This microcredential is the first in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an understanding of matter and energy in systems through developing and using models.

This microcredential is the second in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential educators demonstrate an understanding of science discourse by critiquing and revising models of matter and energy.

This microcredential is the third in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to prepare and enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

This microcredential is the fourth in the Matter and Energy in Science microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

This microcredential is the first in the Nature of Science and Engineering microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary Science Endorsement. Through this microcredential, educators: Demonstrate conceptual understandings of the key aspects of the Nature of Science. Identify discourse and reflective experiences of the Nature of Science in order to explain how scientific knowledge is developed and communicated, used to influence social and economic decisions, and improves life. Explain the history of science as a valuable context to understand the structure of and access to science learning.

This microcredential is the second in the Nature of Science and Engineering microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary Science Endorsement. Through this microcredential, educators: Demonstrate conceptual understandings of the key aspects of the Nature of Engineering, and Demonstrate foundational understandings of how the Nature of Science in concert with the Nature of Engineering influences individual and societal decision making and approaches to scientific literacy.

This microcredential is the third in the Nature of Science and Engineering microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary Science Endorsement. Through this microcredential, educators: Demonstrate how the Nature of Science connects with three-dimensional science instruction and Prepare to enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

This microcredential is the Fourth in the Nature of Science and Engineering microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary Science Endorsement. Through this microcredential, educators demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

This microcredential is the first in the Stability and Change in Science microcredential stack. This stack, when completed, meets Requirement Area #5 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how changes occur in natural systems and construct explanations and arguments supported by evidence of how systems in dynamic equilibrium are stable due to a balance of feedback mechanisms within the system.

This microcredential is the second in the Stability and Change in Science microcredential stack. This stack, when completed, meets Requirement Area #5 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how changes occur as natural systems interact through constructing explanations, and improving them through argumentation. Additionally, educators demonstrate an understanding that change in systems occurs in differing temporal scales (change can happen suddenly or over a long period of time), spatial scales (changes occur based on the shape, orientation, location, direction or trajectory), and scales of magnitude (small changes can lead to big effects or big changes cause many small effects).

This stack, when completed, meets Requirement Area #5 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to prepare and enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

This microcredential is the fourth in the Stability and Change in Science microcredential stack. This stack, when completed, meets Requirement Area #5 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

This microcredential is the first in the Systems in Science microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary Science Endorsement. Through this microcredential, applicants demonstrate understanding of how different systems are organized groups of related parts that make up a whole that can carry out functions that individual parts within systems cannot.

This microcredential represents educators' effective and consistent instruction on emotional intelligence. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' consistent and effective focus on equity and accessibility in three-dimensional science instruction in secondary science classrooms. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents educators' effective and consistent instruction on food and culture. This is the fourth microcredential in the Nutrition Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

This microcredential focuses on the roles, responsibilities, and dispositions an effective instructional coach demonstrates. Instructional coaching in education has the potential to inspire, support, motivate, challenge and push thinking, and impact change. In order for these changes to occur instructional coaches need to develop and possess a variety of professional dispositions and qualities. Note that earning this Microcredential requires prerequisites as aligned with the USBE Instructional Coaching Endorsement and is intended as a competency path for an experienced instructional coach.

This microcredential represents a teacher’s understanding of fraction concepts and their ability to understand and respond to developmentally appropriate learning trajectories/progressions related to fraction concepts by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It includes selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine where students are in learning trajectories related to fraction concepts. This is the second of seven microcredentials in the Elementary Mathematics Endorsement: Rational Numbers and Proportional Reasoning. These microcredentials can be earned in any order.

Graham Fletcher illustrates how a student progresses through understanding early number concepts to counting. The conceptual and representational domains are focused on heavily.

This microcredential represents educators' effective and consistent use of the Utah Core Standards to plan and implement health instruction. This is the first microcredential in the Methods of Teaching Health stack, which fulfills one of the requirements of a pathway for endorsement.