Our Certification Experience
Dr. Judith Hale, Institute Senior Consultant, has been a leader in the field of credentialing for over 30 years. Her expertise includes deep knowledge of the development of evidence-based credentials such as the Certified Performance Technologist (CPT) designation, awarded by the International Society for Performance Improvement, and the Institute-awarded Certified School Improvement Specialist™ designation.
Judith’s award winning book Performance-Based Certification: How to develop a valid, defensible, cost effective program, 2nd Edition is the leading text on the subject and has been adopted by corporations and credentialing organizations. She has developed credentials for professional societies, corporations, and consortia. She is asked to audit credentials to assure they are defensible with internal and external integrity. Her processes for feasibility studies, job task analyses, design, development, validation, and measured effectiveness are documented. What distinguishes her work are her job task analyses methods; her development of comprehensive standards, performance statements, and criteria; her development of high fidelity assessment processes; and her ability to link the credential to meaningful measures of accomplishment.
Judith led the development of the Certified School Improvement Specialist™ credential, and continues to develop certifications and accreditations across a wide range of sectors seeking Workforce Development Consulting Services from The Institute.
Evidence-based certifications recognize the demonstrated abilities and accomplishments of individuals in an area of professional practice relative to performance standards. The Institute awards credentials for completion of certain development programs; however, our evidence-based credentials are awarded only after the demonstration of proficiency in practice against specific performance objectives.
Evidence-based credentials have the advantage of assessing proficiency in on-the-job practice and in addressing real-world problems. Because the assessment process examines the application of skills and knowledge, rather than knowledge alone, evidence-based credentials potentially provide more accurate proof of competency to perform.
The Institute Certified School Improvement Specialist™ , Certified School Improvement Specialist-School™, Certified School Improvement Specialist-System ™, and Certified Performance Improvement Facilitator™ are fully evidence-based credentials. All require double-blind review with triangulated supporting data and attestations.
To learn more about evidence-based credentials email Dr. Jean Quigg, National Certification Director at Jean@TIFPI.org.
Micro-credentials provide educators a new way to showcase competencies they have developed while they are working. Their “bite-size” nature allows “stacking” micro-credentials to demonstrate unique professional competence. Because education professionals must be continually learning, these credentials allow recognition of application of new learning to practice, thereby encouraging professional learning. The credentials are portable and can be shared as digital badges online. Unlike resumes, these badges are instantly verifiable.
The Institute develops micro-credentials in education and in adult learning and development, and teaches professional learning professionals to develop these designations with valid, reliable, and legally-defensible assessments.
To learn more about micro-credentials email National Certification Director Dr. Jean Quigg at Jean@TIFPI.org.
The McArthur Foundation describes digital badges as mechanisms for representing individuals’ skills, interests, and achievement. The McArthur Foundation, the Mozilla Foundation, the Bill & Melinda Gates Foundation, and others have embarked on a bold effort to advance the use of these credentials for students and for adults. Their Digital Promise™ initiative provides useful digital badges for core academic knowledge as well as other modern-day competencies that cannot be measured by traditional assessments.
The meta-data, information linked to or “behind” a badge, typically describe how a badge was earned, who issued it, the date of issue, and ideally some type of evidence or artifacts of the work performed.
These badges are rewards, but also contribute to goal setting, reflective practice, life long learning, group identification and reputation. Digital badges bring to light learning and transfer into effective on-the-job practice that otherwise might not have been identified as adding value.
For more information on Digital Badges email National Certification Director Jean Quigg at Jean@TIFPI.org.