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FCPS to deliver districtwide 'science of learning' training, align instruction with HQIM
Summary
District leaders described an expanded professional learning rollout to give all teachers a 45-minute foundation in the science of learning, micro-credential options, a grant to buy instructional materials, and a plan to align that work with high-quality instructional materials and curriculum implementation.
Dr. Corinne Myers, director of leadership and organizational development for Frederick County Public Schools, and Kent Weitzel, teacher specialist for the same office, presented the district’s plan to expand professional learning grounded in the science of learning (also described as mind, brain and education or educational neuroscience).
Myers said the work aligns with state law requiring advanced training on the science of learning for teachers and that the district has been piloting and scaling evidence-informed professional learning for several years. "This is about pillar 2," she said, referring to the district’s curriculum and teacher development priorities.
Weitzel described the field and practical goals: the science of learning synthesizes cognitive science and education research to inform teacher actions that match how students learn. He said FCPS has partnered with external organizations — including the Center for Transformative Teaching and Learning and Deans for Impact — and with Hood College to embed learning-science principles into teacher preparation and local professional learning.
District leaders outlined current and planned offerings: short "quick bite" modules taken by staff since 2023, four-module courses tied to micro-credentials, a 45-minute foundational session that will be provided to all teachers this school year, a paid four-session series for cohorts of teachers, and $700 per school in grant funds to purchase materials related to science-of-learning practices. Myers said instructional leaders already have the 45-minute session for scheduling and rollout.
Staff also described development of an FCPS "walkthroughs" website designed to unpack specific instructional strategies into observable elements so mentors, coaches and principals can support classroom implementation. The site will host cluster tools and materials linked to evidence-informed strategies such as effortful thinking, attention and memory-focused practices.
Board members and staff discussed alignment with high-quality instructional materials (HQIM). Myers said leadership and organizational development are working directly with curriculum and instruction staff to ensure the science-of-learning "how" complements HQIM "what." She emphasized teachers need both a deep understanding of standards and practical scaffolds to apply evidence-informed practices to individual classroom contexts.
The district reported a multi-year approach: translation groups and mentoring after deeper summer academies, optional materials for principals to use with staff, and training integrated into the new-hire symposium for teachers new to FCPS. Weitzel said Hood College has revised its undergraduate teacher-preparation program to incorporate learning-science concepts, which should reduce onboarding gaps for newly hired teachers from that institution.
Why it matters: statewide law and district strategy are pushing an evidence-informed approach into everyday instruction. FCPS leaders said the plan is intended to create shared language, practical coaching tools and targeted supports so teachers can apply cognitive-science insights in classroom instruction and better use high-quality instructional materials.
