Professional Learning

Content-specific professional learning focuses on deepening teachers' understanding of specific curriculum content or subject matter. These opportunities involve exploring new research and best practices related to the content area, examining curriculum frameworks and learning progressions, and analyzing student work to identify areas of strength and growth.  Participants engage in activities such as unpacking learning standards, developing aligned assessments, designing engaging lessons, and exploring resources to support effective instruction.

Each semester, Lexington One offers a variety of coursework offered through universities that lead to graduate credits. Courses can deepen content knowledge, enhance pedagogical skills, or focus on specialized areas of education. Participation in these courses can assist teachers in earning a Master's +30.

The Induction Institute, held at the beginning of the school year, is a focused form of professional learning designed specifically for new teachers. This intensive session introduces the district's expectations, policies, and resources, while also providing valuable training on topics like curriculum, assessment, classroom management, and technology integration.  By equipping new teachers with essential knowledge and fostering connections, the induction institute supports a smooth transition into the classroom and sets the foundation for their long-term success.

Structured support is provided to new teachers; this support includes mentorship, guidance, and professional learning opportunities. Experienced teachers serve as mentors to provide individualized support and feedback.

All teachers have access to instructional coaches. Instructional coaches provide individualized support for teachers to improve their instructional practices. Instructional coaches work with teachers to set goals, observe classrooms, provide feedback, and model effective strategies. Coaches support teachers in implementing the district curriculum and effectively integrating digital tools aligned with the Instructional Framework. They also assist teachers in enhancing assessment practices, analyzing assessment data, and creating instructional plans informed by data.

Model classroom observations in conjunction with the reflection and discussion after the observation create rich opportunities for educators to collaborate around instructional practice. Model classrooms provide opportunities for teachers to observe exemplary instruction as it happens. The goal for the observer is to then take what they see in the model classroom and implement it in their own space. Our focus for the model classrooms is for educators to have a place to see visible implementation of the district's Instructional Framework.

Courses leading to various endorsements and certifications (such as Gifted and Talented, Read to Succeed, Teaching Children of Poverty, Educational Administration, and ESOL) are offered on a rotating cycle.

A cohort model is sometimes used to offer these courses. Participating in a cohort provides valuable opportunities for peer collaboration and mutual support throughout the program

Through the school work plan process, professional learning activities are planned and implemented within each school. This allows instructional leaders to tailor learning to the unique needs and goals of their school community. School administrators and teacher leaders coordinate this professional learning to ensure effective implementation of the district curriculum and monitor how instruction aligns with the Instructional Framework.