Creating liberatory systems in schools starts by educating ourselves on history and power dynamics, deep research, and questioning our understandings.


An astronaut looking across the universe.

Our microcredential allows educators to authentically tackle systems-change through teacher action research. This 2+ week process allows educators to change systems in their classroom toward human-centered practice.


Concepts in progressive education can be a daunting task to manage. These courses introduce, frame, and help realize human-centered practice in the classroom.

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What makes human REstoration Project different?

What if we designed professional development that mirrored the rewarding experiences teachers had planning their class every day? Why not reward teachers for group meetings at the coffee shop, or developing a new exciting project?

As an educator collects microcredentials, they demonstrate continued learning aligned toward better classroom outcomes and human-centered systems. Our coursework gives educators the language and tools to create systems-based change.

Open learning for all

All of Human Restoration Project's courses are open education resources under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license. In other words, you can utilize our resources in any way you see fit, even adapting them for your own purposes, as long as you credit us and also release it free!

Our courses are self-paced and are based off our materials. This is a space to self-reflect and guide yourself through progressive education in a meaningful way. We ask a series of questions to have you contemplate your practice, expand your thinking, and push yourself toward human-centered endeavors.

All HRP PD is aligned to LearningForward’s professional development learning standards, ISTE standards, and Teaching Tolerance’s social justice standards.
Absolutely worthwhile. I really appreciated how the course was both streamlined and incredibly deep. That is, you got us thinking really deeply very quickly through a thoughtful asynchronous setup. ... the topic was timely and relevant and something that busy teachers will always find time for. - Dan

what's a microcredential?

Our microcredential walks teachers through the teacher action research process: asking, researching, and implementing a progressive shift in one's class. You will be guided through choosing a topic, developing an action plan, involving your students in your planning, data collecting, reflecting, and publishing your findings. Any work you've already done can be implemented into a microcredential.

Once an educator has fulfilled these requirements, they will submit their work to us for evaluation. After feedback, potentially revision, and approval, a microcredential will be issued. This credential is a uniquely-identifiable image that links to one's unique achievements. It can be displayed on portfolios, resumes, social media, and more. Here's an example.

Both self-directed and consultation options are available. The self-directed version will always be open access! With districts, we will roll out and maintain contact through at least three meetings: introducing the microcredentialing process; aligning to district initiatives and/or standards; setting up mentors, groups, and individualized pathways & help educators design teacher action research questions; then meet (as requested) with educators to help facilitate the teacher action research process.

HRP microcredentials offer the unique opportunity to engage educators in the same, research-backed ways that engage students: self-directed pacing, purposeful work, and collaborative efforts. Because these practices are user-driven, school administrators can tie specific initiatives to certain concepts.

This platform is backed by extensive research in how to best initiate PD that’s relevant, engaging, and impacts educators and their practice. Our microcredential is an authentic, cost effective way to engage educators in the planning they already do, while simultaneously awarding further research in one’s practice.

rethink PD

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)
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