PSEA is a community of education professionals who make a difference in the lives of students every day.
Micro-credentials are a competency-based recognition issued for professional learning experiences. They provide a way for educators to develop skills and acquire knowledge to improve classroom practice and support student success.
In partnership with the National Education Association (NEA), PSEA offers over 100 FREE micro-credentials to PSEA members for Act 48 hours.
PSEA/NEA offers micro-credentials in many areas of professional learning including, but not limited to:
Get Act 48 hours AND the NEA micro-credential all in one as all micro-credential courses also qualify in fulfilling Act 48 hours.
How it breaks down:
Complete a micro-credential course = 15 Act 48 hours
Attain micro-credential competency = 20 Act 48 hours
NOTE: Because NEA Micro-credentials are individually evaluated standards-based learning experiences, Act 48 hours cannot be awarded expeditiously/immediately. PSEA will issue Act 48 hours within 30 days of receiving confirmation from NEA of a complete submission.
If you urgently need Act 48 hours, consider visiting PSEA’s PEARL platform or other learning options from PSEA's Center for Professional Learning
Learn more about micro-credentials from these PSEA Fact Sheets or the NEA’s How it Works.
Want to create a community to work together? Ask colleagues if they will work with you. Working with a partner and critiquing each other’s work raises the likelihood that your micro-credential submission will meet standards.
Spread the word to your colleagues about micro-credentials by sharing these flyers.
Twenty-five micro-credentials require no direct classroom activity and can be completed during school building closures.
PSEA members who complete a micro-credential earn 15 Act 48 hours and/or receive a Chapter 14 letter affirming 15 hours of professional learning. PSEA members who attain a micro-credential earn an additional 5 hours of professional learning for Act 48 (for a total of 20) and/or Chapter 14.
NOTE: Because NEA Micro-credentials are individually evaluated standards-based learning experiences, Act 48 hours cannot be awarded immediately. PSEA will issue Act 48 hours within 30 days of receiving confirmation from NEA of a complete submission.
|
|
PSEA/NEA Micro-Credentials with No Classroom/Student Data Required |
|||||
|
ITEM |
MICRO-CREDENTIAL |
DESCRIPTION |
STACK (TOPIC/GROUP) |
TYPES OF EVIDENCE REQUIRED |
WHO SHOULD APPLY? |
|
|
1 |
Federal, State, and Local Policy Related to Bullying
|
Educator demonstrates an understanding of how to empower students to avoid or appropriately deal with bullying situations. |
Bully Free Schools In this stack, you will learn how to create a safe and bully free environment for your students. |
Presentation, Handbook |
K12 Educators Education Support Professionals Aspiring Educators |
|
|
2 |
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. |
Classroom Management |
Written artifact, Please review the entire rubric at: [View PDF] |
K12 Educators Education Support Professionals Aspiring Educators |
|
|
3 |
Addressing Challenging Behaviors
|
Educator demonstrates an understanding and application of multiple strategies when addressing challenging classroom behaviors to meet the needs of all learners. |
Classroom Management In this stack, you will learn how to create a student-centered learning community that is supportive of all students. |
(Option B.) SMART goal analysis, Pamphlet/Brochure. Please review the entire rubric at: [View PDF] |
K12 Educators Education Support Professionals Aspiring Educators |
|
|
4 |
Communication Standard
|
The Education Support Professional (ESP) effectively listens and communicates (written and verbal) with a diverse audience, including students, parents/guardians, staff, visitors, and community.
|
Education Support Professionals: Professional Growth Continuum
|
Professional vision, professional growth plan AND documentation. Please review the entire rubric at: [View PDF] |
Education Support Professionals |
|
|
5 |
Cultural Competence Standard
|
The Education Support Professional (ESP) examines their own cultural context, understands the cultural contexts of others, and interacts across cultural contexts with sensitivity to difference (e.g., economics, race, gender, and disability). |
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation |
Education Support Professionals |
|
|
6 |
Ethics Standard |
The Education Support Professional (ESP) maintains a high level of ethical behavior, confidentiality, and privacy regarding any information relating to students, staff, and all career-related matters. |
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation |
Education Support Professionals |
|
|
7 |
Health and Safety Standard
|
The Education Support Professional (ESP) protects the health and safety of oneself and others by knowing and executing health, safety, and emergency protocols/procedures with fidelity.
|
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation |
Education Support Professionals |
|
|
8 |
Organization Standard
|
The Education Support Professional (ESP) prioritizes, plans, and executes tasks efficiently and effectively. |
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation |
Education Support Professionals |
|
|
9 |
Professionalism Standard
|
The Education Support Professional (ESP) presents and conducts oneself with skill around career roles while maintaining high expectations and responsibility to one's students, colleagues, and profession.
|
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation |
Education Support Professionals |
|
|
10 |
Reporting Standard
|
The Education Support Professional (ESP) understands the responsibilities of a mandated reporter, including what, when, how, and to whom reports should be filed.
|
Education Support Professionals: Professional Growth Continuum In this stack, you will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth. |
Professional vision, professional growth plan AND documentation
|
Education Support Professionals |
|
|
11 |
Advocating for ELL Students and their Families at the School Level
|
Educator advocates in their schools for English Language Learner (ELL) students and families using a five-step action plan. |
English Language Learners In this stack, you will learn how to support the learning for students who are learning English as a Second Language. |
Written artifacts, presentation. Please review the entire rubric at: [View PDF] |
K12 Educators who work with students learning English as a second language |
|
|
12 |
Advocating for ELL Friendly Local, State, and Federal Policy
|
Educator advocates at the local, state, and/or federal level for policies that support English Language Learners and their families. |
English Language Learners In this stack, you will learn how to support the learning for students who are learning English as a Second Language. |
Written artifacts |
K12 Educators who work with students learning English as a second language |
|
|
13 |
Advocacy with ESSA
|
Educator demonstrates an understanding of the needs of their students and leverages the opportunities provided by the ESSA to meet those needs. |
Every Student Succeeds Act (ESSA) |
Any format allowed: suggests written, audio, or video
|
K12 Educators Education Support Professionals Aspiring Educators Teacher Leaders |
|
|
14 |
Building Awareness: The Non-Academic Indicators
|
Educator demonstrates how non-academic indicators provide equitable opportunities for student success. |
Every Student Succeeds Act (ESSA) In this stack, you will learn how to use ESSA to advocate for equity in education. |
Written artifact, Choice of Presentation Please review the entire rubric at: [View PDF]
|
K12 Educators Education Support Professionals Aspiring Educators Teacher Leaders |
|
|
15 |
Using Data for Change
|
Educator uses state/local data to drive ESSA Implementation to meet the needs of their students |
Every Student Succeeds Act (ESSA)
In this stack, you will learn how to use ESSA to advocate for equity in education. |
Written artifact that contains links, Presentation that includes narrative (written or recorded) Please review the entire rubric at: [View PDF]
|
K12 Educators Education Support Professionals Aspiring Educators Teacher Leaders |
|
|
16 |
Working Together for Student Success
|
Educator demonstrates an understanding of how stakeholder engagements leads to student success and contributes to the implementation of ESSA. |
Every Student Succeeds Act (ESSA) In this stack, you will learn how to use ESSA to advocate for equity in education. |
Written artifacts, Video or Photo Journal Please review the entire rubric at: [View PDF] |
K12 Educators Education Support Professionals Aspiring Educators Teacher Leaders |
|
|
17 |
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.
|
Exceptional Learners |
Comparison Chart, Informational Pamphlet, and Presentation |
K12 Educators
Education Support Professionals
|
|
|
18 |
Building a Meaningful Partnership |
The leader develops a plan for creating community partnerships that engage a diverse variety of stakeholders in advocacy for public education issues. The educator understands that community partnerships are critical to advancing education policy and initiatives at the local, state, and national level that give students the greatest opportunities to succeed. |
Leadership in Organizing In this stack, you will learn skills that will help you organize to support member engagement in the association. |
Two written artifacts. Please review the entire rubric at: [View PDF] |
K12 Educators Education Support Professionals Aspiring Educators
|
|
|
19 |
Story of Self
|
Leader effectively uses their story of self as an organizing skill. |
Leadership in Organizing In this stack, you will learn skills that will help you organize to support member engagement in the association. |
Written artifact, Photo essay, 2-3-minute video, |
K12 Educators Education Support Professionals Aspiring Educators |
|
|
20 |
Advocating for LGBTQ—Inclusive Policy
|
Educator effectively consults LGBTQ students and family members about what their needs are and then advocates for LGBTQ-inclusive policies to support these needs. |
Supporting LGBTQ Students In this stack, you will learn how to support LGBTQ students by creating a safe space and a culture of inclusivity. |
Choice of letter OR poster OR video, written artifact, audio OR video |
K12 Educators Education Support Professionals Teacher leaders Aspiring Educators |
|
|
21 |
Advocating for LGBTQ—Inclusive Workplaces
|
Educator advocates for LGBTQ-inclusive policy and protections for adults in the workplace. |
Supporting LGBTQ Students In this stack, you will learn how to support LGBTQ students by creating a safe space and a culture of inclusivity. |
Presentation video OR screencast OR PowerPoint/keynote/Google Slideshow |
K12 Educators Education Support Professionals Teacher leaders Aspiring Educators |
|
|
22 |
Connected Educator- Growing Your Professional Network |
Educator shares and learns in the global community as a means to develop professionally. |
Technology for Educational Leaders In this stack, you will learn technical skills needed to facilitate professional learning in a variety of settings as well as how to grow your own professional network and troubleshoot basic technology problems. |
List of memberships, problem of practice and solution, website OR blog. |
Teacher Leaders Technology Coaches Mentors Classroom Teachers |
|
|
23 |
Curating Content
|
Educator uses a variety of curation tools to collect meaningful content for other educators. |
Technology for Educational Leaders In this stack, you will learn technical skills needed to facilitate professional learning in a variety of settings as well as how to grow your own professional network and troubleshoot basic technology problems. |
Essay and a website or blog |
Teacher Leaders Technology Coaches Mentors Classroom Teachers |
|
|
24 |
Introduction to Online Netiquette
|
Educator creates guidelines for educators on the topic of online etiquette ("netiquette"). |
Technology for Educational Leaders In this stack, you will learn technical skills needed to facilitate professional learning in a variety of settings as well as how to grow your own professional network and troubleshoot basic technology problems. |
Annotated and Edited email, checklist, and a professional article to publish |
Teacher Leaders Technology Coaches Mentors Classroom Teachers |
|
|
25 |
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. |
Technology Integration In this stack, you will learn how to leverage digital toolsand to support your students using critical thinking, communication and collaboration skills. |
Reflection, Goal, Matrix AND Evidence of networking |
K12 Educators
|
|
