This paper analyzes the early work of creating a micro-credential program that is developed through a collaborative process with Texas Education Agency and a Texas University. The micro-credential aligns with the National Standards for Quality Online Teaching (NSQOL), the requirements outlined in the Effective Schools Framework (ESF), and the needs of diverse educators. The micro-credential ensures an engaging and rigorous virtual experience by using the National Standards for Quality (NSQ) guidance from the Digital Learning Collaborative. The design process began with a cross-walk of NSQOL and ESF to ensure the National Standards are tailored specific needs. Following this, we conducted a needs analysis to identify the specific competencies for each pathway of the micro-credential. We made sure that the competencies clearly aligned with effective virtual, hybrid, and blended instruction as outlined by NSQOL to ensure rigor, relevance, and alignment with proven practices in digital education by including interactive research-based learning opportunities that are personalized through multiple pathways for educators based on their proficiency in skills and role in education. The activities and assessments we designed support teachers in demonstrating key skills and competencies and focus on teaching practices to enhance student learning outcomes.

Each micro-credential is divided into five modules, with each following a scaffolded approach that builds participants’ knowledge incrementally. Modules incorporate opportunities for active learning, practical application, and reflection to ensure mastery of each competency. Additionally, there are opportunities for both peer and expert feedback to ensure that participants are engaged in continuous learning practices. Interactive formative assessments for learner reflection are included. We strategically align NSQ’s five core goals for creating online programs with NSQOL’s Standards for Quality Online Teaching, Programs, and Courses to deliver high-quality, research-based practices. Specifically, we model best practices for virtual and hybrid learning by designing our modules around key NSQOL principles and incorporating research-based practices for working with adult learners, including: learner-centered design for learner engagement; effective digital pedagogy; diverse instructional strategies for personalization of content; strategic community building; and constructive assessment and feedback.

To enhance accessibility and relevance, all content is designed using Universal Design for Learning (UDL) principles, enabling participants with diverse abilities and professional contexts to engage meaningfully with the material. In addition, each micro-credential has embedded strategies for peer collaboration and discussion to foster a sense of community among participants, ensuring that the experience is both engaging and impactful with a hope to create a network of like-minded educators focused on hybrid and virtual learning spaces.

This paper analyzes the early work of creating these micro-credentials and the collaborative process of design for teaching and learning. Furthermore, we focus on the strategies that were developed to support teachers and administrators in gaining the necessary skills for sustaining and scaling best practices in virtual, hybrid, and blended learning spaces.

Keywords: Micro-credential, teaching and learning, hybrid, virtual, blended.