Airtel Landline Search

Center Coin in the way of plans and projects

Coin Malaga is a city located in the Valle del Guadalhorce and twenty miles equidistant from Malaga and Marbella. Since the road is displayed after the climb from sea level as a stage with the Sierra de las Nieves background. At the end of the road waiting for other peoples with whom Coin Malaga is well served: Mijas, Alhaurin el Grande, Ojen and Monda. Three centers

Coin Education requested in due time CEP Marbella-Coin work in the Centre of Linguistics Project so I moved to this city yesterday (cold and ;-) lumbálgico to work with peers and colleagues from the CEIP Artist Anaya Palomo and (which this year celebrates the 50th anniversary creation ) , the CEIP Huertas Viejas and Cooperative College Our Lady of Lourdes . This was my second session work with them so I had to get down to work now: no more introductions are worth no more description of the possibilities. It's time to decide how your project will Linguistics Center.

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My first impression was very positive. We met in The IES Montecillos and occupy all of its assembly hall, a large, functional room. The three cloisters were present almost entirely with their management teams and coordinators and coordinators of training in the lead. This seriousness on the part of schools is priceless and reflects the professionalism that later proved.

The premises of the meeting were outlined from the findings desk Success Congress on Education and School Autonomy:

• The PLC has to affect classroom practice but also in the school based management.
• The PLC is a strategic plan for short, medium and long term.
• The PLC must be set to the context (not worth a costume for all) and should be realistic but ambitious.
• The PLC aims to integrate the curriculum, teachers' work and actions.
• The PLC is the responsibility of all and in the final document should indicate the persons responsible for each action.
• PLC aims at promoting linguistic communicative competence of students in both oral and in writing and reading.
• The PLC must contain indicators for assessing the actions (and these indicators should be verifiable, reliable and valid).
• The PLC is part of a politics of subjectivity: we must improve Linguistic competence of all students and there must be actions that affect all students. With these premises

exposed sites which work had been made since our last meeting and we had three groups of work centers that tried (successfully) to establish the first steps towards your PLC.

the end of the session we did a review of the agreements, which is as follows:

• Ana Mari, a fellow of the CEIP Huertas Viejas, began his speech with a prelude that seems significant to me: "It is not difficult, as we do. consists in analyzing, systematizing and timing." He added: "And it is to open the classroom to tell each other what we do and what results it gives us." And after this prelude to the actions that are contemplated for
PLC orality
• work through the Assemblies by developing a protocol to take the whole school;
• work reading and writing through a "map texts "in which teachers engage each cycle to read and write a series of set texts;
• promote the use of the library as a resource classroom and academic reader.
• CEIP Palomo Artist pledged to work in the following lines:
• design and implementation of interdisciplinary projects (and wants to have conducted the first pilot project for the month of March), work in tutorials
• teaching of English as a second language
• attention to students with specific educational support needs,
• use of new technologies for the development of linguistic communicative competence,
• enhance the relationship with the family (and I allowed myself to speak of my recent entry in Educ @ contic ) ,
• study, in view of the results of these actions, the incidence of PLC in the school based management.
• The College of Our Lady of Lourdes decided to organize the plan of work through three teams or committees in which faculty will be represented at all stages, cycles and levels (kindergarten through secondary school). These three teams take each one of the following actions:
• analysis of the curriculum (and in particular the criteria of evaluation) to make a design proposal to the rest of the staff work,
• overhaul of downtown Reading Plan ,
• proposal in the standardization of students' work.

Anyway, yesterday was one of those evenings when you understand because the teaching is a profession associated with magic and the arts. Thanks to all participants and see you at the next meeting. Follow.

PS A big hug for Pepa Isa Rodriguez and Marquez, the advisors of CEP Marbella-Coin that are making this possible.