This microcredential is the second 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 to develop and use models to represent various systems and their interactions, including inputs, processes, and outputs, along with energy, matter and information flows within these systems.

This microcredential is the third 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 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 Systems in Science microcredential stack. This stack, when completed, meets Requirement Area #2 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.

You can find which public school district you are zoned for using this interactive map.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

Chapter 9 of this text focuses on authentic assessment practices for determining adolescent reading proficiency.

In this English Journal article, Tchudi et al. share a revision strategy called “unsettling” and describe how they have used this strategy with writers in their classrooms to deepen writers’ experiences with revision.

Teacher Clarity relates to organization, explanation, examples and guided practice, and assessment of student learning. It can involve clearly communicating the intentions of the lessons and the success criteria. Clear learning intentions describe the skills, knowledge, attitudes, and values that the student needs to learn.

Teacher Credibility is the student’s perception of their teacher. It is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. Trust, as in believing in the reliability, truth, ability or strength of the teacher. Competence, being the teacher’s ability to teach successfully or efficiently. Dynamism, meaning the teacher is full of energy and excitement towards content and learning. And immediacy, regarding timely feedback and response to learner needs.

Teacher Estimates of Achievement are a teacher’s belief about the level a student is able to achieve based on past experiences. Teacher beliefs are influenced by past experiences such as responses to questions, observations, written work evidence such as assignments and tests, as well as how the student has reacted to increased challenges. These beliefs in turn affect the expectations teachers set for students, establishing next challenges for learning, informing placement and intervention choices, and influencing future instructional choices.

Teacher Expectations are demonstrated by the moment-to-moment interactions they have with the students they teach in thousands of almost invisible ways. Teachers give additional attention to provide more specific feedback and exhibit demonstrations of approval (for example, tone, nods, smiles) to students they expect to succeed. Teachers with high expectations have procedures in place that students manage themselves, communicate learning intentions and success criteria with the class, ask more open questions, manage behavior positively and proactively, make more positive statements and create a positive classroom climate, and set specific learning goals that are regularly reviewed with students.

Find teacher resources for pk-12 on our Utah State Board of Education English langauage arts elementary page.

Teacher-Student Relationships are effective when learners have healthy, sustained relationships with teachers that promote a sense of trust, belonging, safety and a sense that they matter.

Labeling students happens when teachers use terms associated with the ability, potential or behavior of the learners. These labels can be positive or negative and can result in a self-fulfilling prophecy. Labeling is seen as a factor that could explain differential achievement in schools by ability, class, disability, ethnicity or gender.

Written by Bill Honig, this book offers educators great resources for teaching foundational literacy skills.

Temperature Changes: Standard 6.NS.7 Understand ordering and absolute value of rational 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).

Explore the role of temperature on reaction rate. Note: In this model any heat generated by the reaction itself is removed, keeping the temperature constant in order to isolate the effect of environmental temperature on the rate of reaction.