Programma Binacional De Education Migrante Mexico
From Saturday, February 14th to Friday, February 20th I was out of the district traveling to the Mexican state of Jalisco as part of the Mexico-Colorado Binational Educator Exchange program. The following is a trip log telling about my experiences.
Troubles With Frontier Airlines
Though my flight was scheduled to leave at 12:30 PM on Saturday February 14th, when I arrived at the DIA boarding gate 90 minutes early I learned it had been delayed until 1:30 PM. After settling in to do some work on my computer I was soon startled to hear my name called over the public address system asking that I proceed to a gate on the other side of the concourse to catch my plane. It turned out my flight had been moved to a new gate, was on time, and I was oblivious to it!
Unfortunately when I arrived at the Puerto Vallarta airport and cleared customs I soon discovered the single bag of luggage I had checked with was missing. It took about an hour to report this issue to airport personnel and by the time I made it through customs I discovered the person who had planned on meeting me at the airport had given up on my arrival. Twenty minutes and 280 pesos spent on a taxi later I arrived at the Hotel Rosita in Centro Vallarta to connect with 9 other educators from Colorado. Because I was without extra clothing I bought a pair of shorts and a t-shirt to wear on Sunday, then sought out a Woolworth store within walking distance to purchase emergency socks, underwear, slacks, and dress shirts to wear on school visits on Monday and Tuesday.
On Sunday our group had an opportunity to tour the region, offering each member of the team a chance to become familiar with the surroundings of the hotel and community. Puerto Vallarta is a tourist city, clean and friendly, and packed with plenty of restaurants, beaches, and opportunities for vacationers.
Unfortunately when I arrived at the Puerto Vallarta airport and cleared customs I soon discovered the single bag of luggage I had checked with was missing. It took about an hour to report this issue to airport personnel and by the time I made it through customs I discovered the person who had planned on meeting me at the airport had given up on my arrival. Twenty minutes and 280 pesos spent on a taxi later I arrived at the Hotel Rosita in Centro Vallarta to connect with 9 other educators from Colorado. Because I was without extra clothing I bought a pair of shorts and a t-shirt to wear on Sunday, then sought out a Woolworth store within walking distance to purchase emergency socks, underwear, slacks, and dress shirts to wear on school visits on Monday and Tuesday.
On Sunday our group had an opportunity to tour the region, offering each member of the team a chance to become familiar with the surroundings of the hotel and community. Puerto Vallarta is a tourist city, clean and friendly, and packed with plenty of restaurants, beaches, and opportunities for vacationers.
Our First School Visits
On Monday, February 16th, after also hunting down emergency deodorant and a disposable razor at a local pharmacy, I was dressed in my new Woolworth clothing and ready to go on our first school visit. Being the only member of the Colorado delegation with little in the way of Spanish language skills I was assigned a wonderful interpreter for the day. His name was Juan-José Garcia, a secondaria (middle school) language and tourism teacher in the Puerto Vallarta region. Juan was amazing in the way he kept me in the loop on conversations and, most importantly, on how he was willing to answer all the questions I had about the Mexican education system.
Our fist school visit allowed us to observe what in the United States would be considered the preschool-kindergarten level of instruction, at the Ignacio L. Vallarta Jardin de Ninos. Upon arrival we were welcomed by the principal and area superintendent, then we were treated to a Monday morning tradition whereby the students conducted a patriotic ceremony including presentation of colors and the singing of patriotic songs. Following this we did some movement exercises and then had the opportunity to observe classroom instruction.
Our fist school visit allowed us to observe what in the United States would be considered the preschool-kindergarten level of instruction, at the Ignacio L. Vallarta Jardin de Ninos. Upon arrival we were welcomed by the principal and area superintendent, then we were treated to a Monday morning tradition whereby the students conducted a patriotic ceremony including presentation of colors and the singing of patriotic songs. Following this we did some movement exercises and then had the opportunity to observe classroom instruction.
As in all schools, the quality of instruction I saw depended on which classroom I was in and which teacher was leading it. Several things that were quite noticeable included the large class sizes (no less than 22 four or 5 year old kids per class), and the lack of visually stimulating decoration in each room. Rooms are not well decorated because teachers don't permanently occupy them. Both schools we visited on Monday are used in shifts; one set of students, teachers and administrators use facilities during a morning to mid-day session, then a completely different set uses the building in the afternoon-early evening.
Both schools were a bit old and run down, but clearly cared for. Juan-José told me the schools do not hire custodians; rather parents come in to do the cleaning chores at the niños school, and a combination of parents and children do the same at the primaria.
While at each school I had the opportunity to ask children about their educational experiences, to look over their shoulders at work they were completing, and to tour every single classroom. Our hosts from Mexico told us, "You are seeing our schools as they are. We are not putting on a show. We did not prepare anything special for this visit."
Both schools were a bit old and run down, but clearly cared for. Juan-José told me the schools do not hire custodians; rather parents come in to do the cleaning chores at the niños school, and a combination of parents and children do the same at the primaria.
While at each school I had the opportunity to ask children about their educational experiences, to look over their shoulders at work they were completing, and to tour every single classroom. Our hosts from Mexico told us, "You are seeing our schools as they are. We are not putting on a show. We did not prepare anything special for this visit."
For many years working in Center I have noticed that the children who come to us who have attended school regularly in Mexico are strong in content area academics but, of course, are lacking in their knowledge of English. With a very prescribed national curriculum it is easy to see why. If a child goes to school regularly they will be exposed to very effective content. Work being done in math and language appeared to be challenging, rigorous, and grade level appropriate.
In the afternoon I was exposed to a heartwarming story at the Basillo Vadillo Escuela de Primaria. We were brought into a room that clearly had served once as a janitor's closet and storage area. However, nearly 30 children were being taught at the first grade level in it. It was explained that many more kids than were anticipated showed up for school at the beginning of the year, and because an extra classroom and teachers had not been in the budget, the best they could do was convert this space for use. I was also told the woman who was teaching the class had not been paid since September. Her husband is a principal in another school. She had been retired, but is very committed to the student learning, so she took the job understanding she might never get compensated. Wow!
In the afternoon I was exposed to a heartwarming story at the Basillo Vadillo Escuela de Primaria. We were brought into a room that clearly had served once as a janitor's closet and storage area. However, nearly 30 children were being taught at the first grade level in it. It was explained that many more kids than were anticipated showed up for school at the beginning of the year, and because an extra classroom and teachers had not been in the budget, the best they could do was convert this space for use. I was also told the woman who was teaching the class had not been paid since September. Her husband is a principal in another school. She had been retired, but is very committed to the student learning, so she took the job understanding she might never get compensated. Wow!
In one 5th grade class I sat next to a young man named Brian who owned an Adventure Time backpack (mochila) of the character "Jake the Dog." If you don't know what Adventure Time is, you are clearly as old as I am and have not kept up on cartoons.
Knowing my daughter Priscilla is an Adventure Time fan, I was able to strike up a conversation with Brian, convince him to let me snap his picture, and share it with my daughter back in Center. Priscilla, thrilled to make a new connection, then sent me a picture of her dressed in a "Fin the Human" hat.
Needless to say the group of boys who saw the return picture roared with delight when I was able to engage with them on the playground during their dinner break!
Knowing my daughter Priscilla is an Adventure Time fan, I was able to strike up a conversation with Brian, convince him to let me snap his picture, and share it with my daughter back in Center. Priscilla, thrilled to make a new connection, then sent me a picture of her dressed in a "Fin the Human" hat.
Needless to say the group of boys who saw the return picture roared with delight when I was able to engage with them on the playground during their dinner break!
In all, we were involved in travel and visiting schools from 8 AM until 5:30 PM. We then had dinner with our hosts at a beach side restaurant until around 8:30 PM.
Treated Like Dignitaries
On Tuesday, February 17th, the entire Colorado congregation rose early in the morning to drive to the Jose Rogelio Alvarez Incarnation Escuela Primaria Foranea in a little town called San Sebastian del Oeste. San Sebastian is a beautiful place at an elevation of around 7,000 feet and was originally settled as a silver mining town. It is what is called a Pueblo Magica, or "magical town." In Mexico, magical towns are places that apply for special government designation to receive funds to be restored to their original historic condition. This village that was founded in the 1500's and was very much on its way toward restoration.
Upon our arrival we were treated to an engagement session with the local Presidente, or Mayor. Maestra Yecenia Pulido Avalos gave us a tour of the old town plaza, the small government building, and then offered us gifts made from local farmers and artisans.
Upon our arrival we were treated to an engagement session with the local Presidente, or Mayor. Maestra Yecenia Pulido Avalos gave us a tour of the old town plaza, the small government building, and then offered us gifts made from local farmers and artisans.
A Wonderful Rural School
The Jose Rogelio Alvarez Incarnation Escuela Primaria Foranea in San Sebastian del Oeste was a beautiful set of brick structures in a wonderful setting. Our team from Colorado was given free access to visit all classrooms from grades 1 through 6 while teachers were teaching. There was only one classroom per grade level, and only about 20 kids per class. Unlike schools we visited earlier in the week, these learning spaces were fully decorated with supplemental materials. I would guess this was because each teacher was allowed to take ownership of the space, not having to clear out and share it with another teacher at another grade level with a different set of students each day. Children here were being taught from the same curriculum materials we observed in Escuela Primaria Foronea Jose Rogelio Alvarez Encarnacion on Monday, and were much more engaged and more likely to be performing at the appropriate level. This may be because the student population at this school was more wealthy, less migrant, and small class sizes made it more possible for teachers to offer individualized instruction.
Beautiful San Sebastian del Oeste
After observing all 6 levels of classroom instruction we were treated to snacks and drinks, and offered a presentation on the history of San Sebastian. Many adults from the community were present to talk about the effort to make theirs a "magical town" including attracting construction artisans and setting up economies based on arts, crafts and sustainable farming. I would say the most incredible person we met was the owner of a small organic coffee farm and roasting enterprise. His wife of 60 years had passed away several years before and had been viewed as the town's historian. On the way out of the community that afternoon we stopped at his business, tasted many of the products he produces, and I probably bought so many freshly roasted coffee beans from him that I'll likely have to pay a tax to bring it back to the U. S.
My Suitcase Arrives!
Upon our return to Vallarta on Tuesday evening we first had to fight our way through a Mardi Gras "Fat Tuesday" parade whose path went right by our hotel. I have always hoped to see such a spectacle, and this experience did not disappoint me.
I was later thrilled to receive a call around 10:00 PM from the Hotel Rosita front desk telling me my suitcase had finally arrived safely. I can't tell you how excited I was to no longer have to wash socks, underwear, and t-shirts in my bathroom sink.
Each day on the trip we were fully engaged in meeting educators and local government officials, or talking with one-another about what we had learned on our visits. We began work no later than 8 AM each day, and did not finish earlier than 8 PM. As superintendent of schools I had to keep up on email and various tasks during lunch time, in the late evening, or in the early mornings.
I was later thrilled to receive a call around 10:00 PM from the Hotel Rosita front desk telling me my suitcase had finally arrived safely. I can't tell you how excited I was to no longer have to wash socks, underwear, and t-shirts in my bathroom sink.
Each day on the trip we were fully engaged in meeting educators and local government officials, or talking with one-another about what we had learned on our visits. We began work no later than 8 AM each day, and did not finish earlier than 8 PM. As superintendent of schools I had to keep up on email and various tasks during lunch time, in the late evening, or in the early mornings.
Heartbreak at the Middle School Level
On Wednesday we spent the day at the Escuela Secundaria Técnica No. 15. What struck me first about this visit was being told the building was constructed only 4 years ago, making it just one year older than our facilities in Center. However, I would have thought it had been built in the 1980's, based on style and upkeep. The explanation I got from every adult I talked to was that though they were very much appreciative of the new building using the building from 8 AM to 8:30 PM in shifts, not having enough money to hire regular custodians, and not having enough money to purchase even simple things like paper towels, cleaning products, paint for touch up, and soap had caused the place to fall into disrepair. As an education leader who has been blessed with a brand new school facility, it broke my heart to see they were not able to keep it looking new because of the lack of funding they received
Student Experiences in Secondaria
Unfortunately we were not given the opportunity to wander around Escuela Secondaria Tecnica to observe instruction in all of the classes. We were first kept to a combined Geography and Spanish language class to observe the presentation of a citizenship and anti-bullying lesson to around 45 kids who make up one learning group. After this we were able to see a cooking class in action. While there I had the opportunity to taste a variety of dishes the students were preparing, as well as to participate in making some home made chorizo sausage. The principal, who miraculously is in charge of both the 8 AM to 2:30 PM and 3:00 PM to 8:30 PM learning shifts at this school, explained that this is a very popular class for his students because of the tourism industry and the large availability of jobs in food service in Vallarta.
The best part of our visit to the middle school was the opportunity I had to engage with students during their lunch hour. Many children who were in the process of learning English wanted to talk to me to show what they knew. I was asked about things like American football, snow, what school was like for kids in the United States, and "have you ever been to . . ." I made a special connection with a young man named Adrain who had spent a year in Vancouver British Columbia and has a stepfather who is trying to teach him English. He told me how he loves to play futbol, and that his daily class schedule consists of Spanish, Math, Science, Art, and Geography.
The best part of our visit to the middle school was the opportunity I had to engage with students during their lunch hour. Many children who were in the process of learning English wanted to talk to me to show what they knew. I was asked about things like American football, snow, what school was like for kids in the United States, and "have you ever been to . . ." I made a special connection with a young man named Adrain who had spent a year in Vancouver British Columbia and has a stepfather who is trying to teach him English. He told me how he loves to play futbol, and that his daily class schedule consists of Spanish, Math, Science, Art, and Geography.
Vocational and College Prep at the High School Level
On Thursday we had the opportunity to visit two separate high schools only 5 blocks apart: one that specialized in preparing students for careers in computer science and culinary arts, and a second focused on preparing students for college.
The first school we visited was called CONOLEP, and while there we had the opportunity to observe instruction in food and beverage preparation, English language instruction, and computer science instruction in graphic art design, web page design, programming, and application creation. CONOLEP had a clear mission aimed at supporting the whole child, with evidence of significant effort being put forth to prevent bullying and to educate kids about the dangers of drug use. The culinary arts kitchen was a great facility, and program participants were clearly well trained in preparing food, beverages, and providing excellent customer service. At this school students wore uniforms, were being taught in a fairly run down and aged facility, and were likely to leave the school ready to join the work force without furthering their education.
The first school we visited was called CONOLEP, and while there we had the opportunity to observe instruction in food and beverage preparation, English language instruction, and computer science instruction in graphic art design, web page design, programming, and application creation. CONOLEP had a clear mission aimed at supporting the whole child, with evidence of significant effort being put forth to prevent bullying and to educate kids about the dangers of drug use. The culinary arts kitchen was a great facility, and program participants were clearly well trained in preparing food, beverages, and providing excellent customer service. At this school students wore uniforms, were being taught in a fairly run down and aged facility, and were likely to leave the school ready to join the work force without furthering their education.
The second school we visited was the Preparatoria de Puerto Vallarta, a school that has a special relationship with the University of Guadalajara, and therefore is able to secure much more funding than basic high schools and vocational schools. On this campus students are given much more freedom and responsibility, are not required to wear uniforms, and can focus their study efforts in areas where they may want to eventually pursue higher education. The facility was beautiful, and clearly every administrator and teacher we spoke with focused very much on this fact.
Overall Impressions
During my week long tour of the education system in Jalisco I feel I learned quite a bit. I grew to appreciate how involved Mexican parents are in the education of their children, and how much they are expected to contribute in time and money to the overall process. I also learned how Mexico, like many countries, ultimately uses its education system to sort students, allowing some to move on to high school, and some to college, while fully expecting that the rest be nominally prepared for some type of work career.
Something I view as an advantage of the Mexican system over that in the United States is a clear and consistent understanding of what children should be able to know and do, in a nationwide sense. In the United States the learning expectations of each child greatly depend on in which state the child resides. This, of course, can be quite detrimental to any child who moves from place to place.
On a final note, I think the Mexican education system could greatly improve its outcomes if it could reduce the bureaucratic process by which most decisions are made, and if it could get more resources to teachers and the children in their schools, in the form of class size reductions, support and training for better instruction, and the basic necessities of a healthy learning environment.
Something I view as an advantage of the Mexican system over that in the United States is a clear and consistent understanding of what children should be able to know and do, in a nationwide sense. In the United States the learning expectations of each child greatly depend on in which state the child resides. This, of course, can be quite detrimental to any child who moves from place to place.
On a final note, I think the Mexican education system could greatly improve its outcomes if it could reduce the bureaucratic process by which most decisions are made, and if it could get more resources to teachers and the children in their schools, in the form of class size reductions, support and training for better instruction, and the basic necessities of a healthy learning environment.