Contact Us
For more information about the Project-Based Learning certificate program, contact us at ProfessionalLearning@gse.upenn.edu
Earn a certificate in project-based learning and engage your students in authentic student-centered inquiry.
The Project-Based Learning certificate program is designed for current educators who strive to create rich, meaningful, and rigorous learning experiences through student-centered approaches to teaching and learning.
What Sets Us Apart
Deep focus on teacher and leader practice
Virtual coaching by expert instructional coaches throughout the school year
Rich, sustained, and advanced professional development
About the Program
The Project-Based Learning certificate program provides an innovative professional learning experience that allows currently practicing educators to leverage the educational expertise of Penn GSE’s faculty and some of the most skilled and experienced student-centered learning practitioners from across the country. The program was developed in collaboration with the Science Leadership Academy, the Workshop School, Inquiry Schools, and EL Education.
Application deadline
- Deadline Extended: August 18, 2024
Program startAugust 27, 2024
Length & Time Commitment~120 hours over 9 months
Certificate offeredPenn GSE Certificate in Project-Based Learning
Credits12 Continuing Education Credits
120 Pennsylvania Act 48 Credits
Cost
- Standard rate: $3,950
- 30% discount for School District of Philadelphia employees
- 15% discount available for:
- Applications received by June 1st
- Penn GSE and Center for Professional Learning alumni
- Penn employees
- Groups of 5+ from the same organization, contact us prior to applying.
Ideal candidates
- Current elementary, middle, or high school teachers
- Instructional coaches
- Department chairs
- Principals
- Other instructional leaders
Modality
- Online
Overview
The Project-Based Learning certificate program is advanced professional development. The program offers a unique opportunity for educators to delve into the instructional practices that maximize the impact of Project-Based Learning on student learning outcomes. Unlike many other programs that primarily focus on project development, the Project-Based Learning Certificate program is unique in its artifact-based approach to learning about implementation.
Participants of the program are organized into "home teams" consisting of educators who share similar contexts. Expert instructional coaches facilitate home teams. Coaches guide your teams in deepening your understanding of PBL. This collaborative learning model allows for valuable feedback and fosters a strong sense of community among participants. Each home team is led by an experienced coach who facilitates discussions, acts as a point of contact, and provides personalized feedback on participants' shared classroom artifacts.
The Project-Based Learning Certificate Program offers a valuable opportunity for educators to enhance their knowledge and skills in implementing project-based learning. By focusing on practical implementation strategies and fostering a supportive community of like-minded professionals, the program aims to empower teachers and school leaders to create meaningful and impactful learning experiences for their students.
Note About Video Recordings
The Project-Based Learning certificate program is different from other professional development programs because of its focus on improving classroom instructional practice. To this end, participants will be asked to post videos of their classroom practice in a secure, password-protected platform to get feedback from peers that can, in turn, prompt reflection on their teaching and learning. Video submission is required for the successful completion of this program.
Before committing to this program, each participant is responsible for researching and following the specific guidelines related to recording videos for professional learning set forth by their school, district, and/or network. All videos will be posted and used within a password-secure portal within this program only and deleted at the end of the program.
Program Format
Before and after each session, you will complete a set of readings, activities, and reflections to help you prepare and apply what you have learned.
How are Home Teams organized? Learners will be organized into groups based on their time zones and availability. Specific dates and times will be scheduled after July 31, 2024.
* These synchronous meetings are required for the entire cohort.
| Date | Time Commitments | Sessions |
| August 27, 2024* | 6:00 -7:30 p.m. (E.T.) | Virtual Institute |
| August 28, 2024* | 6:00 -7:30 p.m. (E.T.) | Virtual Institute |
| September 2024 | Home Team Schedule: 2-4 hours | Home Team Kickoff Meeting |
| September 28, 2024* | 10:00 a.m. - 12:30 p.m. (E.T.) | Virtual Design Sprint |
| October 5, 2024* | 10:00 a.m. - 12:30 p.m. (E.T.) | Virtual Design Sprint |
| October 2024 | Home Team Schedule: 2-4 hours | Authenticity |
| November 2024 | Home Team Schedule: 2-4 hours | Disciplinary Learning - Part 1 |
| December 2024 | Home Team Schedule: 2-4 hours | Disciplinary Learning - Part 2 |
| January 2025 | Home Team Schedule: 2-4 hours | Collaboration - Part 1 |
| February 2025 | Home Team Schedule: 2-4 hours | Collaboration - Part 2 |
| March 2025 | Home Team Schedule: 2-4 hours | Iteration - Part 1 |
| April 2025 | Home Team Schedule: 2-4 hours | Iteration - Part 2 |
| May 2025* | Time to be decided by the academic director | Closing and Celebration |
Continuing Education Credits - FAQs & Policy
Frequently Asked Questions
What are the benefits of obtaining Continuing Education (CE) credits?
CE credits are issued on an official University of Pennsylvania transcript. Having an official record of your participation in this program can add credibility to the work that you invest in completing it. In some school districts, CE credits can be used to help educators advance along their pay scale.
What style of grading does this program follow?
Programs that offer CE credits award "Pass/Fail" grading.
Can I add CE credits after I get started in the program?
You must decide before you start the program if you will be participating as a learner who is completing the program for CE credentialing. You will not be able to opt in after the program starts.
Can I receive partial credit or opt out of receiving CE credits after I start the program?
No, this program can not offer partial credit if a learner can not complete the program. However, a learner can unenroll from the program by the drop deadline and will be responsible for 100% of the program fee.
Why might you not want CE credits?
If you choose to receive CE credits but do not successfully complete this program, you risk receiving an F on your permanent Penn transcript.
Can participating educators receive Pennsylvania Act 48 credits if they don't register for CE credits?
Yes! All Pennsylvania educators are eligible to receive the total amount of ACT 48 credits regardless of their preference for CE credits.
Continuing Education Credits Policy
Please read the policy below carefully to understand the important consequences that choosing to receive CE credits may have for your University of Pennsylvania transcript.
As a participant in this Penn GSE Certificate program, you are eligible to receive Continuing Education (CE) credits for successful completion of the program requirements. Whether or not you choose to receive CE credits for your participation in this program, all program expectations and requirements are the same.
If you choose to receive CE credits, this course will appear on your permanent Penn transcript.
If you decide to unenroll from this program, you will have until the Add/Drop Deadline to do so without consequence for your transcript. This course will no longer appear on your Penn transcript.
If you decide to unenroll from this program after the Add/Drop Deadline, this course will appear on your Penn transcript. Courses dropped after the Add/Drop Deadline requires instructor approval, and a 'W' will appear on your transcript instead of a grade.
If you decide to unenroll from this program after the Withdrawal Deadline, then this course will appear on your Penn transcript, and you may earn an F.
If you choose to receive CE credits for your participation in this program but do not successfully complete it, then you may earn an F on your Penn transcript.
Please indicate whether or not you would like to receive CE credits for your participation in this program on your application.
Our Faculty
Our PBL leadership and instructional team serves across our multiple PBL programs and brings deep experience and expertise in teacher development and student-centered approaches to teaching and learning.
Professional Development Associate and Instructional Math Coach, Center to Support Excellence in Teaching, Stanford University
M.A., Stanford University
STEM Instructor, San Diego Teacher Residency, High Tech High Graduate School of Education
Ed.D., UC San Diego
Co-founder, The Forest School & the Institute for Self-Directed Learning
Ed.L.D., Harvard University
Social Studies Professional Development Specialist, Prince William County Schools
Ed.M., University at Buffalo
Advisory Team
Advisory Team
Pam Grossman
Professor
Ph.D., Stanford University
Christopher Pupik Dean
Senior Fellow
Ph.D., University of Pennsylvania
Matthew Riggan
Co-Founder, The Workshop School
Ph.D., University of Pennsylvania
Chris Lehmann
Founding Principal and CEO, Science Leadership Academies
M.A., Columbia University
Sarah Schneider Kavanagh
Assistant Professor
Ph.D., University of Washington
Meg Riordan
Director of External Research & Project Director, Teacher Potential Project, EL Education
Ph.D., New York University
What Our Participants Are Saying
“A rich, in-depth, transformative experience!” – Project-Based Learning program participant
“Amazing! One of the best professional development experiences I’ve ever had. It challenged me, and I was immersed in an experience that provided specific ways for me to take what I’ve learned and implement it immediately.” – Project-Based Learning program participant
Related News & Research
The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.
Research
The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers.
Research