THE SCHOOL EDUCATIONAL PROJECT Reflection and analysis of the teaching team

Debate oriented to the update

Final approval: October, 2005 Last Review: July 2018

Escola Santa Isabel Rambla Ribatallada, 12

08172 Sant Cugat del Vallès Tel. 93 674 04 14

INDEX PAGINATED THEMATIC 1. Presentation and justification 2. Contextual location 3. Identity traits 4. Basic objectives of educational action and psychopedagogical option 5. Organizational structure 5.1 - Professional profile of the school teacher. 5.2 - Profile of the tutorial function. 5.3 - Type of meetings. 6. Evaluation of teaching staff: procedures and instruments

1. Presentation and justification

The Educational Project of our school, as an institutional approach that regulates educational options and organizational life, aims to become a reference for the debate and the updated analysis of the challenges of present and future. The teaching team, the academic coordination team and the management team, with the title, aspires to present a differentiated, intense and simple educational offer from the diagnosis of contrasted needs and the rigor of planning, favoring quality education. It gives our students the convictions and competencies necessary to become reflective, committed, critical and hard-working people, but also with well-rooted ethical referrals that direct their personality and fill the personal, professional and social responsibilities of the future in a meaningful way. The Educational Project of the Santa Isabel School tries to set the preferential needs, to identify the relationships that it maintains with the immediate context, to identify the characteristics of their own identity. Based on the consideration of these aspects, it is agreed to specify the generic objectives of the educational action and the fundamental features of psycho-pedagogical reflections and practices, referring to the organizational structure and the evaluation procedures used in order to constantly update the differentiated offer. To this end, the continuous training of the team of teaching staff is constituted in a constant indefugible and inherent to the professional exercise of teaching. The Institute of Franciscan Religious Missionaries of the Immaculate Conception, which holds the ownership of the school, the management team and the entire faculty, from effort, desire to improve, delivery to students, parents and Contextual context, they welcome the

confidence of families in our educational style, based on a decided choice for others and in a Christian experience of existence.

2. Contextual location

Location of school and context variables Santa Isabel school is located on Rambla Ribatallada, 12, in the municipality of Sant Cugat del Vallès (08172). Tel. 674 04 14.

Its physical location allows easy access through different means of transport. The train station of the Generalitat de Catalunya (known as the Metro del Vallès) is located about 400 meters from the school. On the other hand, there is a regular bus line that follows several itineraries inside and outside the town. In order to facilitate the knowledge of the location of the school, we attach the following plan:

Rooting in the town has been a will of the school throughout history. This implies a choice of different pedagogical options based on the social and cultural needs of the environment. For the same reason, the school seeks to establish and maintain systematic relationships with different entities of Sant Cugat, favoring collaboration and mutual enrichment. At the moment, the center educates and instructs a total of 450 children (150 students, in Pre-school Education, and 300 students, in Primary Education), with a team of 25 teachers with specific and general training, related to the various areas and subjects of the compulsory curriculum.

3. Identity features

The Santa Isabel school: ... … Is defined as a center of Christian inspiration that, through personal and team testimony, tries to present Jesus Christ and the church, giving full meaning to the harmonious and integral development of people. It is put at the service of the growth of students in values, ethics, knowledge, emotions and behaviors, encouraging the religious dimension and commitment of existence from the testimony of Saint Francis of Assisi.

Capacity and form the students to become critical and committed to a solidarity society, fair and free, avoiding privileges and discrimination and intensifying the effort, the right to difference and the sensitivity towards others. It promotes non-discriminatory or elitist education, renouncing any proselytizing, indoctrination or sectarianism. It proposes educational options that contemplate the opening to the transcendental dimension as an axis that makes possible the interpretation of the world and of human existence. It defends an educational model that stimulates the harmonic balance of the set of functions and capacities, from the integration of the knowledge, the acceptance of oneself and the social dimension of the subject. It encourages an educational model that encourages coexistence, peace, cooperation and dialogue between all, from intercultural, inter-ethnic and interreligious understanding. It stimulates the Catalan cultural roots, which involve the awareness of the country and the preservation of its own language, culture, traditions and artistic legacy. It promotes the positive, respectful and edifying coexistence of both sexes, legitimizing the complementarity and richness of coeducation. It seeks to question the student from the teaching staff, the flexibility, the recognition of each human being and his esteem, preserving personal and academic growth, from individualized and personalized education.

4. Basic objectives of the educational action

The objectives are based on three areas: Interpersonal area Incidence on the acceptance of oneself as a way to access the

acceptance of others, valuing the process itself and that of otherness. Generate an affective climate in the usual relationships of the different

groups of students. Incorporate simplicity and joy as constant attitudes and referential

values in the process of personal, school and social growth. Develop especially the competences of constant accompaniment of

students and commitment to their learning process, education of sensitivity, generation of awareness of learning ...

Promote the participation of families and teachers in shared activities. Facilitate the relationship between teachers, families, students,

monitors and non-teaching staff. Stimulate the roots and participatory attitude in the cultural activities of

Sant Cugat del Vallès, as well as in initiatives around Catalonia, intensifying the knowledge of the traditions of our country.

Curricular area Implement the tutorial action plan as the backbone of the educational

action. Design, implement and evaluate strategies for attention to diversity. Design strategies that promote the cooperative work of students,

adapting time and spaces.

Design strategies that promote the cooperative work of the team of teachers based on similar educational interests and expectations.

To propose initiatives that, centered in the methodical multivariate, impel significant learning.

Favor teaching scenaries that promote the interdisciplinarity and the process of building knowledge from a mediator anthropology.

Design, implement and evaluate strategies that improve the language competence of students, developing differential proposals in primary and secondary education that corroborate the correct command of the Catalan, Spanish and English languages.

Design, implement and evaluate strategies that improve students' critical abilities.

Foster the ability to develop school work at the individual, small group and group-class level, intensifying the research attitude.

Develop logical thinking when interpreting and managing everyday life problems.

Unveil and encourage the students to be curious and caring about everything that surrounds them (scientific progress, inquiry, aesthetic enjoyment ...).

Promote the students' motor development, intensifying their participation in sports activities.

Promote the co-participation of a child in the knowledge of the learning objectives.

Maintain formal interviews with tutorial content pairs throughout each academic year, guaranteeing process and result orientation.

Organizational area Encourage communication between teachers and strengthen teamwork

in order to give maximum coherence to the school's curriculum and educational project.

Participate actively in evaluation processes as a tool for reflection, analysis, appropriation and, where appropriate, change.

Prioritize the lines designed and agreed by the teaching team through the PEC, when redefining the objectives of course and cycle.

Develop the tasks entrusted by the management team to each teacher based on the specificity of their personal profile.

Participate actively and purposefully in the formulation and development of training proposals, closely linked to the needs of the educational organization, adopting an attitude of continuing education.

5. Psychopedagogical option

The action of the school's teaching team aims to promote personal and social growth, so that from our culture you can access other cultural references. We understand that education should focus on providing experiences to favor individual development processes and specific learning, integrating individuals and society. The psychological processes that make up the growth of the child are the result of constant interaction with a culturally organized environment of which families, educators and the community themselves are the main mediators. The Center Curricular Project, as an action plan at the service of the Educational Project, presides over school educational activities and considers the real conditions in which it should be applied, the intentions and the guiding principles and the pedagogical practice, orienting the action of the team of teachers about what to teach, when to teach, how to teach and, finally, what, when and how to evaluate. Educational activities aim to promote the personal growth of the student based on their stage of operational development and the knowledge that they have built in their prior learning experiences. In addition to everything that is capable of learning and doing alone, it is necessary to consider the whole range of learning and action proposals that you can take with other people, observing them, imitating them or following their directions. Precisely, the distance between what the student is capable of doing and learning alone and what he/she is developing with the help of others is what we call the Zone of Proximal Development, which is between the level of effective development and the level of potential development. The teaching that it is about promoting from the school starts, therefore, from the level of effective development of the

student, but not to accommodate them, but to make it progress, generating new zones of proximal development.

We understand that school learning must be meaningful, overcoming strictly repetitive, memorizing or mechanical learning. It is intended to intensify the comprehensive memory, it is not just about remembering what has been learned but to enrich the student's cognitive structure to build new meanings, so that what he/she has learned can be used as a basis for new apprenticeship In addition, the student must be motivated to relate what he/she learns with what he/she already knows. The learning process must be functional, that is, that can be used when the circumstances in which the student is required. The higher the level of learning done, the greater your functionality will be, as it can be related to a wider range of new situations and contents. We believe that we must intensify learning to learn, conferring importance on the acquisition of cognitive exploration and discovery strategies, as well as planning and regulating our own activity. The student's constructive mental activity is at the core of the processes of personal growth. The student's internal activity must be given priority when it comes to establishing relationships between contents, clarifying, refining, extending or differentiating according to new information. From the constructivist perspective, an open curriculum model is incorporated, while specifying and guaranteeing the minimum required learning. The curricular design of the center aims to prioritize the students, which ultimately depends on the construction of knowledge, but at the same time, use all available means to encourage and guide their learning process: providing pertinent organized information, offering models of action, formulating directions and suggestions to tackle new tasks, making possible the confrontation, correcting errors, intensifying the transfer, stimulating hetero-evaluation ... The educational team of the school seeks that the educational action influences in everyday life, that didactic methodologies are flexible depending on the specific demands, that the class environment has a warm and welcoming atmosphere where it is intended learn by enjoying yourself. In other words, we intend to maintain a passionate educational style that gives relevance and a lively character to the learning process.

6. The task of the team of teachers

6.1. Professional profile of the school teacher A teacher from Santa Isabel School must be able to show their competence in various fields: IN THE TECHNICAL SCOPE: The teacher must be able to... 1. Detect the curricular needs of the course and the cycle and, consequently, plan didactic units linked to the area of knowledge and / or tutorial action. 2. Collaborate constantly in the curricular update of the cycle. 3. Prepare and develop the specific tutorial action with each student, according to needs and didactic concretion, guaranteeing a personal follow-up that attends to the maximum relational quality. 4. Collaborate in the update and achievement of the school's tutorial action plan. 5. Incorporate new contents into the course and cycle frameworks, adapting the methodology and the evaluation. 6. Participate actively in reflections and analysis of the teaching team, enabling the deployment of innovative initiatives. 7. Develop a constant updating of teaching tools that promote the teaching and learning dynamics. 8. Support significant learning through the combination of inductive and deductive knowledge.

9. Participate in dynamics of institutional evaluation through contributions to the Annual Report. 10. Teamwork at different levels from a meaningful and implicit attitude. 11. Prepare 'rigorous and contrasting reports referring to the circumstances of the teaching-learning process. 12. Adapt the contents of the PEC to the ordinary circumstances of the organization. IN THE PERSONAL SCOPE 1. Design, if applicable, and participate in all the meetings of teaching staff, promoting the argumentative analysis and the making of agreements. 1. Use the motivational interview with parents and students. 2. Channel the regulations of the school. 3. Promote interviews with students in order to make them aware of their teaching-learning process through the emotional bond. 4. Promote cordial and fluid relations with parents through the complicity involved in the exchange of information and the making of agreements on their child. 5. To maintain an useful and fluid communication with the academic coordination. IN THE ORGANIZATIONAL SCOPE 1. Prioritize communication with colleagues in the same course and cycle. 2. Participate in the evaluation process of the teaching staff as a tool for personal growth and as an organization. 3. To prioritize the lines of action contained in the PEC, when redefining the objectives of course and cycle. 4. Develop individual assignments entrusted by the management team. 5. To propose training activities linked to the needs of the educational organization and to participate in it. 6.2 Profile of the tutorial function The entire teachers who make up the teaching team develops, based on the principles and the pedagogical foundations of the Educational Project of the center, tasks aimed at providing the meaning of the tutorial function. The tutor aims to know the educational, academic, personal and family circumstances of children, as well as, the trajectory of the whole process of teaching and learning of students. For all this, the tutorial action aims: - The identification of the environmental conditions in which the child performs the learning and the recognition of their difficulties and potentialities towards it.

- The elaboration, from the joint analysis of the teaching staff involved in the relevant actions that will nourish the timely programming. - The maintenance of cordial and fluid relations with parents through complicity and the attitude towards learning their children. - The systematic incorporation of the culture of dialogue between tutor and other teachers, given that the tutorial function is shared. - Assuming the role of mediator in the management of conflicts within the framework of the classroom, or of the school, promoting a shared leadership among children and teachers.

6.3 The improvement of the educational task The different meetings of the team of teachers are aimed at developing the educational task efficiently and, proactively intensifying the analysis of the teaching-learning process and offering alternatives to the situations generated, guaranteeing meeting points between the tutor and other teachers who teach in the same group of students. Each meeting responds to certain functions, adapting the relevant timing in each case.

Assessment is, in any professional sphere, an instance of growth and systematic reflection regarding professional performance. In school, far from being a control tool, it is a systematic possibility of reflection, appropriation and, where convenient, of progressive operation of changes. The continuous reflection on the teaching-learning processes and the contribution of all the people involved, allows the constant updating of the educational task. This is how to access to the shared growth that the school proposes in this project.