Fall 2019
Learning-Focused Instruction
for Teachers
BDG0100 Developing Background
Teachers who earn the developing background micro-credential are able to connect students’ prior knowledge with new material to build understanding.
A. Uher
BDG0101 Essential Questions
Teachers who earn the essential questions micro-credential create and use overarching unit questions that stimulate student curiosity by connecting the key inquiries of the subject matter to students’ lives.
J. Meyer
BDG0102 The Learning Target
Teachers who earn the Learning Target Micro-Credential can design and share learning targets to support student learning. Evidence of learning is shown through an assessment called a performance of understanding.
C. Melendy
BDG0103 Quick Formative Assessments
Teachers who earn the Quick Formative Assessment Micro-Credential can quickly check all students for understanding during the lesson and use responses to adjust the lesson and increase student learning.
J. Meyer
BDG0104 Full Formative Assessments
Teachers who earn the Full Formative Assessment Micro-Credential check all students for a full or complete understanding of the learning target near the end of the lesson and use responses to adjust the lesson and increase student learning.
J. Meyer
BDG0105 Active Engagement
Teachers who earn the active engagement micro-credential engage learners in high cognition and high participation activities within a lesson to build student understanding.
A. Uher
BDG0106 Summary & Practice
Teachers who earn the summary & practice micro-credential create meaningful lesson closure, which includes skill reinforcement aligned to the lesson’s learning target.
A. Uher
Learning-Focused Supervision
for Principals
BDG0113 Look-Fors
The instructional supervisor who earns the look-fors micro-credential knows and clearly communicates what to look for when observing a teacher.
J. Meyer
BDG0117 Pre-Conferencing
Teachers who earn the pre-conferencing micro-credential can carry out a pre-visit conference that sets the tone for a growth-oriented visit focusing on student learning.
K. Horn
BDG0118 Post-Conference
Teachers who earn the post-conferencing micro-credential are capable of conducting a post-visit conference that provides meaningful feedback to improve instruction and student learning.
K. Horn
BDG0119 Coaching Stance
Principals, directors, or instructional coaches who earn the Coaching Stance micro-credential can utilize a combination of three stances appropriately when discussing instructional performance with teachers. Evidence of learning is shown through an assessment called a performance of understanding.
J. Schaefer
BDG0123 Ministry-Development Plan
Teachers who earn the Ministry Development Plan micro-credential can facilitate a goal-setting conversation that allows an educator to develop a goal statement that addresses professional growth and the effect of that growth on student learning.
A. Bitter
BDG0124 Evaluation Form
Teachers who earn the evaluation form micro-credential can appreciate the importance of summative teacher evaluations. In addition, they can collect evidence needed to properly, fairly, and thoroughly rate a teacher. Finally, they also demonstrate that they can use the new WELS summative teacher evaluation rubric to both collect relevant evidence and conduct an end-of-year summative teacher evaluation conference.
J. Wiechman
