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Proposed logos for the wallet.

In accordance with the suggestions to use a logo for the network of guidance especially in the diptychs of the EOEPs've done a preliminary search, I beseech ye us any suggestions you have. For now I leave these three pics, the use of the compass and he's really seen, but my imagination does not give time for much else.

Anonymous said ...

Hello. I think a good job. My only request would be referring to the leaflets: some of the creative could design a logo for the leaflet of the general equipment, as has been done in the EAT.
If anything happens to me before Tuesday as I will, if not keep silent forever

3 October, 2008 0:03

Multis said ...

I agree with the comment

October 3, 2008 0:07

Polaris said ...

in the diptych that I would take care ....... and intellectual disabilities, rather than deficiency is older terminology

October 4, 2008 9:51

Multis said ...

to me always I liked the spider web, and what to emphasize in the RED-rather than oreintación can be done solo. I have some around if you are interested

Manager said ...

Of course we want those pictures of spider webs, please remítenoslas to:
madrid.es.orientacion @ gmail.com

We are a group

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Dear colleagues and even members of the network of guidance. Surveys

widening of guidance practitioners from different backgrounds and belonging to the various structures (IES Apartments, Special Education and Centers for Adult General Equipment, Specific and Early Childhood).

This tool is currently allowing communication between all network professionals. This is a blog where you can post messages, articles, reviews, documents, reviews, links, photos, calls for the group of professionals, abstracts of acts of participation ...

The blog emerged initially with the aim of encouraging discussion and reflection to improve guidance on the stages of childhood and primary education, and later helped the outcome of the demonstrations: the suspension ("slowdown" in terms of the Department), on 11 July the administration's intentions to "dismantle" the network of guidance.

Therefore, and since it is even a page with high participation, we intend now:

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blog Cloisters

• inclusive of counseling Policy (March-April 2009)
• period of reflection about the model Guidance (February 2009)
• Cloisters Participation in reflection to the network upgrade (September 2008).
• Information about the existence of the network of guidance (October-November 2008)

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Involvement of reflection for improvement (September 2008)

Do you think requires the active participation of the cloisters in the process of reflection to improve the network?

38 opinions were recorded to the question:

34% of the views considered essential participation.
23% of the considered views very necessary.
28% considered it necessary .
13% rarely needed.
No opinion held that this could be waived partcipación.

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Proposal by

1. INTRODUCTION

In the face of the ongoing uncertainty created by the announcement last disappearance of EOEPs in Madrid, we have developed this program to defend the benefits of teamwork for the work of psychologist counseling in schools. We start

that our role is aimed at improving education in collaboration with other professionals. This principle of collaboration is applied in a triple context:

• In working with other professionals in the schools we serve.
• At work in the sector
• The internal work on the computer

Team Membership has the following advantages:

• Safer adoption of criteria for professionals located in same level of analysis and accountability.
• Shared responsibility for decision-making involved.
• Amplitude in the view of topics: sharing good educational practice in different centers and / or community service.
• Enrichment and profitability of personal effort, sharing training, documents, materials, guidelines, strategies .... allowing more flexible to respond to complex demands.
• Independence in decision making to possible pressures and constraints of schools.
• internal training for new members.
  
  

believe that the existence of EOEPs improves our roles as professionals orientation, has a positive impact on our advice to schools and is therefore a factor of quality of education.

This document describes the programming EOEP of Getafe for the year 2008/09.

Its preparation has been adopted, as in past courses, the organization in three working groups corresponding to each of them a particular area of \u200b\u200bthe three, referred to in the Schedule: Team-Centers-Sector. A timetable of meetings alternating work in small group sessions with the pooling of the various proposals in a large group.

Development Plan has come from the following Documents:

• made suggestions for improvements over last year.
• "Resolutions and instructions concerning the operation of the EOEPs" from previous courses.
• LOE (Act on Education). Depending on which will be introduced the relevant changes in our programming.
• Guidelines during the past year provided the SIE and SUPE.
  

have reviewed each of the sections and content of programming, decide to translate only the priorities that we set as a Team for this course. The previous course schedules are programs, procedures and basic performances of this team, fully made by professional final on it and those of new ones.


The distribution of care facilities, development of committees / task of working in the industry and those for the internal organization and operation of equipment have been trying to follow certain criteria of equity.

As in previous years, the amount of work for PTSCs, requires you to include different types of care centers, some of them even taking greater care needs will have only sporadic attention. The participation of this page in commissions in the industry has been expanding in past courses, which has forced to prioritize some of these tasks, to the detriment of others that have had to cut for lack of personal resources in PTSC Team to take on all committees.

On the other hand, the increase of population in different areas of Getafe, as well as the arrival of immigrants in ordinary and extraordinary, is leading to increased ratios and the number of units in various centers (CEIP García Márquez, Ana CEIP Maria Matute, Julian Besteiro, etc.), and the creation of a new nursery and primary schools in Perales del Río and a nursery school in El Bercial.

This increase in school population (number of migrant pupils in disadvantaged social and family situations, etc..) And their needs will not match the increased resource centers (teacher support) and the industry to its attention. In this sense, we have observed from previous courses, the decline in teacher support and compensatory AL facilities in relation to increased needs students. Likewise, we detected a lack of external resources to adequately address Getafe to children, which means long waiting lists resources such as external speech therapy, early intervention, mental health, etc.
justifying
As we have in previous years, this team needs to meet the increasingly complex needs of the sector, rising personal income on at least one counselor / ay two PTSC.

SECTOR work, allows the relationship with the various social, educational, health that affect school. This leads to systematic participation in working committees in local institutions and in maintaining coordination with socio-community and educational services. These coordinations are possible within the framework of teamwork. The objectives of each of the coordinators for this course are reflected in the section on Sector.

For the evaluation of the programming we have been contemplating three stages: initial, ongoing and final are scheduled at the beginning of the course.

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2008-2009 Work Plan Summary Community Decree CASTILLA LA MANCHA by regulating the orientation. Table

ARTICLE 4. EDUCATIO LEVELS AND VOCATIONAL GUIDANCE:

EDUCATIONAL AND VOCATIONAL GUIDANCE WILL TAKE PLACE (....) At the following levels:

Through the mentoring of teachers .... In schools supported by public funds by the specialized support of the following structures specific guidance "guidance units and child centers primariaMediante equation expert advice through the Regional Resource Centres Orientation, attention to diversity and multiculturalism ..

ARTICLE 10.: STRUCTURE AND ORGANIZATION

guidance units (...) are targeting specific structures. Guidance units are integrated into public schools in kindergarten and primary education in guidance and support equipment, of which they are parte.Los equipment guidance and support and guidance departments are coordinating bodies responsible for teacher preparation and development plans orientation centers and areas.

ARTICLE 11: PURPOSE OF REGIONAL RESOURCE CENTRES FOR GUIDANCE, CARE AND CULTURAL DIVERSITY

ensure coordination and streamlining of educational and vocational guidance, as an instrument of specialist support and complement the action undertaken by the specific structures such as counseling and resource center for students with attention to specific ne.

Functions:

(1) Disseminate legislation (2) develop curriculum materials, assessment tools and loan and dissemination (3) Collaboration with guidance and support teams and departments, as well as others in the early detection and advice on the education of pupils with SEN

ARTICLE 14: PLANS FOR GUIDANCE.

The model of educational and vocational guidance is formalized through the development of plans center orientation, area and region in which development practitioners involved in the schools supported by public funds coordinated by the provincial delegations.

ARTICLE 15: THE PLAN OF GUIDANCE CENTER.

The center, Guidance Plan includes actions to develop from the mentoring, academic guidance and professional advice and actions aimed at The different organs of government and central coordination, community education and coordination with other centers and instituciones.El Guidance Plan is part of the Education Project and is specified for each school year in the PGA

ARTICLE 16: ORIENTATION PLAN AREA.

The Area Plan Guidance sets out the objectives and actions to be undertaken by all units and departments targeting schools, within the scope that is developed determine.El Plan under the guidance of the autonomous and coordinated and approved by the provincial delegations.

ARTICLE 17: THE REGIONAL PLAN OF GUIDANCE.

The Ministry develops and approves the Regional Plan which sets out the priorities, criteria and basic guidelines to be developed by various levels of guidance.

ARTICLE 18: COORDINATION OF GUIDANCE IN THE REGION, PROVINCE AND AREAS.

Teachers centers (teaching equipment) will have a guidance counseling, health to diversity and multiculturalism that will assist in the coordination and training of the departments and units of Counseling and Resource Centers (...) to facilitate the development of area plans orientation.

Posted by EOEP Fuenlabrada

2 comments:

Anonymous said ...
Thanks to co-Fuenlabrada for showing this proposal concreta.ESTAMOS TIME OF INVENTING
September 11, 2008 23:06

anonymous said ...
do not think the community of Madrid will see this model reference, since everything that involves the least investment is rejected in advance.
September 14, 2008 11:20