I sat down with Robin Schrot, assistant superintendent for continuous improvement, to discuss how this program came about and discovered a few key themes that have led to the ongoing success of the initiative.
Schrot, with a committee of district leaders, examined how micro-credentials could complement the professional learning structures already in place, such as the district’s six high-leverage practices and Wisconsin’s Educator Effectiveness System. It was important that any new initiative aligned with the district’s strategic plan. The committee then sought a micro-credential assessment platform to verify these skills for educators and landed on Digital Promise’s platform.
District leaders also identified the need to provide educators with an additional promotion option other than earning a master’s degree. The model that emerged consists of “Foundational 15” micro-credentials, as well as an “Elective 15,” for a total of 30 micro-credentials to earn the pay increase. Even now, Schrot and her colleagues keep up to date with Digital Promise’s micro-credential library to identify specific micro-credentials that meet a high standard of rigor.
From the beginning, Muskego-Norway implemented practical strategies to make the micro-credential earning process clear and accessible for educators. District leadership developed an extensive guidebook with FAQs to provide basic information on micro-credentials and more detailed instructions on the submission process. Schrot also oversees a district newsletter titled the “Bi-Weekly,” which advertises the advanced degree equivalency.
The district initially offered participants in the micro-credential program regular group check-in meetings, but recognizing that busy educators have enough meetings on their calendars, they pivoted to checking in as needed for those with specific questions.
Creating a flexible pathway for advancement that any educator could access was a key motivation for the Advanced Degree Equivalency. Schrot noted, “…getting an advanced degree can be expensive, and we wanted to have people feel that they were valued and that we appreciated them, so we wanted to give them some other options.”
The district also wanted to make sure educators from any subject area could easily participate. According to Schrot, there has been a wide range of interest across the district: “everyone from a music or physical education teacher, to someone who teaches 8th-grade social studies or an algebra teacher at the high school… and that’s what I like about it: it’s very flexible. Then, through the electives, they can easily apply [the skills] in their classrooms.”
Another major benefit of the advanced degree equivalency is keeping great teachers in the Muskego-Norway district. For the past seven years, retention in the district has been at or above 90 percent.
Muskego-Norway’s strategy to engage and retain talented educators allows for flexible and personalized learning. The district designed their micro-credentials to complement their high-leverage practices and Wisconsin’s Educator Effectiveness System, aligning with their strategic plan. These micro-credentials created a flexible pathway for advanced degree equivalency and they are just another reason the Muskego-Norway School District is an incredible place to learn and grow.
Digital Promise has been a pioneer in competency-based micro-credentials and has more than 10 years of experience in supporting organizations with their micro-credentialing needs. Check out this eBook, The Role of Micro-Credentials in Lifelong Learning and Development: Empowering Learners, Empowering Organizations, a comprehensive resource accessible to all interested in understanding micro-credentials. If you are interested in learning more about Digital Promise’s micro-credential services, please contact us at microcredentials@digitalpromise.org.
