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FCPS presents phase‑5 professional‑learning update; district highlights new role‑group networks
Summary
Director Grant Davis described the district's phase‑5 professional learning implementation, including new role-group Professional Learning Networks, instructional walks and survey feedback showing early positive ratings (example average 4.47), and the board asked about evidence base and monitoring; Angela Stark highlighted inclusive/adaptive PE work.
Grant Davis, director of elementary teaching and learning for Fayette County Public Schools, presented the district's second‑quarter professional‑learning update, explaining the district's Phase 5 implementation and plans for monitoring and the next phase. Davis said the work connects to the Portrait of a Graduate and the District Improvement Plan, with strategic priorities on student achievement and organizational health.
Davis described new role‑group Professional Learning Networks (PLNs) launched in October and January to allow teachers who are the only specialist in a building to collaborate across schools. Those networks include physical education, fine arts, career and technical education, multilingual teachers, pre‑K, gifted and talented, world language and library media specialists. The district collects feedback on each session using a 1–5 Likert scale; Davis cited an example where the overall facilitator knowledge rating averaged 4.47 in the October session and that category scores increased again after the January session.
Angela Stark, Healthy Schools Specialist, spoke about the health and PE PLN held Jan. 5: university student teachers joined FCPS teachers for collaborative learning, staff received skills‑based health training emphasizing decision‑making and communication, and the district is advancing adaptive and inclusive PE efforts by sharing practices across high schools. "We are very intentional with the people we brought together," Stark said, noting collaborations with Henry Clay High School and others to expand adaptive PE programming.
Board members asked what evidence‑based strategies inform the professional learning; Davis cited state evidence‑based instructional practices, content‑specific high‑quality resources, instructional walks, principal cadres and routine feedback and monitoring. Members requested continued reports on outcomes and comparisons with comparable districts.
Next steps: staff will continue monitoring implementation, collect feedback from PLNs and present school‑level professional learning plans in April.
