Although the curriculum of the MTCA includes interdisciplinary units and standards- based lessons, the MTCA goes beyond the expected academic requirements. The
MTCA addresses the needs of a heterogeneous student population by applying many innovative and creative teaching strategies. Several of the teachers have implemented
lessons using Howard Gardner’s theory of learning styles Multiple Intelligences. MTCA students have listened to a wide range of guest speakers from an assistant
principal to school security personnel, who offer a wide variety of knowledge and professional experience. Field trips to universities have prepared students for higher
education. This provides students a rare opportunity to become exposed to a college campus and to become acquainted with the student body.
MTCA has hosted one author, Michelle Serros, a local poet who wrote the book Chicana Falsa. Reading to children at the elementary schools and in the Bell
community is a priority within the MTCA and is implemented through The Grace Reading Program. This is a service requirement in which Bell High School students in
MTCA must read selected children’s books to a child at home on a daily basis. The MTCA has collected a number of films connected to teachers or teaching such as Mr.
Holland’s Opus, Finding Forrester, Dead Poet’s Society, Lean on Me, etc. Students view these films for the purpose of discussing pedagogy in the classroom and how they
are applicable to their tutoring. The students help host and organize parent teacher conference nights. MTCA classes often discuss current issues in education as seen by
the media, including topical articles in the LA Times newspaper, which is delivered to the classrooms, and in local programming. MTCA students prepare for their tutoring
experience by completing speeches, writing self-assessments, and reflective journals. Lastly, most teachers offer some form of a unit on special education. One such
example is an interdisciplinary unit on disabilities. Students observe and help tutor on campus in Special Ed classes, as well as those at local elementary schools. They take
part in specialized lessons and activities concerning students with special needs.
b. Scheduling
The MTCA will follow the same bell schedule for Bell High School. The bell schedule for Bell High School Schedule is as follows:
Period 1 7:30-8:30
Period 2 8:36-9:36
Homeroom 9:42-10:04 Nutrition 10:04-10:24
Period 3 10:30-11:30
Period 4 11:36-12:36
Lunch 12:36-1:08
Period 5 1:14-2:14
Period 6 2:20-3:20
c. Electives
It is the interest of the MTCA to provide its students with the best possible elective classes to fulfill their A-G requirements as well as UCCSU approved courses.
However, a number of difficulties that arise in trying to meet our students’ needs. For example, some courses do not fulfill both university and A-G requirements. This is
made especially difficult when our classes are not yet pure. In other words, we have multiple grade levels in one MTCA elective and some students repeat an elective
because of oversights in class rosters. Another issue we face is that many of our students are not able to complete the MTCA 3-year elective program because of
conflicts with other required coursework. We are currently working with our college counselor and with a district representative to resolve these issues.
Possible elective titles:
10
th
Grade Drama A Drama B Fine Arts credit and UCCSU approved
11
th
Grade Minorities in LiteratureMexican American Literature
English Elective credit and UCCSU approved or Parenting and Child DevelopmentExploratory Teaching
Technical Art credit onlyElective credit only - respectively
12
th
Grade Intro to Psychology Intro to Child Psychology
UCCSU approved only Students will fulfill their full year of technical art by taking a global computer class.
d. Governance
Track A
Yorell Leon A. Gomez, K. Moore, D. Casados Teachers in the multiple disciplines Design Team Lead Design Team Assistants See page 4 and 5
Track B
David Arenas
Administrator Jesse Becerra K. Jonasson, T. Katzmaier Teachers in the multiple disciplines
Design Team Lead Design Team Assistants See page 4 and 5 Track C
Janet Cho G. Lopez Teachers in the multiple disciplines Design Team Lead Design Team Assistant See page 4 and 5
Each teacher in the academy contributes to the academy in written or oral form. They convey their views or issues to the Design Team Assistant or Design Team Lead during
conference periods or meetings. The Team Lead and the teacher work together to resolve issue. However, if it is a concern for the entire academy, then we address the
issue or concern in an open forum during a meeting. Once the group is in accord with a
course of action or decision, then the teachers meet with the administrators and discuss the academy’s issue.
e. Partnerships
