American schools invest $18 billion in teachers' professional learning each year, but considerable evidence indicates that formal PD often misses the mark. The good news is that teachers, now more than ever, are also learning in a variety of informal ways. Systems just don't yet have reliable ways of tracking or making the most of that growth.
The Center for Teaching Quality and Digital Promise explore a potential solution in a paper released today: Micro-credentials: Driving teacher learning and leadership. Our paper, made possible by the support of the Carnegie Corporation of New York, offers a primer on this new approach:
• explaining how micro-credentials work,
• outlining the specific ways in which they could transform teaching and learning, and
• identifying critical next steps for a range of stakeholders.
I'm interested in your thoughts on the paper and the questions it raises for you, so I hope you will get in touch. I look forward to discussing the implications of micro-credentials for advancing the profession that makes all others possible.