The blog series, “Micro-routines for Macro-skills,” is a multi-part exploration of how to intentionally teach and validate “durable skills” (soft skills) in the classroom. The posts will be released weekly through October, and we encourage readers to consider their readiness to move to the next step. The full framework, resources, and guidance are available from the Collaborative for Teaching and Learning’s (CTL) Postsecondary Skills Model, including resources like the Skill Identification Credential, the CTL Planning for Integration Credential, the D-F-R-A Credential, the CTL Equity through Competencies Framework, and the CTL Organizational Credentials.
We’ve all been there, standing in front of a classroom, talking about skills like critical thinking or collaboration, and wondering if our students are truly “getting it.” You can tell them collaboration is important a hundred times, but does that really help them become better teammates on a group project?
The truth is, many of us feel stuck trying to teach these essential “soft skills.” They sound great in a mission statement or on a poster, but they can feel impossible to pin down in the middle of a busy school day. The problem isn’t that we don’t think they’re important—it’s that we don’t have a clear way to make them part of our daily practice.
This challenge goes far beyond our classrooms. It’s a national issue. In the professional world, a massive “skills gap” exists, but it’s not just about a lack of technical knowledge. Instead, it’s about a deficit in durable, non-cognitive skills that employers are desperate for.
The report Durable By Design from America Succeeds makes this startlingly clear: “Employers are now requesting these skills in 76% of all job postings, with nearly half asking for three or more. Eight of the top ten most requested skills in today’s labor market are durable skills—a marked shift that reinforces their enduring relevance even in technical and emerging sectors.”
This shift means our job as educators has to evolve. We can’t just teach content and hope students pick up these skills along the way. We have a responsibility to be intentional. As Durable By Design also points out, education systems have started to recognize this, but more work is needed. “Without clear frameworks, assessments, and accountability, students may graduate without ever being recognized for the competencies that matter most to employers.”
From Abstract to Actionable
So, where do we begin? The key is to stop thinking of these skills as abstract concepts and start treating them as teachable competencies. That’s the core idea behind the Collaborative for Teaching and Learning’s (CTL) Postsecondary Skills Model, a simple, four-pillar framework that helps you move from intention to action.
This post is all about Pillar One: Identification. This is the foundational step. Before you can integrate a skill into your teaching, you have to define it for your specific context. We have to answer the question, “What does Critical Thinking actually look like in my science class?” or “How does Time Management apply to the research paper my students are writing?” It is important to note that this is not the step of identifying which skills to put on a poster, but which skills are essential to student success in this course.
You don’t have to do this alone; in fact you shouldn’t. The CTL model provides research-based definitions and examples to help you build a consistent and common language with colleagues. By reviewing these definitions and rubrics, you can identify the skills that are most relevant and beneficial for your students within your course.
Think of it like being a sports coach. You wouldn’t just tell your players to “get better at basketball.” Instead, you’d focus on specific, teachable skills, like dribbling with their left hand or perfecting a free throw. Similarly, we need to get specific with our students.
Your Course, Your Durable Skills
The first step is a simple but powerful act of reflection. We encourage you to use the Skill Identification Credential as a guide and answer one crucial question:
“Which skills do my students need to master my content?”
This isn’t about adding a new set of standards. It’s about a shift in mindset. You already teach your content. Now, you’ll just be more intentional about the skills that are naturally embedded in that content. For example, a math teacher might identify Problem-Solving when students have to grapple with real-world problems. An English teacher might focus on Information Literacy and Written Communication as students write persuasive essays.
By intentionally naming and defining these skills, you’re doing two powerful things:
- You’re making them visible to students. Students understand what’s expected of them, and they have a shared language to talk about their own growth.
- You’re giving yourself a clear plan. When you know which skills you’re focusing on, you can start building the small, daily routines that will help students master them.
The next post in this series will explore exactly what those “micro-routines” look like. Are you ready to move from the “why” to the “how?”
#DurableSkills #FutureReadyStudents #CompetencyBasedEd #Microcredentials