FCPS outlines ‘science of learning’ training, micro-credentials and instructional supports for teachers

Frederick County Public Schools leaders described plans to expand teacher professional learning in the “science of learning,” including a districtwide 45-minute foundational session for all teachers, multi-session training for cohorts, micro-credential pathways and school-level grants for instructional materials.

The training is positioned as an evidence-informed alignment between instructional materials and classroom practice intended to help teachers translate cognitive science research into day-to-day instruction. District presenters said the initiative links to state expectations and aims to create shared language and tools for leaders, coaches and classroom teachers.

“Thank you all. So the science of learning is really an emerging field,” Kent Weitzel, teacher specialist for leadership and organizational development, said as he introduced the concept and its interdisciplinary roots. Weitzel explained the term can encompass mind, brain, education research, learning sciences and educational neuroscience and described how new evidence can inform teacher actions.

Corinne Myers, director of leadership and organizational development, said the district has been working on learning-science partnerships for several years and is expanding that work. District staff described partnerships with the Center for Transformative Teaching and Learning, Deans for Impact and Hood College that have supported multi-day academies, translation groups and a learning-science consortium for leaders and mentor teachers.

The district described training pathways and supports: a 45-minute foundational module intended for all teachers; four modular courses that, when completed, make participants eligible for a micro-credential; a four-session series (with grant-funded slots for teachers) focused on attention, memory and practice architecture; “quick bites” used since 2023; and an FCPS walkthroughs website to host cluster tools for instructional strategies. Staff said the district is offering a $700 per-school grant to purchase materials tied to science-of-learning instruction.

Staff also described how the district is aligning these efforts with high-quality instructional materials (HQIM): HQIM represents “the what” while science-of-learning work represents “the how,” Corinne Myers said, and the district aims to pair both so teachers can apply evidence-informed strategies using the materials available in their classrooms.

District staff said the professional learning will be offered in multiple formats and that micro-credential holders will be tapped to help facilitate further courses. The district reported that since 2023 about 117 staff have participated in shorter “quick bite” offerings and that the modular courses have attracted dozens to over a hundred participants depending on the topic.

Questions and discussion during the meeting focused on how learning-science strategies translate into classroom practice, how the program will be sustained for new hires and how evidence-informed practices intersect with curriculum adoption. Staff said Hood College has revised its undergraduate teacher-preparation program to include learning-science content, which district presenters said will reduce onboarding gaps for some hires.

Ending: District leaders asked principals and instructional leaders to integrate the 45-minute foundational session into local professional learning schedules and to consider applying for school-level materials grants; staff said they will monitor implementation and expand offerings after initial rollout.