The purpose of this Action Research study was to understand and enhance the perceived efficacy of micro-credentialing and digital badging for K-12 educators within a large urban school district. Cycle 1 of this research engaged over 150 educators and included 14 semi-structured interviews, seeking to identify the primary reasons for engaging within micro-credentialing and digital badging professional learning offerings. This cycle resulted in three primary findings to promote the efficacy of micro-credentials and digital badges; showcasing of knowledge, growth and advancement, and the intrinsic value add. The Cycle 2 Action Steps of this research involved the co-creation of various learning modules which terminated with a micro-credential and digital badge in which participants also provided their perspectives of the efficacy of these learning modules. Alongside a review of the literature, these co-created modules and surveys identified five primary findings to further support the research question; tiered badging levels, scheduled recertification, value add, timely communication, and the consistency and iteration of learning pathways. The total of eight primary findings of these cycles of research establish the key resources and supports as a playbook of methods to promote the perceived efficacy of micro-credentials and digital badges upon K-12 educators within a large urban school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]