TA Training Digital Badge
The TA Training Digital Badge
TA Training (TAT) attendees can earn a UH Mānoa digital badge for attending and completing their training. With digital badges, you can:
- Demonstrate skills and accomplishments.
- Tell your story as a life-long learner.
- Share your badge on social media and with your community.
To earn the TAT badge:
- Check-in every morning on the All TAs days.
- Check-in at the start of the Experienced TA Panel session.
- Check-in at the start of a breakout session for Concurrent Sessions I, II, and III (3x).
- Write and submit a 500-600 word “Self-reflection” essay by filling out this Google form (UH login required) by Monday of the following week. Please refer to the “Actions Plans” and “Self-reflection Essay Rubric” below for more details.
Visit the TA Training Schedule page for session dates and times.
Scan & Check-in
QR codes for faster check-ins will be displayed near entrances of event rooms throughout TA Training. Web links will be available for people who prefer to check in using a web browser, and pen and paper will be available for those without devices.
Look for these Scan & Check-in signs throughout TAT.
Digital badges will be issued via email the week after TA Training. Earning the badge is optional and not required to complete TAT.
What’s a digital badge?
Our digital badge is an open badge and issued officially by UH Mānoa through Canvas Credentials (formerly Badgr). You can find out more about this type of digital badge at OpenBadges.org.
More Events
- Sensory Room Mondays
- Friday Afternoon Yoga
- Spring Virtual Writing Room
- Workshop on Lamakū Learning Management System
- Place-Based Book Club on Kanaka ‘Ōiwi Methodologies: Mo‘olelo and Metaphor
Questions about TA Training? Contact Us.
Action Plan
Standard/Framework:
National Board for Professional Teaching Standards
Proposition 1: Teachers are committed to students and their learning.
“Accomplished teachers base their practice on the fundamental belief that all students can learn and meet high expectations.”
Action Plan 1
Explain how you will be able to show commitment to students and their learning.
Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
“If one cardinal principle of teaching is a commitment to the welfare and education of young people, another is a commitment to subject matter.”
Action Plan 2
Explain how you will implement this principle —“commitment to subject matter.”
Proposition 4: Teachers think systematically about their practices and learn from experience.
“As with most professions, teaching requires practitioners to remain open, eager for, and dedicated to the pursuit of continuous growth.”
Action Plan 3
Explain how you will maintain continuous growth in your teaching.
Standard/Framework:
University of Hawaiʻi Strategic Plan (2023-2029)
Imperative: Fulfill kuleana to Native Hawaiians and Hawaiʻi.
“Ensure that UH supports the success of Native Hawaiians in learning, teaching, service and research across our campuses and nurtures Native Hawaiians as leaders.”
Action Plan 4
Explain how you will “fulfill kuleana to Native Hawaiians and Hawaiʻi” in your teaching practices.
Self-Reflection Essay Rubric*
|
Criteria |
Excellent |
Meets Expectations |
Needs Improvement |
|---|---|---|---|
|
Completeness (following the “Action Plans” above) |
Clearly and completely answers at least 2 of the 4 Actions Plans outlined above. Adheres to required length. |
Almost completely answers the assignment prompt-answers at least 1 of the 4 Actions Plans outlined above. Adheres to required length. |
Does not address any of the Action Plans outlined above. |
|
Analysis |
Rich, detailed description of the case, conflict, challenge, or issue of concern. |
Partial description of the case, conflict, challenge, or issue of concern. |
No description of the case, conflict, challenge, or issue of concern. |
|
Evidence |
Clear attempt to integrate relevant facts, relationships, and the student’s self. Includes conclusions based on synthesis of the description. |
Clear attempt to integrate relevant facts, relationships, and the student’s self. |
No attempt to integrate relevant facts, relationships, and the student’s self. |
|
Writing |
Impressions plus critical reflection (i.e. exploration and critique of assumptions, values, beliefs, and/or biases; multiple perspectives; alternatives; and the consequences of actions). Includes discussion of how behavior may change based on new insights. |
Impressions plus reflection (i.e. attempting to understand or question the case). |
No impressions, reflection or introspection. |
* This rubric is derived from the USC Center for Excellence in Teaching’s “Reflective essay rubric.”