In the January meeting of the California Commission on Teacher Credentialing, Lisa Lachlan-Haché of the American Institutes of Research shared information about micro-credentialing and how it is being used. While professional learning and talent management are outside the scope of the commission’s mandate, this professional development model could be utilized to add authorizations to existing teaching authorizations.  The following is a look at micro-credentialing and how it may be used as a professional development model. So what is micro-credentialing? Micro-credentials are a competency-based digital approach to professional learning that provides teachers with the opportunity to learn and demonstrate competency in new skills. Commonly, each micro-credential addresses a fine-grained, discrete set of educational practices. Educators identify a competency they want to develop, submit evidence that they have mastered the competency, and receive a digital badge once the evidence is approved. What is the driving force to offer professional development? State education agencies make it clear that professional development is critical to the success of teachers and, subsequently, their students.  According to a 2014 report by Boston Consulting Group, states and districts in the United States spend more than $18 billion per year on professional development, and a teacher will, on average, spend about 68 hours per year in professional learning activities paid for by states and districts. For that investment, states and districts want to see results. Why would districts want to explore micro-credentialing? Teachers want to participate in professional development opportunities that are related to the work they do in their own classrooms (DeMonte, 2013). They also want professional development that extends over time, rather than one-shot, sit-and-get programs (Archibald, Coggshall, Croft, & Goe, 2011). Teachers have expressed interest in using technology in their professional learning, and they value the concept of micro-credentials for teachers.  One reason micro-credentials are appealing is that they break down complex instructional skills into fundamental parts. Educators can develop and demonstrate competence in each bite-sized element of instruction, and then weave together these skills to demonstrate mastery in complex skills. Teachers can choose which skill, or which parts of a skill, would most benefit their professional practice, and then demonstrate their competency by providing evidence of what they know and can do. What are the advantages of micro-credentialing? States and districts are investigating micro-credentials as a way to give teachers the chance to demonstrate their growing capacity to deliver excellent instruction to students. Teachers have shared that they prefer this professional development model due to the flexibility it gives them to create their own schedule for engaging in professional learning.  In addition, teachers in rural or remote areas need access to high-quality professional learning opportunities through technology when other options do not exist. Micro-credentials offer a strategy for teachers to expand and validate their learning and to receive recognition as they achieve milestones in their professional learning.