2. Teaching and Learning

The impact of teaching and learning on student achievement and success is the primary expectation of every institution. An effective learning culture is characterized by positive and productive teacher/learner relationships, high expectations and standards, a challenging and engaging curriculum, quality instruction and comprehensive support that enable all learners to be successful, and assessment practices (formative and summative) that monitor and measure learner progress and achievement. Moreover, a quality institution evaluates the impact of its learning culture, including all programs and support services, and adjusts accordingly.

Our school´s strength in this domain is:

The learning culture promotes creativity, innovation and collaborative problem-solving. It also develops learners´ attitutes, beliefs and skills needed for success.

The institution has a formal structure and implements a process to ensure learners develop positive relationships with and have adults/peers who support their educational experiences and to ensure the curriculum is aligned to standards and best practices. Our educators implement a high expectations curriculum and prepares learners for their next levels.

Our school also provides programs and services for learners’ educational futures and career planning opinions, and feedback. It also implements, evaluates, and monitors processes to identify and address the specialized social, emotional, developmental, and academic needs of students´ opinions, and feedback.

Our school´s area of opportunity in this domain is:

It is important to maintain an organization and a role to visit classes to maintain feedback between teachers to generate strategies. Follow up on the educational needs that arise and, if necessary, work collaboratively with the Department of Psychopedagogy.

Copia de Formatos recolección de resultados.xlsx

INDEX

2.1 EQUITABLE LEARNING OPPORTUNITIES

Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the institution.

2.1.1 Pair Teachers ELEOT Observation Calendar

2.1.1.1 ELEOT Preschool Analysis

2.1.1.2 ELEOT Elementary Analysis

2.1.1.3 ELEOT Middle School Analysis

2.1.1.4 ELEOT High School Analysis

2.1.2 Examples of Elementary Learning Outcomes Spanish - Math

2.2 PROMOTING OF LEARNING CULTURE

The learning culture promotes creativity, innovation and collaborative problem-solving.

2.2.2 Coordinators' Training Course

2.2.2.1 Teachers' Training Plan

2.2.3 Teacher Professional Development Summary 2017 - 2018

2.2.3.1 ELEOT Preschool Analysis

2.2.3.2 ELEOT Elementary Analysis

2.2.3.3 ELEOT Middle School Analysis

2.2.3.4 ELEOT High School Analysis

2.3 DEVELOPMENT OF LEARNING CULTURE

The learning culture develops learners’ attitudes, beliefs and skills needed for success.

2.3.1 Evangelization Mission Groups Infographic

2.3.1.1 Evangelization Mission Groups Description

2.3.1.2 Virtues Project for Preschool COBU 2017 - 2018

2.3.1.3 Virtues Project for Elementary NET 2017 - 2018

2.3.2 Students Community Service Program Directory 2017 - 2018

2.3.3 Example of Integral Formation Program for Middle and High School Students

2.3.3.1 Example of Integral Formation activities for Preschool and Elementary Students

2.3.3.2 Example of Integral Formation activities for Middle and High School Students

2.3.4 Example of Integral Formation for Parents

2.3.4.1 Example of Integral Formation for Parents

2.3.4.2 Example of Integral Formation for Parents

2.3.5 Example of Integral Formation for Staff

2.3.5.1 Example of Integral Formation for Staff

2.3.5.2 Example of Integral Formation for Staff

2.4 ADULT SUPPORT FOR STUDENTS

The institution has a formal structure to ensure learners develop positive relationships with and have adults/peers who support their educational experiences.

2.4.1 Moral and Pastoral organogram

2.4.2 School Faculty and Staff

2.4.2.1 School Administrative Staff

2.4.3 School Chaplain Manual

2.4.3.1 School Psychologist Manual

2.4.3.2 Catholic Formation Coordinator Manual

2.4.3.3 Academic Coordinator Manual

2.4.3.4 Prefect of Discipline Manual

2.5 HIGH EXPECTATION CURRICULUM

Educators implement a curriculum that is based on high expectations and prepares learners for their next levels.

2.5.1.1 Preschool Curricular Map

2.5.1.2 Elementary Curricular Map

2.5.1.3 Middle School Curricular Map

2.5.1.4 High School Curricular Map

2.5.2.1 Education Curriculum Fundamentals Preschool FOCUS

2.5.2.2 Education Curriculum Fundamentals Elementary School FOCUS

2.5.2.3 Education Curriculum Fundamentals Middle School FOCUS

2.5.2.4 Education Curriculum Fundamentals High School FOCUS

2.5.3.1 Teaching Guide Science Preschool PRACTICUM

2.5.3.2 Teaching Guide Science Elementary PRACTICUM

2.5.3.2.2 Teaching Guide English Elementary PRACTICUM

2.5.3.3 Teaching Guide Second Language Middle School PRACTICUM

2.5.3.4 Teaching Guide Robotic High School PRACTICUM

2.5.4.1 General Evaluation Model 2018 - 2019

2.5.4.2 General Evaluation Model Infographic

2.5.4.3 Preschool Evaluation Model Infographic

2.5.4.4 Elementary Evaluation Model Infographic

2.5.4.5 Middle School Evaluation Model Infographic

2.5.4.6 High School Evaluation Model Infographic

2.5.5.1 Preschool Teaching Catalog

2.5.5.2 Elementary Teaching Catalog

2.5.5.3 Middle School Teaching Catalog

2.5.5.4 High School Teaching Catalog

2.5.6.1 Preschool Scope and Sequence

2.5.6.2 Elementary Scope and Sequence

2.5.6.3 Middle School Scope and Sequence

2.5.6.4 High School Scope and Sequence

2.5.7.1 Examples of Elementary Learning Outcomes - Spanish and Math

2.6 CURRICULAR ALIGNMENT

The institution implements a process to ensure the curriculum is aligned to standards and best practices.

2.6.1.1. Preschool Curricular Map

2.6.1.2 Elementary Curricular Map

2.6.1.3 Middle School Curricular Map

2.6.1.4 High School Curricular Map

2.6.2.1 Education Curriculum Fundamentals Preschool FOCUS

2.6.2.2 Education Curriculum Fundamentals Elementary School FOCUS

2.6.2.3 Education Curriculum Fundamentals Middle School FOCUS

2.6.2.4 Education Curriculum Fundamentals High School FOCUS

2.6.3.1 Teaching Guide Science Preschool PRACTICUM

2.6.3.2 Teaching Guide Science Elementary PRACTICUM

2.6.3.2.1 Teaching Guide English Elementary PRACTICUM

2.6.3.3 Teaching Guide Second Language Middle School PRACTICUM

2.6.3.4. Teaching Guide Robotics High School PRACTICUM

2.6.4.1 General Evaluation Model 2018 - 2019

2.6.4.2 General Information Model Infographic

2.6.4.3 Preschool Evaluation Model Infographic

2.6.4.4 Elementary Evaluation Model Infographic

2.6.4.5 Middle School Evaluation Model Infographic

2.6.4.6 High School Evaluation Model Infographic

2.6.5.1 Preschool Teaching Catalog

2.6.5.2 Elementary Teaching Catalog

2.6.5.3 Middle School Teaching Catalog

2.6.5.4 High School Teaching Catalog

2.6.6.1 Preschool Scope and Sequence

2.6.6.2 Elementary Scope and Sequence

2.6.6.3 Middle School Scope and Sequence

2.6.6.4 High School Scope and Sequence

2.6.7 Examples of Elementary Learning Outcomes Spanish and Math

2.7 MONITOR OF INSTRUCTION

Instruction is monitored and adjusted to meet individual learners’ needs and the institution’s learning expectations.

2.7.1 Teacher´s Evaluation Process

2.7.2 Teacher´s Evaluation Format

2.7.3 Teacher´s Evaluation Process Format

2.7.4 Teacher-coordinator Biweekly Meeting

2.7.5 Weekly Team Meeting

2.7.6 Example of Students Academic Follow-up

2.7.6.1 Example of Student Academic Follow-up

2.7.7 Professional Development Catalog 2018 - 2019

2.7.7.1 Teacher Professional Development Summary 2017-2018 Infographic

2.8 SCHOOL SERVICES FOR EDUCATIONAL FUTURES AND CAREER PLANNING

The institution provides programs and services for learners’ educational futures and career planning.

2.8.1.1 University Pathway Program 2018 - 2019

2.8.1.2 Universities Tours Calendar 2018 - 2019

2.8.1.3 Universities Tour Brochure

2.8.2.1 Stanford Aprenda Preschool Test Analysis 17 -18

2.8.2.2 Elementary School College Board Analysis 17 - 18

2.8.2.3 Middle School College Board Analysis 17 - 18

2.8.2.4 High School College Board Analysis 17 - 18

2.8.3 Students Self - Evaluation and Achievements Program

2.8.4.1 Professional Orientation Students Test Examples

2.8.4.2 Professional Orientation Day

2.8.4.3 Professional Internship Opportunity

2.8.5 List of Scholarship for Senior Students

2.9 SCHOOL’S PROCESS TO IDENTIFY AND REFER LEARNERS IN NEED

The institution implements, evaluates, and monitors processes to identify and address the specialized social, emotional, developmental, and academic needs of students.

2.9.1 External Psychologists for Students Directory

2.9.2 List of Test Used by the Psycho-pedagogical Department

2.9.3.1 Example of Group Learning Special Needs Analysis

2.9.3.2 Example of Group Learning Special Needs Follow-up Sociogram

2.9.3.3 Example of Group Learning Special Needs Follow-up Sociogram Results

2.9.4 Example of Student Learning Special Needs Reading-Writing Process

2.10 LEARNING PROCESS ASSESSMENT

Learning progress is reliably assessed and consistently and clearly communicated.

2.10.1.1 General Evaluation Model 2018 - 2019

2.10.1.2 General Evaluation Model Infographic 2018 - 2019

2.10.1.3 Preschool Evaluation Model Infographic 2018 - 2019

2.10.1.4 Elementary Evaluation Model Infographic 2018 - 2019