Current circumstances and school closures may make it difficult to collect certain types of evidence, and we have compiled this guide to help support your work. It’s still possible to work on portions of your micro-credentials during periods of time when you lack access to students (winter, spring, and summer break, for example) or when you are working with students in an online/remote setting. In some cases, you might be able to complete the entire micro-credential.
1. Are there micro-credentials specifically designed for virtual/online learning environments?
Yes, we have compiled a list of eight micro-credentials that will help you demonstrate competency in engaging students in a digital environment. The list includes the 4Cs of Technology Integration (Creativity, Communication, Collaboration, and Critical Thinking in a Digital Learning Environment) and Strategic Integration of Technology: G Suite (Communicating Expectations, Engage Student Learning Through a Group Project, Improve Student Understanding with Feedback, and Understand and Share Student Growth)
2. Can I use past experiences and previous implementation evidence/artifacts to complete the micro-credentials?
Yes, as long as the evidence you submit meets the requirement/rubric criteria. For example, some micro-credentials require educators to collect student work samples. If you have existing student work samples that are applicable, consider using them for this micro-credential. Remember, you can earn micro-credentials by demonstrating evidence of a new or existing competency.
3. Can I use student work that I collected earlier in the year and apply it to this micro-credential?
Yes, as long as it meets the requirement/rubric criteria. For example, a micro-credential might require you to annotate at least 3 work samples from students who are at different levels of mastery. If you have existing student work samples that are applicable, consider using them for this micro-credential. Remember, you can earn micro-credentials by demonstrating evidence of a new or existing competency.
4. Can I implement a micro-credential with students in a virtual setting and record that meeting as evidence?
Yes, as long as it meets the requirement/rubric criteria. For example, a micro-credential might require you to lead a class discussion connecting students’ ideas and deepening their mathematical understanding. This can be done using online video conferencing tools, if available or applicable. Always be sure to ask permission before starting a recording and adhere to FERPA and your school or district’s student privacy rules.
5. I won’t be able to meet with all of my students virtually. Is it OK to capture evidence of my Implementation with a subset of my students?
Yes, as long as it meets the requirement/rubric criteria. Check the requirement/rubric criteria for participant minimums--for example, if you are required to show a discussion amongst students, you should submit a discussion with two or more students. Always be sure to ask permission before starting a recording and adhere to FERPA and your school or district’s student privacy rules.
6. Can I meet with my mentor, mentee, school leader, coach, etc. in a virtual setting and record that meeting as evidence?
Yes, as long as it meets the requirement/rubric criteria. Always be sure to ask permission before starting a recording and adhere to FERPA and your school or district’s student privacy rules.
7. Can I work on Analyze, Design and/or Develop now and come back and Implement when I am back in my classroom?
Yes. You can enter/upload text for the Analyze and Develop requirements and return to the Implement requirement at a later time. Keep in mind that some Implement requirements can be completed in a virtual setting or using evidence collected earlier in the year.
8. If my students upload work to Google Classroom (or another learning management system), can I use that as an artifact?
Yes, as long as it meets the requirement/rubric criteria. For example, a micro-credential might require you to collect and upload exit tickets from 2 students and annotate their work to explain the extent to which each student demonstrated understanding of the lesson’s key ideas. Student work can be collected through Google Classroom or other online tools. Students could take a picture of their work to submit to a teacher or submit typed evidence.
9. Will I still be required to complete all of the requirements (Analyze, Design and/or Develop, Implement, Evaluate) in each micro-credential?
Yes, it is still necessary to complete all of the requirements (Analyze, Design and/or Develop, Implement, Evaluate) in each micro-credential. There is no change to the requirement and rubric criteria.
10. Will a video of me practicing the competency in a non-classroom/simulated setting count as evidence?
It’s a great idea to practice a new skill before implementing. While we certainly encourage practice, your micro-credential should capture evidence of authentic implementation. Read the requirements and rubric carefully, as most will require authentic engagement with students and/or colleagues.
11. Can I modify the micro-credentials to better suit my needs or my current reality?
There is no change to the requirement and rubric criteria, so participants must still demonstrate and submit evidence of the competency as outlined in the micro-credential. That said, it is still possible to demonstrate the competency and collect evidence in a virtual classroom setting. Consider the required evidence and think about parallels to your virtual classroom or meeting options (if applicable and available).
12. What virtual tools are available to me?
Consider using free tools/resources like Google Hangouts or Zoom to connect with and collaborate with other educators. You can also connect with students and capture evidence for your micro-credentials in virtual classroom settings (if applicable or available). You may wish to check with your school or district leadership for guidance regarding virtual tools and resources. Always be sure to ask permission before starting a recording and adhere to FERPA and your school or district’s student privacy rules.
13. Can I work on more than one micro-credential at a time (even if I don’t finish it)?
Yes, absolutely. You may wish to complete the Analyze and Design requirements for as many micro-credentials as possible during this time so that you are prepared to Implement when school is back in session.
14. Does my Implementation have to align to my Analysis, Design, and Develop?
You may encounter a scenario where you are currently working on Analyze, Design, and Develop, but aren’t sure when you’ll be able to Implement (keep in mind, many micro-credentials are possible to Implement in a virtual setting). You may also be in a scenario where it is no longer possible for you to Implement the lesson or meeting you Developed/Designed.
Rather than create an inauthentic learning experience for you and or your students, you may choose to demonstrate the competency in an Implementation (lesson, meeting, etc.) that is different from the one you initially Developed/Designed. This isn’t always possible, so be sure to look closely at the rubric and requirement language in Implement to ensure it doesn’t make a direct reference to previous requirements (if it does, you will have to adhere to what you originally Developed/Designed or adjust your Analyze and Developed/Designed). Regardless, always provide context for the assessors that helps explain the process you used.
15. Will the timeline for completing my micro-credentials be extended?
Please check with your organization leaders for information on timelines and extensions.
16. Who do I contact for help/questions?
Contact BloomBoard Support at support@bloomboard.com for technical questions about BloomBoard.
Access the BloomBoard Support Site at https://support.bloomboard.com for multiple support articles and tools to support you as you work on your micro-credentials.
Utilize BloomBoard Discussions (Collaborate) at my.bloomboard.com for questions about the program and the micro-credentials, formative feedback on evidence, etc. from fellow program participants and a BloomBoard facilitator