TA Training Digital Badge
The Official UH Mānoa TA Training Digital Badge
TA Training (TAT) attendees can earn an official UH Mānoa digital badge for attending and completing their training. With this digital badge, you can:
- Demonstrate skills and accomplishments.
- Tell your story as a life-long learner.
- Share your badge on social media and with your community.
- Reference it in as a validated UH Mānoa digital credential.
To earn the TAT badge:
- Check in at the following sessions throughout TA Training (8 total):
- All TAs days on Tuesday and Wednesday morning
- Concurrent Sessions I & II on Tuesday
- Working Lunch: Managing the Modern Classroom on Tuesday
- Title IX Training on Tuesday
- Resources for Teaching Online & Getting Started with Lamakū on Wednesday
- Concurrent Sessions III on Wednesday
- Write and submit a 500-600 word “Self-reflection” essay through this Google form (UH login required) by Monday of the following week. Please refer to the “Action Plan” and “Self-reflection Essay Rubric” below for more details.
Visit the TA Training Schedule page for session dates and times.
Updated 1/4/2026
Scan & Check-in
QR codes for faster check-ins will be displayed near the entrances of event rooms throughout TA Training.
Paper sign-in sheets will be available for those who do not have devices.
Look for colored Scan & Check-in signs throughout TAT.
Digital badges will be issued via em ail the week after TA Training. Earning the badge is optional and not required to complete TA Training.
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
- Fall 2026 TA Training
- Friday Afternoon Yoga for Stretching & Relaxing
- Sensory Room for Mānoa Faculty
- Advancing Research Productivity and Career Trajectory with NCFDD
- AI and Writing Assignments: Sharing Practices, Building Community
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.”