TUTORIAL ACTION PLAN (T.A.P.

) (2012-13 SCHOOL YEAR)

Framework that includes the criteria and procedures for the
1. Concepto organization and functioning of tutorial action.
One of the instruments in which autonomy is embodied.
pedagogical center.
Institutional document of the center that is part of the
Center Curriculum Project
Ensure the educational coherence of all teachers
2. Justificación from the same group of students.
Educational activity involves broader actions than
the merely instructive: it should contribute to development,
maturity, guidance, and student learning.
INSTRUCTIONS from 2005 that regulate the organization and
3. Regulation operation of educational centers owned by
legal Spanish state abroad.
Organic Law of Education 2/2006 of May 3: LOE
Order ECI 2220/2007, of July 12 (Official State Bulletin of the 21st), by which
the curriculum is established and the organization of the
Compulsory secondary education.
Order ECI/2572/2007, of September 4 (BOE of the 6), regarding
evaluation in compulsory secondary education.
Order ESD/1729/2008, of June 11 (Official State Gazette of the 18th) for the
that regulates the organization and establishes the curriculum of
High School.
Royal Decree 732/1995, of May 5, on rights and duties of
the students.

4. Responsible Parties Cloister of Coordinates the functions related to tutoring

teachers (Art. 127 Instructions)
CCP Establish general guidelines for the
development and review of the guidance plan
academic and professional and the action plan
tutorials included in the curriculum project.
Chief of Coordinates the work of the tutors (Art. 123
studies Instructions
Will hold the necessary periodic meetings
for the proper functioning of the action
tutorial and the achievement of the planned objectives in
the tutorial action plan.
D. of Organize the tutorial action plan (Art. 107)
Orientation Instructions
Carry out, under the supervision of the head of
studies, the monitoring of the application of
tutorial action plan (Art. 109 Instructions)
Supports the work of the tutors according to the
tutorial action plan (Art. 127 Instructions)
They are responsible for guiding their students.
Tutors
their individualized attention and coordination
of the teaching team in all activities of
planning, development, and evaluation of the
teaching and learning processes, thus
 like from the mediation between students,
teaching staff and families (Art. 12 of the Order
ECI/2220/2007 of July 12, by which
establishes the curriculum and regulates its organization
from secondary education.

In charge of implementing the action plan

tutorial with the group of students that is suitable for them
assigned (Art. 123 Instructions 2005)
They will take care of the guidance and advising
I lie to the students about their possibilities
educational (Art. 124 Instructions)
They coordinate the meeting of teachers who teach
teaching the group of students they are from
tutors (Art. 128 Instructions)
Teachers All the teachers guide and direct the
learning and supports the educational process of
student body (Art. 91 LOE and Art. 12.2 of the Order
ECI/2220/2007 of July 12
5. Students Most of the students are Moroccan and
Characteristics They come from the "Jacinto Benavente" School,
of the students and Tetouan. Almost 40% are Spaniards, many of
they are of Moroccan origin, from immigrant families
of families returned; they speak dialectal Arabic as their language
maternal; some have been schooled in
Catalan, Valencian, etc.
Most of the students have a level
high academic achievement and a lot of interest in studies.
But there are also some students, especially in
1st year of secondary education, which do not adapt to the demands of
the stage and whose academic performance is not
satisfactory. This may be due to different
factors: linguistic deficiencies in Spanish
due to its lack of use outside of the classrooms;
interferences with their mother tongue (Arabic) and
in some cases with other autonomous languages
from Spain; little motivation for studies
as a cultural good; inadequate habits and
study methods; family problems; lack of
based on coming from primary school without having reached
the objectives of that stage, by promotion
automatic when they have already repeated a course.

Families The middle socio-economic level predominates in

medium-high.
They usually participate in the life of the center.
Parents come when called and in
lower courses, 1st and 2nd year of ESO, many
they often come to inquire about the
progress of their children's studies.
6. Coordination The Head of Studies and the counselor will maintain contact.
of tutors permanent with the tutors to supervise the application of
P.A.T. The tutors will hold the following meetings:
 With the Faculty Board of their group of students: at least
one for evaluation, including the initial evaluation; in them will be
The advisor will be present. They will also meet whenever the
tutor, the head of studies or the majority of the components of the
the board of teachers requests it.
With the advisor, the Head of Studies (this course the same
the person performs both functions) and the other tutors: is
scheduled in the schedule of each tutor one hour a week of
meeting of tutors, by stages, to carry out the coordination and the
follow-up of the tutoring action.
The Head of Studies and the counselor will attend - within their
schedule - any individual query from the tutors or the group
of tutors of the same level.

7. Objectives Promote development, integration, and participation of

general of the the students in the life of the Institute.
tutorial action Carry out personalized tracking of your process
learning.
Facilitate decision-making regarding your future
academic and professional.
The tutor teacher will perform the following functions:
8. Functions of
tutor Participate in the development of the tutorial action plan and in the
guidance activities, under the coordination of the head of
studies and in collaboration with the Guidance Department.
Coordinate the evaluation process of the students of their
group.
Organize and preside over the teachers' meeting and sessions
evaluation of your group.
Facilitate the integration of students into their group and encourage
his participation in the activities of the Institute.
Guide and advise students about their possibilities
academic and professional.
Collaborate with the guidance department of the Institute, in
the terms established by the head of studies.
Channel the demands and concerns of the students
mediate, in collaboration with the delegate, with the rest of the
teachers and management team in the problems that arise.
Coordinate complementary activities for the students.
of the group.
Inform the parents, the teachers, and the students of the
group of all that concerns them, in relation to the
teaching and supplementary activities and performance
academic.
Facilitate cooperation between teachers and parents
of the students.
Draft the annual report of the tutorial action of your group.
9. Qualities You must know how to exercise authority; suggest without imposing; be firm,
from the tutor but flexible; being a good observer; understanding, with a mindset
open; transmit affection; praise and value in the moment
appropriate; pay attention at the right moment; help the
student
 10. Tutoring Activities in Secondary Education.

Functions Actions Storms Recursos

Area A organization

Student - Welcome activities. Start course Questionnaires

1.- Promote and Explain functions and
and group facilitate the tasks of the tutor and the “ Documents
integration of the sense of the group. officials
students in the Know the background Questionnaires
group and in the school tests and situa- “ provided by
center. It affects personal, social and the D. of Orient.
the development of thestudent's family.
competition Explain the regulations - Standards of
of the center: Standards of “ organization and
social and
organization and function functioning
citizen
naming (NOF), con- (extract)
actions contrary to the
coexistence in the cen-
tro and sanctions, right-
rights and duties, use of
installations, regime
of inputs and outputs.
Prepare and lead the First Materials of
selection process of the week tutoring (Dep.
group delegate: October orientation
characteristics and fun-
delegates' actions.
Explain first month criteria and “
permanence. remaining course
Prevention activities 2nd quarter “
bullying among peers.
Social skills.
Mediation in with- The whole course Activities of
flictos. dynamics of
Spread program of groups
extra-curricular activities. “
Activities that facilitate the
mutual knowledge and
group cohesion and “
that have an impact on education. Observation,
in values. Dynamics interviews
of group, debates information of the
topics of interest, etc. teaching staff
To know the rela- - Dynamics of
actions between the members- “ group, debates.
bros of the group.
- Follow-up del The entire course Records of
2.- Carry out the work, performance and professor
tracking of learning difficulties - Records and
the processes of design, with special minutes of
teaching attention to the students evaluation
learning and repeaters or with assign- Registration sheet
activities that natures pendientes. of faults of the
contribute to Analysis of results student
with the teacher's meeting
development of the
sores of the group and
competition
adoption of measures.
linguistics and
competition Follow-up of the
The whole course
Materials
to learn to class attendance. specifics of
learn Carrying out activities D. O. (Plan of
improvement data of the improvement) and of the

linguistic competence “ tutor

ca (priority objective)
and techniques of
study.
Prepare, the session-
3.- Coordinate the evaluation with
Quarterly Session of
process of tutorial
the students and eat-
evaluation of the pre-evaluation
subsequently the fields:
students Assess the progress of the Sessions of
quarter and delimit the evaluation
aspects that can
Minutes of
have influenced.
Post session for the evaluation
evaluation for value- file of the
Quarterly student
to roll the results and set
commitments. Session of
Analyze with the board tutoring: post-
of teachers from the gru- evaluation
for the results of
each student and group
To make known calen- Inicio curso
evaluation diary.
Know the relationship
of students with math-
Pending tasks and info. “
sea of its recovery
ración.
4.- Advise the Spread throughout the entire course - Regulations and
students about the students the criteria P.C. criteria
promotion course promotion
and of Degree.
5. Favor and Knowing difficulties throughout the course Minutes of
support the y expectations from assemblies and
processes of students searching agreements
ripening common solutions: The whole course
Questionnaires
Group assemblies.
academic and
personal, that Delve into cone-
they develop the development of skills and Throughout the Sessions of
attitudes of students. course
autonomy and tutorial (folder
initiative of tutoring)
Provide instruments
personal to improve the performa-
academic lie: ho-
rario and techniques of es- “ “
studio, review or profound
dization.
Promote participation
6.- Promote the passion for activities
The entire course Program of
development of activities
extracurricular and com-
attitudes supplementary
participatory, Promote participation
that impact on the student enrollment in the
competition Board of Delegates and Standards of
social and in the Commission of Punctually organization and
citizen Participation. functioning
 SCOPE B Functions Actions Storms- Resources
zation
Teachers 1.- Coordinate the - Preparation with-
and center Start of
follow-up del criteria meeting course PEC
process of common for the and during the PC
teaching PC and the
course. - Prog.
programming
learning of his Didactics
of class.
group and of each Appendix Plan
student with Meetings of Quarterly and of acting
special attention to coordination with punctual with students
repeaters y a the junta of repeaters
teachers del from the
students with
group Sessions of tutorial
difficulties in some evaluation.
subject Meetings of
Quarterly
coordination with
the Boss of
Studies or the D.
from Orientation.

Carry out Quarterly Guidelines

2.- Coordinate the sessions of about
evaluation process pre-evaluation with evaluation
where the students: the students questionnaires
- Chair pre- and post-
CALENDARIO DE sessions of “ evaluation
EVALUATIONS: Course evaluation and le- Sessions of
to lack a report of “ tutorial
2012-2013
they
. Evaluation Analyze then Start of Minutes of
initial:16-17 the results with the course evaluation
of October. the group.
- To value the Quarterly Agreements
. 1st Eval. 18-19 common aspects
December. to the areas. Newsletters of
. 2nd eval. 27-28 Study of the grades
results of the
March.
students in the “
. 3rd eval. different areas.
- Posture in
2nd Bach. May 29 common to all
Remaining groups 19-the data
collected from each
June 20.
student in the
Junta of
Evaluation y
consideration of All the
difficulties and pro- course
income; valuation
global of the group.

Collect the info

mac. about absences,
grades
acti-tud y
conduct if
conflict situations
 vase that himself
they can produce,
being able
to summon with
approval of the
Boss of E.
meetings de
teachers of
group for
resolver the
problems with the
due to urgency.
3.- Coordinate the adjustment To know or to ask
of the a the
When it PC
programming the
to the departments
consider
group of students. establishment of Progr.
opportune
measures ordi- Didactics
Adopt measures of
attention channels
adaptation del to diversity: Annex Plan
curriculum for students of acting
repeaters o with Make proposals with
difficulties of of adaptation of repetidores y
curriculum, of various- annex lines
learning.
actions in the meto- of acting
dology, of activi- with students
evaluation data with subjects
differentiated action. earrings
Propose to stop or
accelerate the pace
of introduction of
new
contents the
change in your
organization o
sequencing.
4.- Operation - Request Minutes Sessions of
group general oral information and evaluation evaluation
written to the rest of the
Start of Records
team teacher
course
about themes Questionnaires
related to
the group.
Three sessions-
Information to the Quotes to
group games
parents
parents about the and interviews
different individuals
situations.

SCOPE C Functions Actions Storms Resources

zation
Fathers Start of A. T. Plan
1.- Contribute to Have meetings course
establish it collectives.
and quarterly
fluid actions - Interviewing indivi- Records
between the center and
dually with each At least
the families for father, especially with one
exchange in- the students who
do they have any type of
 formation, orien- problem (repeaters,
tarles and promo-subjects earrings
see cooperation. attitude...)
Facilitate visits and
All the
interviews with the
course
other teachers of the
teaching staff.
P.A.T.
2.- Involve the Inform them about today- Start of
PC, Standards...
parents in action criteria of eva- course
-
support data, valuation, pro-criteria
Documentation
motion and of permanence
learning y (folder of
CIA, rights and should-
orientation of tutoring
res, a. extracurricular.
your children.
Interview
3.- Inform and Request an interview with
personal
to guide the the parents at the request
own or that of the Board of
All the
parents about the Information
course
aspects that Teachers academic, etc.
affect a the Hold meetings
education of informative
your children.

Tutoring activities in High School

The tutoring in the high school groups will be adapted to the provisions of the Order
ESD/1729/2008, of June 11 (Official State Gazette of the 18), by which the organization is regulated and
establishes the high school curriculum.

Objective: the integral and balanced development of the capabilities of all students,
facilitating their relationship with others and, where applicable, their job placement.

Funciones:
The individualized attention and follow-up of students.
- Your academic and professional orientation, especially at the moments when
I must choose between different options.
The mediation between the student, the teaching staff, and the family.
It is also responsible for coordinating the teaching team of its mentored students in the
development and evaluation of teaching and learning processes.

Organization: the tutor teachers will be responsible for approximately 15 students.

students, and they will have one (academic) hour per week for attention to them. Each student
You will have a tutor teacher to whom the exercise of the indicated functions corresponds.
higher up with each of their wards. The tutors will have one hour a week
student support in the afternoon, one hour of parent support, and one hour
weekly meeting and coordination with the head of studies, counselor, and other tutors
of High School.

Actions: They will carry out the coordination and monitoring activities of the process.
of student learning, they will make a special follow-up of the repeaters and of
the students with pending subjects will carry out the activities already listed
en los ámbitos de actuación B y C (con profesores y con padres) del plan de
activities for tutoring in Secondary Education. In addition, they will pay special attention to the
guidance for higher education and information about characteristics and
admission procedures in various studies (Vocational Training and university): deadlines,
CC. AA., university districts, scholarships, centers, enrollment forms, etc., carrying out
the activities planned in the academic and professional orientation plan for the
Baccalaureate groups (see attached academic and professional guidance plan).
On the other hand, they will schedule as many specific activities as they deem appropriate such as
curricular supplements, reinforcement or deepening, according to the
needs and characteristics of their students and with the Educational Project of the center or
The Annual General Programming.

At the end of the course, they will prepare a report of the tutoring, just like the group tutors.
of E.S.O.

ANNEXES

At the end of the course, each tutor will submit to the Head of Studies (for
I. MEMORY OF its inclusion in the Annual Report of the Center), a report that will contain,
THE TUTORINGin accordance with the provisions established by the Council, Inspection, and S.G.
International Cooperation, at least the following sections:

Group characteristics
Objectives and contents of the tutoring action
Evaluation sessions
Meetings and interviews with parents
Analysis of the relationships among the group members,
of the degree of compliance with the rules of coexistence and
from attending class.
Evaluation and final conclusions.
II. Each tutor will program the activities that are most suitable for their group.
ACTIVITIES following the following blocks
TUTORIALS Welcoming activities Actividades de desarrollo de la
BY BLOCKS competence to learn to
Student Reception
Visit to the Center to learn
Knowledge of Standards ●Make outlines, summaries,
basics and documents of the Center maps conceptual to take
notes
Development activities of the Exam preparation
social and civic competence Organization and planning of the study
participatory attitudes, habi-
social skills, knowledge Activities to improve the
mutual, group cohesion: linguistic competence
●Know how to listen; gather opinions- Vocabulary exercises
opinions and suggestions (debates). Spelling
●Express feelings and opinions Reading comprehension exercises
honoring others.
Mutual knowledge and cohesion Activities on orientation
group: conflict resolution and academic and professional:
mediation.
Activities on Day of... Self-awareness (cues-
Viewing y comment of interest and aptitude dictionaries
 movies and documentaries, etc. ●Make decisions (not vocation-
grades in 1st and 2nd of ESO
Activities related to regulations, ●Information about electives
organization and operation of ●Educational itineraries
group what contribute University information...
development of competence
social and civic Activities related to the
Rights and Duties
education in values
Election of Delegate Education for rights
Collective elaboration of the democratic.
norms of functioning Education for coexistence.
coexistence of the group. Health education and for the
prevention of drug dependence.
Actividades relacionadas con el
evaluation process
Evaluation activities of the
Initial assessment; Evaluations tutoring
["1st","2nd","3rd"]

Analysis with the students of the Suggestions and modifications

(tutor and students). Questionnaire of
march of each evaluation before
and after the completion of the final evaluation (based on criteria
the same by the teachers of evaluation

These activity blocks can be redirected to the

generics:
Teaching to think
Teaching to be a person
Teaching to coexist
Teaching to behave
Teaching to decide
Each tutor, within the general framework of the P.A.T., will have
III. APPLICATION: autonomy to work on these activity blocks, and will request to
suggestions la orientadora cuantos materiales le sean necesarios, bien en las
periodic meetings, well at any other time.
The counselor can provide me with printed material (dynamics of
group, study techniques work, interest questionnaires,
activities of personal and group knowledge...
Activities that involve dialogue, participation and
the expression of one's own opinions tends to be more motivating for the
students who have to complete questionnaires or forms in writing.
It also influences the development of linguistic competence.
Oral expression. It is about considering the class group as the center.
of debate and problem-solving through dialogue in the
tutoring space. This activity can take on two types of
contents
a) The group constituted in assembly to analyze, discuss, and elaborate
proposals for resolving the problems of the class group, of the
students or the functioning of the center in general.
b) The group as a forum for discussion and deepening on topics (of
general educational character that concerns them.
This activity, in its dual version, allows to achieve the following
objetivos:
to know by the tutor the concerns, worries, and
problems that affect their students.
Develop proposals for solving difficulties or problems,
channeled through the tutor, to direct them to the people
 to competent authorities.
To allow a channel for expressing one's own opinions,
ideas, convictions and values.
to serve to modify or influence beliefs, ideas, and values
through contrast in a public debate.
To develop the ability to argue and express oneself.
oral in general (particularly interesting goal in a
center like ours.)
The use of films and documentaries for values education
It must be accompanied by explanations from the tutor and the debate among the
students on the underlying topics of them, to help
change erroneous, simplistic, or incomplete prior conceptions.

IV. RESOURCES For the performance of the tutorial function, tutors have:
One weekly tutoring hour with students.
One hour a week of tutoring with parents for interviews.
individuals with these.
Meetings with parents: one at the beginning of the course and at least one
more after each evaluation.
Additional coordination hours with management
Studies and with the guidance department.
Support from the guidance department in group activities
and in individual interventions.
Support from the Extracurricular Activities department in the
organization of those carried out by the group. At the same time, the tutors
they can dedicate some of their complementary hours to
collaboration with that department.

Each tutor will have the following documentation:

1.-Tutorial Action Plan (PAT)
2.- Academic and Professional Guidance Plan (POAP)
3.- Written communications to the family
4.-Evaluation
5.-Datos del alumno
6.-Sesiones de tutoría
BLOCKS
I. Welcoming activities
II. Activities related to standards, organization and
functioning of the group
III. Activities related to the process of
evaluation
IV. Activities on academic orientation and
professional
V. Activities about participative attitudes,
social skills, mutual knowledge,
group cohesion
VI. Activities for improving competence
linguistics
VII. Activities on intellectual work techniques
 VIII. Activities related to education in
values
IX. Actividades de evaluación de la tutoría
7.-Follow-up of the tutoring.
8.- Script of the tutoring report.