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Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.

Agency

The extent to which a student owns their own learning, often called agency, is key

innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).

they are drawing on the ideas of digital badging so that anyone can see the skill and who credentialed, and then look at an artifact to quickly assess if the level of performance is indeed what the college or employer is seeking.

There is actually a fourth principle: do not indicate how much time it takes someone to fulfill that credit.

structure the transcript around knowledge, skills, and dispositions. Credits, based on demonstrated mastery, are the building blocks for communicating how students are progressing toward the graduation competencies.

Perhaps they advance beyond grade level in some or all of the academic domains. Some schools have jettisoned honors courses and established the score of 4 to indicate honors level work.

Students need to have intrinsic motivation and value themselves for who they are and not their GPA. We want to develop students with a sense of purpose and excitement for creating their future.

What Happens When We Remove the Word Prepare?

Don’t Worry about College Admissions! He said that college admissions officers can figure out how to make the decisions they need to make. What is important is…that we do what is best for students and for helping them learn.

Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials.

In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.

San Lorenzo School District

Tennessee is currently piloting micro-credentials as a pathway toward relicensure with 60 teachers.

Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development

Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.