COEEDLImproStudEnga - Improving Student Engagement in the Classroom

Course Description

Focusing on student access to the classroom discourse so all students have a regular opportunity to talk in class is a foundational part of building an equitable classroom culture. The purpose of the microcredential is to provide school personnel with opportunities to collect evidence about a teacher’s calling-on or questioning strategies, analyze the evidence, and engage in conversation with the teacher(s) on how to shift/adjust practices to increase equitable academic discourse for all students. This microcredential is targeted at school leaders who observe teachers but is applicable to instructional coaches, mentors, or teachers interested in developing and improving their own practice in facilitating equitable academic discourse in classrooms or learning settings.