Microcredentials create opportunities for continuing growth of all teachers based on specific needs. They provide ways for teachers to lead their own learning while allowing administrators to identify and address teachers' needs as well as the expertise teachers have to share with their colleagues. Microcredentials are different from traditional professional learning approaches because they are: (1) Competency-based; (2) Personalized; (3) On demand; and (4) Shareable. When experienced in a consistent, ongoing way, this kind of microlearning builds up knowledge over time, even when the professional learning occurs in bite-sized pieces. When it is done well, it produces real behavior change that results in improved teaching, because teachers must document their learning using work samples, videos, student work, peer observation, collegial collaboration, portfolios, teacher and student reflections, or other artifacts. An assessor reviews the evidence of practice against a rubric to determine the teacher's progress toward the desired practice and decides whether to award the microcredential, often in the form of a digital badge, certification, or credential. The author describes the first year of this system in her school, and reports that all participating teachers had completed the microcredentials, and the results were resoundingly positive.