PME-NA

Detecting Early Impacts of an Online, Asynchronous, Competency-Based Professional Learning Micro-Credential

• In Event: Poster Session #1
  In Poster Session: Detecting Early Impacts of an Online, Asynchronous, Competency-Based Professional Learning Micro-Credential

Description

This study provides early insights into the impacts of an online, asynchronous, competency-based professional learning micro-credential that was implemented with approximately 1,000 K-12 mathematics teachers and coaches across 60 districts and 757 schools in Florida. The micro-credential included a series of three courses, each completed across a 6-week time-span: a pedagogical-focused course, a content-focused course, and a practicum course. In order to understand the impact of the micro-credential on teacher knowledge and student learning, data sources included course-level pre- and post-assessments of teacher knowledge, teacher background characteristics, teacher self-reported perceptions of their experience in the course and impacts on their practice and their students’ learning, as well as district-provided secondary student data from a single large district that included state achievement data and student characteristics from over 1,000 elementary students. Preliminary results and implications will be shared.

Authors

• Christopher Engledowl, UF Lastinger Center for Learning

• Zandra de Araujo, University of Missouri