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Professional Learning

Capacity Building

Professional learning at Campos is aligned to our vision and mission statements. Professional learning topics are based on how our our teachers progressed using the Danielson domains, needs assessment survey that is administered at the beginning of the school year, as well as our mentor text that is aligned to our problem of of practice. 

Professional learning is organized and led by AP Stephens and the PD committee along with teacher leaders. This can take place in grade or department teams as well as whole faculty.

Coaching & Mentoring

All new teachers are assigned a mentor to help them navigate the system. Although Mentors and Coaches are supportive roles, they differ in their approach and their methodology.  Mentoring is a “structured, sustained process for supporting JMCSS teachers through significant career transitions” and consists of offering guidance through periods of induction, progression and challenge. Our coaches “enable the teachers to take control of their own learning through non-judgmental questioning and support“; the teacher is focusing on a specific aspect of their practice as opposed to a phase or transition.



Impact  of coaching, mentoring and Inter-visitation on teacher practice.

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Coaching and mentoring had a significant impact on teacher observation results in various ways:

1. Skill Enhancement:

Coaching and mentoring helped teachers improve their instructional techniques, classroom management skills, and pedagogical strategies. As a result, demonstrated better teaching practices during observations.

2. Feedback Incorporation: Teachers receiving coaching and mentoring received constructive feedback on their teaching methods. This feedback was directly applied to their lessons, leading to observable improvements when observed by administrators.

3. Reflective Practice: Through coaching and mentoring, teachers were encouraged to engage in reflective practice. This helps them critically assess their teaching and make necessary adjustments, which positively impact observation outcomes.

4. Goal Setting: Coaches and mentors assisted teachers in setting specific goals for their professional development. These teachers worked towards these goals, their performance during observations reflected their progress.

5. Professional Growth: Long-term coaching and mentoring lead to sustained professional growth, resulting in consistently positive observation results over time.

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The data below shows how coaching and mentoring impacted teacher practice and observations. The first deep dive that was done included the instructional cabinet norming the Danielson Rubric together. I then led the team through examining the observation data alongside the regents and state exam data. I realized teachers who were receiving effective and highly effective in observations did not result in high student achievement. I created inter-visitations and coaching around domain 1 and 3.

The graphs shows that after norming using the Danielson Rubric and realigned expectations using data, teachers observations began to show a true picture of student performance aligned to actual rigor, engagement, planning and preparation and assessment.

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