Human Restoration Project’s Progressive Microcredential provides the tools and structure for an educator to conduct teacher action research, the process of asking, designing, and researching a progressive shift in one’s classroom.
You will be guided through choosing a topic, develop an action plan to implement, involve your students in the process, learn how to data collect, reflect on these practices, and publish your findings.
Essentially, we’re figuring out how well are students learning what I am teaching?
This microcredential lays out the specific goals, tasks, and evidence required to obtain accredited competency. There is no timeline, nor required seat time or coursework, to obtain a credential. The educator will develop their own learning pathway, guided by our recommendations, to complete their objective.
Each HRP credential has five requirements:
- Evidence of pedagogical knowledge (e.g. a portfolio, video, reflection, book notes.)
- Empathy mapping (interviews with students to understand their perspective.)
- Strategic planning (determining efficacy vs effort)
- Evidence of “learning in action” (e.g. a plan for a lesson, classroom, school, with documentation of its implementation.)
- Student and teacher reflections on the process.
After the educator has fulfilled these requirements, they will submit to Human Restoration Project for evaluation. After feedback, potentially revision, and approval, the microcredential will be issued. This credential can be displayed on portfolios, resumes, websites, social media, and more.
While engaged in the microcredentialing process, educators can ask for assistance as well as have a direct line to HRP facilitators. Drafts of work may be submitted throughout the process for feedback-only evaluation. In addition, HRP offers a variety of media, research, and articles for each microcredential to help guide one’s planning. A guided experience with office hours can be arranged for your organization.
HRP microcredentials are differentiated from other microcredential programs as they not only promote systemic progressive pedagogy, but are supported by progressive methodology, such as remediation and student interviews. The end of goal of this process is not only to document the use of a new system, but to learn the methods of action research for future teaching.
All HRP microcredentials are aligned to LearningForward’s professional development learning standards, ISTE standards, and Teaching Tolerance’s social justice standards.