Doral Academy Charter Elementary

2450 NW 97th Avenue Miami, FL 33172
Office: (305) 597-9999 Fax: (305) 591-2669

Eleonora Cuesta, Principal
Elizabeth Simon, Assistant Principal

We are a SEVEN TIME AAAAAAA+ school!

MISSION

The mission of Doral Academy is to provide a challenging curriculum that is technologically infused, where academic excellence, character development and individual growth are nurtured through differentiated support in a safe and motivating environment that prepare students to become life long learners and active members of their community.

CORE PHILOSOPHY

The core philosophy and underlying purpose of Doral Academy is to provide a multi-age developmental program, because this setting provides the best opportunity to present a child-centered learning environment. Listed below are some strengths/differences between the instructional presentation of a traditional classroom setting and a multi-age developmental classroom setting.

WHY MULTI-AGE?

  • Allows for flexibility in the grouping of children according to need, ability, or interest; not just by age.
  • Benefits come to the older children form the quality of leadership and responsibility they develop.
  • Young children are stimulated intellectually by older children.
  • Children have a broader social experience with increased opportunities to lead and to follow, to collaborate and to make stable peer relationships.
  • Produce cooperation.
  • Allow students to learn from each other through peer tutoring.
  • Give students responsibility and independence in both learning and behavior.
  • Build understanding of action-consequence relationship.
  • Allow continuous learning through the use of learning centers, small group instruction, and individual pacing.
  • Involve parents in classroom activities.
  • Encourage student responsibility and ownership of the learning environment.
  • Teach goal-setting from an early age.
  • Build leadership skills in all students.

TRADITIONAL CLASSROOM SETTING
 

MULTI-AGE DEVELOPMENTAL CLASSROOM SETTING
 

  • State and district determine the curriculum and assign it to grade levels
  • The curriculum is shared by all grade levels and takes into consideration students' interests
  • Subjects are often taught separately and in isolation
  • Subjects are integrated and highlight real life settings
  • Teachers "cover" material dictated by textbook publishers
  • Student needs and interests determine the curriculum
  • Teachers are expected to transmit knowledge and facts
  • Children learn in a community of learners
  • Teachers are the central focus of the classrooms and the keeper of information
  • Teachers act as facilitators and guide the learning of their students
  • Instruction is directed toward mastery and retention of stated objectives
  • Instruction is designed to develop life skills and individual interests
  • Instruction often emphasizes one learning style and one or two types of intelligences
  • Instruction centers on different learning styles and all seven intelligences
  • Ability grouping and levels is an alternative to whole class instruction
  • Heterogeneous grouping is emphasized with students supporting students
  • Emphasis on whole class instruction minimizes individual differences
  • Individual differences are met through small, flexible changing groups
  • Children are expected to learn the same curriculum in the same way
  • Children are provided the opportunity to learn in a way that meets their learning styles
  • Heavy emphasis is placed on performance on a standardized test and getting the right answer
  • Students are afforded the opportunity to demonstrate their learning through real life application
  • Teachers are held responsible for student behavior
  • Children are responsible for their own behavior
  • Learning occurs best in quiet, orderly classrooms
  • Learning is enhanced by student interaction and movement
  • Children work on goals established solely by the teacher
  • Children work on developmentally appropriate goals established by the child, teacher and parent

This comparison was adapted from: The Multi-Age Classroom, Creative Teaching Press by Bev Maeda

HEALTH INSPECTION INFORMATION

Click on the date below to view our health inspection report for this year:

January 11, 2010

FIRE INSPECTION INFORMATION

Click on the date below to view our fire inspection report for this year:

March 18, 2010

April 13, 2010