This microcredential focuses on the philosophical underpinnings of physical education. Planning is a critical part of teaching physical education that ensures the implementation of a quality instruction. Pre Instructional decisions, starting with a personal philosophy and then determining how the lesson will be presented are key.

This microcredential focuses on the foundational components of exercise physiology, including: control of one’s internal environment, exercise metabolism, exercise and the immune system, the structure and control of movement by the nervous and musculoskeletal systems, the circulatory responses to exercise, respiration, temperature regulation, and the physiology of training (effect on VO2 max, performance, and strength.)

This microcredential focuses on eduators' instruction on the foundational components of exercise physiology, including: control of one’s internal environment, exercise metabolism, exercise and the immune system, the structure and control of movement by the nervous and musculoskeletal systems, the circulatory responses to exercise, respiration, temperature regulation, and the physiology of training (effect on VO2 max, performance, and strength.)

Pluto: Standard 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Positive peer influence occurs when a peer influences other learners to do something positive or growth building. For example, peers who are committed to doing well in school or in sports can influence others to be more goal oriented. Similarly, peers who are kind, loyal or supportive, influence others to be the same.

Continuing its tradition of mathematics education leadership, NCTM has undertaken a major initiative to define and describe the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.

Prior Ability and Achievement is based on the students’ previous learning experiences and how that learning influences, positively and negatively, upon new learning. The amount and quality of prior knowledge positively influences both knowledge acquisition and the ability to apply higher-order, problem solving skills.

When a teacher incorporates Problem-Solving Teaching in the classroom, it requires students to apply previously learned knowledge and skills to solve real problems and dilemmas. Problem solving typically involves developing an accurate understanding of a problem, presenting and discussing solution strategies, implementing the best strategy, reviewing the results and revising the strategy as needed. This critical thinking process requires additional skills including: a positive belief in one’s ability to solve problems, a willingness to engage in productive struggle demonstrating perseverance and creative problem solving, and the ability to examine one’s actions along the way.

This microcredential represents professional educators' contribution to projects and organizations focused on improving science teaching and learning. These educators understand how to be reflective practitioners who review their instruction and seek constant improvement. Professional educators also identify and participate in ongoing professional learning opportunities to improve classroom instruction practices and deepen their knowledge of the discipline, both in content and pedagogy. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This resource includes links to professional learning opportunities offered through USBE. This also includes book studies for: ● Strength in Numbers ● The Impact of Identity in K-8 Mathematics ● Great Ways to Differentiate Secondary Mathematics Instruction

This website was created by Utah State Board of Education and includes information on the Professional Learning Standards for Utah. These standards are known to be effective practice for all learners and can be used by instructional coaches to build educator self-efficacy and support educator development.

The use of highly effective instructional practices in mathematics is the most productive way to improve a studentÕs mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each studentsÕ needs.

The use of highly effective instructional practices in mathematics is the most productive way to improve a student’s mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each students’ needs. It should not be used to replace Tier 1 instructional time (see the Utah Multi-Tiered System of Supports (MTSS) for Mathematics framework), but rather to help the educator meet their objectives and student meet learning goals. Using mathematics software as a stand-alone solution for students’ mathematical studies results in them not receiving many of the benefits that high-quality instruction in a collaborative classroom provide (including high depth of knowledge experiences, peer collaboration, the use of meaningful mathematical discourse, and others). Care must be taken to ensure each and every student has equitable access to software supports.

Pythagoras and His Theorem: Standard 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematics problems in two and three dimensions.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Rainy Days: Standard 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Videos from elementary teachers, literacy coaches, and LEA leaders about the science of reading, instruction, and their journey to improved literacy outcomes.

This document provides the old reading standards aligned with the new to show the reorganization of the ELA reading standards.

Response to Intervention (RTI) aims to identify students who are making inadequate progress and provide them evidence based support to address learning and/or behavior needs. The goal of RTI is to intervene through targeted teaching interventions before students fall too far behind. RTI relies on teachers using data to measure student progress and provide just in time support to learners. RTI is not a special education program, but can help educators identify struggling learners who may qualify for special education services.

Restaurant Grand Opening: Standard 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency and predict the approximate relative frequency given the probability.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Ride on Slinky Dog Dash: Standard 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).