School Leadership 2.0 Newsletter Summary

Instruction & Professional Learning | Science of Learning

Supporting Teachers Through the Science of Learning

In “Supporting Teachers in Implementing the Science of Learning,” Edutopia highlights how Frederick County Public Schools in Maryland undertook a long-term, systemwide effort to ground teaching practices in research on how students learn. Serving approximately 48,000 students, the district’s initiative reflects a growing recognition that understanding how the brain processes, stores, and retrieves information can significantly improve instructional decision-making.

At the heart of the effort is a shift from intuition-driven teaching to evidence-based practice. District leaders recognized that teaching has become increasingly complex, with educators balancing diverse student needs, rigorous standards, and competing instructional strategies. By focusing on the science of learning, Frederick County aimed to simplify decision-making and reduce the burden on teachers by identifying what works—and what doesn’t.

Building a Shared Understanding of Learning

A key insight from the initiative is that many educators had never been formally introduced to the underlying cognitive principles of learning. As Amy Struntz, the district’s supervisor of induction and professional learning, explains, once teachers understand how learning actually happens, they become more intentional and effective in their practice.

Professional development in Frederick County focuses on helping teachers understand concepts such as memory, cognitive load, and retrieval. This knowledge allows educators to evaluate their instructional strategies more critically, leading to more purposeful planning and execution.

Aligning Practice With Research

The initiative encourages teachers to prioritize high-impact strategies while letting go of less effective practices. As Meg Lee, former director of organizational development, notes, the goal is not to add more to teachers’ plates but to help them refine their work—doing fewer things, but doing them better.

This approach empowers teachers to make informed decisions about their instruction. Rather than relying on trends or assumptions, they can draw on research to determine which strategies are most likely to support student learning.

A Systemwide Commitment to Professional Learning

Frederick County’s success is rooted in its commitment to sustained, systemwide professional development. New teachers are introduced to the science of learning through a structured three-year induction program, ensuring that they begin their careers with a strong foundation.

At the same time, veteran educators continue to deepen their understanding through ongoing training, collaboration, and mentorship. This dual approach creates a culture of continuous improvement, where all teachers—regardless of experience—are engaged in refining their practice.

Collaboration plays a critical role. Teachers work together to discuss strategies, share insights, and apply learning science principles in their classrooms. This collective effort helps build consistency across the district and reinforces a shared vision for instruction.

Long-Term Impact on Teaching and Learning

Now more than a decade into the initiative, Frederick County has maintained a clear and ambitious goal: ensure that every teacher understands and applies the science of learning. The long-term nature of this work underscores an important lesson for school leaders—meaningful instructional change requires time, persistence, and alignment.

The impact extends beyond individual classrooms. By grounding instruction in research, the district has created a more coherent and effective system, where teaching practices are aligned with how students actually learn.

Implications for School Leaders

For educational leaders, this case study offers several important takeaways:

• Invest in professional learning that builds deep understanding, not just surface-level strategies.

• Focus on coherence by aligning instructional practices with research.

• Support both new and experienced teachers through sustained development.

• Encourage collaboration to build collective expertise.

Ultimately, Frederick County’s work demonstrates that when educators understand the science of learning, they are better equipped to make decisions that enhance student outcomes—and to focus their energy on practices that truly make a difference.

Original Article

Source: “Supporting Teachers in Implementing the Science of Learning.” Edutopia, March 13, 2026.
https://www.edutopia.org/article/supporting-teachers-implementing-s...

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com