World Languages 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 World Language micro-credentials are designed in alignment with the Delaware World-Readiness Standards for Learning Languages and the Delaware Core Practices for Proficiency research.
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.
Educator understands ACTFL Proficiency and Performance guidelines in unit planning and lesson plans and is able to demonstrate the different purpose of both performance and proficiency within the world language classroom
Educator facilitates learners’ understanding of language proficiency and what proficiency looks like at varying level
Educator facilitates learner understanding of language proficiency as a critical career and workplace skill
Educator facilitates communication with various school and community groups about teaching for proficiency in the World Language classroom
Educator plans learning experiences designed to help students develop the attitudes, knowledge, and skills associated with intercultural competence
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
Educator ensures that all learners have equitable access to world language studies and cultures
Educator designs world language learning opportunities that are accessible for and inclusive of all learners
Educator uses the NCSSFL-ACTFL Can-Do Statements to set goals for learners’ proficiency and give opportunities for learner reflection on growth
Educator creates an authentic integrated performance assessment to be implemented as a summative assessment for a planned unit
Educator uses a variety of formative assessment strategies to monitor and adjust instruction in order to maximize learner learning
Educator creates a safe and supportive world language learning environment for every learner
Educator ensures that language learners are immersed in the target language for at least 90% of instructional time. Use of the target language that students are learning is one of ACTFL’s (American Council on the Teaching of Foreign Languages) Guiding Principles for Language Learning
Educator plans Interpersonal Communication tasks for pairs, small groups, and whole-class instruction. Designing Oral Interpersonal Communication Tasks is one of ACTFL’s (American Council on the Teaching of Foreign Languages) Guiding Principles for Language Learning
Educator uses Interpretive Communication tasks to support language acquisition by employing Authentic Resources in the language and culture studied
Educator facilitates world languages proficiency for learners to understand verbal communication and obtain new language rules, structures, and forms
Educators effectively provide corrective feedback to help learners improve their language learning in the classroom.
Educator introduces learners to digital tools that facilitate their language output
Educator makes reflection a regular part of their classroom to help students learn to interact with cultural competence and understanding
Educator helps students develop critical media literacy skills and intercultural competence through dissecting visual images
The educator uses Can-Do Statements to set goals for students’ development of intercultural communicative competence. The educator guides students to use the Can-Do Statements to set their own goals or to reflect on their progress
The educator collaborates with teachers in other disciplines to help students develop more robust intercultural competence. These collaborations are sustained and provide multiple opportunities for students to work together on projects and curriculum activities
Educator successfully facilitates an experience in which students are engaged in learning about a global topic or issue with and from the community
Educator successfully facilitates student participation in a global collaboration project in which students learn collaboratively with peers in one or more countries around the world
