In recent weeks, the issue of the PNRR with DL 36/2022 has occupied the bench 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 issues of recruitment, staff training and … STOP!”, Comments Ancodis in a press release that we report below.
“Yes, stop: it seems that the issue of real career reform and school government has not been considered urgent or relevant by the legislature. It is still preferred status quo flattening seniority to professional dynamism today more than ever necessary for the management of the new complexities presented by the regional school. However, the debate is there and finally it seems that experts are involved who are involved at all levels and yes preoccupy of the future of the Italian school “.
“Ancodis – continues the National Association of Collaborators of School Directors – 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 field strictly didactic. 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!), forms of the service rendered, the qualitythe dedicated time I there evaluation. Today more than ever the legal and contractual vulnus that fortunately the Ministry and the school principals are filled with 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 have to recognize and defend the work of ALL workers! Denial (in many it is cultural!) Still prevails over the existence of important professional resources, 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 make the teaching function more prestigious?” Asks Ancodis. Break the current legal and contractual framework that does not attract the profession (if you do not distance yourself or leave the margins of possible options), which is not respectful of fieldwork (which is NOT only the learning environment but also those”intermediates “), 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, there is no corresponding 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 the final version of Legislative Decree 36 maintains the myopia of those who, on the other hand, should strongly support this innovation of the system ”.
“We therefore 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, conflicting relationships), to discover that in order to manage this complexity, not only an expert school principal is enough, but also the presence of professional resources capable of helping and supporting the principal in his / her function DAILY, to see the VALUE and the QUALITY of the work done by the so-called middle school management (for some it is unlikely!). The time has come for teacher improvement It is carried out within the framework of a professional career in which seniority and training are recognized for the quality, quantity and time spent working in the areas of organizational functioning, teaching and assessment, school inclusion, technological innovation and digital “.
“Today – concludes Ancodis – recognizing school autonomy and not recognizing autonomy team it is simply an ideological reluctance of many and a cultural reluctance of many (especially within the school)! Maybe we’re missing the innovation train of a 900-stop system? “
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