Streaming Session
Recorded SessionContent Outline
Introduction (5-7 minutes)
•Welcome and session overview
•Poll: "Have you completed a certification, required training, or professional development program in the last two years?"
•The changing landscape of higher education and adult learners
Section 1: What is Credit for Prior Learning? (10-12 minutes)
•Defining CPL and PLA: Key terminology
•The philosophy behind CPL: Honoring lifelong learning
•The credit-recognition spectrum
•The adult learner reality
Section 2: How quality is ensured (12-15 minutes)
•Council for Adult and Experiential Learning (CAEL) ten standards for quality assurance
•Reflection: "Think of one PD program you run or have completed: would it align with these standards?"
•Regional Accreditors
•Model for Evaluating Credit Eligibility
•American College of Education's CPL Framework
Section 3: CPL for Teachers (10-12 minutes)
•Lane changes, degree completion, and career mobility
•Professional certifications, structured PD, military training & service
Section 4: For Districts: PD That Counts for College Credit (5 minutes)
•How to align credit-ready professional development
Section 5: Conclusion (3-5 minutes)
•Key takeaways: The transformative potential of CPL
•Four principles to take home
•Contact information and follow-up opportunities
Q&A (Remaining time)
•Open question and answer period
Purpose
To empower educators, counselors, and administrators with knowledge about Credit for Prior Learning as a transformative tool for expanding access to higher education and supporting diverse learner pathways.
Learning Objectives
1. Explain what Credit for Prior Learning (CPL) is and why it matters for adult learners
2. Identify CPL opportunities relevant to teacher professional development and salary lane changes.
3. Describe how districts can design PD programs that align with college credit standards
4. Recognize quality assurance frameworks — including CAEL standards and regional accreditor requirements — that ensure academic rigor in CPL
Association for Talent Development. (2025, May 15). ATD Research: Optimism remains strong for future of learning in organizations [Press release]. https://www.td.org/content/press-release/atd-research-optimism-remains-strong-for-future-of-learning-in-organizations
Causey, J., Gardner, A., Pevitz, A., Ryu, M., & Shapiro, D. (2025). Some College, No Credential: A 2025 Snapshot for the Nation and the States (6th ed.). Lumina Foundation. https://www.luminafoundation.org/wp-content/uploads/2023/04/SCNCReport2025.pdf
Council for Adult and Experiential Learning. (n.d.). Ten standards for assessing learning. CAEL. https://www.cael.org/ten-standards-for-assessing-learning
Freifeld, L. (Ed.). (2024, November 20). 2024 Training Industry Report. Training Magazine. https://trainingmag.com/2024-training-industry-report/
Klein-Collins, R., Taylor, J., Bishop, C., Bransberger, P., Lane, P., & Leibrandt, S. (2020, December). The PLA Boost Fact Sheet. CAEL & WICHE. https://www.wiche.edu/wp-content/uploads/2020/12/PLA-Boost-Fact-Sheet-CAEL-WICHE-Revised-Dec-2020.pdf
Lumina Foundation. (2019). Today's student summary. https://www.luminafoundation.org/files/resources/todays-student-summary.pdf
National Center for Education Statistics. (2023). Percentage of 16- to 64-year-old undergraduate students who were employed, by attendance status, hours worked per week, and selected characteristics: 2010, 2015, and 2022 (Table 503.40). In Digest of Education Statistics. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/digest/d23/tables/dt23_503.40.asp
National Center for Education Statistics. (2022). Total fall enrollment in degree-granting postsecondary institutions, by attendance status, sex, and age of student: Selected years, 2001 through 2031 (Table 303.40). In Digest of Education Statistics. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/digest/d22/tables/dt22_303.40.asp
| Related exhibitors: | American College of Education |
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