Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Pci 3º 2014
Pci 3º 2014
MISIÓN:
Formar seres humanos de forma integral a través de una educación humanista e inclusiva a la luz de los principios cristianos del
evangelio bajo el lema de “Enseñar a vivir para servir”.
VISIÓN:
Ser una comunidad educativa humanista e inclusiva reconocida internacionalmente por su calidad académica y sus aportes a la
formación científica – humana; que promueve el desarrollo integral de la persona y de su entorno en miras de una sociedad justa y
equitativa.
VALORES CORPORATIVOS:
Amor a Dios y al prójimo.
Búsqueda de la verdad.
Pluralismo.
Compromiso social.
Conciencia ambiental.
Comunidad participativa.
Educar en la solidaridad y el servicio.
Calidad y rigurosidad académica.
FODA DEL ÁREA:
FORTALEZAS DEBILIDADES
Trabajo unificado del área de Lengua extranjera. Falta de compromiso de los padres de familia para acompañar
Monitoreo continuo del proceso enseñanza-aprendizaje. a sus hijos en el cumplimiento las tareas escolares.
Capacitación constante, actualización e intercambio de Escaso interés de los estudiantes para practicar el idioma
experiencias docentes. extranjero fuera de clases.
Planificación Curricular del área de manera integrada. Uso del Español en las clases de Idioma Extranjero.
Acompañamiento permanente a los estudiantes con Acceso limitado a la tecnología de la comunicación.
problemas de aprendizaje. Escaso material didáctico.
Textos reconocidos internacionalmente según los Subutilización de la tecnología.
estándares del Marco Común Europeo.
Disponer de recursos tecnológicos en el aula.
OPORTUNIDADES AMENAZAS
Talleres organizados por el área para compartir ideas y
reestructurar el avance de los contenidos, para lograr el Escasa participación de los estudiantes en eventos que
desarrollo de las destrezas con criterio de desempeño. dan presencia al establecimiento.
Talleres de capacitación y actualización a cargo de la Quedar a la saga en el uso de herramientas tecnológicas
editorial Oxford University Press. en relación a los otros establecimientos
Organización de eventos internos para demostrar los Obligatoriedad para los docentes de presentar la
logros del aprendizaje con aplicaciones prácticas. certificación de nivel B2 de conocimiento del idioma.
Buenas relaciones entre los miembros del área.
PLANES DE MEJORA
DEBILIDAD:
Falta de compromiso de los padres de familia para acompañar a sus hijos en el cumplimiento las tareas escolares.
Enviar comunicados semanales a los Profesor Cada Diario escolar. Mejora del Registro de
padres de familia con información de la viernes. Ficha estudiante en el tareas cumplidas
detallada de tareas requeridas. asignatur estudiantil. cumplimiento de e incumplidas.
Entrevistas con los padres de familias a. Ficha de tareas. Informe al jefe de
para establecer compromisos en el entrevista del área al final de la
monitoreo de las tareas. padre de unidad.
familia.
DEBILIDAD:
Escaso interés de los estudiantes para practicar el Idioma Extranjero fuera de clases.
Revisar páginas web para Profesor de Cada Internet Practica Vía internet.
asignar actividades que creen la asignatura. cuatro Material foto frecuentemente el Socialización en
interés en los estudiantes para semanas. copiable Idioma Extranjero. clases.
utilizar el idioma extranjero. Folleto “Making
Reuniones del área para Digital Senses-
intercambiar las actividades y OTA”
recursos encontrados en
internet.
DEBILIDAD:
Uso del Español en las clases de idioma extranjero.
Entrenar y monitorear a los Profesor Cada Lista Uso exclusivo del Registro de la
estudiantes en el uso del “Survival de la periodo de estandariza Idioma Extranjero frecuencia del uso
Language”. asignatur clase. da “Survival en la clase. de la lengua
Utilizar estrategias para motivar a a. Language”. nativa.
los estudiantes a comunicarse en el
Idioma Extranjero.
DEBILIDAD:
Limitado acceso a la tecnología de la comunicación.
Utilizar la sala de audiovisuales. Profesor de Una vez Salón de Mejora del Registro de uso
la asignatura. a la audiovisuales. estudiante en el del salón de
semana. iTools. cumplimiento de audiovisuales.
tareas. Planificaciones.
Leccionarios.
ESTANDARES DE CALIDAD
SEGUNDO 1. LANGUAGE 1.a Teachers demonstrate understanding of 1.a.1 Understand the components of
language as a system. language (phonology, morphology, syntax,
pragmatics and semantics) as an integrative
1.b Teachers understand and apply theories system.
1.a.2 Use knowledge of these interrelated
and research in language acquisition and
aspects of language to help students develop
development to support their students’ English oral, reading, and writing skills in English.
language and literacy learning and content-
area achievement. 1.b.1. Demonstrate understanding of current
and historical theories and research in
language acquisition as applied to students.
1.b.2 Understand theories and research that
explain how L1 literacy development differs
from L2 literacy development.
1.b.4. Comprehend and apply knowledge of
socio-cultural, psychological, and political
variables to facilitate the process of learning
English.
SEGUNDO 2. CULTURE Teachers know, understand, and use major 2.a. Understand and apply knowledge about
theories and research related to the nature and role cultural values and beliefs in the context of
of culture in their instruction. teaching and learning.
3. Curriculum SEGUNDO 3.a.Teachers know, understand, and apply concepts, 3.a.1. Plan standards-based English and content
Development research, and best practices to plan classroom instruction.
instruction in a supportive learning environment for 3.a.2. Create supportive, welcoming classroom
environments.
students. 3.a.3. Plan differentiated learning experiences
based on assessment of students’ English
proficiency, learning styles, and prior formal
educational experiences and knowledge.
3.a.5 Plan for instruction that embeds
assessment, includes scaffolding, and provides
re-teaching when necessary for students to
successfully meet learning objectives.
3.b Teachers know, manage, and implement a variety of 3.b.1. Organize learning around standards-based
standards-based teaching strategies and techniques for language learning objectives.
3.b.2. Incorporate activities, tasks, and
developing and integrating English listening, speaking,
assignments that develop authentic uses of
reading, and writing. language as students learn academic vocabulary
and content-area material.
3.b.3. Provide activities and materials that
integrate listening, speaking, reading, and
writing.
3.b.4. Develop students’ listening skills for a
variety of academic and social purposes.
3.b.5. Develop students’ speaking skills for a
variety of academic and social purposes.
3.b.6. Provide standards-based instruction that
builds on students’ oral English to support
learning to read and write.
3.b.7. Provide standards-based reading
instruction adapted to students.
3.b.8. Provide standards-based writing
instruction adapted to students. Develop
students’ writing through a range of activities,
from sentence formation to expository writing.
3.c Teachers, in addition to the textbooks, are familiar
with a range of standards-based materials, resources, 3.c.1. Select, adapt, and use culturally
and technologies, and choose, adapt, and use them in responsive, age-appropriate, and linguistically
effective English and content teaching. accessible materials.
3.c.2. Select additional materials and other
resources that are appropriate to students’
developing language and content-area abilities,
including appropriate use of English.
3.c.3. Employ a variety of materials for language
learning, including books, visual aids, and realia
in addition to the textbook.
3.c.4. Use technological resources (e.g., internet,
software, computers, and related devices) to
enhance language and content-area instruction
for students.
SEGUNDO 5. Professionalism 5.a. English as a Foreign Language Research, History 5.a.1. Demonstrate knowledge of language
and Ethical and Legislation teaching methods in their historical contexts.
Commitment Teachers demonstrate knowledge of history, 5.a.2. Demonstrate knowledge of the
research, educational public policy, and current evolution of laws and policy in bilingual and
practice in the field of EFL teaching and apply this English as a foreign language (EFL) profes-
knowledge to inform teaching and learning. sion.
5.a.3. Demonstrate ability to read and
5.b. Professional Development, Partnerships, and conduct classroom research.
Advocacy 5.a.5. Distinguish among students’ language
Teachers take advantage of profes- sional growth varieties (e.g. pronunciation, vocabulary
opportunities and demonstrate the ability to build from different regions), giftedness, and
partner- ships with colleagues and students’ families, special education needs.
serve as community resour- ces, and advocate for
students 5.b.1. Participate in professional growth
opportunities.
5.b.2 Establish professional goals.
3.b.4. Develop students’ listening skills for a variety of academic Ask and answer questions about school items.
and social purposes.
Use these and those to identify and ask about school items.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes.
3.b.4. Develop students’ listening skills for a variety of academic Ask and answer questions about personal possessions.
and social purposes.
Ask and answer Yes/No questions.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Learn classroom commands.
3.b.4. Develop students’ listening skills for a variety of academic Talk about things they can´t do.
and social purposes.
Identify and talk about activities that others can do.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Learn classroom commands.
3.b.4. Develop students’ listening skills for a variety of academic Accept and refuse food politely.
and social purposes.
Talk about food they like or want to eat.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Talk about things students like using plural and uncountable
foods.
3.c.3. Employ a variety of materials for language learning,
including books, visual aids, and realia in addition to the
textbook.
3.c.2. Select additional materials and other resources that are Talk about where they live and their telephone number.
appropriate to students’ developing language and content-area
abilities, including appropriate use of English. Name and ask about things found in a house.
3.c.3. Employ a variety of materials for language learning, Identify and ask about the location of objects in a house.
including books, visual aids, and realia in addition to the
textbook.
3.b.5. Develop students’ speaking skills for a variety of academic Learn to tell time and talk about what students do at specific
and social purposes. times.
3.c.2. Select additional materials and other resources that are Talk about daily routines.
appropriate to students’ developing language and content-area
abilities, including appropriate use of English.
3.b.4. Develop students’ listening skills for a variety of academic Talk about what they are doing.
and social purposes. Talk and ask about where they are going.
Ask and answer yes/no questions.
3.b.5. Develop students’ speaking skills for a variety of Ask what others are doing using he and she.
academic and social purposes.
6. Food Food items. Talk about where they live and their telephone
number.
Name and ask about things found in a house.
Identify and ask about the location of objects in a
house.
7. Clothes Clothes. Learn to tell time and talk about what students do
at specific times.
Talk about daily routines.