Making Professional Learning Count: Recognizing Educators' Skills With Micro-Credentials

Abstract

This study, commissioned by Digital Promise and conducted by research firm Grunwald Associates, examines the attitudes of a nationally representative sample of 856 K-12 teachers toward professional development and competency-based micro-credentials. Survey questions included asking teachers:what they know about micro-credentialsunder which circumstances would they earn themwhat would convince them to earn oneTheir answers reinforce the critical role professional development plays in expanding teachers' skills, knowledge and careers -- both formally and informally. Although only 15 percent of teachers were initially aware of the concept of micro-credentials, after learning more, 65 percent are interested in trying to earn one. These teachers value that micro-credentials are both competency-based and personalized. Teachers also emphasize that they must be easy to use and accessible if educators are going to try them