (3) improved student learning outcomes. The video/photo gallery should address the following: - Provide examples of game elements that you incorporated into your instruction and how they helped you achieve an instructional goal. - State and define each game element. - Provide evidence of how that element was implemented in your classroom (e.g., show or describe the activity, materials associated with the activity, students engaging in the activity). - Provide evidence of how your incorporation of game elements impacted students’ engagement, motivation, and learning outcomes. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should show how the educator planned and implemented gamification and how students engaged in the lesson or activity. - The educator example should include a description of the lesson or activity’s intended learning outcomes and evidence of implementation of at least two game elements. If you used a resource by someone else, please be sure to cite the source. - The student example should include evidence of students’ engagement, motivation, or progress toward achievement of specified learning outcomes. It may include artifacts such as student work, reflections, and/or student feedback. - Include any relevant context for each example. This may include why certain choices were made or how the example of gamified learning relates to larger instructional goals. - Identify student impact by including evidence for how the use of gamification improved…
        required: true
      required: true
    sections: Reflection
      questions:
        type: TextQuestion
        text: (250-word limit) Based on your experience implementing gamification, what was its impact on student learning, motivation, and/or engagement? How did your selected game elements align to your intended student learning outcomes? What data or evidence supported your understanding of its impact?
        required: true
        word limit: 250
      questions:
        type: TextQuestion
        text: Based on your experience implementing gamification, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better support student needs in the future?
        required: true
        word limit: 250
      required: true
type: BadgeClass

position: 1
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience with digital learning, shares what professional learning opportunities they attended, type of technology they use and are most comfortable with, type of district support available, and their experience with instructional coaching. The educator shares why they believe a needs assessment should be conducted at their school, and how it will benefit their classroom and/or school. The responses provide specific information and examples where necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Passing
description: Reflections clearly indicate the current state of digital equity and instruction in educator’s classroom. The goal(s) to address equity gaps are aligned with the SMART framework and aim to effectively shift future digital instruction. Reflections are specific, with examples provided when necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Yes
description: Link or screenshots to needs assessment tool is included. Link or screenshots to survey reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)

position: 2
quality: Almost
description: Link or screenshots to needs assessment tool may or may not be included. Link or screenshots to survey reflect only some of the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)

position: 3
quality: Not Yet
description: Link or screenshots to needs assessment tool may or may not be included. Link or screenshots to survey may or may not be included and/or do not reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated surveys (if necessary)

position: 1
quality: Yes
description: Needs assessment analysis is a robust, clear, and concise summary of the survey data, including what the data is telling the educator about the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services Needs Assessment analysis centers digital equity throughout.

position: 2
quality: Almost
description: Needs assessment analysis summarizes the data and addresses only some of the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English language accommodations/ services Needs assessment analysis is inconsistent in its focus on digital equity.

position: 3
quality: Not Yet
description: Needs assessment analysis does not present a clear and concise summary of the data and/or does not address the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English language accommodations/ services Needs assessment analysis does not address digital equity.

position: 1
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience and process in detail for selecting the virtual desk, what decisions were necessary, and why. The description of classroom data used to make these decisions is clear and understandable. The responses provide specific information and examples where necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Passing
description: Reflections clearly indicate surprises, challenges, and resolutions in setting up their virtual desk. The educator addresses digital equity and access while they build their virtual desk, and shares their professional learning, as well as how they might improve their virtual desk in the future. Reflections are specific, with examples provided when necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Yes
description: Screen recording or documentation clearly illustrates the virtual desk ecosystem and how it supports the needs of learners, including the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes supporting screenshots for each of the key points. Virtual desk ecosystem addresses equitable access throughout.

position: 2
quality: Almost
description: Screen recording or documentation illustrates the virtual desk ecosystem and how it supports the needs of learners, but includes only some of the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes screenshots but the screenshots inconsistently support it. Virtual desk ecosystem is inconsistent in addressing equitable access throughout.

position: 3
quality: Not Yet
description: Screen recording or documentation does not show the virtual desk ecosystem and/or does not include the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Screenshots for documentation, if chosen, do not include or do not support the documentation. Virtual desk ecosystem does not center equitable access.

position: 1
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the process for creating synchronous and asynchronous instruction. The response is specific and details how the educator used the data from their needs assessment to drive decision making for creating and organizing materials for synchronous and asynchronous instruction.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Passing
description: Reflections clearly indicates surprises, challenges, and resolutions in setting up their online schedule, and synchronous and asynchronous instruction. Educator shares how the experience will shift in the future. Reflections are specific with examples provided when necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Yes
description: The online course schedule includes a robust annotated screenshot or PDF of the online learning schedule that highlights all of the following: - Synchronous, asynchronous instructional time and rationale - Where other teachers are providing support - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide evidence of educator’s decision-making process. Online course schedule addresses digital equity throughout.

position: 2
quality: Almost
description: The online course schedule includes an annotated screenshot or PDF of the online learning schedule that highlights only some of the following: - Synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide little or no evidence of educator’s decision-making process. Online course schedule is inconsistent in addressing digital equity throughout.

position: 3
quality: Not Yet
description: The online course schedule may or may not include annotations and/or does not highlight the following: - Synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide no evidence of educator’s decision-making process. Online course schedule does not address digital equity.

position: 1
quality: Yes
description: The learning materials include screenshots or links that include the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. The organization of materials is clear and it is evident how it meets the needs of all learners and families. Access to synchronous and asynchronous learning materials centers digital equity throughout.

position: 2
quality: Almost
description: The learning materials include screenshots or links that include only some of the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. It is unclear how the organization of materials meets the needs of all learners and families. Access to synchronous and asynchronous learning materials inconsistently centers digital equity.

position: 3
quality: Not Yet
description: The learning materials include screenshots or links may or may not be included and/or do not include the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support Organization of material does not meet the needs of all learners and families. Access to synchronous and asynchronous learning materials inconsistently centers digital equity.

position: 1
quality: Yes
description: The Digital Classroom Culture and Management Plan is clear, concise, and includes the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Evidence is provided on how student voice and collaboration was part of the development of the plan.

position: 2
quality: Almost
description: The Digital Classroom Culture and Management Plan includes only some of the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is provided on the development of the plan, but it is not clear how student voice and collaboration was included.

position: 3
quality: Not Yet
description: The Digital Classroom Culture and Management Plan may or may not be provided and/or does not include the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is not provided on student voice and collaboration.

position: 1
quality: Yes
description: The community agreements are clear and include: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement is culturally responsive and the language reflects that learners and their families as partners and collaborators for digital learning.

position: 2
quality: Almost
description: The community agreements include some of the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement language is inconsistent in being culturally responsive and reflecting that learners and their families are partners and collaborators in digital learning.

position: 3
quality: Not Yet
description: The community agreements may or may not be included and/or do not include the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement is not culturally responsive and the language does not reflect that learners and their families are partners and collaborators in digital learning.

position: 1
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the data they relied on for their communication decisions. Educator specifically describes how they ensured their communications were culturally responsive.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Passing
description: Reflections clearly indicates challenges and resolutions in setting up the communication schedule. Educator shares what they learned about their learners and families during the one-on-one meetings, as well as how those relationships were strengthened. Educator shares how the schedule will shift in the future. Reflections are specific, with examples provided when necessary.

position: 2
quality: Not Passing
description: Submission does not meet passing requirements.

position: 1
quality: Yes
description: The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated to include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule addresses the needs of learners and families throughout and is culturally responsive.

position: 2
quality: Almost
description: The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated but includes and highlights only some of the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule inconsistently addresses the needs of learners and families and is not culturally responsive.

position: 3
quality: Not Yet
description: The communication schedule screenshots or PDF may or may not be included and/or does not reflect communications over the course of one month. The communication schedule may or may not be annotated and/or does not include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule does not address the needs of learners and families and is not culturally responsive.

position: 1
quality: Yes
description: Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are individualized to the needs of each learner and their family.

position: 2
quality: Almost
description: Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.

position: 3
quality: Not Yet
description: Sample meeting agendas are not included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.

position: 1
quality: Yes
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.

position: 2
quality: Almost
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide inconsistent evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes inconsistently reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.

position: 3
quality: Not Yet
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes do not provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes do not reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.

quality: Passing
description: Responses clearly outline the student and school population, including relevant demographic information. The educator describes their professional learnings and the rationale behind choosing those professional learning opportunities. The response is specific and includes examples where necessary.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant). Data collection methods and tools are accessible to learners and families and are culturally responsive. The evaluation summary clearly and concisely synthesizes data around performance outcomes, attitude outcomes, and implementation. Digital equity is addressed throughout the data collection and evaluation.
position: 0

quality: Almost
description: Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning but they reflect data from only some key stakeholders (learners, families, and other educators and administrators where relevant). Data collection methods and tools are not always accessible to learners and families or culturally responsive. The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation. Digital equity is inconsistently addressed throughout the data collection and evaluation.
position: 1

quality: Not Yet
description: Links or screenshots may or may not be included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant). Data collection methods and tools are not accessible to learners and families and are not culturally responsive. The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation. Digital equity is not addressed throughout the data collection and evaluation.
position: 2

quality: Yes
description: Action plan for continuous improvement includes the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan is specific and clear. Action plan addresses digital equity throughout.
position: 0

quality: Almost
description: Action plan for continuous improvement includes only some of the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan lacks specificity. Action plan inconsistently addresses digital equity.
position: 1

quality: Not Yet
description: Action plan for continuous improvement may or may not be uploaded and/or does not include the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan is not specific or clear. Action plan does not address digital equity.
position: 2

quality: Passing
description: Activity description is clear with sufficient detail to illustrate what the students did to gain competencies.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Student reflections clearly indicate how the choosing technology tools activities helped them make better choices in their learning tools and clearly show how the activities changed student views on the value and usefulness of technology learning tools. The reflections are specific and convincing.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Teacher reflections clearly indicate how the activity affected both the students and the teacher and clearly state how the experience will affect the teacher’s future practice. The reflections are specific and convincing.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Student work clearly demonstrates learning from applying the choosing technology tools guidelines through: - Evidence of discussions on how students normally evaluate the usefulness of technology tools for learning - Examples of how the guidelines were used to evaluate a technology tool choice - Evidence of improved decision-making in choosing technology tools - Individual and group reflections on how evaluating and choosing learning tools can be improved and the lessons learned
position: 0

quality: Almost
description: Student work demonstrates learning from applying the choosing technology tools guidelines through some examples of evaluations and analyses, but few examples of discussions and reflections on the value of the strategies, lessons learned, and ideas to improve choosing helpful learning tools
position: 1

quality: Not Yet
description: Student work shows some learning from applying the choosing technology tools guidelines, with some examples of the strategies used, but few examples of discussions on effective strategies, and no reflections on lessons learned or ways to improve the tool choosing process
position: 2

quality: Passing
description: Coach provides background on the district’s professional learning methods for coaches.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Sustaining
description: The artifacts did reflect the coach’s support of educator learning and providing resources for professional development. Two TIM matrices were completed.
position: 0

quality: Maintaining
description: The artifacts did reflect the coach’s support of educator learning resources for professional development. Only one of two TIM matrices were completed.
position: 1

quality: Emerging
description: The artifacts did not reflect the coach’s support of educator learning and providing resources for professional development.
position: 2

quality: Sustaining
description: The technology-based integration is not only better suited for the lesson than other methods, but enhancement of student learning relies on the integration. Technology use enhanced student learning experiences. Technology integration is imperative for the students to collaborate and create with their peers.
position: 0

quality: Maintaining
description: The technology-based integration is better suited for the lesson than other methods. Technology uses enhanced student learning. Technology integration could have been left out and students would have learned okay without its presence. The students are using technology to collaborate and create with peers.
position: 1

quality: Emerging
description: The technology-based integration is not better suited for the lesson than other methods. Technology use did not enhance student learning. Technology integration could have been left out and students would have learned well without its presence. Students are not using technology to collaborate with peers.
position: 2

quality: Passing
description: Coach provides background on the district’s professional learning methods for coaches.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: The artifact submitted has evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 0

quality: Almost
description: The artifact submitted has evidence of some of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 1

quality: Not Yet
description: The artifact submitted has evidence of none of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 2

quality: Yes
description: The artifact submitted has evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 0

quality: Almost
description: The artifact submitted has evidence of some of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 1

quality: Not Yet
description: The artifact submitted has evidence of none of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 2

quality: Yes
description: The artifact submitted has evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 0

quality: Almost
description: The artifact submitted has evidence of some of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 1

quality: Not Yet
description: The artifact submitted has evidence of none of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 2

quality: Passing
description: Coach provides background on the district’s professional learning methods for coaches.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
position: 0

quality: Sustaining
description: The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
position: 1

quality: Maintaining
description: The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
position: 2

quality: Emerging
description: The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding the personal communication style or the ability to express their communication style.
position: 3

quality: Adaptive
description: - Educator begins the reflecting conversation by reflecting on how they thought the lesson went. - Educator identifies and responds to questions that prompt them to examine the data and how they compare with what the educator intended and to identify what the educator would do the same or differently next time and why. - Educator shares evidence that demonstrates student learning and any student misconceptions that may exist. - Educator identifies what they will do next with these students based on the classroom data and the educator’s own reflections.
position: 0

quality: Sustaining
description: - Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went. - Coach prompts the educator to examine the data and how they compare with what the educator intended and to identify what they would do the same or differently next time and why. - Coach asks educator to identify what students have learned and what evidence the educator has of student learning. - Coach asks questions that prompt the educator to begin planning for the next lesson.
position: 1

quality: Maintaining
description: - Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went and then adds their opinion of how the lesson went. - Coach frames and poses questions that prompt the educator to examine the data and how they compare with what the educator intended. - Coach poses questions that ask the educator to identify what the students learned.
position: 2

quality: Emerging
description: - Coach begins the reflecting conversation with their interpretation of what occurred during the coaching observation. - Coach frames and poses questions that are based on the coach’s beliefs and values about what happened or should have happened during the lesson. - Coach seldom asks questions that focus on student learning.
position: 3

quality: Passing
description: Coach provides background on the district’s professional learning methods for coaches.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: Coaching Vision and Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
position: 0

quality: Sustaining
description: Coaching Vision and Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
position: 1

quality: Maintaining
description: Coaching Vision and Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
position: 2

quality: Emerging
description: Coaching Vision and Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
position: 3

quality: Adaptive
description: Coaching Schedule completely satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
position: 0

quality: Sustaining
description: Coaching Schedule almost satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
position: 1

quality: Maintaining
description: Coaching Schedule partially satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
position: 2

quality: Emerging
description: Coaching Schedule minimally satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
position: 3

quality: Adaptive
description: Coaching menu completely satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
position: 0

quality: Sustaining
description: Coaching menu almost satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
position: 1

quality: Maintaining
description: Coaching menu partially satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
position: 2

quality: Emerging
description: Coaching menu minimally satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
position: 3

quality: Passing
description: Coach provides background on the district’s professional learning methods for coaches.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
position: 0

quality: Emerging
description: The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
position: 1

quality: Adaptive
description: The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
position: 0

quality: Emerging
description: The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
position: 1

quality: Adaptive
description: The artifact demonstrates the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
position: 0

quality: Emerging
description: The artifact does not demonstrate the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
position: 1

quality: Passing
description: Educator provides a 500-word narrative describing thoughtful and appropriate description of their learning environment and the barriers that may exist for their students.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator provides a 500-word narrative thoroughly describing the students’ learning environment including how the educator’s current perspective helps support diversity in the classroom, as well as how the district supports accessible and inclusive learning for all students.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator provides a 250-word narrative thoroughly describing the implemented learning experience and evaluates its effectiveness, addresses any challenges, and explains how they would improve on the experience.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The vision statement demonstrates a strong understanding of how to support students of all abilities in the classroom.
position: 0

quality: Sustaining
description: The vision statement demonstrates an understanding of how to support students of all abilities in the classroom.
position: 1

quality: Maintaining
description: The vision statement demonstrates a beginning understanding of how to support students of all abilities in the classroom.
position: 2

quality: Emerging
description: The vision statement does not clearly demonstrate understanding of how to support students of all abilities in the classroom.
position: 3

quality: Adaptive
description: The vision statement demonstrates a strong understanding of how to support neurodiverse learners in the classroom.
position: 0

quality: Sustaining
description: The vision statement demonstrates an understanding of how to support neurodiverse learners in the classroom.
position: 1

quality: Maintaining
description: The vision statement demonstrates a beginning understanding of how to support neurodiverse learners in the classroom.
position: 2

quality: Emerging
description: The vision statement does not clearly demonstrate understanding of how to support neurodiverse learners in the classroom.
position: 3

quality: Adaptive
description: The vision statement demonstrates a strong understanding of how to represent and support students from different cultural backgrounds and groups.
position: 0

quality: Sustaining
description: The vision statement demonstrates an understanding of how to represent and support students from different cultural backgrounds and groups.
position: 1

quality: Maintaining
description: The vision statement demonstrates a beginning understanding of how to represent and support students from different cultural backgrounds and groups.
position: 2

quality: Emerging
description: The vision statement does not clearly demonstrate understanding of how to represent and support students from different cultural backgrounds and groups.
position: 3

quality: Adaptive
description: The vision statement demonstrates a strong understanding of what assistive technology tools can support students.
position: 0

quality: Sustaining
description: The vision statement demonstrates an understanding of what assistive technology tools can support students.
position: 1

quality: Maintaining
description: The vision statement demonstrates a beginning understanding of what assistive technology tools can support students.
position: 2

quality: Emerging
description: The vision statement does not clearly demonstrate understanding of what assistive technology tools can support students.
position: 3

quality: Passing
description: Educator provides a thorough and appropriate description of their hybrid learning environment.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The Vision of Hybrid Instruction artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio is between 5 and 7 minutes or the document is between 250 and 300 words.
position: 0

quality: Sustaining
description: The Vision of Hybrid Instruction artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio may or may not be between 5 and 7 minutes, and the document may or may not be between 250 and 300 words.
position: 1

quality: Maintaining
description: The Vision of Hybrid Instruction artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio may or may not be between 5 and 7 minutes, and the document may or may not be between 250 and 300 words.
position: 2

quality: Emerging
description: The Vision of Hybrid Instruction artifact minimally the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio is not between 5 and 7 minutes, and the document is not between 250 and 300 words.
position: 3

quality: Adaptive
description: The Collaboration Concept artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
position: 0

quality: Sustaining
description: The Collaboration Concept artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
position: 1

quality: Maintaining
description: The Collaboration Concept artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
position: 2

quality: Emerging
description: The Collaboration Concept artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
position: 3

quality: Adaptive
description: The Engagement Strategy artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
position: 0

quality: Sustaining
description: The Engagement Strategy artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
position: 1

quality: Maintaining
description: The Engagement Strategy artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
position: 2

quality: Emerging
description: The Engagement Strategy artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
position: 3

quality: Adaptive
description: The Approach to Intentional Hybrid Design artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
position: 0

quality: Sustaining
description: The Approach to Intentional Hybrid Design artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
position: 1

quality: Maintaining
description: The Approach to Intentional Hybrid Design artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
position: 2

quality: Emerging
description: The Approach to Intentional Hybrid Design artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
position: 3

quality: Passing
description: Educator clearly describes their teaching context and gives specific examples where necessary.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator provides a narrative thoroughly describing the implemented learning experience and evaluates its effectiveness, addresses any challenges, and explains how they would improve on the experience. Description is specific in how the learning experience was designed to be inclusive and engaging; educator shares examples backing their narrative.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The Learner Variability Student Template demonstrates a strong understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
position: 0

quality: Sustaining
description: The Learner Variability Student Template demonstrates an understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
position: 1

quality: Maintaining
description: The Learner Variability Student Template demonstrates a beginning understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
position: 2

quality: Emerging
description: The Learner Variability Student Template does not clearly demonstrate an understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
position: 3

quality: Adaptive
description: The learning experience plan and reflection guide demonstrates a strong understanding of how to design learning tasks for a variety of learning factors that reflect the learner variability of different students. Samples of student work show a clear impact of the strategies on the lesson outcomes and reflect ways the tasks were adapted, as well as opportunities for student voice and choice.
position: 0

quality: Sustaining
description: The learning experience plan demonstrates an understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work show an impact of the strategies on the lesson outcomes.
position: 1

quality: Maintaining
description: The learning experience plan demonstrates a beginning understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work do not show a clear impact of the strategies on the lesson outcomes.
position: 2

quality: Emerging
description: The learning experience plan does not clearly demonstrate an understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work do not show an impact of the strategies on the lesson outcomes.
position: 3

quality: Passing
description: Educator provides a thorough description of their experience as a learner that shaped their teaching practice, lessons learned, and shares details of how their learning preferences impacts students. The response is specific and detailed, and examples shared when appropriate.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator clearly outlines their understanding of learner variability and how it has changed over time. The response is specific in highlighting learner variability’s importance in their work. The response is specific and detailed, and examples shared when appropriate.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Adaptive
description: The self-reflection demonstrates a strong understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
position: 0

quality: Sustaining
description: The self-reflection demonstrates an understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
position: 1

quality: Maintaining
description: The self-reflection demonstrates a beginning understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
position: 2

quality: Emerging
description: The self-reflection does not clearly demonstrate an understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
position: 3

quality: Adaptive
description: Educator demonstrates a strong understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
position: 0

quality: Sustaining
description: Educator demonstrates an understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
position: 1

quality: Maintaining
description: Educator demonstrates a beginning understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
position: 2

quality: Emerging
description: Educator does not clearly demonstrate an understanding of learner mindset strategies. - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
position: 3

last change date time: 2021-07-27T20:31:24.914Z
quality: Passing
description: Coach provides a thorough description of educator’s experience and teaching context. Coach describes the educator’s challenge, why the challenge is being addressed, and thorough analysis using coaching lenses as well as students’ learner factors. The response is specific and detailed, and examples are shared when appropriate.
position: 0

last change date time: 2021-07-27T20:31:24.914Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-27T20:32:16.060Z
quality: Adaptive
description: The Action Research Plan demonstrates extensive evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 0

last change date time: 2021-07-27T20:32:16.059Z
quality: Sustaining
description: The Action Research Plan demonstrates effective evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time. - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 1

last change date time: 2021-07-27T20:32:18.618Z
quality: Maintaining
description: The Action Research Plan demonstrates partial evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 2

last change date time: 2021-07-27T20:32:19.668Z
quality: Emerging
description: The Action Research Plan does not demonstrate evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 3

last change date time: 2021-07-27T20:34:26.729Z
quality: Adaptive
description: The Impact Documentation demonstrates a strong understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides extensive evidence on the impact of the strategy noting how adjustments were made; the analysis is under 300 words.
position: 0

last change date time: 2021-07-27T20:34:26.729Z
quality: Sustaining
description: The Impact Documentation demonstrates an understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides effective evidence on the impact of the strategy noting how adjustments were made; the analysis is at or under 300 words.
position: 1

last change date time: 2021-07-27T20:34:43.820Z
quality: Maintaining
description: The Impact Documentation demonstrates a beginning understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides partial evidence on the impact of the strategy noting how adjustments were made; the analysis is at or over 300 words.
position: 2

last change date time: 2021-07-27T20:34:44.757Z
quality: Emerging
description: The Impact Documentation does not clearly demonstrate an understanding or clear implementation of the plan, its impact, or how the strategy was implemented over time. The analysis does not provide effective evidence on the impact of the strategy nor does it note how adjustments were made; the analysis is over 300 words.
position: 3

last change date time: 2021-07-27T20:35:56.109Z
quality: Adaptive
description: The Action Research Plan demonstrates extensive evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 0

last change date time: 2021-07-27T20:35:56.109Z
quality: Sustaining
description: The Action Research Plan demonstrates effective evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time. - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 1

last change date time: 2021-07-27T20:36:33.471Z
quality: Maintaining
description: The Action Research Plan demonstrates partial evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 2

last change date time: 2021-07-27T20:36:34.315Z
quality: Emerging
description: The Action Research Plan does not demonstrate evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 3

last change date time: 2021-07-27T20:37:05.349Z
quality: Adaptive
description: The Impact Documentation demonstrates a strong understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides extensive evidence on the impact of the strategy noting how adjustments were made; the analysis is under 300 words.
position: 0

last change date time: 2021-07-27T20:37:05.349Z
quality: Sustaining
description: The Impact Documentation demonstrates an understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides effective evidence on the impact of the strategy noting how adjustments were made; the analysis is at or under 300 words.
position: 1

last change date time: 2021-07-27T20:37:16.999Z
quality: Maintaining
description: The Impact Documentation demonstrates a beginning understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides partial evidence on the impact of the strategy noting how adjustments were made; the analysis is at or over 300 words.
position: 2

last change date time: 2021-07-27T20:37:17.938Z
quality: Emerging
description: The Impact Documentation does not clearly demonstrate an understanding or clear implementation of the plan, its impact, or how the strategy was implemented over time. The analysis does not provide effective evidence on the impact of the strategy nor does it note how adjustments were made; the analysis is over 300 words.
position: 3

last change date time: 2021-07-28T22:27:11.948Z
quality: Passing
description: Description clearly describes how technology and digital tools were leveraged to adapt a PBL unit to an online or hybrid setting.
position: 0

last change date time: 2021-07-28T22:27:11.949Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T22:28:00.574Z
quality: Passing
description: Response clearly describes the evidence collected, how the evidence was used to evaluate impact, and the overall impact of the PBL unit on student achievement and engagement.
position: 0

last change date time: 2021-07-28T22:28:00.574Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T22:29:10.566Z
quality: Adaptive
description: The artifact includes all essential project design elements and describes how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
position: 0

last change date time: 2021-07-28T22:29:10.566Z
quality: Sustaining
description: The artifact includes all essential project design elements but only partially describes how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
position: 1

last change date time: 2021-07-28T22:29:12.098Z
quality: Maintaining
description: The artifact includes some essential project design elements but does not clearly describe how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
position: 2

last change date time: 2021-07-28T22:29:13.188Z
quality: Emerging
description: The artifact does not include all essential project design elements and does not provide descriptions of how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
position: 3

last change date time: 2021-07-28T22:31:18.015Z
quality: Passing
description: Reflection describes how the use of digital tools changed the way teachers’ facilitated PBL, changed the way students’ experienced PBL, and enriched the student experience with the seven design elements of a “Gold Standard PBL.”
position: 0

last change date time: 2021-07-28T22:31:18.015Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T02:00:08.701Z
quality: Passing
description: Educator effectively described their educational role, grade level(s) served, content area(s), and other relevant information in 50 words or less.
position: 0

last change date time: 2021-07-28T02:00:08.701Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T02:00:53.950Z
quality: Passing
description: Educator made clear connections to leverage thinking routine strategies that allowed students to achieve mastery. Educator specifically named two to three thinking routines, strategies, or protocols and described how they were used to support the acquisition and mastery of content. Educator made a clear connection between the strategy and thinking skills needed to achieve mastery of a specific content area. In addition, the educator listed specific technology tools used to implement these strategies.
position: 0

last change date time: 2021-07-28T02:00:53.950Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T16:47:37.912Z
quality: Adaptive
description: The video demonstrates a strong understanding of: How visible thinking strategies were applied throughout an entire content learning experience. How students used visible thinking strategies to master content and improve their digital skills. How visible thinking strategies were used regularly in the learning process using technology.
position: 0

last change date time: 2021-07-28T16:47:37.912Z
quality: Sustaining
description: The video demonstrates an understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
position: 1

last change date time: 2021-07-28T16:47:41.514Z
quality: Maintaining
description: The video demonstrates a beginning understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
position: 2

last change date time: 2021-07-28T16:47:42.420Z
quality: Emerging
description: The video does not demonstrate an understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
position: 3

last change date time: 2021-07-28T16:55:40.880Z
quality: Adaptive
description: The file demonstrates a strong understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
position: 0

last change date time: 2021-07-28T16:55:40.880Z
quality: Sustaining
description: The file demonstrates an understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
position: 1

last change date time: 2021-07-28T16:55:46.064Z
quality: Maintaining
description: The file demonstrates a beginning understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
position: 2

last change date time: 2021-07-28T16:55:47.046Z
quality: Emerging
description: The file does not demonstrate an understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
position: 3

last change date time: 2021-07-28T16:47:54.355Z
quality: Inadequate
position: 0

last change date time: 2021-07-28T16:47:54.356Z
quality: Adequate
position: 1

last change date time: 2021-07-28T16:48:14.226Z
quality: Passing
description: Educator made clear connections to leverage thinking routine strategies that allowed students to achieve mastery. Educator specifically named two to three thinking routines, strategies, or protocols and described how they were used to support the acquisition and mastery of content. Educator made a clear connection between the strategy and thinking skills needed to achieve mastery of a specific content area. In addition, the educator listed specific technology tools used to implement these strategies.
position: 0

last change date time: 2021-07-28T16:48:14.226Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T16:56:57.458Z
quality: Inadequate
position: 0

last change date time: 2021-07-28T16:56:57.458Z
quality: Adequate
position: 1

last change date time: 2021-07-28T17:00:44.992Z
quality: Passing
description: Educator briefly describes the data or evidence used to determine the impact on learning in 250 words or less.
position: 0

last change date time: 2021-07-28T17:00:44.992Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T17:01:38.384Z
quality: Passing
description: Educator briefly describe two examples of technology to implement a thinking strategy in 250 words or less. One example should address how a tech tool worked well in the implementation of this practice. The second example should address how the integration of technology could be improved in the future.
position: 0

last change date time: 2021-07-28T17:01:38.385Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T17:02:15.540Z
quality: Passing
description: Educator provides a brief reflection that gives specific examples about how the educator has grown or deepened their practice by implementing this practice. This may include takeaways, ideas, or next steps they plan to take in implementing these strategies with technology in 250 words or less.
position: 0

last change date time: 2021-07-28T17:02:15.540Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T23:02:32.831Z
quality: Passing
description: Description clearly describes the powerful connection among the school, families, and community.
position: 0

last change date time: 2021-07-28T23:02:32.832Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-28T23:04:42.089Z
quality: Adaptive
description: The artifact provides extensive evidence of a powerful connection between families, schools, and communities; it includes all of the following: pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
position: 0

last change date time: 2021-07-28T23:04:42.090Z
quality: Sustaining
description: The artifact provides effective evidence of a functional partnership among families, schools, and communities; it includes one or more of the following: pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
position: 1

last change date time: 2021-07-28T23:04:54.246Z
quality: Maintaining
description: The artifact provides limited evidence of relationships among families, schools, and communities; it includes one of the following: pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
position: 2

last change date time: 2021-07-28T23:04:55.220Z
quality: Emerging
description: The artifact provides little to no evidence of relationship building among families, schools, and communities; it includes one or fewer of the following: pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
position: 3

last change date time: 2021-07-28T23:06:32.348Z
quality: Adaptive
description: The artifact provides extensive evidence of a powerful partnership and includes all of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
position: 0

last change date time: 2021-07-28T23:06:32.348Z
quality: Sustaining
description: The artifact provides effective evidence of a functional partnership and includes one or more of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
position: 1

last change date time: 2021-07-28T23:06:44.919Z
quality: Maintaining
description: The artifact provides evidence of a partnership and includes one of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
position: 2

last change date time: 2021-07-28T23:06:45.784Z
quality: Emerging
description: The artifact provides little to no evidence of a basic partnership and includes one or fewer of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
position: 3

last change date time: 2021-07-28T23:10:06.574Z
quality: Passing
description: The reflection clearly describes methods of examining the success of existing partnerships and how to continue investing in the partnerships.
position: 0

last change date time: 2021-07-28T23:10:06.575Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-29T05:08:00.312Z
quality: Passing
description: Educator provides a thorough description of their experience and teaching context. Educator describes their challenge, why it is being addressed, and thorough analysis using their understanding of learner variability to describe student’s learner factors. The response is specific and detailed, and examples are shared when appropriate.
position: 0

last change date time: 2021-07-29T05:08:00.313Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-29T05:10:05.825Z
quality: Adaptive
description: The Action Research Plan demonstrates extensive evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format that leverages students strengths to address challenge; Described which research-based strategies were selected and how they connect to student strengths, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 0

last change date time: 2021-07-29T05:10:05.825Z
quality: Sustaining
description: The Action Research Plan demonstrates effective evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 1

last change date time: 2021-07-29T05:13:43.341Z
quality: Maintaining
description: The Action Research Plan demonstrates partial evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 2

last change date time: 2021-07-29T05:13:53.774Z
quality: Emerging
description: The Action Research Plan does not demonstrate evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
position: 3

last change date time: 2021-07-29T05:14:35.260Z
quality: Adaptive
description: The Impact Documentation demonstrates a strong understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides extensive evidence on the impact of the strategy, noting how adjustments were made; the analysis is under 300 words.
position: 0

last change date time: 2021-07-29T05:14:35.260Z
quality: Sustaining
description: The Impact Documentation demonstrates an understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides effective evidence on the impact of the strategy, noting how adjustments were made; the analysis is at or under 300 words.
position: 1

last change date time: 2021-07-29T05:14:51.449Z
quality: Maintaining
description: The Impact Documentation demonstrates a beginning understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides partial evidence on the impact of the strategy, noting how adjustments were made; the analysis is at or over 300 words.
position: 2

last change date time: 2021-07-29T05:14:58.455Z
quality: Emerging
description: The Impact Documentation does not clearly demonstrate an understanding or clear implementation of the plan, its impact, or how the strategy was implemented over time. The analysis does not provide effective evidence on the impact of the strategy nor does it note how adjustments were made; the analysis is over 300 words.
position: 3

last change date time: 2021-07-30T06:26:17.814Z
quality: Passing
description: Coach provides the appropriate information.
position: 0

last change date time: 2021-07-30T06:26:17.814Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-07-30T06:28:08.204Z
quality: Adaptive
description: Professional development reflection completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
position: 0

last change date time: 2021-07-30T06:28:08.204Z
quality: Sustaining
description: Professional development reflection almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
position: 1

last change date time: 2021-07-30T06:28:37.638Z
quality: Maintaining
description: Professional development reflection partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
position: 2

last change date time: 2021-07-30T06:28:45.261Z
quality: Emerging
description: Professional development reflection minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
position: 3

last change date time: 2021-07-30T06:28:52.893Z
quality: Adaptive
description: Constructivist Protocol for Adult Work reflection completely satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
position: 0

last change date time: 2021-07-30T06:28:52.894Z
quality: Sustaining
description: Constructivist Protocol for Adult Work reflection almost satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
position: 1

last change date time: 2021-07-30T06:29:07.020Z
quality: Maintaining
description: Constructivist Protocol for Adult Work reflection partially satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
position: 2

last change date time: 2021-07-30T06:29:11.742Z
quality: Emerging
description: Constructivist Protocol for Adult Work reflection minimally satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high- quality work.
position: 3

last change date time: 2021-08-25T19:34:10.311Z
quality: Passing
description: Coach provides background on the district’s instructional technology plan.
position: 0

last change date time: 2021-08-25T19:34:10.311Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-25T19:35:18.329Z
quality: Adaptive
description: District/school strategic plan is defined and aligns with the goal of improving student outcomes and student achievement. Plan is measurable and trackable. Note: Be aware of initiative overload.
position: 0

last change date time: 2021-08-25T19:35:18.329Z
quality: Sustaining
description: District/school strategic plan is defined and 51-75% aligns with the goal of improving student outcomes and student achievement. Plan is 51-75% measurable and trackable. Note: Be aware of initiative overload.
position: 1

last change date time: 2021-08-25T19:35:21.168Z
quality: Maintaining
description: District/school strategic plan is defined and 25-50% aligns with the goal of improving student outcomes and student achievement. Plan is 25-50% measurable and trackable. Note: Be aware of initiative overload.
position: 2

last change date time: 2021-08-25T19:35:22.120Z
quality: Emerging
description: District/school plan is not defined or is minimally aligned with the goal of improving student outcomes and student achievement. Plan is not measurable and trackable.
position: 3

last change date time: 2021-08-25T19:36:30.646Z
quality: Adaptive
description: School’s plan is 100% measurable and trackable. Plan is defined and includes 100% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
position: 0

last change date time: 2021-08-25T19:36:30.646Z
quality: Sustaining
description: School’s plan is 51-75% measurable and trackable. Plan is defined and includes 51-75% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
position: 1

last change date time: 2021-08-25T19:36:54.982Z
quality: Maintaining
description: School’s plan is 25-50% measurable and trackable. Plan is defined and includes 25-50% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
position: 2

last change date time: 2021-08-25T19:36:55.879Z
quality: Emerging
description: School’s plan is not measurable and trackable. Plan does not include how the school will utilize their Teacher Leader Team, lead educators, or model/ demonstration classrooms to continue to drive technology integration, school culture change, and collaboration.
position: 3

description: Coach responds to the prompt.
last change date time: 2021-08-26T15:49:15.422Z
position: 0
quality: Passing

description: Submission does not meet passing requirement.
last change date time: 2021-08-26T15:49:15.422Z
position: 1
quality: Not Passing

description: The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
last change date time: 2021-08-26T15:50:10.032Z
position: 0
quality: Adaptive

description: The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
last change date time: 2021-08-26T15:50:10.032Z
position: 1
quality: Emerging

description: The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
last change date time: 2021-08-26T15:53:51.332Z
position: 0
quality: Adaptive

description: The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
last change date time: 2021-08-26T15:53:51.338Z
position: 1
quality: Emerging

description: The artifact demonstrates the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
last change date time: 2021-08-26T15:54:12.604Z
position: 0
quality: Adaptive

description: The artifact does not demonstrate the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
last change date time: 2021-08-26T15:54:12.604Z
position: 1
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-26T16:17:58.450Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-26T16:17:58.450Z
position: 1
quality: Not Passing

description: Describe an artifact that provides extensive evidence that the learner completely satisfies the requirements necessary to demonstrate competency
last change date time: 2021-08-26T16:18:59.801Z
position: 0
quality: Adaptive

description: Describe an artifact that provides effective evidence that the learner almost meets the requirements necessary to demonstrate competency
last change date time: 2021-08-26T16:18:59.801Z
position: 1
quality: Sustaining

description: Describe an artifact that provides partial evidence that the learner almost meets the requirements necessary to demonstrate competency
last change date time: 2021-08-26T16:19:28.812Z
position: 2
quality: Maintaining

description: Describe an artifact that does not meet the requirements necessary to demonstrate competency
last change date time: 2021-08-26T16:19:29.675Z
position: 3
quality: Emerging

description: The technology-based integration is not only better suited for the lesson than other methods, but enhancement of student learning relies on the integration. Students have options on how and why to use different technology tools for higher order thinking tasks. Technology use enhanced student learning experiences.
last change date time: 2021-08-26T16:19:51.303Z
position: 0
quality: Adaptive

description: The technology-based integration is better suited for the lesson than other methods. Technology use enhanced student learning. The students will have to use technology to collaborate and create with peers. Students could not complete tasks without technology.
last change date time: 2021-08-26T16:19:51.309Z
position: 1
quality: Sustaining

description: The technology-based integration is partially better suited for the lesson than other methods. Technology use enhanced student learning. Technology integration could have been left out and students would have learned okay without its presence.
last change date time: 2021-08-26T16:19:57.249Z
position: 2
quality: Maintaining

description: The technology-based integration is not better suited for the lesson than other methods. Technology use did not enhance student learning. Technology integration could have been left out and students would have learned well without its presence. Students are not using technology to collaborate with peers
last change date time: 2021-08-26T16:19:58.180Z
position: 3
quality: Emerging

description: Coach provides background on the district’s professional learning methods for coaches.
last change date time: 2021-08-26T17:13:25.199Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-26T17:13:25.206Z
position: 1
quality: Not Passing

description: Coaching Vision and Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
last change date time: 2021-08-26T17:15:11.688Z
position: 0
quality: Adaptive

description: Coaching Vision and Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
last change date time: 2021-08-26T17:15:11.689Z
position: 1
quality: Sustaining

description: Coaching Vision and Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
last change date time: 2021-08-26T17:49:50.969Z
position: 2
quality: Maintaining

description: Coaching Vision and Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
last change date time: 2021-08-26T17:49:52.985Z
position: 3
quality: Emerging

description: Coaching Schedule completely satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
last change date time: 2021-08-26T17:50:26.197Z
position: 0
quality: Adaptive

description: Coaching Schedule almost satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
last change date time: 2021-08-26T17:50:26.204Z
position: 1
quality: Sustanining

description: Coaching Schedule partially satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
last change date time: 2021-08-26T17:50:41.747Z
position: 2
quality: Maintaining

description: Coaching Schedule minimally satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
last change date time: 2021-08-26T17:50:46.082Z
position: 3
quality: Emerging

description: Coaching menu completely satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
last change date time: 2021-08-26T17:51:04.263Z
position: 0
quality: Adaptive

description: Coaching menu almost satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
last change date time: 2021-08-26T17:51:04.269Z
position: 1
quality: Sustaining

description: Coaching menu partially satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
last change date time: 2021-08-26T17:51:15.529Z
position: 2
quality: Maintaining

description: Coaching menu minimally satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
last change date time: 2021-08-26T17:51:18.953Z
position: 3
quality: Emerging

description: Coach provides background on good/effective communication.
last change date time: 2021-08-26T16:42:08.087Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-26T16:42:08.087Z
position: 1
quality: Not Passing

description: The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
last change date time: 2021-08-26T16:43:02.331Z
position: 0
quality: Adaptive

description: The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
last change date time: 2021-08-26T16:43:02.331Z
position: 1
quality: Sustaining

description: The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
last change date time: 2021-08-26T16:43:15.199Z
position: 2
quality: Maintaining

description: The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding the personal communication style or the ability to express their communication style.
last change date time: 2021-08-26T16:43:15.937Z
position: 3
quality: Emerging

description: - Educator begins the reflecting conversation by reflecting on how they thought the lesson went. - Educator identifies and responds to questions that prompt them to examine the data and how they compare with what the educator intended and to identify what the educator would do the same or differently next time and why. - Educator shares evidence that demonstrates student learning and any student misconceptions that may exist. - Educator identifies what they will do next with these students based on the classroom data and the educator’s own reflections..
last change date time: 2021-08-26T16:43:43.985Z
position: 0
quality: Adaptive

description: - Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went. - Coach prompts the educator to examine the data and how they compare with what the educator intended and to identify what they would do the same or differently next time and why. - Coach asks educator to identify what students have learned and what evidence the educator has of student learning. - Coach asks questions that prompt the educator to begin planning for the next lesson.
last change date time: 2021-08-26T16:43:43.993Z
position: 1
quality: Sustaining

description: - Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went and then adds their opinion of how the lesson went. - Coach frames and poses questions that prompt the educator to examine the data and how they compare with what the educator intended. - Coach poses questions that ask the educator to identify what the students learned.
last change date time: 2021-08-26T16:43:55.153Z
position: 2
quality: Maintaining

description: - Coach begins the reflecting conversation with their interpretation of what occurred during the coaching observation. - Coach frames and poses questions that are based on the coach’s beliefs and values about what happened or should have happened during the lesson. - Coach seldom asks questions that focus on student learning.
last change date time: 2021-08-26T16:43:57.730Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T18:08:07.198Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T18:08:07.199Z
position: 1
quality: Not Passing

description: The marshmallow video was 4-5 minutes in length The coach’s written reflection thoroughly addressed all three questions. Word count 250 -300
last change date time: 2021-08-27T18:08:51.161Z
position: 0
quality: Adaptive

description: The marshmallow video was 3-4 minutes in length The coach’s written narrative adequately addressed two questions. Word count 240-200
last change date time: 2021-08-27T18:08:51.162Z
position: 1
quality: Sustaining

description: The marshmallow video was 2-3 minutes in length. The coach’s written narrative minimally addressed one question. Word count 199-100
last change date time: 2021-08-27T18:09:08.936Z
position: 2
quality: Maintaining

description: No video submitted The coach’s written narrative does not address the questions. Word count under 100
last change date time: 2021-08-27T18:09:12.856Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T18:29:26.618Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T18:29:26.618Z
position: 1
quality: Not Passing

description: Temperament Analysis completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach fully addresses questions.
last change date time: 2021-08-27T18:30:10.954Z
position: 0
quality: Adaptive

description: Temperament Analysis almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach addresses questions.
last change date time: 2021-08-27T18:30:10.954Z
position: 1
quality: Sustaining

description: Temperament Analysis partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members The coach addresses 1 of 2 questions.
last change date time: 2021-08-27T18:30:24.600Z
position: 2
quality: Maintaining

description: Temperament Analysis minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team. The coach does not address questions.
last change date time: 2021-08-27T18:30:28.486Z
position: 3
quality: Emerging

description: Compass Point Activity completely satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach fully addresses questions.
last change date time: 2021-08-27T18:30:44.457Z
position: 0
quality: Adaptive

description: Compass Point Activity almost satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses questions.
last change date time: 2021-08-27T18:30:44.463Z
position: 1
quality: Sustaining

description: Compass Point Activity partially satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses 1 of 2 questions.
last change date time: 2021-08-27T18:31:00.403Z
position: 2
quality: Maintaining

description: Compass Point Activity minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others. The coach does not address questions.
last change date time: 2021-08-27T18:31:04.315Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T18:43:00.308Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T18:43:00.309Z
position: 1
quality: Not Passing

description: Paper Chain Activity video and summary completely satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
last change date time: 2021-08-27T18:43:53.443Z
position: 0
quality: Adaptive

description: Paper Chain Activity video and summary almost satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
last change date time: 2021-08-27T18:43:53.443Z
position: 1
quality: Sustaining

description: Paper Chain Activity video and summary partially satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
last change date time: 2021-08-27T18:44:10.837Z
position: 2
quality: Maintaining

description: Paper Chain Activity video and summary minimally satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
last change date time: 2021-08-27T18:44:14.584Z
position: 3
quality: Emerging

description: Partner Communication video and summary completely satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
last change date time: 2021-08-27T18:44:37.329Z
position: 0
quality: Adaptive

description: Partner Communication video and summary almost satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
last change date time: 2021-08-27T18:44:37.336Z
position: 1
quality: Sustaining

description: Partner Communication video and summary partially satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
last change date time: 2021-08-27T18:44:56.510Z
position: 2
quality: Maintaining

description: Partner Communication video and summary minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
last change date time: 2021-08-27T18:45:08.535Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T18:57:47.173Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T18:57:47.173Z
position: 1
quality: Not Passing

description: Coaching Vision/Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
last change date time: 2021-08-27T18:58:23.918Z
position: 0
quality: Adaptive

description: Coaching Vision/Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
last change date time: 2021-08-27T18:58:23.919Z
position: 1
quality: Sustaining

description: Coaching Vision/Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
last change date time: 2021-08-27T18:58:42.335Z
position: 2
quality: Maintaining

description: Coaching Vision/Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
last change date time: 2021-08-27T18:58:45.807Z
position: 3
quality: Emerging

description: Fishbowl Protocol Reflection completely satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
last change date time: 2021-08-27T18:59:02.097Z
position: 0
quality: Adaptive

description: Fishbowl Protocol Reflection almost satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
last change date time: 2021-08-27T18:59:02.104Z
position: 1
quality: Sustaining

description: Fishbowl Protocol partially satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Included a 100–150 word reflection.
last change date time: 2021-08-27T18:59:16.535Z
position: 2
quality: Maintaining

description: Fishbowl Protocol minimally satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Did not include a reflection.
last change date time: 2021-08-27T18:59:20.815Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T19:06:56.249Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T19:06:56.250Z
position: 1
quality: Not Passing

description: Staff Input Survey Development completely satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2021-08-27T19:07:36.504Z
position: 0
quality: Adaptive

description: Staff Input Survey Development almost satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2021-08-27T19:07:36.504Z
position: 1
quality: Sustaining

description: Staff Input Survey Development partially satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2021-08-27T19:07:55.899Z
position: 2
quality: Maintaining

description: Staff Input Survey Development minimally satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2021-08-27T19:08:00.058Z
position: 3
quality: Emerging

description: Reflective piece completely satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2021-08-27T19:08:14.462Z
position: 0
quality: Adaptive

description: Reflection almost satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2021-08-27T19:08:14.469Z
position: 1
quality: Sustaining

description: Reflection partially satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2021-08-27T19:08:27.705Z
position: 2
quality: Maintaining

description: Reflection minimally satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2021-08-27T19:08:31.539Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T19:19:36.346Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T19:19:36.346Z
position: 1
quality: Not Passing

description: 4-Word Build Activity completely satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:24:36.511Z
position: 0
quality: Adaptive

description: 4-Word Build Activity almost satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:24:36.511Z
position: 1
quality: Sustaining

description: 4-Word Build Activity partially satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5- minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:25:05.005Z
position: 2
quality: Maintaining

description: 4-Word Build Activity minimally satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach did not submit video and/or meet the narrative word limit.
last change date time: 2021-08-27T19:25:06.113Z
position: 3
quality: Emerging

description: Peeling the Onion completely satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:25:43.277Z
position: 0
quality: Adaptive

description: Peeling the Onion almost satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:25:43.284Z
position: 1
quality: Sustaining

description: Peeling the Onion partially satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2021-08-27T19:26:05.682Z
position: 2
quality: Maintaining

description: Peeling the Onion minimally satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach did not submit video and/or meet the narrative word limit.
last change date time: 2021-08-27T19:26:11.112Z
position: 3
quality: Emerging

description: Coach provides the appropriate information.
last change date time: 2021-08-27T17:47:01.575Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-08-27T17:47:01.576Z
position: 1
quality: Not Passing

description: Professional development reflection completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
last change date time: 2021-08-27T17:47:47.872Z
position: 0
quality: Adaptive

description: Professional development reflection almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
last change date time: 2021-08-27T17:47:47.872Z
position: 1
quality: Sustaining

description: Professional development reflection partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
last change date time: 2021-08-27T17:47:56.475Z
position: 2
quality: Maintaining

description: Professional development reflection minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
last change date time: 2021-08-27T17:47:57.307Z
position: 3
quality: Emerging

description: Constructivist Protocol for Adult Work reflection completely satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
last change date time: 2021-08-27T17:48:30.261Z
position: 0
quality: Adaptive

description: Constructivist Protocol for Adult Work reflection almost satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
last change date time: 2021-08-27T17:48:30.262Z
position: 1
quality: Sustaining

description: Constructivist Protocol for Adult Work reflection partially satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
last change date time: 2021-08-27T17:48:42.430Z
position: 2
quality: Maintaining

description: Constructivist Protocol for Adult Work reflection minimally satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high- quality work.
last change date time: 2021-08-27T17:48:45.852Z
position: 3
quality: Emerging

last change date time: 2021-08-30T18:08:09.369Z
quality: Passing
description: Coach provides background on the district’s professional learning plan for digital citizenship.
position: 0

last change date time: 2021-08-30T18:08:09.369Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-30T18:17:49.772Z
quality: Adaptive
description: The artifact submitted has evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 0

last change date time: 2021-08-30T18:17:49.772Z
quality: Sustaining
description: The artifact submitted has a majority of evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 1

last change date time: 2021-08-30T18:20:02.509Z
quality: Maintaining
description: The artifact submitted has inadequate evidence of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 2

last change date time: 2021-08-30T18:20:05.950Z
quality: Emerging
description: The artifact submitted has evidence of none of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
position: 3

last change date time: 2021-08-30T18:20:22.811Z
quality: Adaptive
description: The artifact submitted has evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 0

last change date time: 2021-08-30T18:20:22.819Z
quality: Sustaining
description: The artifact submitted has a majority of evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 1

last change date time: 2021-08-30T18:20:39.079Z
quality: Maintaining
description: The artifact submitted has inadequate evidence of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 2

last change date time: 2021-08-30T18:20:42.546Z
quality: Emerging
description: The artifact submitted has evidence of none of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
position: 3

last change date time: 2021-08-30T18:21:10.264Z
quality: Adaptive
description: The artifact submitted has evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 0

last change date time: 2021-08-30T18:21:10.270Z
quality: Sustaining
description: The artifact submitted has a majority of evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 1

last change date time: 2021-08-30T18:21:27.430Z
quality: Maintaining
description: The artifact submitted has inadequate evidence of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 2

last change date time: 2021-08-30T18:21:30.475Z
quality: Emerging
description: The artifact submitted has evidence of none of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
position: 3

last change date time: 2021-09-01T00:56:36.195Z
quality: Passing
description: Responses clearly outline the student and school population, including relevant demographic information. The educator describes their professional learnings and rationale behind choosing those professional learning opportunities. The response is specific and includes examples where necessary.
position: 0

last change date time: 2021-09-01T00:56:36.195Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T00:59:44.009Z
quality: Yes
description: Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant) Data collection methods and tools are accessible to learners and families and are culturally responsive The evaluation summary clearly and concisely synthesizes data around performance outcomes, attitude outcomes, and implementation Digital equity is addressed throughout the data collection and evaluation
position: 0

last change date time: 2021-09-01T00:59:44.010Z
quality: Almost
description: Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning but it only reflects data from some key stakeholders (learners, families, and other educators and administrators where relevant) Data collection methods and tools are not always accessible to learners and families or culturally responsive The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation Digital equity is inconsistently addressed throughout the data collection and evaluation
position: 1

last change date time: 2021-09-01T01:00:11.012Z
quality: Not Yet
description: Links or screenshots may or may not be included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant) Data collection methods and tools are not accessible to learners and families and are not culturally responsive The evaluation summary does not clearly synthesizes data around performance outcomes, attitude outcomes, and implementation Digital equity is not addressed throughout the data collection and evaluation
position: 2

last change date time: 2021-09-01T01:00:19.901Z
quality: Yes
description: Action plan for continuous improvement includes the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan is specific and clear - Action plan addresses digital equity throughout
position: 0

last change date time: 2021-09-01T01:00:19.901Z
quality: Almost
description: Action plan for continuous improvement includes only some of the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan lacks specificity Action plan inconsistently addresses digital equity
position: 1

last change date time: 2021-09-01T01:00:29.592Z
quality: Not Yet
description: Action plan for continuous improvement may or may not be uploaded and/or does not include the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan is not specific or clear - Action plan does not address digital equity
position: 2

last change date time: 2021-09-01T00:16:01.426Z
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the data they relied on for their communication decisions. Educator describes in specific how they ensured their communications were culturally responsive.
position: 0

last change date time: 2021-09-01T00:16:01.426Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T00:17:57.553Z
quality: Yes
description: The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated to include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule addresses the needs of learners and families throughout and is culturally responsive
position: 0

last change date time: 2021-09-01T00:17:57.553Z
quality: Almost
description: The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated but only includes and highlights some of the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule inconsistently addresses the needs of learners and families and is not culturally responsive
position: 1

last change date time: 2021-09-01T00:18:14.554Z
quality: Not Yet
description: The communication schedule screenshots or PDF may or may not be included and/or does not reflect communications over the course of one month. The communication schedule may or may not be annotated and/or does not include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule does not address the needs of learners and families and is not culturally responsive
position: 2

last change date time: 2021-09-01T00:18:30.796Z
quality: Yes
description: Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are individualized to the needs of each learner and their family.
position: 0

last change date time: 2021-09-01T00:18:30.796Z
quality: Almost
description: Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.
position: 1

last change date time: 2021-09-01T00:18:39.211Z
quality: Not Yet
description: Sample meeting agendas are not included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.
position: 2

last change date time: 2021-09-01T00:18:50.076Z
quality: Yes
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
position: 0

last change date time: 2021-09-01T00:18:50.076Z
quality: Almost
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide inconsistent evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes inconsistently reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
position: 1

last change date time: 2021-09-01T00:19:02.912Z
quality: Not Yet
description: Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes do not provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes do not reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
position: 2

last change date time: 2021-09-01T00:21:06.671Z
quality: Passing
description: Reflections clearly indicates challenges and resolutions in setting up the communication schedule. Educator shares what they learned about their learners and families during the one-on-one meetings, as well as how those relationships were strengthened. Educator shares how the schedule will shift in the future. Reflections are specific with examples provided when necessary.
position: 0

last change date time: 2021-09-01T00:21:06.671Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T23:45:10.907Z
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the process for creating synchronous and asynchronous instruction. The response is specific and details how the educator used the data from their needs assessment to drive decision making for creating and organizing materials for synchronous and asynchronous instruction.
position: 0

last change date time: 2021-08-31T23:45:10.907Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T23:46:03.036Z
quality: Yes
description: The online course schedule includes a robust annotated screenshot or PDF of the online learning schedule that highlights all of the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide evidence of educator’s decision-making process Online course schedule addresses digital equity throughout
position: 0

last change date time: 2021-08-31T23:46:03.037Z
quality: Almost
description: The online course schedule includes an annotated screenshot or PDF of the online learning schedule that highlights only some of the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide little or no evidence of educator’s decision-making process Online course schedule is inconsistent in addressing digital equity throughout
position: 1

last change date time: 2021-08-31T23:46:24.527Z
quality: Not Yet
description: The online course schedule may or may not include annotations and/or does not highlight the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide no evidence of educator’s decision-making process Online course schedule does not address digital equity
position: 2

last change date time: 2021-08-31T23:46:38.731Z
quality: Yes
description: The learning materials include screenshots or links that include the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - The organization of materials is clear and it is evident how it meets the needs of all learners and families. - Access to synchronous and asynchronous learning materials centers digital equity throughout
position: 0

last change date time: 2021-08-31T23:46:38.731Z
quality: Almost
description: The learning materials include screenshots or links that include only some of the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - It is unclear how the organization of materials meets the needs of all learners and families - Access to synchronous and asynchronous learning materials inconsistently centers digital equity
position: 1

last change date time: 2021-08-31T23:46:49.422Z
quality: Not Yet
description: The learning materials include screenshots or links may or may not be included and/or does not include the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - Organization of material does not meet the needs of all learners and families - Access to synchronous and asynchronous learning materials inconsistently centers digital equity
position: 2

last change date time: 2021-08-31T23:47:02.115Z
quality: Yes
description: The digital classroom culture and management plan is clear, concise, and includes the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Evidence is provided on how student voice and collaboration was part of the development of the plan.
position: 0

last change date time: 2021-08-31T23:47:02.115Z
quality: Almost
description: The digital classroom culture and management plan includes only some of the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is provided on the development of the plan but it is not clear how student voice and collaboration was included.
position: 1

last change date time: 2021-08-31T23:47:18.853Z
quality: Not Yet
description: The digital classroom culture and management plan may or may not be provided and/or does not include the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is not provided on student voice and collaboration.
position: 2

last change date time: 2021-08-31T23:47:41.146Z
quality: Yes
description: The community agreements are clear and include: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement is culturally responsive and the language reflects that learners and their families as partners and collaborators for digital learning.
position: 0

last change date time: 2021-08-31T23:47:41.152Z
quality: Almost
description: The community agreements include some of the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement language is inconsistent in being culturally responsive and reflecting that learners and their families as partners and collaborators for digital learning.
position: 1

last change date time: 2021-08-31T23:47:55.233Z
quality: Not Yet
description: The community agreements may or may not be included and/or do not include the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement is not culturally responsive and the language does not reflect that learners and their families as partners and collaborators for digital learning.
position: 2

last change date time: 2021-08-31T23:50:47.658Z
quality: Passing
description: Reflections clearly indicates surprises, challenges, and resolutions in setting up their online schedule, and synchronous and asynchronous instruction. Educator shares how the experience will shift in the future. Reflections are specific with examples provided when necessary.
position: 0

last change date time: 2021-08-31T23:50:47.658Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T19:40:52.769Z
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience and process in detail for selecting the virtual desk, what decisions were necessary, and why. The description of classroom data used to make these decisions is clear and understandable. The responses provide specific information and examples where necessary.
position: 0

last change date time: 2021-08-31T19:40:52.769Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T19:42:08.948Z
quality: Yes
description: Screen recording or documentation clearly illustrates the virtual desk ecosystem and how it supports the needs of learners, including the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes supporting screenshots for each of the key points. Virtual desk ecosystem addresses equitable access throughout
position: 0

last change date time: 2021-08-31T19:42:08.948Z
quality: Almost
description: Screen recording or documentation illustrates the virtual desk ecosystem and how it supports the needs of learners, but only includes some of the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes screenshots but the screenshots inconsistently support it. Virtual desk ecosystem is inconsistent in addressing equitable access throughout
position: 1

last change date time: 2021-08-31T19:42:35.835Z
quality: Not Yet
description: Screen recording or documentation does not show the virtual desk ecosystem and/or does not include the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Screenshots for documentation, if chosen, are not includes or do not support the documentation. Virtual desk ecosystem does not center equitable access.
position: 2

last change date time: 2021-08-31T19:45:28.332Z
quality: Passing
description: Reflections clearly indicate surprises, challenges, and resolutions in setting up their virtual desk. The educator addresses digital equity and access while they build their virtual desk, and shares their professional learning, as well as how they may improve their virtual desk in the future. Reflections are specific with examples provided when necessary.
position: 0

last change date time: 2021-08-31T19:45:28.332Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T22:06:40.432Z
quality: Passing
description: Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience with digital learning, shares what professional learning opportunities they attended, type of technology they use and are most comfortable with, type of district support available, and their experience with instructional coaching. The educator shares why they believe a needs assessment should be conducted at their school, and how it will benefit their classroom and/or school. The responses provide specific information and examples where necessary.
position: 0

last change date time: 2021-08-31T22:06:40.432Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-08-31T22:07:54.314Z
quality: Yes
description: Link or screenshots to Needs Assessment Tool is included. Link or screenshots to survey reflects the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
position: 0

last change date time: 2021-08-31T22:07:54.314Z
quality: Almost
description: Link or screenshots to Needs Assessment Tool may or may not be included. Link or screenshots to survey only reflect some of the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
position: 1

last change date time: 2021-08-31T22:08:03.845Z
quality: Not Yet
description: Link or screenshots to Needs Assessment Tool may or may not be included. Link or screenshots to survey may or may not be included and/or does not reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated surveys (if necessary)
position: 2

last change date time: 2021-08-31T22:09:07.605Z
quality: Yes
description: Needs Assessment analysis is a robust, clear, and concise summary of the survey data, including what the data is telling the educator about the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis centers digital equity throughout
position: 0

last change date time: 2021-08-31T22:09:07.611Z
quality: Almost
description: Needs Assessment analysis summarizes the data and only addresses some of the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis is inconsistent in its focus on digital equity
position: 1

last change date time: 2021-08-31T22:09:22.321Z
quality: Not Yet
description: Needs Assessment analysis does not present a clear and concise summary of the data and/or does not address the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis does not address digital equity
position: 2

last change date time: 2021-08-31T22:10:32.350Z
quality: Passing
description: Reflections clearly indicates the current state of digital equity and instruction in their classroom. The goal(s) to address equity gaps are aligned with the SMART framework and aim to effectively shift future digital instruction. Reflections are specific with examples provided when necessary.
position: 0

last change date time: 2021-08-31T22:10:32.350Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T01:20:49.572Z
quality: Passing
description: Activity description is clear with sufficient detail to illustrate what the students did to gain competencies.
position: 0

last change date time: 2021-09-01T01:20:49.572Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T01:21:17.330Z
quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
position: 0

last change date time: 2021-09-01T01:21:17.330Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T01:22:16.409Z
quality: Yes
description: Student work clearly demonstrates learning from applying the choosing technology tools guidelines through: - Evidence of discussions on how students normally evaluate the usefulness of technology tools for learning - Examples of how the guidelines were used to evaluate a technology tool choice - Evidence of improved decision-making in choosing technology tools - Individual and group reflections on how evaluating and choosing learning tools can be improved and the lessons learned
position: 0

last change date time: 2021-09-01T01:22:16.410Z
quality: Almost
description: Student work demonstrates learning from applying the choosing technology tools guidelines through some examples of evaluations and analyses, but few examples of discussions and reflections on the value of the strategies, lessons learned, and ideas to improve choosing helpful learning tools.
position: 1

last change date time: 2021-09-01T01:22:29.928Z
quality: Not Yet
description: Student work shows some learning from applying the choosing technology tools guidelines, with some examples of the strategies used, but few examples of discussions on effective strategies, and no reflections on lessons learned or ways to improve the tool choosing process.
position: 2

last change date time: 2021-09-01T01:23:11.253Z
quality: Passing
description: Student reflections clearly indicate how the choosing technology tools activities helped them make better choices in their learning tools and clearly show how the activities changed student views on the value and usefulness of technology learning tools. The reflections are specific and convincing.
position: 0

last change date time: 2021-09-01T01:23:11.253Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

last change date time: 2021-09-01T01:24:18.707Z
quality: Passing
description: Teacher reflections clearly indicate how the activity affected both the students and the teacher and clearly state how the experience will affect the teacher's future practice. The reflections are specific and convincing.
position: 0

last change date time: 2021-09-01T01:24:18.707Z
quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

description: Educator effectively described their educational role, grade level(s) served, content area(s), and other relevant information in 50 words or less.
last change date time: 2021-09-02T16:34:12.873Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:34:12.873Z
position: 1
quality: Not Passing

description: Educator identified at least one factor in the areas of student background, social emotional learning, cognition, and content skills. Educator identified at least one teaching practice or strategy implemented to address and value student diversity. The description of positive impacts addresses the specific changes the educator measured or observed from the implementation.
last change date time: 2021-09-02T16:35:05.442Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:35:05.442Z
position: 1
quality: Not Passing

description: The file demonstrates a strong understanding of how student diversity can be represented in learning materials.
last change date time: 2021-09-02T16:35:35.438Z
position: 0
quality: Adaptive

description: The file demonstrates an understanding of how student diversity can be represented in learning materials.
last change date time: 2021-09-02T16:35:35.438Z
position: 1
quality: Sustaining

description: The file demonstrates a beginning understanding of how student diversity can be represented in learning materials.
last change date time: 2021-09-02T16:36:51.791Z
position: 2
quality: Maintaining

description: The file does not demonstrate an understanding of how student diversity can be represented in learning materials.
last change date time: 2021-09-02T16:36:58.795Z
position: 3
quality: Emerging

description: The file demonstrates a strong understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
last change date time: 2021-09-02T16:36:01.219Z
position: 0
quality: Adaptive

description: The file demonstrates an understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
last change date time: 2021-09-02T16:36:01.219Z
position: 1
quality: Sustaining

description: The file demonstrates a beginning understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
last change date time: 2021-09-02T16:37:28.404Z
position: 2
quality: Maintaining

description: The file does not demonstrate an understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
last change date time: 2021-09-02T16:37:35.733Z
position: 3
quality: Emerging

description: Educator briefly describes the data or evidence used to determine the impact on classroom culture, in 250 words or less.
last change date time: 2021-09-02T16:38:08.592Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:38:08.593Z
position: 1
quality: Not Passing

description: Educator briefly described two examples of technology used to implement a teaching strategy, in 250 words or less. One example should address how a tech tool worked well in the implementation of this practice. The second example should address how the integration of technology could be improved in the future.
last change date time: 2021-09-02T16:39:14.385Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:39:14.385Z
position: 1
quality: Not Passing

description: Educator provides a brief description of additional practices for future implementation. This may include extending a practice into new areas or using additional strategies, in 250 words or less.
last change date time: 2021-09-02T16:39:54.316Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:39:54.316Z
position: 1
quality: Not Passing

description: Educator highlights three of the six criteria (listed in Method Components) and is specific as to why they are essential to the function and to engagement in the classroom. Educator describes how they used AR to enhance a current – or created a new – learning experience; educator is specific in their answer and how it relates to current classroom goals.
last change date time: 2021-09-02T16:59:51.997Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T16:59:51.998Z
position: 1
quality: Not Passing

description: The Augmented Reality experience consistently works. A short description explains a practical and personalized way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses over 5 animated objects. Option 2 only: The myWebAR.com experience uses over 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, a constructed miniature scale model of a place in your surrounding area uses over 5 items from the city builder collection. The experience displays a learning space that is well beyond the traditional classroom. The link to the scene is properly set up, active, and available.
last change date time: 2021-09-02T17:00:32.305Z
position: 0
quality: Adaptive

description: The Augmented Reality experience consistently works. A short description explains a practical way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses at least 5 animated objects. Option 2 only: The myWebAR.com experience uses at least 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the miniature scale model of a place in your surrounding area uses at least 5 items from the city builder collection. The experience displays a learning space that is somewhat better than a traditional classroom. The link to the scene is properly set up, but somewhat difficult to find.
last change date time: 2021-09-02T17:00:32.305Z
position: 1
quality: Sustaining

description: The Augmented Reality experience mostly works. A short description explains a way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses fewer than 5 animated objects. Option 2 only: The myWebAR.com experience uses fewer than 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the constructed miniature scale model of a place in your surrounding area uses fewer than 5 items from the city builder collection. The experience displays a learning space that is similar to the traditional classroom. The link to the scene is hard to access.
last change date time: 2021-09-02T17:01:03.661Z
position: 2
quality: Maintaining

description: The Augmented Reality experience does not work. A short description of the experience is missing. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses no animated objects. Option 2 only: The myWebAR.com experience uses no 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the miniature scale model of a place in your surrounding area uses no items from the city builder collection. The experience displays a learning space that is not useful for a learning environment. The link to the scene is no longer active or is linked to the wrong project.
last change date time: 2021-09-02T17:01:07.134Z
position: 3
quality: Emerging

description: The video or photo captures the AR scene with a short description that clearly shows the benefits of using AR in the classroom.
last change date time: 2021-09-02T17:02:01.523Z
position: 0
quality: Adaptive

description: The video or photo demonstrates the AR experience and includes a short description.
last change date time: 2021-09-02T17:02:01.529Z
position: 1
quality: Sustaining

description: The video or photo demonstrates the AR experience but does not include a short description.
last change date time: 2021-09-02T17:02:11.976Z
position: 2
quality: Maintaining

description: The video, photo and description of the AR experience is missing.
last change date time: 2021-09-02T17:02:17.355Z
position: 3
quality: Emerging

description: Educator lists more than a substitute of traditional learning opportunities such as 3D geometric objects and instead includes impossible situations like exploring the moon. The example of greater depth should extend understanding beyond the required knowledge, and spark an exploration into the content beyond the expectations. Using AR, these new learning opportunities do more than engage students to retain information, and instead inspire research and understanding because of a new-found interest.
last change date time: 2021-09-02T17:06:12.149Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T17:06:12.149Z
position: 1
quality: Not Passing

description: Educator lists at least two ways that the virtual environment invites more learner-centered interactions than a traditional classroom space. Educator describes how the VR space is personalized specifically for their individual learner.
last change date time: 2021-09-02T17:47:05.806Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T17:47:05.806Z
position: 1
quality: Not Passing

description: The Virtual Reality environment is easily accessible. There are multiple 3D objects in the VR environment. The virtual environments provide more than 2 collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are personalized and proportionally accurate (size and rotation). Option 2 only: The CoSpace is personalized and the environment reflects the space well. Option 2 only: Most of the 3D objects used in the CoSpace are animated to reflect a realistic environment. The virtual environment reflects a learning space that is well beyond the traditional classroom. The link to the scene is properly set up, active, and available.
last change date time: 2021-09-02T17:49:46.861Z
position: 0
quality: Adaptive

description: The Virtual Reality environment is available. There are two 3D objects in the VR environment. The virtual environments provide 2 collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are personalized but not proportionally accurate (size and rotation). Option 2 only: The CoSpace is personalized and the environment somewhat connects to the space. Option 2 only: Some of the 3D objects used in the CoSpace are animated to reflect a realistic environment. The virtual environment reflects a learning space that is somewhat better than a traditional classroom. The link to the scene is somewhat difficult to access.
last change date time: 2021-09-02T17:49:46.861Z
position: 1
quality: Sustaining

description: The Virtual Reality environment is somewhat hard to access. There is only one 3D object in the VR environment. The virtual environments provide one collaborative space. Option 1 only: The Mozilla Hubs created in Spoke are not personalized but are proportionally accurate (size and rotation). Option 2 only: The CoSpace uses a template, but the environment reflects the space well. Option 2 only: Some of the 3D objects used in the CoSpace are animated but poorly reflect a realistic environment. The virtual environment reflects a learning space that is similar to the traditional classroom. The link to the scene is hard to access.
last change date time: 2021-09-02T17:50:13.757Z
position: 2
quality: Maintaining

description: The Virtual Reality environment is difficult to access. There are no 3D objects in the VR environment. The virtual environment is missing collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are neither personalized nor proportionally accurate (size and rotation). Option 2 only: The CoSpace uses a template, and the environment does not reflect the space well. Option 2 only: None of the 3D objects used in the CoSpace are animated making it difficult to reflect a realistic environment. The virtual environment does not reflect a learning space. The link to the scene is no longer active.
last change date time: 2021-09-02T17:50:14.685Z
position: 3
quality: Emerging

description: The video or photo captures the VR environment with a short description clearly showing the benefits of using VR in the classroom.
last change date time: 2021-09-02T17:51:00.843Z
position: 0
quality: Adaptive

description: The video or photo demonstrates the VR environment and includes a short description.
last change date time: 2021-09-02T17:51:00.849Z
position: 1
quality: Sustaining

description: The video or photo demonstrates the VR experience but does not include a short description.
last change date time: 2021-09-02T17:51:11.511Z
position: 2
quality: Maintaining

description: The video, photo, and description of the VR experience is missing or is difficult to find.
last change date time: 2021-09-02T17:51:12.308Z
position: 3
quality: Emerging

description: Educator includes details of a personalized VR space listing at least two of the spaces specifically for student collaboration. The virtual environment extends beyond the traditional classroom environment such as rows of desks or computer centers, but instead has impossible, but important, spaces such as the vent of a volcano.
last change date time: 2021-09-02T17:52:32.964Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-09-02T17:52:32.965Z
position: 1
quality: Not Passing

description: Description clearly describes answers to the questions with specific observations, influences, or data for validation.
last change date time: 2021-10-13T18:05:35.571Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-10-13T18:05:35.572Z
position: 1
quality: Not Passing

description: The artifact(s) provides extensive evidence of a clear and powerful demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 5 elements of social-emotional learning as well as how they are to be executed
last change date time: 2021-10-13T18:06:59.045Z
position: 0
quality: Adaptive

description: The artifact(s) provides evidence of a clear demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 4 elements of social-emotional learning as well as how they are to be executed
last change date time: 2021-10-13T18:06:59.045Z
position: 1
quality: Sustaining

description: The artifact(s) provides some evidence of a clear demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 3 elements of social-emotional learning as well as how they are to be executed
last change date time: 2021-10-13T18:09:48.505Z
position: 2
quality: Maintaining

description: The artifact(s) provides little to no evidence of a demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements do not connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 2 or fewer elements of social-emotional learning as well as how they are to be executed
last change date time: 2021-10-13T18:09:53.433Z
position: 3
quality: Emerging

description: The artifacts provide extensive evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school. The plan includes: - all 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement in student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
last change date time: 2021-10-13T18:10:19.137Z
position: 0
quality: Adaptive

description: The artifacts provide effective evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school, and includes one or more of the following: - at least 4 of the 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement in student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
last change date time: 2021-10-13T18:10:19.137Z
position: 1
quality: Sustaining

description: The artifacts provide evidence of a clear and powerful long-term plan focused on the social- emotional learning and health across a school, and includes one of the following: - at least 3 of the 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement to student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
last change date time: 2021-10-13T18:10:48.182Z
position: 2
quality: Maintaining

description: The artifacts provide little to no evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school.
last change date time: 2021-10-13T18:10:56.009Z
position: 3
quality: Emerging

description: The reflection clearly describes methods of examining the success of existing SEL and how to continue investing in the social and emotional health of learners.
last change date time: 2021-10-13T18:25:28.145Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-10-13T18:25:28.145Z
position: 1
quality: Not Passing

description: Description clearly answers the questions and includes specific observations, influences, or data for validation.
last change date time: 2021-12-02T00:07:45.047Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2021-12-02T00:07:45.047Z
position: 1
quality: Not Passing

description: The artifact(s) provides extensive evidence of a clear and purposeful use of media in pedagogy: - use of media specifically supports the lesson plan and students’ learning - media resources are presented holistically in a searchable library in order to provide students learning enrichment opportunities based on their interests
last change date time: 2021-12-02T00:08:22.784Z
position: 0
quality: Adaptive

description: The artifact(s) provides evidence of a clear use of media in pedagogy: - use of media supports the lesson plan and students’ learning - media resources are presented holistically in a searchable library in order to provide students learning enrichment opportunities
last change date time: 2021-12-02T00:08:22.785Z
position: 1
quality: Sustaining

description: The artifact(s) provides some evidence of a media use in pedagogy: - use of media somewhat supports the lesson plan and students’ learning - media resources are presented in a limited library to provide students learning enrichment opportunities
last change date time: 2021-12-02T00:08:40.502Z
position: 2
quality: Maintaining

description: The artifact(s) provides little to no evidence of media use in pedagogy: - use of media vaguely supports the lesson plan and students’ learning - media resources are presented in a disorganized library fashion to provide students learning enrichment opportunities
last change date time: 2021-12-02T00:08:41.943Z
position: 3
quality: Emerging

description: The artifacts provide extensive evidence of a clear and powerful long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting, organizing, and monitoring the health of the media educators and learners find relevant - a clear method for socializing the library of media to the school community and guardians
last change date time: 2021-12-02T00:09:31.558Z
position: 0
quality: Adaptive

description: The artifacts provide evidence of a clear long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting and organizing the media educators and learners find relevant - a method for socializing the library of media to the school community or guardians
last change date time: 2021-12-02T00:09:31.565Z
position: 1
quality: Sustaining

description: The artifacts provide evidence of a long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting the media educators and learners find relevant - a method for socializing the library of media
last change date time: 2021-12-02T00:09:46.564Z
position: 2
quality: Maintaining

description: The artifacts provide little or no evidence of a long-term plan focused on the use and growth in use of media across a school.
last change date time: 2021-12-02T00:09:49.891Z
position: 3
quality: Emerging

description: The reflection clearly describes methods of examining the success of media usage in your school or classroom and how to continue evolving the use of media to support learning.
last change date time: 2021-12-02T00:11:34.217Z
position: 0
quality: Passing

description: Submission does not meet passing requirements
last change date time: 2021-12-02T00:11:34.217Z
position: 1
quality: Not Passing

description: Description clearly answers the questions and includes specific observations, influences, or data for validation.
last change date time: 2022-04-20T21:11:13.458Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-04-20T21:11:13.458Z
position: 1
quality: Not Passing

description: The artifact(s) provides extensive evidence of a clear, collaborative, and purposeful use of data: - The use of data specifically supports a school’s defined need. - The data plan and participants are regularly engaging and fostering a collaborative culture. - The collaborative data plan demonstrates goals and milestones where sharing and transparency are evident.
last change date time: 2022-04-20T21:11:39.448Z
position: 0
quality: Adaptive

description: The artifact(s) provides evidence of a collaborative use of data: - The use of data supports a school’s defined need. - The data plan and participants are regularly engaging with each other. - The collaborative data plan demonstrates goals and milestones.
last change date time: 2022-04-20T21:11:39.448Z
position: 1
quality: Sustaining

description: The artifact(s) provides some evidence of a collaborative use of data: - The use of data supports a school’s defined need. - The data plan and participants are regularly engaging with each other. - The collaborative data plan denotes where sharing and transparency are evident.
last change date time: 2022-04-20T21:11:46.211Z
position: 2
quality: Maintaining

description: The artifact(s) provides little to no evidence of a collaborative use of data: - The use of data vaguely supports a school’s defined need. - The data plan and participants are not regularly engaging with each other with little collaboration. - The collaborative data plan vaguely demonstrates goals and milestones. Transparency and sharing findings are not mentioned.
last change date time: 2022-04-20T21:11:47.946Z
position: 3
quality: Emerging

description: The artifacts provide extensive evidence of a clear and powerful plan focused on building a collaborative data culture: - The plan clearly defines how and how often school personnel and the community members engage with data together. - The plan clearly defines more than two methods to access the findings from the collaborative data plan.
last change date time: 2022-04-20T21:12:31.446Z
position: 0
quality: Adaptive

description: The artifacts provide evidence of a clear plan focused on the use and collaboration around building a data culture: - The plan defines how school personnel and the community members engage with data together. - The plan clearly defines a method to access the findings from the collaborative data plan.
last change date time: 2022-04-20T21:12:31.446Z
position: 1
quality: Sustaining

description: The artifacts provide evidence of a plan focused on the use of data: - The plan defines how school personnel engage with data together. - The plan defines that the findings are to be made available but does not state how or who can access them.
last change date time: 2022-04-20T21:12:46.998Z
position: 2
quality: Maintaining

description: The artifacts provide little or no evidence of a plan focused on building a collaborative data culture at a school.
last change date time: 2022-04-20T21:12:51.128Z
position: 3
quality: Emerging

description: The reflection clearly describes how data is used and who contributes to its use.
last change date time: 2022-04-20T21:14:08.073Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-04-20T21:14:08.073Z
position: 1
quality: Not Passing

description: Coach provides the appropriate information.
last change date time: 2022-05-02T17:34:36.958Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-05-02T17:34:36.958Z
position: 1
quality: Not Passing

description: Staff Input Survey Development completely satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2022-05-02T17:36:19.910Z
position: 0
quality: Adaptive

description: Staff Input Survey Development almost satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2022-05-02T17:36:19.911Z
position: 1
quality: Sustaining

description: Staff Input Survey Development partially satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2022-05-02T17:37:03.412Z
position: 2
quality: Maintaining

description: Staff Input Survey Development minimally satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
last change date time: 2022-05-02T17:37:07.112Z
position: 3
quality: Emerging

description: Coach Feedback Reflection completely satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2022-05-02T17:37:38.398Z
position: 0
quality: Adaptive

description: Coach Feedback Reflection almost satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2022-05-02T17:37:38.398Z
position: 1
quality: Sustaining

description: Coach Feedback Reflection partially satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2022-05-02T17:38:07.465Z
position: 2
quality: Maintaining

description: Coach Feedback Reflection minimally satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
last change date time: 2022-05-02T17:38:11.017Z
position: 3
quality: Emerging

description: Description clearly describes the powerful connection among the school, families, and community.
last change date time: 2022-05-02T17:53:51.055Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-05-02T17:53:51.055Z
position: 1
quality: Not Passing

description: The artifact provides extensive evidence of a powerful connection between families, schools, and communities; it includes all of the following - Pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
last change date time: 2022-05-02T17:54:53.967Z
position: 0
quality: Adaptive

description: The artifact provides effective evidence of a functional partnership among families, schools, and communities; it includes one or more of the following: - Pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
last change date time: 2022-05-02T17:54:53.968Z
position: 1
quality: Sustaining

description: The artifact provides limited evidence of relationships among families, schools, and communities; it includes one of the following: - Pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
last change date time: 2022-05-02T17:55:11.476Z
position: 2
quality: Maintaining

description: The artifact provides little to no evidence of relationship building among families, schools, and communities; it includes one or fewer of the following: - Pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
last change date time: 2022-05-02T17:55:15.013Z
position: 3
quality: Emerging

description: The artifact provides extensive evidence of a powerful partnership and includes all of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
last change date time: 2022-05-02T17:56:03.934Z
position: 0
quality: Adaptive

description: The artifact provides effective evidence of a functional partnership and includes one or more of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
last change date time: 2022-05-02T17:56:03.934Z
position: 1
quality: Sustaining

description: The artifact provides evidence of a partnership and includes one of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
last change date time: 2022-05-02T17:56:27.963Z
position: 2
quality: Maintaining

description: The artifact provides little to no evidence of a basic partnership and includes one or fewer of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
last change date time: 2022-05-02T17:56:32.548Z
position: 3
quality: Emerging

description: The reflection clearly describes methods of examining the success of existing partnerships and how to continue investing in the partnerships.
last change date time: 2022-05-02T17:57:36.356Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-05-02T17:57:36.356Z
position: 1
quality: Not Passing

description: Coach provides the appropriate information.
last change date time: 2022-05-02T17:19:15.744Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-05-02T17:19:15.744Z
position: 1
quality: Not Passing

description: 4-Word Build Activity completely satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:19:50.016Z
position: 0
quality: Adaptive

description: 4-Word Build Activity almost satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:19:50.016Z
position: 1
quality: Sustaining

description: 4-Word Build Activity partially satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5- minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:21:08.863Z
position: 2
quality: Maintaining

description: 4-Word Build Activity minimally satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach did not submit video and/or meet the narrative word limit.
last change date time: 2022-05-02T17:21:18.711Z
position: 3
quality: Emerging

description: This option was not chosen.
last change date time: 2022-05-02T17:21:32.846Z
position: 4
quality: Option Not Chosen

description: Peeling the Onion completely satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:21:59.768Z
position: 0
quality: Adaptive

description: Peeling the Onion almost satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:21:59.768Z
position: 1
quality: Sustaining

description: Peeling the Onion partially satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
last change date time: 2022-05-02T17:22:12.592Z
position: 2
quality: Maintaining

description: Peeling the Onion minimally satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach did not submit video and/or meet the narrative word limit.
last change date time: 2022-05-02T17:22:13.514Z
position: 3
quality: Emerging

description: This option was not chosen.
last change date time: 2022-05-02T17:22:30.211Z
position: 4
quality: Option Not Chosen

description: Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2022-09-08T21:18:16.908Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-09-08T21:18:16.908Z
position: 1
quality: Not Passing

description: Educator made clear connections between the goal of the learner profile and the data that was collected to inform instruction. Educator specifically identified how and when students submitted their learner profile. Educator named 2-3 instructional strategies used to support learners based on specific learner profile data.
last change date time: 2022-09-08T21:18:48.442Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-09-08T21:18:48.443Z
position: 1
quality: Not Passing

description: The video demonstrates a strong understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs and how strategies were selected to support varying learner needs.
last change date time: 2022-09-08T21:19:44.725Z
position: 0
quality: Adaptive

description: The video demonstrates an understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
last change date time: 2022-09-08T21:19:44.725Z
position: 1
quality: Sustaining

description: The video demonstrates a beginning understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
last change date time: 2022-09-08T21:20:10.632Z
position: 2
quality: Maintaining

description: The video does not demonstrate an understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
last change date time: 2022-09-08T21:20:13.963Z
position: 3
quality: Emerging

description: The file demonstrates a strong understanding of how the educator implemented strategies identified by learner profile supported specific student needs and How students were impacted by the strategies implemented to meet their needs.
last change date time: 2022-09-08T21:20:28.699Z
position: 0
quality: Adaptive

description: The file demonstrates an understanding of how the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
last change date time: 2022-09-08T21:20:28.699Z
position: 1
quality: Sustaining

description: The file demonstrates a beginning understanding of how the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
last change date time: 2022-09-08T21:20:38.518Z
position: 2
quality: Maintaining

description: The file does not demonstrate an understanding of: How the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
last change date time: 2022-09-08T21:20:45.130Z
position: 3
quality: Emerging

description: Educator briefly described the data or evidence used to determine the impact on learning in 250 words or less.
last change date time: 2022-09-08T21:21:53.573Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-09-08T21:21:53.573Z
position: 1
quality: Not Passing

description: Educator briefly described at least one practice learned from implementing learner profiles that they would like to continue using to support student needs, and one that they would like to adapt to better support student needs.
last change date time: 2022-09-08T21:22:48.611Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-09-08T21:22:48.612Z
position: 1
quality: Not Passing

description: Educator effectively described their educational role, grade level(s) served, content area(s), and other relevant information in 50 words or less.
last change date time: 2022-10-21T20:40:34.549Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-10-21T20:40:34.550Z
position: 1
quality: Not Passing

description: Educator provides goals and includes specific observations, influences, or data that address the following: increased student engagement, student academic growth, increased clarity regarding assignments and tasks, increased on-time assignment submissions.
last change date time: 2022-10-21T20:41:17.304Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-10-21T20:41:17.304Z
position: 1
quality: Not Passing

description: The artifact provides extensive evidence of clear and purposeful curation of digital content within an LMS: - curation of digital content within an LMS to specifically support student learning - use of brainteasers, icebreakers, and culturally oriented attention-getting strategies - use of strategies such as posting tasks and/or assignments in chronological order, intuitive navigation, and/or utilizing hyperdocs weekly to compile all resources and tasks for an assignment - use of clear and consistent headers, directions, and student-friendly language.
last change date time: 2022-10-21T20:42:11.740Z
position: 0
quality: Adaptive

description: The artifact provides evidence of purposeful curation of digital content within an LMS: - curation of digital content within an LMS to support student learning - use of culturally oriented attention-getting strategies and a brainteaser or icebreaker - use of strategies such as posting tasks and/or assignments in chronological order and intuitive navigation - use of clear and consistent headers, directions, and student-friendly language.
last change date time: 2022-10-21T20:42:11.740Z
position: 1
quality: Sustaining

description: The artifact provides some evidence of curation of digital content within an LMS: - use of digital content within an LMS to somewhat support student learning - use of brainteasers or icebreakers - use of strategies such as posting tasks and/or assignments in chronological order - use of clear and consistent headers and directions.
last change date time: 2022-10-21T20:43:03.333Z
position: 2
quality: Maintaining

description: The artifact provides little to no evidence of curation of digital content within an LMS: - use of digital content within an LMS vaguely supports student learning - little to no use of brainteasers or icebreakers - digital content is curated in a disorganized manner - digital content lacks consistent headers and/or directions.
last change date time: 2022-10-21T20:43:05.199Z
position: 3
quality: Emerging

description: The artifact provides extensive evidence of a clear and purposeful course or lesson plan for curating digital content within an LMS: - use of brainteasers, icebreakers, and culturally oriented attention-getting strategies are used to introduce new material or to tap into prior knowledge - all activities are aligned to objectives and support student learning - all activities are organized in chronological order with clear and consistent headers, directions, and student-friendly language.
last change date time: 2022-10-21T20:43:28.072Z
position: 0
quality: Adaptive

description: The artifact provides evidence of a purposeful course or lesson plan for curating digital content within an LMS: - use of culturally oriented attention-getting strategies and a brainteaser or icebreaker to introduce new material or to tap into prior knowledge - majority of activities are aligned to objectives and support student learning - majority of activities are organized in chronological order with clear and consistent headers, directions, and student-friendly language.
last change date time: 2022-10-21T20:43:28.072Z
position: 1
quality: Sustaining

description: The artifact provides some evidence of a purposeful course or lesson plan for curating digital content within an LMS: - use of brainteasers or icebreakers to introduce new material or to tap into prior knowledge - some activities are aligned to objectives and support student learning - some activities are organized in a chronological order, use consistent headers, directions, or student-friendly language.
last change date time: 2022-10-21T20:44:03.888Z
position: 2
quality: Maintaining

description: The artifact provides little to know evidence of a purposeful course or lesson plan for curating digital content within an LMS: - little to no use of icebreakers, brainteasers, or attention-getting strategies to introduce new material or to tap into prior knowledge - activities are vaguely aligned to objectives and minimally support student learning - activities are disorganized and lack consistent headers and/or directions.
last change date time: 2022-10-21T20:44:06.982Z
position: 3
quality: Emerging

description: Educator briefly describes the data or evidence used to determine the impact the strategies outlined in this micro-credential had on student learning.
last change date time: 2022-10-21T20:45:06.438Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-10-21T20:45:06.439Z
position: 1
quality: Not Passing

description: Educator provides specific details of their plans to share best practices for curating digital content within an LMS with their peers.
last change date time: 2022-10-21T20:45:46.712Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-10-21T20:45:46.712Z
position: 1
quality: Not Passing

description: Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2022-12-26T00:30:16.116Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-12-26T00:30:16.116Z
position: 1
quality: Not Passing

description: Educator clearly identifies and makes clear connections between specific learner needs (equity gap) and the flexible learning format used. The educator describes how the flexible learning format was used in a learning activity, lesson, or instruction unit. Educator describes how student impact was measured.
last change date time: 2022-12-26T00:31:06.560Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-12-26T00:31:06.560Z
position: 1
quality: Not Passing

description: The video demonstrates a strong understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
last change date time: 2022-12-26T00:33:26.996Z
position: 0
quality: Adaptive

description: The video demonstrates an understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
last change date time: 2022-12-26T00:33:26.996Z
position: 1
quality: Sustaining

description: The video demonstrates a beginning understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
last change date time: 2022-12-26T00:33:53.551Z
position: 2
quality: Maintaining

description: The video does not demonstrate an understanding of how student data or information was used to determine learner needs or equity gaps, or how the flexible learning format was selected and used to address the identified learner needs.
last change date time: 2022-12-26T00:33:55.087Z
position: 3
quality: Emerging

description: The file demonstrates a strong understanding of how to intentionally implement a flexible learning format to meet learner needs; and how students used the flexible learning format to show progress in their learning.
last change date time: 2022-12-26T00:34:31.584Z
position: 0
quality: Adaptive

description: The file demonstrates an understanding of how to implement a flexible learning format intentionally to meet learner needs, and how students used the flexible learning format to show progress in their learning.
last change date time: 2022-12-26T00:34:31.584Z
position: 1
quality: Sustaining

description: The file demonstrates a beginning understanding of how to implement a flexible learning format intentionally to meet learner needs, and how students used the flexible learning format to show progress in their learning.
last change date time: 2022-12-26T00:34:56.038Z
position: 2
quality: Maintaining

description: The file does not demonstrate an understanding of how to implement a flexible learning format intentionally to meet learner needs, or how students used the flexible learning format to show progress in their learning.
last change date time: 2022-12-26T00:34:57.153Z
position: 3
quality: Emerging

description: Educator briefly describes the data or evidence used to determine the impact on learning in 250 words or less.
last change date time: 2022-12-26T00:36:44.766Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-12-26T00:36:44.767Z
position: 1
quality: Not Passing

description: Educator briefly describes at least one practice learned from implementing flexible learning formats that they would like to continue using in their instruction.
last change date time: 2022-12-26T00:37:53.152Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-12-26T00:37:53.152Z
position: 1
quality: Not Passing

description: Educator briefly describes at least one practice learned from implementing flexible learning formats that they would like to adapt to better support student needs.
last change date time: 2022-12-26T00:38:30.933Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2022-12-26T00:38:30.934Z
position: 1
quality: Not Passing

description: Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2023-02-14T18:18:44.441Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-02-14T18:18:44.442Z
position: 1
quality: Not Passing

description: Educator identifies and designs learning stations that specifically respond to personalized instruction and student needs as demonstrated by the data. The educator describes how the Station Rotation model was implemented in the classroom, as well as how each station met the criteria of the model. Educator describes how student learning outcomes improved through the use of the model.
last change date time: 2023-02-14T18:19:01.647Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-02-14T18:19:01.647Z
position: 1
quality: Not Passing

description: The video or photo gallery thoroughly demonstrates how stations (at least three, one of which is technology-based) were thoughtfully designed and students were intentionally grouped to provide personalized learning opportunities. Data is clear and specific and appropriate to the station design.
last change date time: 2023-02-14T18:19:45.158Z
position: 0
quality: Adaptive

description: The video or photo gallery demonstrates how stations (at least three, one of which is technology-based) were designed and students were grouped to provide personalized learning opportunities. Data is included and appropriate to the station design.
last change date time: 2023-02-14T18:19:45.159Z
position: 1
quality: Sustaining

description: The video or photo gallery demonstrates beginning understanding of how to design stations (at least three, one of which is technology-based) and group students to provide personalized learning opportunities. Data is included but nonspecific or vague in how it was used in station design.
last change date time: 2023-02-14T18:20:07.584Z
position: 2
quality: Maintaining

description: The video or photo gallery does not demonstrate how stations (at least three, one of which is technology-based) were designed nor how students were grouped to provide personalized learning opportunities. Data may or may not be included, but is nonspecific or vague in how it was used in station design.
last change date time: 2023-02-14T18:20:08.265Z
position: 3
quality: Emerging

description: The implementation plan demonstrates a strong understanding of how to intentionally implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-02-14T18:20:38.753Z
position: 0
quality: Adaptive

description: The implementation plan demonstrates an understanding of how to implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-02-14T18:20:38.753Z
position: 1
quality: Sustaining

description: The implementation plan demonstrates a beginning understanding of how to implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-02-14T18:20:51.713Z
position: 2
quality: Maintaining

description: The implementation plan does not demonstrate an understanding of how to implement the station rotation model to support personalized instruction or how use of the model could lead to improved student outcomes. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-02-14T18:20:52.487Z
position: 3
quality: Emerging

description: Educator briefly describes the impact of implementing the Station Rotation model to support personalized learning, as well as the data or evidence used to understand its impact on learning in 250 words or less.
last change date time: 2023-02-14T18:22:04.558Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-02-14T18:22:04.559Z
position: 1
quality: Not Passing

description: Educator briefly describes both successes and challenges in using the model and describes at least one aspect of their implementation plan that they would adapt to better support student learning.
last change date time: 2023-02-14T18:22:23.842Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-02-14T18:22:23.842Z
position: 1
quality: Not Passing

description: Educator effectively describes their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2023-03-15T23:44:15.180Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-03-15T23:44:15.180Z
position: 1
quality: Not Passing

description: Educator clearly identifies and makes clear connections between specific learner needs and preferences and the multimodal format used. Educator describes how multimodal learning was used in a learning activity, lesson, or unit of instruction. Educator describes how student feedback was used to inform or revise the multimodal format.
last change date time: 2023-03-15T23:44:51.509Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-03-15T23:44:51.509Z
position: 1
quality: Not Passing

description: The video demonstrates a strong understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
last change date time: 2023-03-15T23:45:29.025Z
position: 0
quality: Adaptive

description: The video demonstrates an understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
last change date time: 2023-03-15T23:45:29.025Z
position: 1
quality: Sustaining

description: The video demonstrates a beginning understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
last change date time: 2023-03-15T23:45:42.924Z
position: 2
quality: Maintaining

description: The video does not demonstrate an understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
last change date time: 2023-03-15T23:45:46.275Z
position: 3
quality: Emerging

description: The file demonstrates a strong understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
last change date time: 2023-03-15T23:46:02.758Z
position: 0
quality: Adaptive

description: The file demonstrates an understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
last change date time: 2023-03-15T23:46:02.758Z
position: 1
quality: Sustaining

description: The file demonstrates a beginning understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
last change date time: 2023-03-15T23:46:20.814Z
position: 2
quality: Maintaining

description: The file does not demonstrate an understanding of - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
last change date time: 2023-03-15T23:46:25.310Z
position: 3
quality: Emerging

description: Educator briefly describes the data or evidence used to determine the impact on learning in 250 words or less.
last change date time: 2023-03-15T23:47:19.017Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-03-15T23:47:19.017Z
position: 1
quality: Not Passing

description: Educator briefly describes at least one practice learned from implementing multimodal learning that they would like to continue using to support student needs.
last change date time: 2023-03-15T23:47:56.182Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-03-15T23:47:56.182Z
position: 1
quality: Not Passing

description: Educator briefly describes at least one practice learned from implementing multimodal learning that they would like to adapt to better support student needs.
last change date time: 2023-03-15T23:48:22.053Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-03-15T23:48:22.054Z
position: 1
quality: Not Passing

description: Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2023-04-11T19:44:51.116Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-04-11T19:44:51.116Z
position: 1
quality: Not Passing

description: Educator names and implements classroom practices that promote student collaboration. The educator describes how they prepared for and facilitated student collaboration in the classroom, as well as how the collaboration supported powerful learning experiences for students.
last change date time: 2023-04-11T19:45:27.163Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-04-11T19:45:27.163Z
position: 1
quality: Not Passing

description: The video or photo gallery thoroughly demonstrates that student collaboration was thoughtfully implemented and facilitated via a community-promoting classroom and students were actively engaged in collaborative learning experiences.
last change date time: 2023-04-11T19:46:04.163Z
position: 0
quality: Adaptive

description: The video or photo gallery demonstrates that student collaboration was facilitated via a community-promoting classroom and students were engaged in collaborative learning experiences.
last change date time: 2023-04-11T19:46:04.163Z
position: 1
quality: Sustaining

description: The video or photo gallery demonstrates the beginning stages of student collaboration and students were inconsistently engaged in collaborative learning experiences.
last change date time: 2023-04-11T19:46:32.195Z
position: 2
quality: Maintaining

description: The video or photo gallery does not demonstrate student collaboration nor were students engaged in collaborative learning experiences.
last change date time: 2023-04-11T19:46:32.795Z
position: 3
quality: Emerging

description: The provided evidence of implementation demonstrates a strong understanding of how to intentionally prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among the students in the classroom. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-04-11T19:46:33.813Z
position: 0
quality: Adaptive

description: The provided evidence of implementation demonstrates an understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-04-11T19:46:33.813Z
position: 1
quality: Sustaining

description: The provided evidence of implementation demonstrates a beginning understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-04-11T19:46:39.462Z
position: 2
quality: Maintaining

description: The provided evidence of implementation does not demonstrate an understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-04-11T19:46:40.879Z
position: 3
quality: Emerging

description: Educator briefly describes the impact of implementing student collaboration as well as the data or evidence used to understand its impact on the classroom culture in 250 words or less.
last change date time: 2023-04-11T19:47:40.438Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-04-11T19:47:40.438Z
position: 1
quality: Not Passing

description: Educator briefly describes both successes and challenges in fostering student collaboration and describes at least one aspect of their implementation plan that they would adapt to better support student collaboration.
last change date time: 2023-04-11T19:48:05.968Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-04-11T19:48:05.968Z
position: 1
quality: Not Passing

description: Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
last change date time: 2023-05-25T22:06:33.237Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-05-25T22:06:33.238Z
position: 1
quality: Not Passing

description: Educator identifies at least two game elements that were incorporated into their instruction. The educator describes how these game elements impacted students’ engagement and/or motivation and supports that claim with at least one piece of observable or measurable data.
last change date time: 2023-05-25T22:07:29.781Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-05-25T22:07:29.781Z
position: 1
quality: Not Passing

description: The video or photo gallery thoroughly demonstrates that gamification was thoughtfully designed and implemented by incorporating at least two game elements, and students were actively motivated and engaged in achieving the intended learning outcomes. Data is clear, specific, and appropriate to demonstrate gamifying learning.
last change date time: 2023-05-25T22:08:04.622Z
position: 0
quality: Adaptive

description: The video or photo gallery demonstrates how gamification was designed and implemented by incorporating at least two game elements, and students were motivated and engaged in achieving the intended learning outcomes. Data is included and appropriate to demonstrate gamifying learning.
last change date time: 2023-05-25T22:08:04.623Z
position: 1
quality: Sustaining

description: The video or photo gallery demonstrates a beginning understanding of designing and implementing gamification, and students were inconsistently motivated and engaged in achieving the intended learning outcomes. Data is included but nonspecific or vague in how it was used to gamify learning.
last change date time: 2023-05-25T22:08:12.723Z
position: 2
quality: Maintaining

description: The video or photo gallery does not demonstrate how gamification was designed or implemented nor how students were motivated and engaged in achieving the intended learning outcomes. Data may or may not be included, but is nonspecific or vague in how it was used to gamify learning.
last change date time: 2023-05-25T22:08:13.739Z
position: 3
quality: Emerging

description: The implementation plan demonstrates a strong understanding of how to intentionally implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-05-25T22:09:04.003Z
position: 0
quality: Adaptive

description: The implementation plan demonstrates an understanding of how to implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-05-25T22:09:04.003Z
position: 1
quality: Sustaining

description: The implementation plan demonstrates a beginning understanding of how to implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-05-25T22:09:19.099Z
position: 2
quality: Maintaining

description: The implementation plan does not demonstrate an understanding of how to implement gamification to elicit student engagement and motivation, or how gamifying learning could lead to improved student outcomes. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
last change date time: 2023-05-25T22:09:24.878Z
position: 3
quality: Emerging

description: Educator briefly describes the impact of implementing gamification, as well as the data or evidence used to understand its impact on students’ learning, motivation, and/or engagement in 250 words or less. The educator explains how student learning outcomes improved through the use of gamification.
last change date time: 2023-05-25T22:11:18.633Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-05-25T22:11:18.633Z
position: 1
quality: Not Passing

description: Educator briefly describes both successes and challenges in implementing gamification and describes at least one aspect of their implementation plan that they would adapt to better support student learning.
last change date time: 2023-05-25T22:12:08.760Z
position: 0
quality: Passing

description: Submission does not meet passing requirements.
last change date time: 2023-05-25T22:12:08.760Z
position: 1
quality: Not Passing