Do I have to be considered Highly Qualified to apply for a teaching role at Mundo Verde?
All teachers (Kindergarten and up) must fulfill state requirements to achieve “Highly Qualified” (HQ) status under the No Child Left Behind (NCLB) federal law. While teachers at District of Columbia Public Charter Schools are exempt from licensure/certification requirements, teachers must meet certain criteria. Mundo Verde teacher applicants should be HQ upon hire or prepared to become so before the end of the school year they are hired for.
Does Mundo Verde sponsor visas for international staff?
Mundo Verde has sponsored staff in the past, this can be a long and laborious process with no visa guarantee.
I have an out of state license, do I need a DC license to be considered for teaching role?
Having a valid teaching license from another state is not enough. Teachers do not have to get a DC license, but that is usually the easiest way as DC does do reciprocity with a lot of other states. If part of getting your out-of-state license included taking the Praxis, then we just need a copy of the Praxis.
What does great teaching look like at Mundo Verde?
Mundo Verde has evaluated teaching and learning using the Danielson Framework to align with tenets of accountability from the Public Charter School Board review process. Practices are evaluated against ELs Core Practices, and other frameworks that inform our model. (TC Readers’ Writer’s Workshop, Responsive Classroom, Eureka Math). Each teacher has sessions with coaches during the school year to support their path to become better educators alongside Mundo Verde’s work plan goals.
What are the demographics of the Mundo Verde student body?
2017-18 Student diversity:
- Female 51.2%
- Male 48.8%
- Hispanic/Latino 37.9%
- Black/African American 17.6%
- White 35%
- Mixed Race 6.9%
- Asian 2.6%
- English Language Learners 21.3%
- FARM eligibility 25.9%
- Special Education 8.1%
What is the student to teacher classroom ratio?
Enrollment 578 (PreK-5th)
Our goal for student:teacher classroom ratio is:
- 7:1 (PreK)
- 12:1 (K)
- 12:1 (1st)
- 21:1.5 when the shared fellow is supporting the other cohort (2nd)
- 20:1 (3rd)
- 20:1 (4th)
- 19:1 (5th)
How does collaborative planning work?
Teachers regularly meet with their English and Spanish counterparts in order to discuss students, the curriculum and other workings within the school. Teachers within a cohort work together to establish norms and expectations that are consistent across the cohort so that students can move seamlessly between classes.
Grade level teams develop a plan for implementing curriculum across languages. In some instances, curriculum is bicycled-- both languages alternating lessons in a given unit of study. While other grades decide to divide curriculum, each language assuming responsibility for different standards in a content area.
Teachers meet weekly as a grade team, in cohort teams (teachers who share students), and language teams (teachers who teach in the same language). Most collaborative planning happens within the language team, however math content is taught across languages and requires cohort planning as well. Also we use a web based planning system called Common Curriculum where teachers post lesson plans and share planbooks and access curricular units from year to year.
What curriculum does Mundo Verde use?
Teachers create their own curriculum from the standards of each grade (Creative Curriculum PK3/4; Common Core in grades K-5th). As well, teachers use curriculum and resources from Teacher’s College Reader’s Writer’s Workshop, and Investigations to support English language Arts and Math. For grades PK to 5th grade, there is a baseline of curriculum developed from teachers with support from the coaches from previous years available to revise and implement.
Are there subjects that are taught exclusively in one language or another?
In Pre-K and Kinder 90% of all subject matter is taught in Spanish and 10% in English which are the specials classes such as art, PE, gardening and movement. In 1st grade and up students are taught in all subject areas (reading, writing, math, expedition) in Spanish 2-2.5 days a week and in English 2-2.5 days per week.
Are expeditions taught in an interdisciplinary way across languages or do they have separate expeditions in each language?
Expeditions are taught across languages, grade-level teachers strategically plan how to split the content. Each expedition has a different focus in each language (for example Kinder studies corn and life cycles, 4th grade does an expedition on renewable energy), but the overall theme or “big ideas” are consistent across the grade and inclusive of both languages.
What kind of planning time are teachers given and how is it used?
Teachers have 60-120 minutes of common planning with grade level lead teachers per day while students are in specialists classes, depending on their recess schedule. The use of this time is determined by grade-level teams. Teachers typically have meetings with their language or cohort partner, inclusion teacher, Response To Intervention (RTI) coordinator, or full grade team.
What kind of technology do teachers/students have access to?
Technology is not integrated into the classroom school wide, but teachers and students have access to Ipads, projectors and cameras as needed/necessary. Second grade students (and above) have access to chromebooks to access specialized material and prepare for online testing.
How does the school promote sustainability?
We teach our students to be stewards of their communities. Our expedition topics are all aligned to sustainability themes. We integrate the US Partnership for Education for Sustainable Development learning standards, which are standards that came from the UN Decade for Education for Sustainable Development.
We aim to reduce waste. Mundo Verde switched from using paper plates and compostable utensils in our food service to plastic, reusable plates and utensils that are washed and reused everyday. Mundo Verde encourages reusing materials whenever possible and keeping paper copies to a minimum. Students do at times work on papers, but they also frequently use white boards, scrap paper or other materials that do not require using a new sheet each time. We try to laminate papers that we know we will use for a period of time. Then we can use markers and erase and reuse them again. Whenever possible we try to think of other ways to practice content that does not require the use of paper or limits its use. Most parent communication is done electronically.
We recycle and compost our waste. Every classroom, office, and the kitchen has a recycling and compost bin. Students know how to sort their waste and why it's important. We've been able to dramatically reduce the amount of trash we're sending to the landfills, and we also have started a community composting project.
The main building was renovated and is now GOLD LEED certified, our annex building is now PLATINUM LEED certified, the highest LEED certification a building can receive. The buildings are extremely energy efficient, make use of a lot of natural lighting, and have reused building materials wherever possible. Eventually we're looking to put solar panels on our roofs and source only from clean energy. Our water cistern collects tens of thousands of gallons of rainwater from our roof and uses it to flush our toilets. We renew our outdoor space by planting 40 trees around the schoolyard, including fruit trees, and building a raised bed vegetable garden with an outdoor kitchen.
We encourage healthy eating and physical activity. All students receive a cooking and gardening specials class once a week. Our school lunches are served family style in the classroom, and are prepared by a small local business that uses a lot of local, organic, and seasonal food items.
What do Mundo Verde staff learn about in the weekly Wednesday PD?
We have three PD cycles throughout the year that are based on our workplan. Our work plan goals are:
Goal 1: All instructional staff will consistently use WMI (Workshop Model Instruction) and SEA (student-engaged assessment) strategies.
Goal 2: Students will consistently be able to demonstrate transfer of their learning through quality student work.
Goal 3: Members of the Mundo Verde community will learn and practice the Habits of Community Stewardship through Crew and Crew-like structures.
What kinds of internal and external Professional Development opportunities are staff given?
Relative to need, seniority, and capacity to share with others, teachers are given access to external professional development opportunities aligned with our school’s mission, strategic plan and EL workplan. Internally teams may receive some professional development differentiated to the needs of grade level teams. Individuals may request individualized professional development sponsored by the school on a case by case basis.
The school also provides administrative leave to visit schools or other classrooms for the purpose of learning walks.
What is your teacher retention rate?
82% (23 out of 28) returned for the 2016-17 school year
65% (13 out of 20) returned for the 2015-16 school year
86% (12 out of 14) returned for the 2014-15 school year
90% (9 out of 10) returned for the 2013-14 school year
What kind of support staff/structures for teachers and students does Mundo Verde have?
There is an inclusion/behavior support team available for students who require extra support. Inclusion teachers provide special education services as mandated by students’ Individual Education Plans (IEP). Behavior support is a team of on-call individuals who support students in crisis. Mundo Verde also outsources Speech Therapists and Occupational Therapists as needed.
"Mundo Verde has awesome teachers to work with, the (community) is willing to lend a hand and help you grow as a teacher. The PD opportunities are also very valuable for my practice, this along with the innovation that has to take place every day in the classroom, allows me to feel like I'm always growing as a teacher."
Rodrigo Salgado, current 4th grade Math (Bilingual) teacher.
In accordance with Title VI of the Civil Rights Act of 1964 (“Title VI”), Title IX of the Education Amendments of 1972 (“Title IX”), Section 504 of the Rehabilitation Act of 1973 (“Section 504”), Title II of the Americans with Disabilities Act of 1990 (“ADA”), and the Age Discrimination Act of 1975 (“The Age Act”), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Mundo Verde PCS are hereby notified that Mundo Verde PCS does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.