Requesting The Department Of Education To Implement The National Education Association Micro-credential Pilot Program Developed In Collaboration With The Department's Office Of Curriculum And Instructional Design And The Hawaii State Teachers Association.
Summary
SCR200 is a Senate Concurrent Resolution requesting the Hawaii Department of Education to implement the National Education Association Micro-Credential Pilot Program, which was developed with the DOE’s Office of Curriculum and Instructional Design and the Hawaii State Teachers Association. The resolution frames the program as a way to strengthen teacher professional development by offering competency-based micro-credentials that allow educators to demonstrate mastery of specific instructional practices and professional skills.
The resolution asks the DOE to make the pilot program available on its professional development website so licensed teachers in public and charter schools can access it statewide. It also requests that the Hawaii State Teachers Association support implementation through outreach, participation, and verification of coursework, professional development credits, and grading. Teachers who complete the coursework would be allowed to receive applicable professional development credit under DOE policies, and the DOE would be asked to report back to the Legislature before the 2027 session on participation, feedback, outcomes, and whether the pilot should be expanded or continued.
Impact
Because SCR200 is a concurrent resolution rather than a statute, it does not itself change state law or create enforceable legal obligations. Instead, it expresses the Legislature’s request that the Department of Education implement and publicize the micro-credential pilot, recognize completed coursework for professional development credit where permitted by existing DOE policy, and provide a follow-up report. Its practical impact would be on DOE professional development practices, teacher access to training, and the role of the Hawaii State Teachers Association in supporting the program.
Sentiment
The available voting history suggests broad support: the Senate Education Committee passed the measure unanimously and without amendment, indicating a favorable view of the proposal. The bill’s findings emphasize educator growth, improved instruction, and removing financial barriers to professional development, which reflects a generally positive and collaborative tone. No committee testimony or floor debate is provided, but the resolution’s language suggests the measure is being advanced as a constructive professional-learning initiative rather than a controversial policy change.
Contention
No specific opposition is reflected in the provided record, and the committee vote was unanimous. The only potential points of discussion apparent from the text are the use of a National Education Association program in partnership with the Hawaii State Teachers Association, the distinction between free access for union members and a $75 fee for non-members, and the request that DOE grant professional development credit consistent with its policies. Those issues could raise questions about access, union involvement, and administrative implementation, but no direct objections are documented in the materials provided.
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