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Enhancing the Credibility of Special Education Leaders through Micro-credentialing

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Listen and learn : Snapshot


Friday, December 4, 12:45–1:30 pm PST (Pacific Standard Time)
Presentation 1 of 2
Other presentations:
Introducing Future Educators to Emerging Technologies Through Inquiry

Dr. Paul Miller  
Learn about the Maryland State Department Division of Early Intervention and Special Education Services' efforts to establish a statewide micro-credential program to recognize and distinguish its IEP chairs.

Audience: Curriculum/district specialists, Teacher education/higher ed faculty, Principals/head teachers
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Teacher education
Grade level: PK-12
Subject area: Special education
ISTE Standards: For Education Leaders:
Visionary Planner
  • Build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning.
Connected Learner
  • Participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals.
  • Use technology to regularly engage in reflective practices that support personal and professional growth.
Additional detail: Session recorded for video-on-demand

Proposal summary

Purpose & objective

Throughout the session, participants will learn about the Maryland State Department Division of Early Intervention and Special Education Services' efforts to establish a statewide micro-credential program to recognize and distinguish IEP Chairs by providing them with key competencies intended to build their credibility as a leader in Special Education. Information shared through a series of interactive activities will explore the work of National and State experts who led a series of Statewide task-forces to (1) identify and develop IEP Chair competencies, (2) design a combination of related work experience to demonstrate proficiency, (3) create reusable learning objects and assessments, (4) implement a competency-based learning system, and (5) evaluate its impact on Maryland's Special Education community.

Outline

Through a series of 10-15 interactive activities, participants will explore the work of National and State experts who led a series of Statewide task-forces to (1) identify and develop IEP Chair competencies, (2) design a combination of related work experience to demonstrate proficiency, (3) create reusable learning objects and assessments, (4) implement a competency-based learning system, and (5) evaluate its impact on Maryland's Special Education community. Each activity will be supported by a cooperative learning approach title Student-Teams Achievement-Division (see Slavin, 1997) to facilitate engagement through purposeful conversations and meaningful collaboration that can be applied within the participants personal context.

Supporting research

ull, B. (2014). Open vs. closed badging systems. Retrieved from http://etale.org/main/2014/08/16/open-vs-closed-badging-systems/​

Deci, E. L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8, 217–229. doi:10.1016/0030-5073(72)900475​

Frederiksen, L. (2013). Digital badges. Public Services Quarterly, 9, 321–325. doi.org/10.1080/15228959.2013.842414​

Grant, S. (2014). What counts as learning? Open digital badges for new opportunities. Irvine, CA: Digital Media and Learning Research Hub.​

Hamari, J. & Eranti, V.(2011). Framework for designing and evaluating game achievements. Proceedings of DiGRA ′11. Hilversum, Netherlands.​

Hattie, J. & Timperley, H.(2007). The power of feedback. Review of Educational Research, 77, 1, 81–112. doi: 10.3102/003465430298487​

IMS Global. (2017). Digital credentials and badges. https://www.imsglobal.org/activity/digital-credentials-and-badges​

McDaniel, R. & Fanfarelli, J. R. (2015). A digital badging dataset focused on performance, engagement and behavior-related variables from observations in web-based university courses. British Journal of Educational Technology, 46(5), 937–941. Doi:10.1111/bjet.12272​

Organisation for Economic Co-operation and Development (2005). The definition and selection of key competencies: Executive summary. Retrieved from https://www.oecd.org/pisa/35070367.pdf​

Soras, L. (2012). A ‘disruptive’ look at competency-based education. How the innovative use of technology will transform the college experience. The Center for American Progress. Retrieved from https://cdn.americanprogress.org/wp-content/uploads/issues/2012/06/pdf/comp_based_education.pdf​

Porter, S. (2014). Competency-based education and student Aid. Department of Leadership, Policy and Adult and Higher Education, North Carolina State University, NC. Retrieved from http://www.cbenetwork.org/sites/457/uploaded/files/Competency_Based_Education_and_Federal_Student_Aid.pdf​

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Presenters

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Dr. Paul Miller, Maryland State Department of Education

Dr. Paul Miller brings 18 years’ experience in STEM instruction; K-12 curriculum development; instructional design and teaching methodologies; project evaluation; inclusive professional learning; instructional technology integration; instructional systems development; program implementation fidelity and evaluation; and over $34 million in federal and state grant facilitation and management. Dr. Miller has developed and piloted web-based professional development systems, developed training workshops for teachers and administrators, and managed teams to develop K-12 mathematics and early childhood program materials used in the USA, Canada, as UK. Dr. Miller holds an EdD with a focus on Instructional Design for Teaching and Learning from Johns Hopkins Univrrsity.

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