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It surveys and interviews participants before, during, and after the initial implementation to evaluate links between personalized micro-credential learning and both self-efficacy and teacher collective efficacy. The work frames efficacy as a key driver of student achievement and situates the approach within the Kansas “Kansans Can” vision for reorganizing learning around educators and students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/kansans-can-redesign-professional-learning-and-re-licensure-article-11-2020/602815/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/kansans-can-redesign-professional-learning-and-re-licensure-article-11-2020/602815.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of the study?","Question",{"text":112,"@type":113},"The study explores the relationship between personalized professional learning—implemented through micro-credentials—and educator efficacy as part of a Kansas re-licensure effort.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do micro-credentials function in the project?",{"text":117,"@type":113},"Participants completed micro-credentials aligned with Kansas State Board outcomes and their own professional interests, then used those credentials to renew their educator licenses.",{"name":119,"@type":110,"acceptedAnswer":120},"What aspects of efficacy does the study consider?",{"text":121,"@type":113},"It focuses on both self-efficacy and teacher collective efficacy, treating efficacy as a meaningful factor influencing student achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602815,1792568598,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Educational Considerations  \nVolume 46  \nNumber 2 Education Redesign: One State’s Innovative Journey  \nArticle 11  \n2020  \nKansans Can: Redesign Professional Learning and Re-licensure  \nPaul Erickson  \nUnion Valley Elementary School, Buhler, KS, [erickson@usd313.org](erickson@usd313.org)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Teacher Education and Professional Development Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nErickson, Paul (2020) \"Kansans Can: Redesign Professional Learning and Re-licensure,\" Educational Considerations: Vol. 46: No. 2. [https://doi.org/10.4148/0146-9282.2235](https://doi.org/10.4148/0146-9282.2235)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nKansans Can: Redesign Professional Learning and  \nRe-Licensure  \nPaul Erickson  \nProfessional learning is and always has been a core expectation for educators. Educators,  \nwhether they are self-directed as intrinsically motivated learners, or compliantly fulfilling  \nrequirements set by their employing districts and state departments, engage in professional  \nlearning throughout their careers. While educators engage in traditional means of professional  \nlearning in the form of workshops, conferences, mentoring, and graduate coursework, this study  \ncentered on educators’ professional learning efforts that are more informal and more  \npersonalized to their specific interests and passions. This professional learning often comes in the  \nnonconventional forms of social media, professional learning networks, peer observations, and  \nprofessional units of study known as micro-credentials (Ady, Kinsella, & Paynter, 2015) . These  \nforms of learning are more specific to individual educators’ needs and interests are categorized  \nas personalized professional learning (Cator, Schneider, & Vander Ark, 2014) .  \nIn this study, personalized professional learning is explored in the form of micro-credentials.  \nBefore, during, and after this initial project, participants were surveyed and interviewed as a  \nmeans to explore the relationship between personalized professional learning and educator  \nefficacy. The impact of educator efficacy, both self-efficacy and teacher collective efficacy, is  \nwell-documented in existing literature (Hattie, 2016) . Collective efficacy, with an effect size of  \n1.57, is ranked as one of the most significant factors influencing student achievement (Hattie,  \n2016) . For a comparison, student-teacher relationships have an effect size of .72 (Hattie, 2012) .  \nThe work is abundantly clear: Efficacy matters and any professional learning that leads to it  \nshould be maximized.  \nIf personalized learning experiences can help develop greater feelings of efficacy among  \neducators, then exploring and establishing a connection between the two could be instrumental in the establishment of it as a transformative model for professional learning. This study is centered  \non that effort.  \nParticipants, as a part of a re-licensure project, completed micro-credentials in areas that were  \nboth connected to the five Kansas State Board of Education Outcomes, as well as their own  \npersonal interests and needs. These micro-credentials were then leveraged by participants to  \nrenew their educator licenses. With the potential of licensure renewal as a product of their microcredentialing, it became even more paramount to explore and substantiate a relationship between  \na dynamic as influential as efficacy and personalized professional learning.  \nKansans Can Connection  \nThe Kansas State Department of Educat","cbCaidd0uAhpkluJ","https://ap.wps.com/l/cbCaidd0uAhpkluJ","pdf",300249,13,"English","# Educational Considerations\n## Volume 46, Number 2\n## Article 11 (2020)\n## Kansans Can: Redesign Professional Learning and Re-licensure","[{\"question\":\"What is the core purpose of the study?\",\"answer\":\"The study explores the relationship between personalized professional learning—implemented through micro-credentials—and educator efficacy as part of a Kansas re-licensure effort.\"},{\"question\":\"How do micro-credentials function in the project?\",\"answer\":\"Participants completed micro-credentials aligned with Kansas State Board outcomes and their own professional interests, then used those credentials to renew their educator licenses.\"},{\"question\":\"What aspects of efficacy does the study consider?\",\"answer\":\"It focuses on both self-efficacy and teacher collective efficacy, treating efficacy as a meaningful factor influencing student achievement.\"}]","Kansans Can: Redesign Professional Learning and Re-licensure - Article 11 - 2020 | PDF",1792095281,33]