Micro-credentials
Supports to assist Delaware school district and charter school educators’ participation in Micro-credentials
Micro-credentials are professional learning opportunities that are personalized, job-embedded, learner-driven, competency-based, and on-demand. Educators earn micro-credentials by submitting evidence of implementation that are reviewed by trained evaluators.
The Delaware Early Literacy Micro-credentials are part of the Delaware Literacy Plan and are aligned to the science of reading.
To engage in this professional learning opportunity, click on the micro-credential for a description and PDMS registration information. The link to access the micro-credential online will be in the PDMS section information.
Educators will demonstrate their understanding of the purpose and use of screening, diagnostic, and progress monitoring assessments and data to plan and make instructional decisions for teaching reading to a diverse group of students in whole group instruction.
Educators will demonstrate their ability to plan and facilitate an effective reading lesson plan implementing the key components of effective Tier 1 instruction.
Educators will deliver explicit and systematic instruction utilizing the gradual release model to ensure students’ understanding of new skill(s) and concepts.
Educators will demonstrate their understanding and utilization of effective strategies to support families in their child(ren)’s literacy development.
Educators will demonstrate their understanding of the concept of learner variability and its effect on learning in the classroom.
Educators will demonstrate their understanding of the importance of developing clear and flexible goals and assessments aligned to that goal.
Educators will demonstrate their understanding of the importance of developing expert learners who are purposeful and motivated, by offering options for recruiting students’ interest, helping them to sustain effort and persistence, and providing options for their self-regulation.
Educators will demonstrate their understanding of the importance of developing expert learners who are resourceful and knowledgeable by offering options for perception, language and symbols, and comprehension.
Educators will demonstrate their understanding of the importance of developing expert learners who are strategic and goal-directed by offering options for physical action, expression and communication, and executive functions.
Educators will demonstrate a strong understanding of planning and instruction of print concepts. Educators effectively provide print awareness instruction to diverse learners, so they understand the concepts of print.
Educators demonstrate a strong understanding of planning and instruction of phonological awareness. Educators effectively provide phonological awareness instruction to diverse learners, so they understand the relationship of sounds within the spoken language.
Educators demonstrate a strong understanding of planning and instruction of phonemic awareness. Educators effectively provide phonemic awareness instruction to diverse learners, so they understand the relationship of sounds within the spoken language.
Educators effectively provide alphabetic principle of letter–sound correspondence instruction to diverse learners so they understand the relationship of sounds to written words.
Educators effectively provide synthetic phonics instruction to diverse learners so they understand the relationship of sounds to written words.
Educators effectively provide analytic phonics instruction to diverse learners so they understand the relationship of sounds to written words.
Educators demonstrate the effective implementation of using graphophonemic knowledge to teach high-frequency words in groups of words with similar patterns.
Educators effectively provide fluency instruction to diverse learners so they understand the relationship between fluency and comprehension.
Educators understand and are able to effectively facilitate a research-aligned, language-rich, morphological awareness lesson.
Educators understand and are able to implement effective instructional strategies to develop narrative language skills.
Educators understand and are able to implement tiered vocabulary instruction.
Educators understand inferencing and are able to implement a research-aligned lesson.
Educators understand and are able to build background knowledge for overall reading comprehension.
Educators understand and are able to teach research-based reading strategies for deeper comprehension.
Educators understand and are able to effectively teach vocabulary to strengthen student comprehension.
Educators understand and are able to teach text structure for overall reading comprehension.
Educators understand and are able to use high-yield fluency-building strategies to facilitate comprehension.
Educators understand and are able to use the most effective approaches to teaching narrative writing.
Educators understand and are able to use the most effective approaches to teaching informational writing.
Educators understand and are able to explicitly teach the process and approaches to opinion writing.
