FCPS Induction and PL

One of the tenets of Mind Brain Education is the understanding that emotion and cognition are linked. Years ago, educators thought that taking emotions out of the classroom would make learning easier. Now, due to scientific study, we know that emotion can help guide and solidify our learning. We know that emotion is tied to the factors that create a positive learning environment. How can you bring more positive emotions to your classroom climate?

Peps Mccrea offers insights in his Evidence Snack. He states that “structure fosters safety.” Strong expectations, routines, norms, and accountability can create classrooms where students feel confident to share their thinking (and all the benefits that it brings). That said, some students may perceive structures in our classroom as a form of control rather than a framework for enabling growth. Students, feeling trapped or confused, may seek to ignore or even undermine the structures and expectations we have. Here is where care, “the reagent that transforms constraint into support,” comes in. Care is something we show through regular and visible demonstrations, such as when we:

• Push and believe: Hold students to high standards: if I let you off, I let you down.

• Celebrate and connect: Regularly use the correct pronunciation of names, smile, really listen, and celebrate success.

• Explain the why: Help students see the benefits (for them) behind our routines and expectations.

Did you know that National Board Certification is part of the new FCPS Career Ladder?

What does that mean for our newest staff with 0-3 years experience? We strongly encourage our new teachers to participate in our robust RISE Induction programming which in SY26 will include a structured support and planning course that prepares staff for their NBC journey!

What does this mean for school-based mentors, master teachers and other current or aspiring teacher leaders? National Board Certification is a stepping stone within the Career Ladder to the future Level 4 Teacher which may include this role and others as potential assignments. If you are aspiring to grow into new leadership roles/opportunities, National Board Certification is for you!

Next Steps: Check out our NBC Eligibility Requirements website including

• National Board Certification requirements

• MSDE/LEA Fee Support eligibility requirements

• How to pursue when you don’t have your own classroom

IHE NBC Coursework Opportunities

• Hood College NBC Coursework

• McDaniel NBC Coursework

Questions? Email amy.cordes@fcps.org or dianne.thompson@fcps.org

In the WHY section of Teaching WalkThrus, author Tom Sherrington supports the strategies in the book with research from cognitive science. One of the pages in the WHY section focuses on the book, Why Don’t Students Like School by Daniel Willingham.

This book, published in 2009, is considered one of the most influential books on cognitive science and its implications for teachers. Willingham, a Professor of Psychology at the University of Virginia, writes about common puzzles for teachers. Chapters like, ‘Why Do Students Forget Everything I Say?’ and ‘Why Is It So Hard For Students To Understand Abstract Ideas?’ help readers understand the cognitive science behind challenges and learn strategies to support students.

One big idea in Willingham’s book that Teaching WalkThrus also explains centers on the saying, “Memory is the residue of thought.” It means that if we want students to remember something, they need multiple opportunities to think deeply about the meaning of it in the context of what they already know. Therefore, as teachers, we need to first direct student attention towards “to-be-remembered” material (and know what the to-be-remembered material is ourselves) and then ask questions and provide learning tasks that require students to think deeply and effortfully about the content.

Some of our year two teachers chose to read the book, Why Don’t Students Like School as part of our RISE and Apply fall book study. This year, we are also offering it as a choice to our mentor teachers who coach new hires while also supporting students in their roles at schools.

Participants in the Culturally Responsive Teaching and The Brain book study examined their implicit biases through the Harvard Implicit Bias Test in module 2. They had the opportunity to reflect on their results to guide future planning, instruction and interaction with students. Additionally, participants had the option to attend a virtual session in February. Participants were able to collaborate, focus on content in the text and examine four practice areas of culturally responsive teaching, including the concept of productive struggle to develop skills and deepen understanding.

Throughout module 3, participants will explore social learning behaviors that trigger them in the classroom environment. They will have the opportunity to explore possible biases and assumptions behind these triggers as well. There will be a second virtual session in module 4.

Participants in our 2-credit course are beginning their second Framework for Teaching growth cycle. To begin Module 2, educators select a component from Domain 2 or 3 and collect video artifacts of strategy implementation. At the end of Module 2, participants will explore onramps to NBCT and other FCPS leadership opportunities in anticipation of the next phase of their professional learning journey.

Our Networking Experience participants are preparing for their fourth of five Networking Experience sessions, where they continue to collaborate, problem-solve, plan and share experiences and resources under the guidance of a content or grade-band Master Teacher.

Lindsay Hall, Special Education Mentor, Middletown Primary School

Special Education Mentors offer in-person and synchronous support to first-year special education teachers across multiple locations. They provide in-person and synchronous support to further develop new hires’ instructional practices and professional responsibilities.

When asked to reflect on her “why” for serving as a mentor for first year special education teachers, Lindsay shared, “When I started with FCPS 22 years ago, I still remember the Master Teacher who helped us get started at our orientation. She was caring, real and gave us such wonderful advice. She never made me feel silly for asking questions that I'm sure seemed so ridiculous. It was a lasting impression that has been with me my entire career. I knew that one day, I would want to help new hires as they started with special education at FCPS. I was so thrilled to be chosen as a mentor. It gives me a chance to connect with people and gives me motivation to stay up to date on all the "things." It's cliche, but oh-so-true, when I say that my new hires also help me learn and grow as an educator and also make me consider things from a different lens. Being a mentor is an amazing, rewarding experience and I am so grateful for the people I have met in my journey.”