Defined Academy

The Getting Started with Defined course includes 4 foundational units: The Defined Platform, Performance Tasks, Customizing Tasks and Creating Assessments, Assigning to Students, and The Gradebook & Report. This course introduces the Defined platform and its capabilities through microlearning modules. This course is included with all Defined purchases. Customers who purchase Defined Careers will also have access to an additional course that is specific to Defined Careers. This course is included at no additional cost for all users.

Time:

Self-paced (15 minutes per micro-learning module; approximately 2 hours total)

Participants Will:

• Navigate the Defined platform (educator and student views)
• Understand performance tasks and their components
• Learn to customize tasks and assessments
• Learn how to assign tasks and assess

Key Features:

• Platform navigation tutorials
• Performance task structure exploration
• Customization strategies
• Implementation guidance
• Earn a certificate upon completion

The Future-Ready Skills Virtual Offering includes courses on Critical Thinking, Collaboration, Communication, Creativity and Innovation, and Problem-Solving. These courses focus on developing essential future-ready skills through Defined performance tasks.

Time:

Self-paced (15 minutes per micro-learning module; approximately 2 hours total)

Participants Will:

• Identify future-ready skills within Defined performance tasks
• Integrate skill development with academic content
• Assess skill development effectively

Key Features:

• Skill-focused implementation strategies
• Integration with academic standards
• Assessment approaches for future-ready skills
• Earn a certificate upon completion

The Content Connections Virtual Offering includes 10 content-specific courses — featuring Math, Science, ELA, Social Studies, and Computer Science — focused on using Defined Learning's performance tasks to foster deeper learning in both elementary and secondary levels.

• Math available early October 2025
• ELA available mid-November 2025
• Science, Social Studies, Computer Science available Winter 2026

Time:

Self-paced (15 minutes per micro-learning module; approximately 2 hours total)

Participants Will:

• Connect content area content to real-world careers
• Integrate future-ready skills with content area practices
• Implement performance tasks aligned with curriculum
• Create effective project-based learning environments for their content area

Key Features:

• Content-specific applications and examples
• Alignment with content practices and standards
• Classroom routines for content area discourse
• Real-world context for abstract concepts

The Micro-credentials offer short, focused competency-based professional learning experiences that recognize educators for applying their skills in planning and/or implementing strategies to support student learning. They validate teachers' expertise and professional growth in creating aspects of a learning environment supporting students in their practice, knowledge building, and success through authentic applications. Upon successful completion, educators earn a badge for each micro-credential. Click here to view an outline of the micro-credentials we are currently offering.

Time:

Self-paced (15 minutes per micro-learning module; approximately 2 hours total)

Participants Will:

• Apply strategies to integrate performance tasks into curriculum in ways that deepen student engagement, content mastery, and career awareness
• Implement instructional strategies that support students in practicing and mastering future-ready skills within the context of performance-based, career-connected learning
• Plan and implement performance tasks and/or Defined resources that align with content standards and/or reflect authentic career scenarios
• Demonstrate an understanding of creating a student-centered learning environment that promotes deeper learning through authentic opportunities for students utilizing high-quality instruction and performance assessments

Key Features:

• A competency-based form of certification
• A personalized professional learning experience with participants applying their knowledge and/or skill to support learning
• Designed to support professional practice and growth
• Each contains an application for planning and/or implementation and the creation of a specific product, reflection and/or application demonstrating competence of the attribute
• Each is evaluated by Defined facilitators and approved or returned with feedback for completion (badge issued upon successful completion)

In this introductory session, participants will learn the basics of Defined Learning, including a walk-through of student and educator functionality, as well as applications for authentic learning including potential connections with careers, future-ready skills, and/or academic standards. Based upon school goals, topics and activities can be personalized to meet the needs of the educators, aligning with purpose and relevance.

Prior to the session, a collaborative conversation will be had with school leadership to determine goals for the virtual session. Participants will leave with a basic understanding of the practical aspects of using Defined with students, identifying a performance task for implementation, and considerations for utilizing a task plan with students.

Time:

Up to 2 hours

Participants Will:

• Learn the purpose, design, and implementation of Defined, PBL in the classroom, and the integration of future-ready skills through career-connected learning
• Identify Defined resources to use with students based upon the purpose and goals for integration in the classroom
• Customize resources through planning and preparation with participants leaving ready to implement Defined with students

This day serves as an introduction to Defined, performance tasks, and deeper learning processes including project-based learning. Participants will be introduced to the process and benefits of Defined in the classroom related to student engagement, academic content, career awareness, and future-ready skills through a deeper learning approach (PjBL, PrBL, and/or Place-Based Learning).

Time:

Up to 3 Hours

Participants Will:

• Learn the purpose, design, and implementation of Defined Learning and project-based learning in the classroom
• Apply the connection of standards, skills, and competencies to support students in becoming college and career-ready
• Identify and customize a performance task and associated resources for the classroom after leaving this session
  

Participants will walk away from this professional learning experience with the capacity to champion real-world teaching and learning with their students as they navigate and experience career-connected learning with project-based learning processes through Defined Learning. Connections will be made to authentic learning to ensure alignment to their curriculum and instructional goals, and to create an implementation plan for developing and implementing a culture of real-world learning for ALL students.

Time:

Up to 5 hours

Participants Will:

• Learn the purpose, design, and implementation of Defined Learning and project-based learning in the classroom
• Apply the connection of standards, skills, and competencies to support students in becoming college and career-ready
• Identify and customize a performance task and associated resources for the classroom after leaving this session
• Build a task plan for the teacher and for the student aligning with curriculum goals, while making systemic connections to support all students

This session is designed for up to 30 educators working within the same school system focusing on the integration of the skills and attributes associated with their system’s PoG/PoL. It can be implemented for new and/or returning users and will be tailored based on those needs.

In this interactive professional learning session, educators will be immersed in a performance task teaching and learning activity designed to foster a number of the identified future-ready skills and attributes identified through the PoG/PoL. Through collaborative discussions and guided reflection, teachers will uncover strategies for integrating these skills and practices into performance tasks aligning to their curriculum.

Time:

Half Day (Up to 3 hours) or Full Day (Up to 5 hours)

Participants Will:

• Engage in a performance task from the student perspective to analyze how future-ready skills—such as collaboration, critical thinking, and adaptive problem solving—are embedded in authentic, real-world learning experiences
• Identify and apply instructional strategies that support the integration of PoG/PoL traits into classroom performance tasks to enhance student engagement and deeper learning
• Explore and select a Defined Learning performance task aligned to their curriculum and PoG/PoL goals, and begin planning for classroom implementation
• Reflect on and evaluate assessment strategies (formative and summative) that capture student growth in PoG/PoL traits, including creativity, adaptability, and critical thinking

To support the Virtual Overview of Defined Learning, Face-to-Face Session: Half Day, Face-to-Face Session: Full Day, or Portrait of a Graduate/Portrait of a Learner Focus Session, Defined offers extended instructional support hours. These hours are a chance for participants in professional learning to meet with a Defined Learning mentor to share any questions, challenges, and/or ideas they would like to discuss. These hours are not mandatory and are set up at mutually convenient times for the participants. These hours can be added one hour at a time and are typically held weekly or bi-weekly.

This cohort program is designed to leverage the HQPBL framework to shift and strengthen teaching practices encouraging student learning through an inquiry-based approach with students engaging in future-ready skills. Educators will learn about each of the six criteria and associated instructional strategies to expand upon the use of Defined Learning performance tasks.

After the first session, participants will have expanded a Defined Learning performance task to include HQPBL elements. The second session includes presentations and reflections. Optional microcredentials provide opportunities to demonstrate application of HQPBL principles.

Time:

Two days, 5.5–6 hours each (plus 3–4 virtual instructional support hours)

Participants Will:

• Increase participant understanding of the HQPBL criteria
• Experience HQPBL teaching strategies
• Develop a Defined Learning performance task through the HQPBL framework to support the learner experience in their classrooms
• Reflect on planning, implementation, and adjustments to support ongoing teaching and learning
  

This blended professional learning community supports up to 15–20 educators who have previously completed introductory training and implemented at least one Defined Learning task. It provides structured time and peer collaboration to design and implement deeper learning performance tasks.

The PLC process includes identifying performance tasks, integrating Future Ready and PoG/PoL skills, using checkpoints and formative assessment, and reflecting with peers through examples of student work. Additional microcredentials may be offered.

Time:

10–12 weeks (3 meetings: 1 face-to-face + 2 virtual; optional microcredentials)

Participants Will:

• Design and implement a Defined Learning performance task that integrates academic content, future-ready skills, and deeper learning design elements tailored to their classroom and student needs
• Apply project-based learning principles by selecting and customizing tasks, research resources, student products, check-in points, and launchpad activities
• Use formative and summative assessment strategies to evaluate student progress in both content mastery and PoG/PoL traits such as collaboration, adaptability, creativity, and critical thinking
• Engage in collaborative reflection and feedback with cohort members
• Establish a sustainable internal network of peer support to promote continuous improvement in deeper learning practices

This interactive, virtual professional learning session introduces educators to the purpose, design, and classroom implementation of Defined Careers. Participants will explore how the platform supports personalized, career-connected, project-based learning (PBL) for both students and teachers. The session includes an introduction to the student experience, including completion of a career matching assessment and guided navigation through career exposure, exploration, and experience.

Educators will then shift to the teacher perspective, learning how to assign career courses and incorporate student voice and choice into instruction. Educators will learn how to track student progress to further guide career exploration. Throughout the session, participants will receive active support, planning resources, and practical strategies to help integrate Defined Careers into their learning environments.

Time:

90–120 minutes (90 minutes without assessment; 120 minutes with assessment)

Participants Will:

• Be introduced to the purpose, design, and implementation of Defined Careers in the classroom
• Experience the student perspective through a career matching assessment
• Explore student and educator workflows within the Defined Careers platform
• Understand options for personalization, assessment, and planning using platform features and support tools

Target Audience:

CTE teachers, Career Counselors, Career Navigators, and any other interested educators

In this introduction and overview, participants will learn the basics of Defined Careers including a walk-through of student and educator functionality, the default and foundational assessments and courses, as well as applications for authentic learning, reporting, and more. This session includes a hands-on experience for participants to dig deeper into Defined Careers after completing the assessment. Participants will work in small groups to explore career projects while engaging in an activity and presenting their findings. Educators will also get an overview of the workforce preparation tools and virtual internship opportunities.

Time:

Up to 3 hours

Participants Will:

• Learn the purpose, design, and implementation of Defined Careers and deeper career-connected learning in the classroom
• Learn how to use the assessment as a guide for each student, providing a personalized list of careers, projects, and simulated workforce preparation tools
• Engage with colleagues in a career project, designing a career-based product to present and share

Target Audience:

CTE teachers, Career Counselors, Career Navigators, and any other interested educators

In this introductory session, participants will explore the core features of Defined Careers, including a detailed walkthrough of student and educator functionality, foundational assessments, and available courses. The session will cover the platform's applications for authentic learning, reporting, and more.

Participants will engage in a hands-on experience, diving deeper into Defined Careers through the completion of an assessment. In small groups, they will explore career projects, collaborate on activities, and present their findings. Educators will also delve into postsecondary planning projects, financial literacy, workforce preparation tools, and virtual internship opportunities.

The session will include dedicated reflection and planning time with colleagues and Defined trainers. By the end of the session, participants will have a comprehensive understanding of how to effectively implement Defined Careers in their classrooms.

Time:

Up to 5 hours

Participants Will:

• Reflect on the idea of career exploration based on the problems students want to solve and their career interests
• Recognize the importance of equitable access to career insights
• Learn the purpose, design, and implementation of Defined Careers and PBL in the classroom
• Use the Career Matching Assessment to support student exploration and engagement
• Collaborate with colleagues on a career course and design a career-based product to present

Target Audience:

This session is targeting career navigators, career counselors, and teachers with a focus on college and career readiness

This session is designed for up to 30 educators working within the same school system, focusing on the integration of the skills and attributes associated with their system’s PoG/PoL. It can be implemented for new and/or returning users and will be tailored based on those needs.

In this interactive professional learning session, educators will be immersed in a performance task teaching and learning activity designed to foster a number of the identified future-ready skills and attributes identified through the PoG/PoL. Through collaborative discussions and guided reflection, teachers will uncover strategies for integrating these skills and practices into performance tasks aligned to their curriculum.

Time:

Half Day (Up to 3 hours) or Full Day (Up to 5 hours)

Participants Will:

• Engage in a performance task from the student perspective to analyze how future-ready skills—such as collaboration, critical thinking, and adaptive problem solving—are embedded in authentic, real-world learning experiences
• Identify and apply instructional strategies that support the integration of PoG/PoL traits into classroom performance tasks to enhance student engagement and deeper learning
• Explore and select a Defined Learning performance task aligned to their curriculum and PoG/PoL goals, and begin planning for classroom implementation
• Reflect on and evaluate assessment strategies (formative and summative) that capture student growth in PoG/PoL traits, including creativity, adaptability, and critical thinking

Target Audience:

Educators that have Defined Goals

This Professional Learning Community (PLC) provides educators the opportunity to deepen their understanding of Defined Careers and design a personalized course tailored to their students' needs. Participants will explore various implementation models across diverse settings, including advisory, CTE, counseling, CCR courses, summer/extended learning, and more.

This PLC is designed for educators who have already used Defined Learning with their students and are familiar with its content. It’s an ideal opportunity to refine your approach and develop a customized curriculum that enhances student engagement and success.

Time:

8–12 weeks (3 meetings: 1 face-to-face or virtual + 2 virtual follow-ups; optional microcredentials)

Participants Will:

• Learn how to implement Defined Careers across various school settings
• Develop a personalized scope and sequence aligned with student needs and school goals
• Implement their curated course and collect usage data for reflection
• Collaborate with peers to share implementation strategies and challenges
• Begin microcredential work to demonstrate professional growth and classroom application

Target Audience:

This session is targeting career navigators, career counselors, and teachers with a focus on college and career readiness