CategoryDetail

Micro-credentials of interest to Early Career Educators

85
micro-
credentials

15
Approximate hours each

Description

These micro-credentials are of interest to early career educators. Early career educators may also find micro-credentials of interest elsewhere in NEA’s micro-credential library. All NEA micro-credentials are eligible for Washington state clock hours with the exception of the Teacher Leadership Association Pathway stack. Find out more about how to earn Washington clock hours through NEA micro-credentials.

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*Teaching with Primary Sources: Inquiry with Primary Sources Educator uses inquiry to engage learners in analysis of primary sources to promote student empathy, foster understanding of multiple perspectives, deepen content knowledge, and enhance critical thinking skills. Key Method:** Educator curates relevant and appropriate primary source sets to develop and analyze an inquiry-based primary source learning activity. View PDF	Start	NEA_TPS1	Micro-credentials of interest to Early Career Educators	*Inquiry with Primary Sources
Trauma Informed Pedagogy: 1. Creating a Healing Centered Learning Environment Educators identifies key elements of trauma-informed pedagogy and design a healing-centered learning environment. *Types of Evidence Required:* Vision statement, presentation, theory of action, and summary View PDF	Start	NEA_TRA1	Micro-credentials of interest to Early Career Educators	1. Creating a Healing Centered Learning Environment
Restorative Practices: 1. Exploring Restorative Practices Educator explores restorative practices to strengthen relationships and build a community where harm can be addressed and repaired. *Types of Evidence Required:* Self assessment, Revised classroom routines and expectations and a presentation View PDF	Start	NEA_RP1	Micro-credentials of interest to Early Career Educators	1. Exploring Restorative Practices
Family Engagement: 1. Families in Society and Cultural Contexts Educator understands, values, respects, and honors the unique variations that exist among families and the ways families support and advocate for their child(ren). *Types of Evidence Required:* Information Gathering, Description of changes made with analysis and results View PDF	Start	NEA_FE1	Micro-credentials of interest to Early Career Educators	1. Families in Society and Cultural Contexts
Co-teaching: 1. Foundations of Co-Teaching The educator will explore the use of co-teaching as an instructional framework. *Types of Evidence Required* The educator creates a vision by analyzing the benefits of co-teaching for students. They also assess their own personality traits and analyze at least four co-teaching models. View PDF	Start	NEA_COT1	Micro-credentials of interest to Early Career Educators	1. Foundations of Co-Teaching
Exceptional Learner: 1. IEP Implementation-Communication and Collaboration Educator, as a member of the Individual Education Program (IEP) implementation team, uses communication and collaboration strategies to increase the supports for student attainment of established goals. *Types of Evidence Required:* Communication and Collaboration Plan, Documentation over 20-30 days, and Feedback from attending an IEP meeting View PDF	Start	NEA_EL1	Micro-credentials of interest to Early Career Educators	1. IEP Implementation-Communication and Collaboration
Trauma: 2. Trauma Informed Support for Students Educators understand and apply the physiological, psychological, and behavioral impact of trauma on students. *Types of Evidence Required:* Student observations, intervention list with results, student debrief View PDF	Start	NEA_TRA2	Micro-credentials of interest to Early Career Educators	2. Trauma Informed Support for Students
Exceptional Learner: 2. Understanding the IEP Process Educator uses district policy, state regulations, and federal law to understand Individualized Educational Programs (IEP), goal writing, and implementing instructional supports for learners with IEPs. *Types of Evidence Required:* IEP-Present Level, Analysis, SMART Goals, Accomidations, and an Analysis of an IEP Meeting View PDF	Start	NEA_EL2	Micro-credentials of interest to Early Career Educators	2. Understanding the IEP Process
Trauma: 3. Developing a Healing-Centered Self Care Practice Educators will develop a healing-centered self-care practice as a preventative measure for compassion fatigue and or burn out. *Types of Evidence Required:* Self assessment and analysis, find resources, list activities, and develop a self-care routine View PDF	Start	NEA_TRA3	Micro-credentials of interest to Early Career Educators	3. Developing a Healing-Centered Self Care Practice
Exceptional Learner: 3. Functional Behavior Assessment and Intervention Plans Educator understands the purpose and utilization of Functional Behavioral Assessments and Behavior Intervention Plans. *Types of Evidence Required:* Functional Behavior Plan, and Case Study View PDF	Start	NEA_EL3	Micro-credentials of interest to Early Career Educators	3. Functional Behavior Assessment and Intervention Plans
Diversity, Equity, and Cultural Competence: 4. Diversity, Equity and Cultural Competence in Classroom Instruction Educators will develop and implement strategies to create a more culturally responsive, inclusive and equitable learning community for all students. *Types of Evidence Required:* Infographic, self assessment, plan or resource, classroom vision, analysis View PDF	Start	NEA_DEC4	Micro-credentials of interest to Early Career Educators	4. Diversity, Equity and Cultural Competence in Classroom Instruction
Exceptional Learner: 4. IDEA- Determining Eligibility Educator demonstrates an understanding of the connection between laws, regulations, policies, and procedures at the federal, state, and local levels and the process used to determine eligibility for special education and related services. *Types of Evidence Required:* Comparison Chart, Informational Pamphlet, and Presentation View PDF	Start	NEA_EL4	Micro-credentials of interest to Early Career Educators	4. IDEA- Determining Eligibility
Trauma: 4. Race Based Trauma Educators will use their knowledge of how individual and institutional racism, racial bias, discrimination, and microaggressions can cause traumatic reactions in students of color, to create a safe and brave environment that can help students cope with race-based trauma. *Types of Evidence Required:* Research, plan and analysis View PDF	Start	NEA_TRA4	Micro-credentials of interest to Early Career Educators	4. Race Based Trauma
Diversity, Equity, and Cultural Competence: 5. Creating a Safe and Equitable Learning Environment Educators will identify and implement key policy, and culturally-competent practices that lead to safe and equitable learning environments for students. *Types of Evidence Required:* School climate survey, analysis, and action plan View PDF	Start	NEA_DEC5	Micro-credentials of interest to Early Career Educators	5. Creating a Safe and Equitable Learning Environment
Trauma: 5. Using a Healing-Centered Approach to Support Refugee Students Educators identify the causes and implications of refugee trauma on students. They design a healing-centered learning environment to support students who have experienced refugee trauma. *Types of Evidence Required:* List of services, referral process, and action plan View PDF	Start	NEA_TRA5	Micro-credentials of interest to Early Career Educators	5. Using a Healing-Centered Approach to Support Refugee Students
Exceptional Learner: 5. Working with Students with Autism Spectrum Disorder Educator addresses the needs of students identified with Autism Spectrum Disorder and works collaboratively with stakeholders to provide quality instruction and support transition needs. *Types of Evidence Required:* ABC Chart, Survey, and Learning Plan View PDF	Start	NEA_EL5	Micro-credentials of interest to Early Career Educators	5. Working with Students with Autism Spectrum Disorder
Exceptional Learner: 6. Introduction to Universal Design and Learning Educator uses the Universal Design for Learning (UDL) guidelines and checkpoints to enhance their unit of study planning to reduce barriers to learning and support all students to become expert learners. *Types of Evidence Required:* Analysis of Current UDL Implementation, Enhanced Unit of Study, and a Wrtitten Rationale View PDF	Start	NEA_EL6	Micro-credentials of interest to Early Career Educators	6. Introduction to Universal Design and Learning
Trauma: 6. Poverty Based Trauma Educators identify the causes and implications of trauma that's linked to poverty and design a healing-centered learning environment to support affected students. Educators also promote empathy and the healthy development of social emotional skills among all students. *Types of Evidence Required:* Infographic, and Listicle,classroom plan View PDF	Start	NEA_TRA6	Micro-credentials of interest to Early Career Educators	6. Poverty Based Trauma
Family Engagement: 7. Leading with Professional Ethics Educator leads with professional ethics to empower families to support and advocate for students and schools. *Types of Evidence Required:* Survey, learning plan,flyer, slide deck, handouts, faciliate a workshop, collect feedback View PDF	Start	NEA_FE7	Micro-credentials of interest to Early Career Educators	7. Leading with Professional Ethics
Classroom Management: Addressing Challenging Behaviors Educator demonstrates an understanding and application of multiple strategies when addressing challenging classroom behaviors to meet the needs of all learners. *Types of Evidence Required:* written artifact, SMART goal analysis, pamphlet/brochure View PDF	Start	NEA_CM1	Micro-credentials of interest to Early Career Educators	Addressing Challenging Behaviors
Technology Integration: Analyst Educator understands and uses data to drive their instruction and support students in achieving their learning goals. *Types of Evidence Required:* Assessment, Assessment results AND Lesson plan View PDF	Start	NEA_TIA	Micro-credentials of interest to Early Career Educators	Analyst
Classroom Management: Aspects of an Engaged Classroom Educator demonstrates an understanding of the value of student engagement in classroom management to promote an environment that is conducive to learning. *Types of Evidence Required:* written artifacts, video View PDF	Start	NEA_CM2	Micro-credentials of interest to Early Career Educators	Aspects of an Engaged Classroom
Technology for Educational Leaders: Building Relationships Online Facilitator uses multiple strategies to support the formation of safe, productive, and professional relationships in online settings. *Types of Evidence Required:* Course Syllabus, lesson artifact OR presentation, and a video OR Annotated Screenshots View PDF	Start	NEA_BRO	Micro-credentials of interest to Early Career Educators	Building Relationships Online
Technology Integration: Citizen Educator inspires students to positively contribute to and responsibly participate in the digital world. *Types of Evidence Required:* Code of conduct AND Plan or sharing code of conduct View PDF	Start	NEA_TICI	Micro-credentials of interest to Early Career Educators	Citizen
Classroom Management: Classroom Expectations and Routines Educator demonstrates an understanding of successful use of classroom expectations and routines to promote an environment that is conducive to learning. *Types of Evidence Required:* chart, video analysis (video upload not required) View PDF	Start	NEA_CM3	Micro-credentials of interest to Early Career Educators	Classroom Expectations and Routines
Arts Integration: Classroom Management for Creative Learning Educator creates a kinesthetic, cooperative, and culturally responsive classroom to maintain an engaging learning environment. *Types of Evidence Required:* Document, Visual Evidence View PDF	Start	NEA_AICL	Micro-credentials of interest to Early Career Educators	Classroom Management for Creative Learning
Teacher Leadership: Instructional Pathway - Coaching and Mentoring Educator deepens understanding and application of coaching techniques. *Types of Evidence Required:* Written artifact, audio or video AND written documentation, Written artifact OR video View PDF	Start	NEA_CAM	Micro-credentials of interest to Early Career Educators	Coaching and Mentoring
Classroom Practice (InTasc): Understanding Content - Collaboration Between Colleagues Educator collaborates with others to expand their content knowledge to keep up with changes in the discipline, make academic language accessible to students, and develop learners' abilities to independently engage in and evaluate their work. *Types of Evidence Required:* Written artifact, Lesson Plan AND written artifact, 2-minute video View PDF	Start	NEA_CBC	Micro-credentials of interest to Early Career Educators	Collaboration Between Colleagues
Technology Integration: Collaborator Educator dedicates time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. *Types of Evidence Required:* Modified lesson plans, evidence of collaboration AND Evidence of virtual engagement View PDF	Start	NEA_TIC	Micro-credentials of interest to Early Career Educators	Collaborator
Technology for Educational Leaders: Connected Educator- Growing Your Professional Network Educator shares and learns in the global community as a means to develop professionally. *Types of Evidence Required:* List of memberships, problem of practice and solution, website OR blog. View PDF	Start	NEA_CEG	Micro-credentials of interest to Early Career Educators	Connected Educator- Growing Your Professional Network
Teaching with Primary Sources: Connecting Primary Sources & Technology for Formative Assessment Educator connects primary sources with technology for formative assessment to meet instructional goals and increase student engagement with course content. *Key Method:* Educator creates or revises a lesson that uses technology for formative assessments of primary sources. View PDF	Start	NEA_TPS6	Micro-credentials of interest to Early Career Educators	Connecting Primary Sources & Technology for Formative Assessment
Teaching with Primary Sources: Connecting Primary Sources with Historic Places Educator will be able to connect primary sources with a historic place, meet instructional goals, and increase student engagement with course content. *Key Method:* Educator will create or revise a lesson that connects primary sources with a historic place to teach about an event, person, or landscape. View PDF	Start	NEA_TPS5	Micro-credentials of interest to Early Career Educators	Connecting Primary Sources with Historic Places
Classroom Management: Creating A Classroom Community The educator understands the importance of building key relationships for a positive classroom community. *Types of Evidence Required:* video OR photo journal OR student work samples PLUS written artifacts View PDF	Start	NEA_CM4	Micro-credentials of interest to Early Career Educators	Creating A Classroom Community
Bully Free Schools: Creating Bully-Free Environments within Structured Settings Educator successfully create safe, bully-free environments within structured settings. *Types of Evidence Required:* image or document of list and written artifact View PDF	Start	NEA_SS	Micro-credentials of interest to Early Career Educators	Creating Bully-Free Environments within Structured Settings
Teacher Leadership: Diversity Equity Cultural Competence Pathway - Cultivating Socially Just Environments Educator deepens understanding of cultivating socially just educational environments. *Types of Evidence Required:* Written artifact, audio or video AND written documentation, Written artifact OR video View PDF	Start	NEA_CSJ	Micro-credentials of interest to Early Career Educators	Cultivating Socially Just Environments
Teaching with Primary Sources: Culturally Relevant Pedagogy with Primary Sources Educator uses primary sources and inquiry strategies to craft culturally relevant instruction. *Key Method:* Educator develops and analyzes a lesson that incorporates the three tenets of culturally relevant pedagogy with primary sources. View PDF	Start	NEA_TPS3	Micro-credentials of interest to Early Career Educators	Culturally Relevant Pedagogy with Primary Sources
Technology for Educational Leaders: Curating Content Educator uses a variety of curation tools to collect meaningful content for other educators. *Types of Evidence Required:* Essay and a website or blog View PDF	Start	NEA_CUR	Micro-credentials of interest to Early Career Educators	Curating Content
Technology Integration: Designer Educator designs authentic personalized learning experiences that empower students, are aligned to content area standards, and integrate purposeful use of digital tools to accomodate learner preferences and needs. *Types of Evidence Required:* Unit plan AND Student work samples View PDF	Start	NEA_TID	Micro-credentials of interest to Early Career Educators	Designer
Elevating the Profession Through Educator Ethics: Educator Ethics and the Law Educator uses their knowledge of laws and policies in their day-to-day decision-making to model and promote ethical behavior. *Types of Evidence Required:* One pagers, presentation, analysis, examples View PDF	Start	NEA_ETH1	Micro-credentials of interest to Early Career Educators	Educator Ethics and the Law
Teacher Leadership: Policy Pathway - Engagement and Relationships Educator deepens understanding of how their strengths in teacher leadership impact the policy engagement and relationships process. *Types of Evidence Required:* Video OR Audio AND/OR written artifact, Written artifact OR audio or video View PDF	Start	NEA_PER	Micro-credentials of interest to Early Career Educators	Engagement and Relationships
Classroom Practice (InTasc): Instructional Practice - Engaging Classroom Discourse Educator plans for and utilizes various strategies to encourage student discourse that supports student learning. *Types of Evidence Required:* 10-minute video, written artifact, written artifact View PDF	Start	NEA_ECD	Micro-credentials of interest to Early Career Educators	Engaging Classroom Discourse
Cooperating Teacher: Equity Literacy The cooperating teacher demonstrates an understanding of how to create and sustain a bias-free and equitable learning environment for teacher candidates through increased equity literacy. *Types of Evidence Required:* written artifacts, video OR narrative OR audio file OR brochure OR PowerPoint, written summary View PDF	Start	NEA_EL	Micro-credentials of interest to Early Career Educators	Equity Literacy
Classroom Practice (InTasc): Understanding Content - Evaluating Digital Sources Educator supports students in evaluating digital sources to develop students' critical thinking skills. *Types of Evidence Required:* 3 Lesson Plans, 3 artifacts of student work AND written artifact View PDF	Start	NEA_EDS	Micro-credentials of interest to Early Career Educators	Evaluating Digital Sources
Teacher Leadership: Diversity Equity Cultural Competence Pathway - Explore and Challenge Inequity Educator understands and participates in situations challenging inequity and promotes equity, diversity, and cultural competency in education. *Types of Evidence Required:* Written artifact, audio or video AND written documentation, Written artifact OR video View PDF	Start	NEA_CI	Micro-credentials of interest to Early Career Educators	Explore and Challenge Inequity
Teacher Leadership: Instructional Pathway - Facilitating Collaborative Relationships Educator deepens their understanding and application of their abilities to facilitate collaborative relationships. *Types of Evidence Required:* Written artifact, audio or video AND written documentation, Written artifact OR video View PDF	Start	NEA_FCR	Micro-credentials of interest to Early Career Educators	Facilitating Collaborative Relationships
Technology Integration: Facilitator Educator uses technology to facilitate learning. *Types of Evidence Required:* Lesson plans, Annotated student work AND written analysis View PDF	Start	NEA_TIF	Micro-credentials of interest to Early Career Educators	Facilitator
Assessment Literacy: Foundational Principles of Quality Assessment Educator uses the foundational principles of quality assessment practices to design classroom assessments and assessment practices to provide all important stakeholders (educators, students, families, policymakers, etc.) with useful information about student learning. *Types of Evidence Required:* Document, PDF View PDF	Start	NEA_ALFP	Micro-credentials of interest to Early Career Educators	Foundational Principles of Quality Assessment
Bully Free Schools: Intervention Strategies for Educators Educator demonstrates an understanding of how they can intervene appropriately in student- to-student bullying situations. *Types of Evidence Required:* images/pdf, written artifact, video View PDF	Start	NEA_IS	Micro-credentials of interest to Early Career Educators	Intervention Strategies for Educators
Five Core Propositions (NBCT): Know Your Students Teachers know about the students they instruct in order to respond to individual student learning differences and provide every student with a high quality educational setting. *Types of Evidence Required:* two written artifacts using given templates View PDF	Start	NEA_KYS	Micro-credentials of interest to Early Career Educators	Know Your Students
Five Core Propositions (NBCT): Knowing Your Content & How to Teach It to Students Educator possesses a firm command of their subject area(s), understands factual information as well as major themes, and has the pedagogical insight to communicate their subject knowledge and impact student learning. *Types of Evidence Required:* written artifacts (3) View PDF	Start	NEA_KCT	Micro-credentials of interest to Early Career Educators	Knowing Your Content & How to Teach It to Students
Technology Integration: Leader Educator seeks out leadership opportunities to improve teaching and learning using technology. *Types of Evidence Required:* Needs assessment, evidence of committee involvement AND evidence of modeling technology integration (website, feedback, blog post, lesson plan) View PDF	Start	NEA_TILD	Micro-credentials of interest to Early Career Educators	Leader
Technology Integration: Learner Educator improves their practice by learning from and with others through the exploration of best practices that leverage technology to improve student learning. *Types of Evidence Required:* Reflection, Goal, Matrix AND Evidence of networking View PDF	Start	NEA_TIL	Micro-credentials of interest to Early Career Educators	Learner
Assessment Literacy: Learning Targets to Establish Success Criteria and Engage Students Educator uses learning targets to create a shared vision for learning expectations, to establish success criteria, and to engage students in the intended learning. *Types of Evidence Required:* Spreadsheet, Photo Journal, Video View PDF	Start	NEA_ALLT	Micro-credentials of interest to Early Career Educators	Learning Targets to Establish Success Criteria and Engage Students
Five Core Propositions (NBCT): Managing & Monitoring Student Learning Educator works collaboratively with their students to plan instruction, motivate and challenge students during instruction, and monitor student learning over time. *Types of Evidence Required:* student work samples, written artifact, student survey results View PDF	Start	NEA_MSL	Micro-credentials of interest to Early Career Educators	Managing & Monitoring Student Learning
Cooperating Teacher: Managing Difficult Conversations Educator demonstrates the understanding and skills necessary to effectively handle difficult conversations with a student teacher candidate that will result in a positive outcome. *Types of Evidence Required:* written artifact, audio OR video View PDF	Start	NEA_MDC	Micro-credentials of interest to Early Career Educators	Managing Difficult Conversations
Teaching with Primary Sources: Multidisciplinary Civics with Primary Sources Educator uses inquiry learning with primary sources to enhance students’ civics knowledge, skills, and dispositions across one or more disciplines. *Key Method:* Educator develops and analyzes a multidisciplinary civics lesson using inquiry and primary sources. View PDF	Start	NEA_TPS2	Micro-credentials of interest to Early Career Educators	Multidisciplinary Civics with Primary Sources
Classroom Management: Organizing the Physical Layout of the Classroom Educator demonstrates an understanding of how organizing the physical layout of his or her classroom can contribute to a positive learning environment. *Types of Evidence Required:* written artifacts, video OR photo of drawing OR photo journal View PDF	Start	NEA_CM5	Micro-credentials of interest to Early Career Educators	Organizing the Physical Layout of the Classroom
Teaching with Primary Sources: Pairing Primary Sources with Historical Picture Books Educator uses an inquiry approach to learning that utilizes primary sources and an historical picture book. *Key Method:* Educator develops and analyzes an inquiry-based lesson that pairs an historical picture book with a curated set of related primary sources. View PDF	Start	NEA_TPS7	Micro-credentials of interest to Early Career Educators	Pairing Primary Sources with Historical Picture Books
LGBTQ+: Part 1. Take a Stand: Creating Safe Schools for LGBTQ+ Students Educators will learn about LGBTQ+ people and how to create safe spaces for LGBTQ+ students. *Types of Evidence Required* expand awareness about school safety issues for LGBTQ+ students, analyze the factors that affect their safety, and develop an action plan View PDF	Start	NEA_PLUS1	Micro-credentials of interest to Early Career Educators	Part 1. Take a Stand: Creating Safe Schools for LGBTQ+ Students
LGBTQ+: Part 2. Walking the Talk: Strategies to Address LGBTQ+ Bias in the Classroom Educators will learn about LGBTQ+ student bias and approaches to address it. Educators will also reflect on how factors that contribute to this bias can influence their daily behaviors. *Types of Evidence Required* identify their unconscious bias, explore strategies to address anti-LGBTQ+ bias, and develop action plans View PDF	Start	NEA_PLUS2	Micro-credentials of interest to Early Career Educators	Part 2. Walking the Talk: Strategies to Address LGBTQ+ Bias in the Classroom
LGBTQ+: Part 3. Making the Case: Communication Strategies Educators will learn strategies they can use to communicate about LGBTQ+ students and LGBTQ+ issues, including how to prepare persuasive and informative message. *Types of Evidence Required* research and identify common objections to LGBTQ+ inclusive policies and curriculum View PDF	Start	NEA_PLUS3	Micro-credentials of interest to Early Career Educators	Part 3. Making the Case: Communication Strategies
LGBTQ+: Part 4. The Intersections of Race, Gender, Gender identity, & Sexual Orientation Educators understand the intersections of race, gender, and sexual orientation and how they connect with classroom culture, pedagogy, and student and staff relationships. *Types of Evidence Required* analyze key concepts of race, gender, and sexual orientation, determine roles in examining oppression at the individual, institutional, and societal levels, and create an action plan for addressing this oppression within the classroom View PDF	Start	NEA_PLUS4	Micro-credentials of interest to Early Career Educators	Part 4. The Intersections of Race, Gender, Gender identity, & Sexual Orientation
LGBTQ+: Part 5. Safe and Supportive Working Environments: A Right for LGBTQ+ Educators Educators will gain deeper insight into the barriers LGBTQ+ employees face while recognizing ways to support LGBTQ+ educators right now. *Types of Evidence Required* learn policies and laws related to the rights of LGBTQ+ employees, identify barriers employees of the LGBTQ+ community face, explain why the “coming out” process is difficult, and recognize policies to make a more inclusive environment View PDF	Start	NEA_PLUS5	Micro-credentials of interest to Early Career Educators	Part 5. Safe and Supportive Working Environments: A Right for LGBTQ+ Educators
Cooperating Teacher: Positive Professional Relationships The cooperating teacher uses various techniques that encourage and promote meaningful dialogue and collaboration. The cooperating teacher establishes and maintains a positive professional relationship with their student/intern. *Types of Evidence Required:* document upload View PDF	Start	NEA_PPR	Micro-credentials of interest to Early Career Educators	Positive Professional Relationships
Cooperating Teacher: Post-Observation Feedback Cooperating teacher demonstrates understanding of how to engage in the feedback process with a student teacher/intern. *Types of Evidence Required:* 30 - 45 min video, written artifacts View PDF	Start	NEA_POF	Micro-credentials of interest to Early Career Educators	Post-Observation Feedback
Classroom Practice (InTasc): Understanding Content - Promote Ownership of Learning Educator creates opportunities for student choice to promote ownership of learning. *Types of Evidence Required:* 2-3 lesson plans AND written artifact, 3-4 student work samples AND 3-4 written artifacts View PDF	Start	NEA_POL	Micro-credentials of interest to Early Career Educators	Promote Ownership of Learning
Teacher Leadership: Diversity Equity Cultural Competence Pathway - Purposeful Collaboration Educator leads or facilitates diverse groups in situations which challenge inequity and promote equity, diversity, and cultural competency in education. *Types of Evidence Required:* Video OR Audio AND/OR written artifact, Written artifact OR audio or video View PDF	Start	NEA_PC	Micro-credentials of interest to Early Career Educators	Purposeful Collaboration
Classroom Practice (InTasc): Professional Responsibility - Reflective Practice to Improve Personal Effectiveness in the Classroom Educator reflects on their practice to improve personal effectiveness in the classroom. *Types of Evidence Required:* Written artifact, 2 SMART Goals, Written artifact, View PDF	Start	NEA_RPI	Micro-credentials of interest to Early Career Educators	Reflective Practice to Improve Personal Effectiveness in the Classroom
Elevating the Profession Through Educator Ethics: Responsibility for Professional Competence Educator takes responsibility for professional competence. *Types of Evidence Required:* Action plan, one pagers, research View PDF	Start	NEA_ETH2	Micro-credentials of interest to Early Career Educators	Responsibility for Professional Competence
Elevating the Profession Through Educator Ethics: Responsibility to Students Educator respects the rights and dignity of students by demonstrating an ethic of care through developmentally appropriate interactions and boundaries within an educational setting. *Types of Evidence Required:* Compare/contrast, summary, presentation View PDF	Start	NEA_ETH3	Micro-credentials of interest to Early Career Educators	Responsibility to Students
Elevating the Profession Through Educator Ethics: Responsibility to the Profession Educator examines their ethical behavior, promotes the advancement of the profession, and attempts to address and resolve ethical issues. *Types of Evidence Required:* Time management system, resolution, action plan View PDF	Start	NEA_ETH4	Micro-credentials of interest to Early Career Educators	Responsibility to the Profession
Elevating the Profession Through Educator Ethics: Responsibility to the School Community Educator uses research and resources to promote ethical relationships and effective interactions with members of the school community. *Types of Evidence Required:* Concept circle, chart, one pagers,parent communication plan View PDF	Start	NEA_ETH5	Micro-credentials of interest to Early Career Educators	Responsibility to the School Community
Elevating the Profession Through Educator Ethics: Responsible and Ethical Use of Technology Educator demonstrates responsible and ethical use of technology. *Types of Evidence Required:* Handbook View PDF	Start	NEA_ETH6	Micro-credentials of interest to Early Career Educators	Responsible and Ethical Use of Technology
Elevating the Profession Through Educator Ethics: Setting and Maintaining Ethical Boundaries Educator sets and maintains ethical boundaries in their professional life. *Types of Evidence Required:* Drawing, chart, slide show or article View PDF	Start	NEA_ETH7	Micro-credentials of interest to Early Career Educators	Setting and Maintaining Ethical Boundaries
Classroom Practice (InTasc): Instructional Practice - Setting Objectives and Providing Feedback Educator reflects on objectives and provides timely feedback to students. *Types of Evidence Required:* Written artifact, 3 artifacts of student work AND rubric AND written artifact OR Video View PDF	Start	NEA_SOP	Micro-credentials of interest to Early Career Educators	Setting Objectives and Providing Feedback
Five Core Propositions (NBCT): Teachers are Members of Learning Communities Educator works collaboratively with colleagues, families, and the communuty to support students and their learning. *Types of Evidence Required:* written artifacts (3), file upload View PDF	Start	NEA_ISL	Micro-credentials of interest to Early Career Educators	Teachers are Members of Learning Communities
Cooperating Teacher: Teaching About Teaching Cooperating teacher provides a rationale for planning and preparation, classroom environment, and instruction (metacognitive skills). *Types of Evidence Required:* 30 - 45 min video, written artifacts View PDF	Start	NEA_TAT	Micro-credentials of interest to Early Career Educators	Teaching About Teaching
Classroom Practice (InTasc): Professional Responsibility - Technology Integration 101 Educator integrates digital tools effectively into their classroom lessons. *Types of Evidence Required:* written artifacts, three student work samples View PDF	Start	NEA_TI	Micro-credentials of interest to Early Career Educators	Technology Integration 101
Teaching with Primary Sources: The Question Formulation Technique & Primary Sources Educator uses the Question Formulation Technique (QFT) to engage learners in content by generating and analyzing questions about a primary source. *Key Method:* Educator creates or revises a lesson using the QFT with a primary source, directly connecting students' questions to the next steps of their learning. View PDF	Start	NEA_TPS8	Micro-credentials of interest to Early Career Educators	The Question Formulation Technique & Primary Sources
Five Core Propositions (NBCT): Thinking Systematically About Your Practice Educator expands their repertoire and deepens their pedagogical content knowledge to remain inventive and welcoming to new findings that extend their professional learning. *Types of Evidence Required:* written artifact OR video/audio, 4 separate written artifacts View PDF	Start	NEA_TS	Micro-credentials of interest to Early Career Educators	Thinking Systematically About Your Practice
Classroom Management: Trauma-Informed Pedagogy Educator demonstrates an understanding of how trauma can affect student behaviors and responses within the school context and promotes students’ abilities to self-monitor and maintain positive engagement in all aspects of learning and interactions. *Types of Evidence Required:* written artifacts, pamphlet OR brochure View PDF	Start	NEA_TIP	Micro-credentials of interest to Early Career Educators	Trauma-Informed Pedagogy
Technology for Educational Leaders: Troubleshooting and Providing IT Support to Educators Educator uses technology tools to create a system of supports for other educators. *Types of Evidence Required:* Description of issue, helpsheet OR screencast, and a website View PDF	Start	NEA_TAP	Micro-credentials of interest to Early Career Educators	Troubleshooting and Providing IT Support to Educators
Elevating the Profession Through Educator Ethics: Understanding Educator Ethics Educators will use research and resources to distinguish between codes of conduct and codes of ethics in order to determine best ethical practices when confronting a variety of dilemmas. *Types of Evidence Required:* Resource, implementation description,case study View PDF	Start	NEA_ETH8	Micro-credentials of interest to Early Career Educators	Understanding Educator Ethics
Teaching with Primary Sources: Universal Design for Learning with Primary Sources Educator uses Universal Design for Learning (UDL) with primary sources to provide multiple means of engagement, representation of information, and opportunities for action and expression to increase universal accessibility of course content and skills. *Key Method:* Educator customizes and augments a primary source learning activity by employing UDL principles to increase universal accessibility. View PDF	Start	NEA_TPS4	Micro-credentials of interest to Early Career Educators	Universal Design for Learning with Primary Sources
Classroom Practice (InTasc): Instructional Practice - Using Student Evaluations to Improve Instruction and Student Learning Educator uses student evaluations to improve instructional practice and meet student needs. *Types of Evidence Required:* written artifacts (3) View PDF	Start	NEA_USE	Micro-credentials of interest to Early Career Educators	Using Student Evaluations to Improve Instruction and Student Learning