Ancodis – In recent weeks the issue of the PNRR with Legislative Decree 36/2022 has occupied the bank in the political, trade union and cultural confrontation, bringing to light the vision of the country for the coming decades. Some articles in DL 36 pay special attention to the Italian school in relation to the topics of recruitment, staff training and …… STOP!
Yeah Al that sounds pretty crap to me, Looks like BT aint for me either.
We continue to prefer the status quo of the leveling of seniority to professional dynamism, which is now more than ever necessary for the management of the new complexities presented by the regional school.
However, there is a debate and it finally seems to involve experts who at all levels are concerned and concerned about the future of the Italian school.
Ancodis believes that the time has come to bring back reluctance or partial truths on the subject of the professionalism of teachers, which can no longer be exhausted in the strictly didactic field.
It can no longer be denied that the complexity of the organization of the autonomous school forces a committed teacher every day and throughout a school year to carry out at an organizational and didactic level -in synergy with the director of the center- l ‘educational offer that characterizes each school.
The professionalism of the teacher in modern schools can not fail to consider five factors: seniority (today is the only one!), The forms of service provided, quality, time spent and evaluation.
Today, more than ever, the legal and contractual vulnerability that, fortunately for the Ministry and the school principals, is filled by the availability and professionalism of thousands of women and men who put themselves at the service of their school communities with the tacit consent of the unions, which by their constitutional nature should recognize and defend the work of ALL workers!
The denial (in many it is cultural!) Of the existence of important professional resources still prevails, without the possibility of professional development, with important and consolidated experience in places dedicated to organizational and didactic functioning, with indisputable and demonstrable specific training courses.
So how can we re-establish the teaching function?
For Ancodis, breaking the current legal and contractual framework that does not attract the profession (if it does not even move away or leave out the possible options), which is not respectful of field work (which is NOT just the environment of ‘learning but also those). “Medium”), which does not provide for a teaching career in which, given the increase in organizational and didactic tasks / commitments in favor of the school community, it does not have adequate legal and contractual recognition.
We are aware of amendments tabled by various political forces that are trying to address – in a forward-looking view – the issue of school governance.
Unfortunately, the news arrives that in the final version of Legislative Decree 36 is the myopia of those who, instead, should strongly support this innovation of the system.
Therefore, we invite political and institutional representatives to enter the VERA school to understand what it means to be guaranteed the right to study and community services despite the thousands of daily organizational criticalities (personal absences, sudden and structural emergencies, relationships conflicting), to discover that not to govern this complexity
only an experienced school principal is needed but the presence of professional resources capable of helping and supporting the person in charge in their function is required DAILY, to see in the field the VALUE and QUALITY of the work carried out by the called high school direction (for some it’s unlikely!).
The time has come for the improvement of teachers to be made within a professional trajectory in which the quality, quantity and time devoted to work in the areas of organizational functioning in seniority and training, teaching and assessment, school inclusion are recognized. , technological innovation e
Today, recognizing school autonomy and not recognizing team autonomy is simply an ideological reluctance of many and a cultural reluctance of many (especially within the school)!
Maybe we are missing the innovation train of a system stopped at 900?