Work plan format for tutoring

1.- Presents a general objective for tutoring work aimed at improving educational processes and practices; developed on several specific
objectives.

OBJECTIVE: Provide accompaniment, support and monitoring to Teachers and Teaching Technicians newly admitted to the Professional Teaching
Service, to contribute to training and encourage their permanence in the role through the evaluation to which they will be subject in the first
year of service

2.- Establishes the relationship between needs and teaching knowledge, in order to determine the type and duration of the strategy to
implement and prioritizes the needs to be addressed. PRIORITIES: Establish the relationship between tutor and tutor to develop their
improvement in their teaching work, as well as the management of the improvement of the students' reading, writing and mathematics skills,
minimum normality of school operation, reduction of lag and dropout school and development of good school coexistence.

3.- Identify areas of opportunity to enhance the role of tutoring. Areas of Opportunity: Know the areas of opportunity for the tutor to establish
times and documents that we will analyze to improve their teaching practice.

Possible needs Knowledge to develop/strengthen Strategies/

to attend Theoretical Procedural Technical Ethical Aesthetic Existential Actions

Teaching identity Identify the skills, Through a format Describe Focus on Develop a Stimulate the 
 Self strengths and areas where each of the your student project to tutoring function, as
appraisal of opportunity of the points is explained strengths, as learning in the direct teaching well as support in Collegiate study
 Human tutor well as your area of reading skills the students' of teaching
developm areas of and writing learning and identity, as well
ent opportunity teaching process. as its
 Update development
points
 Social
development and
coexistence
Integration into the Know the school, Minimum normality: Minimum Skills, dynamic Carry out Analysis of your Management of
institution both the staff and analysis normality, responsibility, compliance functions as a academic
 Meet the function of each Knowledge of staff, structures, punctuality, project with all teacher, and the advising at
staff one, as well as the functions, support in skills and support in school activities you must school
 Know operation of school school activities roles of the school functions in carry out as part of Provide
facilities activities. teacher in activities, extracurricular a school center curricular map of
school. compliance activities each of the
with school functions of the
committees institution's staff
Establish a
closer bond with
the teaching
community
School Know the functions Know the Structural Be responsible Manage the Projects, stimulate Analysis of the
Management of the improvement characteristics of the the and meet the improvement the functions that Improvement
 Normativit route in the school, school, needs, areas characteristi goals to path to we have to perform Route
y as well as minimum of opportunity, and cs to know achieve for the maximize to achieve the (improvement of
 Regulation normality, etc., clear abilities of the the improvement student goals. learning)
s school regulations students, share improvement of our school. learning. School
 Administra and school functions for the route that regulations
tive improvement same purpose, which our school
document strategy based on is learning and needs and
s reading and writing. knowledge. the school
 Minimum improvement
normality strategy, as
 Technical well as its
advice regulations
 Improvem and goals.
ent path
Knowledge of Plans Work with the Preparation of Through a Work with Form the Test application Plans and
and Programs planning of the activities to be format and suitable planned characteristics programs
evaluation project, developed within the triggering strategies for planning (English)
to cover evidence of planning to carry out questions the based on the Education
work and structure it the work project development of activities in priorities
students' relation to the Pillars of
knowledge. characteristic education
of the group Agreements
Competences
Curriculum
standards
4 school
periods
 Expected
learning
Disciplinary Contents: handling Argued didactic Develop Based on the Integrate Development of  Study
knowledge of the textbook as planning, as well as strategies to characteristics collaborative basic, specific and and filling out
(Spanish, well as attached the beginning of the support us in of the group in work for peer generic skills. planning forms
mathematics, ICT) bibliography. teaching project. the activities which we are support
of the going to
sessions to develop our
be project
developed.
Planning Planning of block 4 Management of Argumentati Values, rubrics Carry out a The planning  Carrying
based on the activities based on on of each of Percentages format for the didactics allows out a reasoned
sessions requested the block, topics, the activities project, that the teacher planning.
in the project expected learning. as they are complying with feel confident about  4
developed all aspects. the topics you are training fields
going to work on
in the
school day which
will allow
make your work
easier as well as
see yourself
strengthened
when developing
strategies
Learning
Initial diagnostic Know the tutors, the Identify the activities Know terms Commit to Fulfillment of Work with cognitive  Creation
 Conceptua needs, the group needs and what they to carry out each of the each function areas to carry out of rubrics
lization that will work, want to work on in the the project tutor functions, as well as each activity and 
(purposes) prepare a tutoring. together. as well as teaching work. learn from it.
 Observatio description of the collaborative Observation
n types context of the work in each formats
 Instrument workplace. meeting.  Know
s what the
variables of an
observation and
teaching practice
are
Design of teaching The strategies Select strategies Elaborate Implement that the Let them feel a  Preparat
strategies teaching and really timely and planning strategies strategies that real and ion of test
learning according to learning didactics of apply satisfactory formats
 They are diverse styles with learning inside commitment  Preparat
according of the strategies that from the as soon as ion of reasoned
to each of the students designed promote classroom are to its planning
subjects to work on, to strengthen with situations really assurance that they  Preparat
without prior knowledge situations of motivators are ion of
however, they are and significant within didactics that learning I have doing things the summaries and
necessary of the teacher's favor the really integrators in best most
for activity. learnings significant the possible way and outstanding
enrich the work in expected and inclusive in process recognizing points and
the classroom with the living room of which are agreements,
the students class with teaching the areas plans and
participation and of opportunity programs,
active of the learning of the  Preparat
students and fulfilling students to ion of exam
from teacher. with improve in the simulator
the next sessions  Preparat
beginning of class. ion of rubrics
pedagogical.  Preparat
ion of teaching
material
Selection and The material to be Guide the teacher Who knows Discern Employ and Notice Personalized
preparation of selected you select how to put between a use the the development advice
materials will be according to suitable materials in practice material creativity of the knowledge of -
each of the to the context of the each and other and each student Guide to
subjects to work on students and each of the according to development through materials and
the linked class subject to be taught. learnings the subject of new the their
schedule expected worked and the materials learnings bonding
with the expected with actions impact that are expected with
learning and and pedagogical of interest by feeling valued the
the powers strategies that will bring and eye- for him learnings.
suitable each of the catching for job Creating a folder
students students done of evidence with
in class enriching your material
for process. done
be applied in
daily life.

Assessment Identify and know Apply Of Evaluate Identify Achieve  Creation

the assessment the ethically and full satisfaction of of rubrics
evaluation moments diagnostic, training results that and objective understand the results  Preparat
in it and summative in the each of the situation of obtained ion of tests
 exercise each assessment the processes the students in each (types of
teaching of generate of combined with one of learning)
professional in the strategies learning the styles the students being
each activities emerging of the Learning evaluated
of the made with each to raise the students of each one of in certain
activities to re one level where you see them moment.
alize of of the reflected the it can Bimonthly exam
taking into account the learnings elements channel Plan 2018
the instruments expected how are to give Among others,
bonding that in each participation feedback
of the will allow you to student bimonthly with their
expected learning validate exams, parents
with the powers to the tasks, This process
develop. knowledge Projects, and channel
. acquired. exhibitions, if required
demonstration carefully
of what personalized
learned, so
fair and
oriented
know the
reality of
themselves.

Teaching skills Determine the Skills Manage effective communication in the development of teaching skills Know and
 Leadershi importance of the basics for teaching in each of the strategies to be applied in the classroom with students analyze the
p teaching exercise determine the action with the learning styles detected in the diagnosis with different values that
 Assertive as part of the activities ideologies seeking and achieving collaborative work to support the
communic activities directed at planned in your obtain better results in the educational institution. characteristics
ation leadership and annual work plan this of teaching
 Collaborati good school year leadership.
ve work communication with individuals and
 Collegiate those involved in groups in
work the center decision
educational. making.
Generating
alternatives for
improvement in
each of the jobs to
be carried out within
the same institution
School dropouts Know her Find the appropriate Analyzes, reflects and is interested in the factors that influence the  Determine
and lags existing registration strategies for student school lag and dropout of students in their workplace, seeking graphs on
in your center permanence alternative solutions relevant to them in order to ensure that they remain dropout and
job. in his classroom and during the school year and complete their education. lag in our
school secondary. school by
Recognize the importance for students of meeting the graduation profile analyzing
of students enrolled in the educational institution in order to achieve and/or
their secondary education graduation. focusing on a
low profile
Innovation Generate Apply strategies Innovate striking and comprehensive teaching and learning strategies in  Work with
knowledge innovative for each of the elements involved in the teaching and learning process to Power Point,
necessary in academic interest and improve results in the academic career of students in order to promote teaching
priority topics development curricular standards. materials.
and emerging. of the students  Digital skills
management.
 Digital Skills
Standards

4.- Specifically describe the strategy(s) to address the detected need ( Observation, Analysis, Reflection, Discussion, Presentation, Exchange with
other teachers ), each strategy must present its objective and ways of addressing the problem. Strategy is understood as a set of decisions,
criteria, sequences of actions that guide the work to improve teaching performance.

 Ensure that the tutors mobilize their knowledge to develop the function in the relationship with their tutor for accompaniment, support
and monitoring in their entry into the professional teaching service with the aim of strengthening their capabilities, knowledge and
competencies.
 Develop strategies according to the needs of students in terms of reading and writing, logical mathematical ability, school
coexistence and educational lag as part of the basic priorities in education, providing support material, activities to promote reading,
formats for a formative evaluation .
 Analyze Plan and study programs 2011 in Telesecundaria and governing documents.
 Guide in the use of technological resources as a teaching tool to promote student learning.
 Suggest proposals for evaluating student learning in each of the training fields and pedagogical principles to improve the evaluation
process and achieve significant learning in favor of quality education.
 Provide guidance on the regulatory processes that regulate us as a workplace, features of minimum school normality, global
improvement strategy, technical advice, management areas, support visits and monitoring by school supervision, among others.
  Plan the times and spaces allocated to provide tutoring based on the criteria observed in the observation visits in their workplaces,
as well as provide feedback on achievements and failures in teaching practice to intervene in the prompt solution to these
educational needs.
 Record the progress of the tutor in a timely and systematic manner.
 Maintain a portfolio of evidence of the products produced by the Tutor-tutee in the exercise of their professional teaching practice.
 Establish a climate of trust in the tutoring relationship.
 Schedule balance meetings to assess what has been achieved based on the initial work.

5.- Establish a tutoring monitoring system: scheduling exchange sessions and observation of teaching performance, as well as clear establishment
of schedules, place (modality) and number of tutors.

TUTORED
Ariana Ayala Montoya Melissa Alvarez Turincio

Teacher in front of group: Teacher in front of group:

“Alejandro Meza León” Secondary School “Octavio Heberto Arce Mayoral” Secondary School

Key 03DES0020A Subject: Spanish

Subject: English Serves all three grades

Serves all three grades Barrels Baja California Sur

ATTRIBUTES THAT WILL BE PUT INTO PRACTICE WITH THE TUTORED:

RESPECT, TOLERANCE, COMMUNICATION, EFFECTIVENESS, KNOWLEDGE AND EXPERIENCE EMPATHY,
PROFESSIONAL ETHICS, RESPONSIBILITY, MUTUAL HELP, SOLIDARITY, COMMITMENT, PUNCTUALITY, TACT,
PEDAGOGICAL, TRUST, INTELLECTUAL HUMILITY, COLLABORATION