Clock hours for NEA micro-credentials
WEA offers clock hours for most NEA micro-credentials. Find out more about NEA micro-credentials, and how to earn Washington state clock hours.
What do I need to do to earn clock hours?
1. Attend WEA Micro-credential Orientation ONCE.
2. Complete the following:
- Create an NEA micro-credential account
- Select your NEA micro-credential
- Register for WEA clock hours for your selected micro-credential
3. Attend a WEA Micro-credential Workshop every time you are completing a micro-credential
Find your specific micro-credential
You will register for Washington clock hours for the specific NEA micro-credential you selected on wea-win.org.
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Select the "Events" tab in wea-win.org
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On the right hand side of the page, enter your micro-credential name and select, "Asynchronous." The select, "Go."
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Find your micro-credential in the search results. Look for a matching icon and the name of your micro-credential.
Each micro-credential is eligible for 15 clock hours. Micro-credentials which meet the Equity or STEM certificate renewal requirements are noted with (Equity) or (STEM). You can also find Equity and STEM micro-credentials as "Featured Stacks" on the NEA Washington Micro-credential library.
Micro-credentials offered
Adult Social Emotional Learning
- Self-Awareness (Equity)
- Self-Management
- Social Awareness (Equity)
- Relationship Skills
- Responsible Decision-Making.
Arts Integration
- Arts Integration in Literacy
- Arts Integration in Mathematics
- Arts Integration in Science
- Arts Integration in Social Studies
- Classroom Management for Creative Learning
- Culturally Responsive Art Instruction (Equity)
- Formative & Summative Assessment using Arts Integration
- Partnerships and Community Engagement to Integrate Art
Assessment Literacy
- Classroom Embedded Performance Assessment
- Descriptive Feedback for Student Learning
- Eliciting Accurate Evidence of Student Learning
- Formative Assessment in the Teaching and Learning Cycle
- Foundational Principles of Quality Assessment
- Learning Targets to Establish Success Criteria and Engage Students
Building Winning Teams: Effective Paraeducator-Teacher Teams
- Defining and Delineating Roles and Responsibilities for Team Success
- Understanding and Applying Communication Styles for Team Success
- Understanding and Applying Conflict Management Styles for Team Success
- Understanding and Applying Conflict Resolution Strategies for Team Success
- Understanding and Applying the 7-Step Problem Solving Process for Team Success
- Understanding and Applying the Characteristics of Effective Teams for Success
- Understanding and Applying the Five "Knows" of Collaborative Teaming for Success
Bully Free Schools
- Creating Bully-Free Environments with Structured Settings
- Cyberbullying/Cyber Safety
- Education Support Professionals: First Responders
- Empowering Students to Find Their Voices
- Federal, State, and Local Policy Related to Bullying
- Intervention Strategies for Educators
- School Connectedness
Classroom Management
- Addressing Challenging Behaviors
- Aspects of an Engaged Classroom
- Classroom Expectations and Routines
- Creating A Classroom Community
- Organizing the Physical Layout of the Classroom
- Trauma-Informed Pedagogy (Equity)
Classroom Practice (InTASC): Learner and Learning
- Fostering a Growth Mindset
- Linking Families and Communities to Schools for Student Success (Equity)
Classroom Practice (InTASC): Understanding Content
- Collaboration Between Colleagues
- Evaluating Digital Sources
- Interdisciplinary Themes to Enhance Student Learning
- Promote Ownership of Learning
- Teaching Global Competence (Equity)
- Utilizing Practice Activities with Content Areas
Classroom Practice (InTASC): Instructional Practice
- Cooperative Learning
- Engaging Classroom Discourse
- Setting Objective and Providing Feedback
- Teaching Note Taking and Summarizing Skills
- Using an Inquiry Based Learning Cycle
- Using Student Evaluations to Improve Instruction and Student Learning
Classroom Practice (InTASC): Professional Responsibility
- Communicating with Stakeholders (Equity)
- Continuous Learning
- Reflective Practice to Improve Personal Effectiveness in the Classroom
- Technology Integration 101
Climate Change & Environmental Justice
- Climate Change 101 (STEM)
- Climate Justice (STEM)
- Mitigating Climate Change (STEM)
- Adapting to Climate Change (STEM)
- Community Outreach for Climate Change (STEM)
- Integrating Climate Change into Classrooms (STEM)
Computer Science
- Foundations of Computer Science (STEM)
- Computing Systems (STEM)
- Data and Analysis (STEM)
- Network and the Internet (STEM)r
- Programming and Computational Thinking for Beginners (STEM)
- Applied Programming (STEM)
Cooperating Teacher
- Andragogy Adult Learning
- Equity Literacy (Equity)
- Listening and Non-Verbal Communication
- Managing Difficult Conversations
- Positive Professional Relationships
- Post-Observation Feedback
- Teaching About Teaching
Co-teaching
- Foundations of Co-teaching
- Co-planning
- Co-instructing
- Co-assessing
Diversity, Equity, and Cultural Competence
- Exploring and Unpacking Bias (Equity)
- Exploring and Unpacking Historical Inequities in Public Education (Equity)
- Awareness of Current Institutional Inequities (Equity)
- Diversity, Equity and Cultural Competence in Classroom Instruction (Equity)
- Creating a Safe and Equitable Learning Environment (Equity)
- Asset-Based, Student-Centered Learning Environments (Equity)
Education Support Professionals (ESPs): Professional Growth Continuum
- Communication Standard: Effective Communication
- Communication Standard: Responsible Communication
- Cultural Competence Standard: Cultural Self-Awareness (Equity)
- Cultural Competence Standard: Valuing Diversity (Equity)
- Ethics Standard: Knowledge of Equitable Behavior
- Ethics Standard: Modeling Equitable Behavior
- Health and Safety Standard: Knowledge of Health and Safety Regulations
- Health and Safety Standard: Problem Solving and Decision Making
- Organization Standard: Equipment and Task Management
- Organization Standard: Time Management
- Professionalism Standard: Professional Dispositions
- Professionalism Standard: Professional Preparedness
- Reporting Standard: Compliance in Reporting
- Reporting Standard: Comprehensive Reporting
- Technology Standard: Relevant Knowledge about Technology
- Technology Standard: Using Job-Related Technology
Elevating the Profession through Educator Ethics
- Educator Ethics and the Law (Equity). Register
- Responsibility for Professional Competence
- Responsibility to Students
- Responsibility to the Profession
- Responsibility to the School Community
- Responsible and Ethical Use of Technology
- Setting and Maintaining Ethnical Boundaries
- Understanding Educator Ethics
English Language Learners (ELL)
- Advocating for ELL Students and their families at the school level (Equity)
- Advocating for English Language Learner (ELL) Friendly Local, State, and Federal Policies (Equity)
- Analyzing Assessments to Support ELL Learning
- Understanding Academic Language
- Understanding Second Language Acquisition (SLA) Stages
- Using ELL Strategies in the Classroom
- Using Formative Assessments to Support ELL Learning
- Using Standards to Plan for ELL Students
Exceptional Learners
- IEP Implementation-Communication and Collaboration
- Understanding the IEP Process
- Functional Behavior Assessment and Intervention Plans
- IDEA - Determining Eligibility
- Working with Students with Autism Spectrum Disorder
- Introduction to Universal Design and Learning
Family Engagement
- Families in Society and Cultural Contexts (Equity)
- Family Engagement as Access and Opportunities For All (Equity)
- Developing Trusting Reciprocal Relationships through Home Visits
- Families as Co-Creators (Equity)
- Linking Family Engagement to Learning Outcomes (Equity)
- Community Partnerships for Learning and Family Well-Being (Equity)
- Leading with Professional Ethics (Equity)
- Family Engagement Systems (Equity)
Five Core Propositions (NBPTS)
- Know Your Students (Equity)
- Knowing Your Content & How to Teach It to Students
- Managing & Monitoring Student Learning
- Teachers are Members of Learning Communities
- Thinking Systematically About Your Practice
Native Education: American Indian/Alaska Native (AI/AN)
- Acknowledging and Honoring Resilience of AI/AN Education (Equity)
- Culture and Engagement: Activating Learning for AI/AN Students (Equity)
- Building a Culturally Responsive and Inclusive Classroom for AI/AN Students (Equity)
- Respectful and Responsible Representation of AI/AN Nations in Curriculum (Equity)
- Culturally and Linguistically Responsive Pedagogy for AI/AN Instruction (Equity)
- Culturally Responsive ELA Instruction for and about AI/AN Students (Equity)
- AI/AN Representation in STEM Instruction (STEM)
- Truth-Telling in Social Studies Instruction: A Native Lens (Equity)
Restorative Practices
- Exploring Restorative Practices
- Building A Positive Classroom Community with Affective Language
- Restorative Circles: Building Relationships in the Classroom
- Restorative Conferencing
- Implementing Restorative Practices
Supporting LGBTQ+ Students
- Part 1. Take a Stand: Creating Safe Schools for LGBTQ+ Students (Equity)
- Part 2. Walking the Talk: Strategies to Address LGBTQ+ Bias in the Classroom (Equity)
- Part 3. Making the Case: Communication Strategies (Equity)
- Part 4. The Intersections of Race, Gender, Gender identity, & Sexual Orientation (Equity)
- Part 5. Safe and Supportive Working Environments: A Right for LGBTQ+ Educators (Equity)
Teacher Leadership: Diversity, Equity, and Cultural Competence Pathway
- Cultivating Socially Just Environments (Equity)
- Explore and Challenge Inequity (Equity)
- Purposeful Collaboration (Equity)
Teacher Leadership: Instructional Pathway
- Coaching and Mentoring
- Community Awareness, Engagement, and Advocacy
- Facilitating Collaborative Relationships
Teacher Leadership: Overarching Competencies
- Adult Learning
- Communication
- Continuing Education and Learning
- Group Processes
- Interpersonal Effectiveness
- Personal Effectiveness
- Reflective Practice (Equity)
- Technology Facility
Teacher Leadership: Policy Pathway
- Advocacy
- Engagement and Relationships
- Implementation
- Policy Making
Teaching with Primary Sources
- Inquiry with Primary Sources. Register
- Connecting Primary Sources & Technology for Formative Assessment
- Connecting Primary Sources with Historic Places
- Culturally Relevant Pedagogy with Primary Sources (Equity)
- Multidisciplinary Civics with Primary Sources
- Pairing Primary Sources with Historical Picture Books
- The Question Formulation Technique & Primary Sources
- Universal Design for Learning with Primary Sources
Technology for Educational Leaders
- Building Relationships Online
- Connected Educator- Growing Your Professional Network
- Curating Content
- Facilitating A Virtual PLC
- Introduction to Online Netiquette
- Providing Asynchronous Feedback to Learners
- Troubleshooting and Providing IT Support to Educators
- Virtual Engagement Strategies for Asynchronous Learning
- Virtual Engagement Strategies for Synchronous Learning
Technology Integration
- Analyst
- Citizen
- Collaborator
- Designer
- Facilitator
- Leader
- Learner
Trauma Informed Pedagogy
- Creating a Healing Centered Learning Environment
- Trauma Informed Support for Students
- Developing a Healing-Centered Self Care Practice
- Race Based Trauma (Equity)
- Using a Healing-Centered Approach to Support Refugee Students (Equity)
- Poverty Based Trauma (Equity)
Using Your Voice to Advocate for Student Success
- Activating Community Resources to Support Student Learning (Equity)
- Advocating for School Funding
- Aligning Your School Missionl
- Creating Professional Learning to Support Educators Advocating for Student Successl
- Engaging Your Community to Advocate for Public Schoolsl
- Establishing, Maintaining, and Supporting Relationship with Parents and Community (Equity)
- Organizing Your Work Site/Local
- Using Technology to Engage Stakeholdersl
- Using the Power of Educator Voicel
Find out more
For inquiries on NEA micro-credential registration or submission, select the "Help Center" at the top of NEA's Washington micro-credential portal.
- For inquiries on WEA course registration or Washington state clock hours for NEA micro-credentials, contact Erica Tucker.
- For inquiries on the WEA micro-credential program, contact Maren Johnson.