Creating a Plan for Redesigned Learning

Educator develops a plan for redesigning learning time to better meet the personalized learning needs of students and/or teachers.
Made by Center for Teaching Quality

About this Micro-credential

Key Method

Educator reviews a variety of approaches to redesigning learning time, and then applies the lessons learned to create a plan for redesigned learning time for his/her own classroom or school.

Method Components

Optionally, the plan used as evidence for this micro-credential may address specific issues that surfaced during participation in the “Teacher Powered: Assessing How Time is Currently Used” micro-credential.


  • Identify at least one need that emerged from a data analysis. You may use the data from gathered from the TPS micro-credential, Assessing How time is Currently Used, or other analysis of data identifying a particular need.
  • Develop an understanding of the different ways in which student and/or teacher learning time is structured differently in some schools.
    • Use the following framework for selecting an area of focus for how you might redesign time for your classroom or school. (Please download requirement doc below to see framework)
  • Select one or more boxes from the table above for the focus of your work on this micro-credential.
    • Create a schedule or plan for how student and/or teacher learning can be restructured in your classroom or school.
    • Explain how the new plan will address the identified need from the first bullet above.
    • Develop a timeline for running a small test or prototype of the new schedule or plan.

Recommended Next Step: Teacher Powered - Engaging with Stakeholders

Research & Resources

Supporting Research

This is a review of research on expanded learning time.

This meta-analysis of pertinent research on learning time addresses over two decades of research.

  • Patall, E. A., Cooper, H., & Allen, A. B. (2010). Extending the School Day or School Year A Systematic Review of Research (1985–2009). Review of educational research, 80(3), 401-436. Retrieved from

This study is a strong case for more time for schools.


Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Proficient” or higher for each component in Part 2.

Part 1. Overview questions

Activity Description (300-word limit):

  • What need was identified during Teacher-Powered micro-credential: Assessing How Time is Currently Used? If no need was identified/used from the previous micro-credential, please identify the need that was used for the purposes of your plan.
  • Why is it important to address that need?
  • How did you deepen your knowledge about how to redesign learning time? What resources did you review? (The resources can be from the Resources section in this micro-credential OR other materials of your choosing.)

Part 2. Evidence/artifacts

Please submit:

  • A “before” and “after” version of the schedule or plan for student and/or teacher learning time that was addressed in this micro-credential, with an explanation about where changes were made.
  • A timeline for implementation of a small-scale prototype or test of the new plan.

Part 2. Scoring guide

Your artifact submission will be assessed based on the following rubric. You must earn an overall “proficient” or higher score on this portion of the total submission in order to earn the micro-credential.

Part 3. Reflection

Please respond to the following (500-word written reflection or 7-10 minute audio recorded reflection):

  • Explain how your proposed schedule/plan addresses the specific need identified and rationale behind the changes.
  • Describe how you will test or prototype your schedule or plan.
  • What challenges do you anticipate with implementing your prototype or test?
  • How will you overcome those challenges?

Please respond to the following questions (500-word maximum):

  • How will your proposed plan create more and/or better personalized learning time for students and/or teachers?
  • What do you anticipate the impact will be on student and/or teacher learning when your plan is implemented?
  • How will you determine whether or not your prototype has been successful? What measures of success will you use?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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