Educator micro-credentials present a unique opportunity to link professional learning to practice. Through each competency-based credential, educators demonstrate application of their learning. School districts are seeing the value of embedding micro-credentials in existing professional learning pathways to promote educator agency, recognize educators developing their practice, and expand competency-based learning practices with students. Micro-credentials are particularly well-suited for introducing emerging technologies and content. Offering greater flexibility than one-time, stand-and-deliver professional learning, micro-credentials can serve as a vehicle for just-in-time, embedded learning in high-demand areas like computational thinking. While learning opportunities in computational thinking may have once been limited for educators without close proximity to a university with computer science education pathways, through micro-credentials, research-based resources are curated and made accessible to educators with an internet connection. This paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning. Learnings include suggestions for integrating micro-credentials effectively, ideas for deepening learning through micro-credentials, strategies for facilitating learning through micro-credentials, approaches to sustaining and expanding the role of micro-credentials for professional learning, and insights on evolving policies for micro-credential integration.