Micro-Credentials
Micro-credentials allow individuals and host schools to target a specific area of professional development within the degree such as educational leadership, technology, special education. Micro-credentials are appealing due to their flexibility, robust course sequences, and the rich opportunities they provide for those searching for an alternative to a traditional degree program. They allow students to learn more deeply about current educational practices, topics, and perspectives and allow professionals to build their career and personal paths. Micro-credentials are 9 to 15 credit sequences that can be built into, and are stackable with, our master's degree program.
IGPE-facilitated micro-credentials verify, validate, and attest that specific skills and/or competencies have been achieved and are endorsed by SUNY Buffalo State departments and programs. Approved micro-credentials have been developed through established faculty governance processes to be meaningful in application and high quality in design and implementation. SUNY Buffalo State Directory of Policy Statements, policy IV:18:00
Participants
- Students who have already been accepted to SUNY Buffalo State will not need to apply separately for a micro-credential, however, they will need to formally declare their intention to pursue one by completing the micro-credential form.
- New or returning students interested in pursuing a micro-credential will first need to be accepted to SUNY Buffalo State as a degree seeking (micro-credential counts toward graduate program) or non-degree seeking (micro-credential as a stand-alone experience) student. Visit the IGPE admissions page for application instructions.
- Please reach out to Kera Franceschini francekm@buffalostate.edu for instructions and questions.
Micro-Credentials
The Classroom Management Strategies (CMS) micro-credential is made up of targeted education courses focused on classroom management strategies for teachers in PK-12 international schools.
This CMS micro-credential will support all components of the School of Education mission statement, but is particularly aligned to the following elements: (1) committing to the intellectual, personal, and professional growth of practicing professionals; (2) providing transformative educational experiences; (3) inspiring reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning; and (4) implementing inclusive pedagogies.
The CMS micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
Scaffolded in the program structure and incorporated into each of the courses of this micro-credential are research-informed practices that provide a solid foundation for those just entering the field of education, and for those already well versed in the profession, provide focused study on classroom management, an aspect of educator preparation that Buffalo State alumni identify as the most pressing need for more professional development.
Learning Objectives
- Examine research on child behavior and development as related to classroom management strategies.
- Analyze the characteristics of effective classroom management at various developmental levels.
- Describe and apply the principles of classroom management.
- Identify and examine commonly accepted “best practices” related to classroom management.
- Analyze current and potential future issues relating to classroom management.
- Demonstrate the ability to implement classroom management procedures in compliance with school policy.
- Critically analyze characteristics of exemplary classroom management as evidenced in contemporary research.
- Demonstrate the ability to affect positive school change in contexts of student behavior and classroom management.
Course Sequence
- EDU530: Creative Teaching and Learning in Formal and Informal Settings
- EDU604: Instructional Strategies for More Effective Teaching
- EDU620: Teaching and Learning in Diverse Elementary School Classrooms
- EXE500: Individuals with Special Needs
- EXE502: Contingency Management
For additional information please contact the Director of IGPE, Brandon Kawa kawabf@buffalostate.edu
This micro-credential focuses on providing theoretical development and practical utilization of the latest creativity studies skills and techniques to educational personnel globally in PK-12 schools, higher education as well as trainers and educational consultants interested in innovative educational practices. The creativity courses provide participating educators with focused, advanced development in creativity studies and classroom theory, practice, and application of creative learning.
The potential to enhance teacher’s natural creative abilities and provide both a scholarly viewpoint and the skills to improve their practices is significant. Both new and experienced educators gain knowledge and skills that provide new content, new pedagogical practices and enhance and accelerate their ability to solve problems creatively. This provides the opportunity to increase both educator’s and student’s creativity. As the first and oldest degree in creativity at the graduate level, well- researched high impact creative teaching and learning practices are provided to educators. By presenting these current courses in a packaged micro-credential, it also brings a greater sense of purpose and focus to educator’s selection of courses. It complements their current programs and/or provides an avenue for focused study outside of a program of study.
Learning Objectives
- Model effective use of Creative Problem Solving (CPS) personally and professionally.
- Implement best practices in facilitation and leading Creative Problem Solving (CPS) groups.
- Model effective use of cognitive and affective competencies.
-Create innovative learning practices integrating creativity skills
- Demonstrate a variety of strategies for gifted, talented, and creative student needs.
Course Sequence
- CRS/EDU/EDL 530: Creative Teaching and Learning in Formal and Informal Settings
- CRS/EDL 559: Principles of Creative Problem-solving
- CRS 610/EDL 683: Facilitation of Group Problem-solving
- CRS/EDU 621: Curriculum Dev for Talented, Gifted, and Creative Education
OR
- CRS 560 Foundations of Creative Learning
For additional information please contact the Director of IGPE, Brandon Kawa kawabf@buffalostate.edu
The Educational Leadership (EL) micro-credential is made up of targeted educational leadership courses focused on the theoretical development and practical utilization of the latest transformational leadership theories and techniques in international schools.
This EL micro-credential will support all components of the School of Education mission statement, but is particularly aligned to the following elements: (1) promoting the intellectual, personal and professional growth of future and practicing professionals in the field of education; and (2) working collaboratively to ensure graduates become inspired, reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning.
The EL micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
The EL micro-credential is designed to meet the prescribed professional development needs of administrators and teachers specifically related to educational leadership in PK-12 international schools. The educational leadership theories and practical techniques in this course sequence will help teachers enable participants’ to develop their own effective leadership style to foster positive change.
Scaffolded in the program structure and incorporated into each of the courses of this micro-credential are research-informed practices that provide a solid foundation for those just entering the field of education, and for those already well versed in the profession. The courses also provide focused study in educational leadership resulting in improving administration in PK-12 international schools and classrooms.
Learning Objectives
Students will promote the success and wellbeing of each student, teacher, and leader by collaboratively creating and upholding a shared mission and vision, a set of core values, continuous and sustainable district and school improvement, professional norms and ethical behavior.
Students will promote the success and wellbeing of each student, teacher, and leader by providing for equitable treatment, equitable access, culturally and individually responsive practice, and a healthy, student-centered building and district culture.
Students will provide support systems of learning and instruction, foster instructional capacity, provide for professional development of principals and teachers, and maximize teacher and principal effectiveness and innovation.
Students will support community engagement with schools, foster productive partnerships maximize two-way communication; and assure community representation in decision-making.
Students will effectively manage district systems, resources, human resources; and policies and procedures.
Students will understand and foster School Board relations; understand and manage effective systems for district governance; understand and ensure compliance with policy, laws, rules and regulations; understand and respond to local, state and national decisions; and advocate for the needs and priorities of the district.
Course Sequence
- EDL 606: School/Community Relations
- EDL607: Site Based Leadership
- EDL 630: Curriculum Leadership
- EDL 631: Supervision of Teaching
- EDL 704: Seminar in Educational Change
For additional information please contact the Director of IGPE, Brandon Kawa kawabf@buffalostate.edu
The Educational Leadership in Multicultural Settings micro-credential is made up of three targeted three-credit educational leadership courses focused on the theoretical development and practical utilization of the latest transformational leadership theories and techniques in multicultural settings, specifically in international PK-12 schools. These three courses have been selected from the course catalog of the SUNY Buffalo State School of Education. All are existing EDL courses, and together, we propose their content and scope intend to provide participating educators – all of whom are SUNY Buffalo State graduate students – with focused, advanced development in the latest theories, practices, and applications.
This ELMS micro-credential will support all components of the School of Education mission statement but is particularly aligned to the following elements: (1) promoting the intellectual, personal, and professional growth of future and practicing professionals in the field of education; and (2) working collaboratively to ensure graduates become inspired, reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning. The ELMS micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
The ELMS micro-credential is designed to meet the prescribed professional development needs of administrators and teachers specifically related to educational leadership in PK-12 international schools. The educational leadership theories and practical techniques in this course sequence will help professors enable participants to develop their own effective leadership styles to foster positive change.
Learning Objectives
- Vision, Mission, Ethics and Professionalism: Students will promote the success and wellbeing of each student, teacher, and leader by collaboratively creating and upholding a shared mission and vision, a set of core values, continuous and sustainable district and school improvement, professional norms and ethical behavior in culturally and linguistically plural settings.
- Community and External Leadership: Students will support community engagement with schools, foster productive partnerships maximize two-way communication; and assure community representation in decision-making.
- Managing People, Data & Processes: Students will effectively manage systems, resources, policies and procedures.
- Policy, Advocacy and Governance: Students will understand and foster School Board relations; understand and manage effective systems for governance; understand and ensure compliance with policy, laws, rules and regulations; understand and respond to local and national decisions; and advocate for the needs and priorities of a diverse, multicultural school.
Course Sequence
EDL640: Conflict Resolution and Peaceable Schools
This English as a Second Language Instruction and Assessment (ESLIA) micro-credential is made up of targeted ESL courses focused on providing practical knowledge and techniques for classroom application in English as a second language instruction for teachers working globally in PK-12 schools. Specifically, participants will learn pedagogical approaches, strategies that apply results of current research to teaching methods and ELL standards and assessment practices.
The ESLIA micro-credential will be offered as an optional program made up of the aforementioned courses, emphasizing the aforementioned foci, embedded within the existing plan of study, and stackable within the existing degree. This optional program requires no additional expense or financial allocation for any SUNY Buffalo State office or entity. Tuition will remain the same as with other courses, so participants in the micro-credential courses also incur no additional expense.
This ESLIA micro-credential will support all components of the School of Education mission statement, but is particularly aligned to the following elements: (1) committing to the intellectual, personal, and professional growth of practicing professionals; (2) providing transformative educational experiences; (3) inspiring reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning; and (4) implementing inclusive pedagogies.
The ESLIA micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
Learning Objectives
Students will be introduced to and develop a declarative knowledge base on linguistic issues and key principles of ESL instruction and assessment in an international-school setting.
Students will demonstrate knowledge of ways English learners' primary languages and cultures can be leveraged as assets and instructional entry points to enhance transfer of English-language proficiency.
Examine a broad repertoire of research-based literacy strategies which progress English learners' reading, oral, and written tasks with decreasing levels of support as their English- language proficiency increases.
Students will be able to practice self-assessment and reflection, adjust for self-improvement, and plan for continuous professional development in the field of English language learning and teaching.
Course Sequence
- ESL 600: English as a Second Language Methods
- ESL 602: Assessment in Foreign and Second Language Education
- ESL 613: Content Area English as a Second Language Instruction
This Special Education in International Schools (SEIS) micro-credential is made up of five targeted three-credit courses focused on providing practical knowledge and techniques for classroom application in special education instruction for teachers working globally in PK-12 schools. Specifically, participants will learn concepts of exceptionalities, strategies for managing classroom behavior, curricular concepts, practices of effective instruction for students with disabilities, as well as skills for effective collaboration with families of students with special needs including those from linguistically and culturally diverse backgrounds.
Both new and experienced educators can benefit from gaining knowledge and skills that provide new pedagogical practices, techniques to establish an inclusive classroom environment that facilitates learning, as well as enhancing and accelerating their ability to teach learners with exceptionalities. This micro-credential is intended to provide content and encourage reflection for educators who recognize and respect learner differences, are conscious of and sensitive to students with disabilities, and will effectively use data informed and inclusive practices.
The SEIS micro-credential is designed to meet the prescribed professional development needs of administrators and teachers specifically related to special education instruction in PK-12 international schools. The theories and strategies in this course sequence will help teachers facilitate optimum learning environments for all students, including those with disabilities.
Scaffolded in the program structure and incorporated into each of the courses of this track are research-informed practices that provide a solid foundation for those entering the field of education, and for those already well versed in the profession by providing focused study on teaching to learners with exceptionalities.
This SEIS micro-credential will support all components of the School of Education mission statement but is particularly aligned to the following elements: (1) committing to the intellectual, personal, and professional growth of practicing professionals; (2) providing transformative educational experiences; (3) inspiring reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning; and (4) implementing inclusive pedagogies.
The SEIS micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
Learning Objectives
- Students will be introduced to and develop a declarative knowledge base on the characteristics of individuals with disabilities and key principles of special education instruction in an international-school setting.
- Students will be able to identify and describe various approaches to working effectively with parents and families of students with disabilities, including those who are linguistically and culturally diverse.
- Students will be able to recognize individual needs of students and differentiate curriculum and instruction to meet these needs.
- Students will be able to practice self-assessment and reflection, adjust for self-improvement, and plan for continuous professional development in the field of special education.
Course Sequence
-EXE500: Individuals with Special Needs
-EXE502: Contingency Management
-EXE503: Instructional Strategies for Individuals with Mild Disabilities
-EDU509: Introduction to the Gifted, Talented and Creative Learner
-EXE628: Collaboration and Consultative Practices in Inclusive Settings
For additional information please contact the Director of IGPE, Brandon Kawa kawabf@buffalostate.edu
The Teaching & Learning micro-credential is made up of targeted education courses focused on teaching strategies for teachers in PK-12 international schools.
This T & L micro-credential will support all components of the School of Education mission statement, but is particularly aligned to the following elements: (1) committing to the intellectual, personal, and professional growth of aspiring or practicing teachers; (2) providing transformative educational experiences; (3) inspiring reflective practitioners who possess the knowledge, skills and dispositions to model and promote a lifelong passion for learning; and (4) implementing inclusive pedagogies.
The T & L micro-credential will also be aligned with and promotes all elements of the IGPE mission statement, especially highlighting: (1) ensuring high-quality coursework for educators in PK-12 international schools; (2) fostering global collaboration; (3) inviting divergent perspectives; and (4) making positive contributions to teaching and learning processes.
Scaffolded in the program structure and incorporated into each of the courses of this micro-credential are research-informed practices that provide a solid foundation for those just entering the field of education, and for those already well versed in the profession, provide focused study on classroom management, an aspect of educator preparation that Buffalo State alumni identify as the most pressing need for more professional development.
Learning Objectives
- Examine the latest research on pedagogy, reflective teaching, and student engagement.
- Analyze the characteristics of effective teaching and learning practices at various developmental levels.
- Describe and apply the principles of effective pedagogy.
- Identify and examine innovative teaching and learning “best practices.”
- Analyze current and potential future issues relating to classroom management.
- Demonstrate the ability to implement classroom management procedures in compliance with school policy.
- Critically analyze characteristics of exemplary classroom management as evidenced in contemporary research.
- Demonstrate the ability to affect positive school change in contexts of student behavior and classroom management.
Course Sequence
- EDU 501: Seminar for the Reflective Teacher
- EDU 530: Creative Teaching and Learning in Formal and Informal Settings
- EDU 534: The Holistic Curriculum
- EDU 604: Instructional Strategies for More Effective Teaching
- EDU 620: Teaching & Learning in Diverse Elementary School Classrooms
For additional information please contact the Director of IGPE, Brandon Kawa kawabf@buffalostate.edu
Quotes from IGPE Students & Partners
Katie (grade 5 teacher - degree seeking)
I am currently taking a micro-credential in Creative Teaching and Learning. It's great because each class builds on the previous one so I really feel as though I am getting a thorough and detailed education about a topic that is so important to integrate into our schools, as well as design and implement lessons in the class that I can directly use immediately with my students.
Brittany (grade 4 teacher - degree seeking)
I am currently taking a Creativity micro-credential. It’s great because I have learned so many cool ways to integrate creativity into my lessons. Whether it be fun activities through Morning Meeting /Closing Circle, or through curriculum such as Reader´s Workshop, the Creativity micro-credential has enhanced my lessons and has helped show my students the many ways that they can be creative.
Maria (middle school teacher - non-degree seeking)
I decided to take the micro-credential so my classes could be more engaging for my students. I think that creativity skills should be taught and used by students so they can reach their full potential. It has been really interesting to notice that we all are creative in various ways. I loved learning about strategies to develop creative thinking such as PPCO and brainstorming.
Britta (school site coordinator)
Our school has been a long-time site for the IGPE Master's Degree. We were excited to offer this micro-credential in Creative Teaching and Learning to consolidate the learning in those courses into something we can offer to our Master's students, non-degree seeking students, and teachers in the wider community. We felt that the micro-credential really aligned to a lot of the things we want teachers to be fostering in classrooms with their students per our graduate profile, mission and vision, and we are happy to see that reflected not only in their coursework, but also their transcripts, and resumes. I am also alumni and took some of the CRS classes as part of my degree and found them extremely applicable to my classroom assignments and for leading teams so I was thrilled to offer this to our current cohort for its tangible impact.