HRP’s progressive microcredentialing process was born out of an immense frustration with traditional PD.
This platform is backed by extensive research in how to best initiate PD that’s relevant, engaging, and impacts educators and their practice. The majority of teachers use substantial amounts of their time honing their craft and most of that effort goes unrewarded. In our reliance on workshops, conferences, and initiative rollouts, we’ve lost sight of the true learning experts: the teachers.
This platform is designed to empower teachers in making decisions that actually impact their classroom, centered on their interests and the incorporation of student perspectives.The data surrounding professional development is stark. Despite PD initiatives set by districts, only 29% of teachers indicate they are satisfied with their formal PD opportunities
. Even though the vast majority of educators are presented with ample PD, most feel it isn’t worth it
. And, most educators do not have time to reflect and improve on their practice
. Frequently, educators state that the best learning outcomes are when they have time to plan and collaborate with others – on their own terms.
Self-paced courses and microcredentialing offer educators the ability to set their own learning objectives and be rewarded for their individualized efforts. Learners can demonstrate evidence of their competence in any way they see fit. This incentivizes the commonplace formal and informal research and planning occurring outside of school regular hours. Educators prefer and desire this method
By regularizing and documenting this practice, participating schools can document and track the expert work of their educators, allowing for detailed data on what each teacher excels at. This opens up further opportunities for professional teaching networks, identified experts, and the ability to share, reflect, and improve on the practice of everyone involved. With this, educators are valued for their inherent knowledge and ability to seek out their professional goals.
Because these microcredentials require teachers to research, speak with students, place plans into practice, and reflect on the process, all teachers will see the benefit of their labor in the classroom. Through teacher action research
, educators will be able to repeat these steps in further learning endeavors. Further, this practice is more effective and financially stable than traditional professional development. A plethora of free professional development resources are available online, including all of Human Restoration Project’s microcredentialing programs.
Research at a Glance
Only 29% of teachers are satisfied with formal PD. (1
Traditional PD rarely connects or leads to understanding of content. (2
Less than half of teachers feel PD has value. (3
57% of teachers had less than 16 hours of PD over 12 months. (4
Only 11% of teachers feel they have a say in their PD opportunities. (5
Teachers in high-poverty schools lack access to quality PD. (6
New teachers with little to no preparation are 2 1/2 times more likely to leave the classroom. (7
Incentivizing and individualizing PD opportunities is valued by educators. (8