Teaching Matters, New York City Department of Education Implement Nation’s Largest Micro-credentialing Program to Certify Teacher Leaders

by Editorial Team

NEW YORK, August 8, 2018 – Teaching Matters and the New York City Department of Education led the country’s largest micro-credentialing initiative for Teacher Leaders—over 200 teachers earned 642 micro-credentials for demonstrating mastery of critical teaching and leadership competencies.

Teaching Matters, a leader in the movement to support educators through competency-based professional development using micro-credentials, partnered with the Office of Teacher Recruitment and Quality to lead teachers from approximately 160 schools and seven districts through the six-month program.

Because of this critical micro-credentialing initiative, 122 schools in the Bronx now have Teacher Leaders, a critical milestone in Teaching Matters’ mission to grow the teacher leader pipeline in New York City. Teacher Leader roles are paid positions that allow educators to guide colleagues and school leadership in advancing instruction across the school, while maintaining their role as a classroom teacher.

“In a city as large and diverse as New York, ensuring the right teachers are placed into these strategic roles is critical to equitable and quality teacher leadership city-wide,” said Lynette Guastaferro, CEO of Teaching Matters. “These new Teacher Leaders have successfully demonstrated the skills needed to enter teacher leader roles and developed a standard of what good teacher leadership work looks like.”

The micro-credentialing program was strategically built on two years of prior initiatives and focused on high-needs districts in the Bronx. Modeled after Teaching Matters’ Emerging Teacher Leaders program, over 2,000 hours of training were available to program participants as an alternative pathway for teachers to formally become Teacher Leaders in their schools. Participants earned micro-credentials, or demonstrated their competency, in strategizing for assessment, analyzing student work, and leading from the lab classroom.

“I see that the way I am analyzing student work and strategizing for assessments has allowed higher student achievement in many areas,” one program participant said. “The ideas gathered have allowed me and my many of my colleagues to share a common language when analyzing our students’ work.”