This microcredential represents educators' effective and consistent use of a range of assessments to inform health instruction. This is the second microcredential in the Methods of Teaching Health stack, which fulfills one of the requirements of a pathway for endorsement.

This book is the foundation of making learning visible for students and teachers specific to teacher clarity.

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.

Download and complete this self-reflection form to fulfill the requirements for evidence of implementation.

This microcredential represents educators' effective and consistent use planning and reflection to continuously improve health instruction. This is the fourth microcredential in the Methods of Teaching Health stack, which fulfills one of the requirements of a pathway for endorsement.

This microcredential represents educators' use of a range of effective instructional methods to support health instruction. This is the third microcredential in the Methods of Teaching Health stack, which fulfills one of the requirements of a pathway for endorsement.

Download and complete this form to fulfill the requirements for evidence of implementation.

This is a resource for the observation cycle. It provides definitions and examples of best practices for conducting observations.

This is a resource for the observation cycle. It provides definitions and examples of best practices for conducting observations.

This is a resource for the observation cycle. It provides definitions and examples of best practices for conducting observations.

This is a pdf from the website above of chapter 1 from the book, Understanding By Design by Grant Wiggins & Jay McTighe. Copyright ASCD 1998

The Utah Core Standards are organized into strands, which represent significant areas of learning within content areas. Depending on the core area, these strands may be designated by time periods, thematic principles, modes of practice, or other organizing principles. Within each strand are standards. A standard is an articulation of the demonstrated proficiency to be obtained. A standard represents an essential element of the learning that is expected. While some standards within a strand may be more comprehensive than others, all standards are essential for mastery.