INTERNSHIP II - VISION George Washington University Prof. David Jeck Educ. 6234
Oyster Adams Bilingual Elementary School Field Mentors Interviewed: Assistant Principal - Ileana VillegasInstructional Coach - Rick Quiñonez
Oyster Adams Bilingual Elementary School VISION"Many cultures, two languages, two campuses - and one community united with one purpose.“ Oyster Adams is a Bilingual Elementary-Middle School located in the midst of the Washington DC Metro area. It offers a nationally andinternationally recognized bilingual program for grades pre-k to eighth. All instruction and school activities are conducted in a dual-languageimmersion environment, with equal weight given to learning in English and in Spanish.
Oyster Adams Bilingual Elementary SchoolBoth Oysters faculty and its student body are balanced 50%-50% between native English and native Spanish speakers. In addition, by enrolling children from many neighborhoods, nationalities, cultures, and economiccircumstances, Oyster provides a heterogeneous social environment that is essential to its multicultural mission. Oyster enjoys an unusual dual statusas a DCPS neighborhood public school and as a school entirely devoted toa specialized program. Accordingly, all "in-boundary" children have a right to attend grades K-8, while "out-of-boundary" and pre-k applicants are admitted according to the schools selection criteria
Oyster Adams Bilingual Elementary School We believe that native Spanish speaking children will learn to perform better in an environment that respects their nativelanguage and provides continued growth in their native language. In addition, we believe that the education of English speaking children will be enriched by achieving competency in a second language at an age when achieving such competency is easiest. We believe that racial and ethnic richness and diversity form thebases through which we enrich and promote the goals of building a culturally pluralistic society.
Oyster Adams Bilingual Elementary School The Bilingual Model Oyster is an example of a 50/50 two-way dual immersion bilingualmodel. This means that students receive 50% of instruction in Englishand 50% in Spanish. It is different from typical ESL pull-out programs in that Spanish-speaking English language learners receive support in their first language while learning a second language. In pull-outprograms, the philosophy is often "English-only." Longitudinal research has proven that students with a strong basis in their first language are more successful in learning a second language. This is why Oyster has such a strong focus on literacy in English and Spanish.
Oyster Adams Bilingual Elementary SchoolOyster Adams Bilingual School Student Profile 2010-2011 District of Columbia Public Schools. (2011).
Oyster Adams Bilingual Elementary School Each classroom at Oyster has two teachers: one a native Spanish speaker, and one a native English speaker. Each teacher isresponsible for teaching language arts in his/her native language.Also, the teachers share the responsibility for teaching the contentarea subjects: math, social studies, and science. Teachers are equal partners in the classroom and plan the instructional program together, never in isolation
Instructional Coach Curriculum Development Plans based on CCSS Pacing Progress(Common Core State Standards) Dual language Curriculum per grade (1 year) Units (6 weeks) Co-teaching Weekly lessons Instruction Re-teaching
MY CONCLUSION The vision of this school is very simple and profound. Itis a reflection of what the Washington DC culture is. Topromote a multicultural environment is hard work and has ainfinite amount of implications. It can happened and it doeshappened in this school. All students share there differences andthe staff promotes respect among all. They have shown resultsnot only in the values they constantly share but also in theacademic realms. They have a team of professional carefullyselected that give there best. The instruction is not traditional yetis in constant evaluation by specialists and is under constantmodification. Teachers are require to fulfill theexpectations, acquire high efficiency and provided with theprofessional development they need for it.
MY CONCLUSION During this Internship, I realize that whatever vision that you have ispossible if you selected the right people and you make the right teams amongselected professional. If you can sale your vision and provide thedevelopment tools according to it, the vision will become a reality and theteam will succeed. I don’t see the principal doing everything in the school or saying shedoes. I constantly hear names of different teachers in charge of differentactivities that promote the school vision: Science fair, Book fair, InternationalPut lock, International Art Gallery exhibition, etc. Parent and students feel accepted and in the same learning process.The socio-economic background is not even noticed inside the school. Thewealthy families give out donations and everybody enjoys as a result of thegreat environment is promoted by all the staff.
ELIMAR SALDANATHANK YOU
REFERENCESDCPS website: www.dcps.dc.org Oyster Adams Bilingual School official website: http://oysterbilingualschool.com/