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Director/a es capaz de recibir críticas constructivas
sin molestarse. 1 2 3 4 5
Director/a planifica y maneja reuniones que son
eficientes y eficaces. 1 2 3 4 5
Director/a se prepara bien y es eficaz cuando
habla en funciones escolares. 1 2 3 4 5
DESTREZAS DE RELACIONES HUMANAS
Nunca Siempre N/A
Director/a siempre busca ser justa con
cada miembro del personal en relaciones laborales. 1 2 3 4 5
Director/a hace que otros se sientan respetados
y relajados. 1 2 3 4 5
Director/a se comunica directamente
sin herir los sentimientos de los demás. 1 2 3 4 5
Director/a demuestra aprecio
por las contribuciones del personal. 1 2 3 4 5
Director/a da seguimiento con recomendaciones,
preocupaciones o quejas sin demora. 1 2 3 4 5
Director/a es capaz de ser firme cuando
sea necesario. 1 2 3 4 5
Director/a utiliza criticismo de manera constructiva y
objetiva. 1 2 3 4 5
LIDERAZGO INSTRUCCIONAL
Nunca Siempre N/A
Director/a promueve diálogo y la toma de decisiones
basado en lo mejor para el aprendizaje de los alumnos. 1 2 3 4 5
Director/a comparte la toma de decisiones con el personal. 1 2 3 4 5
Director/a delega responsabilidades al personal. 1 2 3 4 5
Director/a mantiene claras las líneas de autoridad y
responsabilidad en cuanto a deberes. 1 2 3 4 5
Director/a se concentra en la enseñanza como
la prioridad principal. 1 2 3 4 5
Director/a da buen ejemplo al trabajar
duro él/ ella mism@. 1 2 3 4 5
Director/a es un/a líder al establecer
metas de largo plazo para la escuela. 1 2 3 4 5
Director/a planifica de manera eficaz. 1 2 3 4 5
RELACIONES COMUNITARIAS
Nunca Siempre N/A
Director/a promueve orgullo de la escuela
y la vocación escolar. 1 2 3 4 5
Director/a representa bien a la escuela con
los medios y el público. 1 2 3 4 5
Director/a provee una imagen positiva y profesional
para la escuela y la profesión. 1 2 3 4 5
Director/a promueve involucramiento comunitario
en la escuela. 1 2 3 4 5
Director/a maneja conflictos y problemas
de la escuela de manera abierta y no las esconde. 1 2 3 4 5
Director/a habla públicamente de manera eficaz cuando
se le pide hacerlo. 1 2 3 4 5
RESPONSABILIDADES ESPECÍFICAS
Nunca Siempre N/A
Administración de la escuela 1 2 3 4 5
Formulación de políticas y procedimientos 1 2 3 4 5
Relaciones Públicas 1 2 3 4 5
Contratación de personal 1 2 3 4 5
Liderazgo de currículo/ instrucción 1 2 3 4 5
Manejo de desarrollo profesional en equipo 1 2 3 4 5
Profesionalismo 1 2 3 4 5
Operación general de la escuela 1 2 3 4 5
FORTALEZAS
OTROS COMENTARIOS
English to Spanish: Module 7 Facilitator notes General field: Other Detailed field: Education / Pedagogy
Source text - English INTRODUCTION
Foster Grandparents and RSVP volunteers are the caring adults who provide extra attention and encouragement to children in preschool programs. This workshop provides tips and opportunities for discussion on the best ways volunteers can help support these children.
This workshop is an introduction to volunteers serving children ages 3-5 in preschool programs; however, those who have had extensive contact with young children or experienced preschool volunteers will also have something to learn and share. It is assumed that volunteers will attend, or have attended, an orientation at the preschool station where they are introduced to the classroom and learn about program policies.
This workshop includes a brief lecture, a small group exercise, and a short reflection activity. It is recommended that you do a full 2-hour workshop to allow more time for group discussion. Remember that you do not need to present this workshop “as is”. Modify the session to fit your participants’ needs and interests, and the services available to children in your area.
Translation - Spanish (Modified to remove references to grandparents)
INTRODUCCIÓN
Padres voluntarios son los adultos devotos que proveen atención adicional y aliento a niños en programas preescolares. Este taller proporciona consejos y oportunidades para discutir las mejores maneras en que los voluntarios pueden apoyar a estos niños.
Este taller es una introducción para voluntarios sirviendo a niños de edades 3-5 en programas preescolares; sin embargo, aquellos que tienen contacto extenso con niños jóvenes o voluntarios preescolares experimentados también tendrán algo para aprender y compartir. Se supone que los voluntarios
asistirán, o han asistido, a una orientación en la estación preescolar donde se les introduce al aula y aprenden sobre políticas del programa.
Este taller incluye una charla corta, un ejercicio grupal pequeño, y una actividad corta de reflexión. Se recomienda que hagas un taller de 2 horas completo para permitir más tiempo para discusión en grupo. Recuerda que no es necesario presentar este taller "tal cual". Modifica la sesión para que se ajuste a las necesidades y los intereses de tus participantes, y los servicios disponibles a los niños en tu área.
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Translation education
Bachelor's degree - Lewis & Clark College
Experience
Years of experience: 14. Registered at ProZ.com: Jul 2013.
Microsoft Excel, Microsoft Word, OmegaT, Powerpoint, Wordfast
CV/Resume
CV available upon request
Bio
I am a US citizen raised abroad, mainly in Ecuador. I am fully bilingual and am a native speaker of both English and Spanish. I work as a freelance translator to and from both languages. I have studied at a university level in English at Lewis & Clark College and in Spanish at Universidad San Francisco de Quito in Ecuador as well as La Universidad de Alicante in Spain. My degree is in Hispanic studies, which essentially is Spanish language with an emphasis on literary and cultural studies of Latin America and Spain. I specialize in translating documents related to education and I have worked with schools and educators mainly in Ecuador. One example would be translation of a training document prepared at the request of the Early Childhood Director at a US-accredited school In Ecuador. I also work with translations in fields ranging from advertising, journalism, and cinema to sports, tourism, and music. I do proofreading of all the same fields. I also work as a subtitler and reviewer at Amara.com.
My background as a “Third Culture Kid” (a person who has been raised in one or more countries outside of their mother nation) means I have not only interacted and grown up with people of numerous nationalities and cultures, but I myself have been a second language learner and part of a cultural minority. I have worked as an educator with Outward Bound Ecuador, and also as an office assistant in the Lewis & Clark College foreign languages department. At Outward Bound, my co-workers and I worked as a team to develop effective and meaningful educational activities for camp participants. I also was required to effectively and promptly execute the orders of the camp coordinator, along with all policies and procedures.
Keywords: English, Spanish, Education, Pedagogy, translation, localization, transcription, subtitling, proofreading, Amara. See more.English, Spanish, Education, Pedagogy, translation, localization, transcription, subtitling, proofreading, Amara, Quito, Ecuador, Lewis & Clark College, parkour, freerunning, Portland, Oregon, Alicante, Spain, Universidad, . See less.