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Educator Micro-credentials

Digital Promise is building an innovative system of micro-credentials that provides educators with a way to gain validated recognition for the skills and competencies they learn throughout their careers. The system allows educators to submit evidence, have it reviewed by experts and peers, and earn digital certification of specific competencies.

Educators earn credentials at the beginning of their careers and may go on to earn Masters degrees or National Board Certification. Yet, these degrees do not capture or articulate the full range of skills that teachers learn every day, throughout their careers. In addition, research shows that educators engage in both formal and informal professional learning activities, but are rarely recognized for their informal learning.

The Digital Promise educator micro-credential system, supported by a coalition of educators and partners, provides teachers with an opportunity to gain recognition for skills they develop throughout their careers, regardless of where or how they learned them.

Earned micro-credentials can be displayed as digital badges and shared on social platforms, with colleagues, and with other stakeholders to show competency in specific areas. As an emerging professional development strategy, educator micro-credentials enable our public education system to continuously identify, capture, recognize and share the best practices of America’s educators so all teachers can hone their existing skills and learn new ones. For professional educators, micro-credentials are a natural extension of their learning journey. Earning a micro-credential takes just four steps.

To power our micro-credential system, Digital Promise has partnered with BloomBoard, a leading professional development platform for empowering educator growth.

Start exploring the micro-credentials today.


A new study commissioned by Digital Promise and conducted by research firm Grunwald Associates, “Making Learning Count,” explores the attitudes of a nationally representative sample of K-12 teachers toward professional development and competency-based micro-credentials. The results provide critical insights into teachers’ thoughts about expanding their skills through formal and informal learning.

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