CEIP Rosa de Gálvez
Committed to the development of our pupils multiple intelligences, focusing on the linguistic one as a facilitator tool to reach the others.
In constant growth
In spite of being a very new school since it has been offering its services for almost 8 years, Rosa de Gálvez has gradually increased the number of enrolled pupils, teachers and families by reaching today the amount of 755 students and 42 teachers, and what is more, the 80% of them has a permanent job in the school. Related to families, more than 75% of them is quite involved in their children education and school life.
Though we are located in a socially depressed district (palma-palmilla), both the extraordinary growth of one of the areas belonging to this district and the greater influence on the schooling of the center (Virreina), have contributed to stablish the socio-cultural level of the center within a medium-high Andalusian level. This situation given by the high birth rate of this specific area, the family cultural level and above all, by the direct involvement of our faculty and by the good school-family relationship has positioned our center within the 10% of the best educational centers within the linguistic scope according to the external tests (ESCALA) carried out by the Junta de Andalucia every year.
The quality of its professors and research groups
Our center is seriously committed to the development of our pupils multiple intelligences, focusing on the linguistic one as a facilitator tool to reach the others. One of our main goals is to make competent people in the linguistic field as it is stated in our current legislation of both school stages. Furthermore, we consider that not only the teacher training but also the experiences shared by schoolchildren are fundamental in order to achieve their integral development, since we live in a era of changes where information and communication play an essential role:
- Creation of the bilingual, coexistence and school library departments with the participation of the whole teaching staff of our school, as well as the planning of tasks and weekly meetings so as to ensure a successful work. Close relationship between the planning of the three departments with the idea of establishing a globalized learning. Shared leadership due to the team work formed by the coordinators of the different programs stablish the annual line of action as the best way to organise and give coherence and effectiveness to extra-curricular activities.
Creation of the school library of the center @ entrelibros2013, with a loan system of copies during the school day and one afternoon a week. Nowadays there are more than 3000 books to share:
Planning activities to encourage reading.
Register of books updated annually and requested by students and teachers.
Meetings with authors.
Group of reading families.
Annual families theatre.
Treatment of reading and writing as a vertical axis of the stages’ planning. Pedagogical line of constructivist approach.
Reader plan of the center and reader’s itinerary.
Activities within the schedules of the different stages for the promotion of these areas:
Annual cultural weeks.
Extraordinary prizes for readers.
Interactive school and family groups.
Dialogic learning through cooperative learning structures.
Planning of a specific textual typology and levelling with evaluation register and specific graphic organizers according to text.
Participation in the Language Program of the center organized by the Junta de Andalucía linked to permanent teacher training and updating the internal programs of the center on an annual basis.
What are the experience of the organisation?
The teaching staff at the CEIP. Rosa de Gálvez base Student-centered teaching approaches that learn autonomy and respect and use of each individual’s skills, the school structures its training plan by trying to achieve:
The activities and the experience are connected to reading through a linguistic project in the centre whose fundamental objective Is promoting the improvement of competition in linguistic communication from the different areas and subjects.
What are the members skills?
─ Mr. José Carlos Duarte Fernádez ─
Participant in the Erasmus project of the University of Malaga, based on PLC (Professional learning community) and coordinator of a working group on PLC, with five other directors, in the province of Malaga.
Appointed by the provincial delegation of education as representative of the sector of directors of Malaga in the School Council Province.
─ Mss. Maria Ester Gallardo Quero ─
Postgraduate directive function in school centers. Titled in English (B1) by the official language school.
Training courses: linguistic competence, educational leadership, evaluative culture, creativity and school development, project-based learning, center linguistic project, resources in English, English phonetics, stories and their pedagogical application, positive discipline, dialogic learning, multiple intelligences, conflict resolution in the classroom, mindfulness, phonological awareness.
Trainer in Málaga teachers’ center related to the Linguistic Project of the Center, Cooperative work and Learning Based in projects.
Coordinator of Library Project, Equality and Peace Project. Coordinator in Family Readers.
─ Mss. Natalia Del Castillo-Barberán Olivares ─
Two years as vice-headmaster, and ten as coordinator in the three different cycles of Primary, are some labour aspects to mention. She has being teaching different areas as Primary teacher and English teacher such as Spanish language, Mathematics, Social Science, Natural Science, Art or Moral values teaching. Using an eclectic methodology as CLIL and a work based on projects are definitely her preferences. Coordinator of Library Project, Equality and Peace Project. Coordinator in Family Readers.
─ Mr. Buenaventura García Merida ─
Certificate in Advanced English (B2) by the Oficial School of Languages.Teacher of English as a Foreign Language at Primary Schools for 5 years.
Teacher of English as a Foreign Language at Pre-school levels for 4 years.
─ Mss. Ana Isabel Bernal Torres ─
Certificate in Advanced English (B2) by the Oficial School of Languages 3 summer intensive courses of Advanced English in England Degree in Teaching English as a Foreign Language in Primary by the UMA. Teaching Degree Practicum in England Entrance exams to become a civil servant in English Master in English Advanced Studies by the UMA almost finished (just the final project need to be passed) Level C1 of English by the Oficial School of Languages in progress Different courses about CLIL methodology to be applied at Primary levels Bilingual Teacher of English as a Foreign Language at Primary Schools for 5 years. Teacher of English as a Foreign Language at Pre-school levels for 4 years. Bilingual teacher of Science at Primary levels for 5 years and in the current school year.
─ Mss. Isabel Cerezo Rodríguez ─
Diploma in Teaching Staff of E.G.B. specialty Preschool Education, Degree in Philosophy and letters, Psychology section. She did the teaching internship in Newcastle through the Pic-Lingua Action project II-14/92/20 ERASMUS / Lingua of the European Union. First Certificate in English by University of Cambridge. Linguistic Immersion Program for Teachers, at the LSI London Central Center in London (United Kingdom).
─ Mr. Sonia Bonilla Cebrián ─
She has been working for 20 years in Children´s Education, having worked in a Special Education for three years. Coordinator of Library Project, Equality and Peace Project.
─ Mss. Silvia Del Pino Escalona ─
Twenty three years of teaching in children´s education. Coordinator of the Equality Reading and writing courses.
─ Mss. Mª Rosa Rivera León ─
Uses of new technologies for the School Library. Coordinator of the Coeducation Program. Tutor of Practicum University Students. Digital School Notebook. AICLE Methodology in a Bilingual School. Acción Tutorial in Public Schools. Participant, for many years, of the Bilingual School Program. – Basic Competences in the academic world. Language project in the School Centre.
The Reading Toolkits
Starting from the results gained by comparative survey and taking intoaccount what defined within the Pedagogical Framework.