Ancodis – In recent weeks, the issue of PNRR with Legislative Decree 36/2022 has kept the forefront of the political, professional and cultural confrontation, and brought forward the country’s vision for the coming decades. Some articles in DL 36 place special emphasis on the Italian school in relation to the themes of recruitment, staff training and …… STOP!
Yes, just stop: it seems that the issue of the reform of the real career and school management has not been considered by the legislature as either urgent or relevant.
We continue to prefer the status quo for leveling seniority over professional dynamism, which is now more than ever necessary for dealing with the new complexities that the autonomous school presents.
However, there is a debate and it finally seems to involve experts who are at all levels concerned and concerned about the future of the Italian school.
Ancodis believes that the time has come to bring back restraint or partial truths on the subject of teachers’ professionalism, which can no longer be exhausted in the strictly didactic sphere.
It can no longer be denied that the complexity of the organization of the independent school requires that teachers who every day and for an entire school year are engaged in performing at an organizational and didactic level – in synergy with the school head – the educational offer that characterizes each school.
The professionalism of the teacher in modern schools can not fail to consider five factors: seniority (today it is the only one!), The forms of service provided, quality, time and evaluation.
Today, more than ever, the legal and contractual vulnus is made clear, which fortunately is filled by the ministry and school boards with the accessibility and professionalism of thousands of women and men who serve their school community with the tacit consent of the unions, which should – by virtue of their constitutional nature – recognize and defend the work of ALL workers!
Denial (in many it is cultural!) Still reigns over the existence of important professional resources, without the possibility of professional development, with important and consolidated experience in positions dedicated to organizational and didactic function, with undisputed and demonstrable specific educational courses.
So how can we go back to giving prestige to the teaching function?
For Ancodis, to break the current legal and contractual framework that does not attract the subject (if not even distances or leaves the possible choices on the sidelines), which does not respect fieldwork (which is NOT only the learning environment, but also the “Intermediate”), which does not allow for a teaching career where, in light of increasing organizational and didactic tasks / obligations for the benefit of the school community, there is insufficient legal and contractual recognition.
We are aware of amendments from various political forces, which are trying to draw attention – in a far-sighted vision – to the issue of school governance.
Unfortunately, there is news that in the final version of Legislative Decree 36 there is still myopia among those who should instead strongly support this system innovation.
We therefore invite political and institutional representatives to enter the VERA school to understand what it means to guarantee the right to studies and community services despite the thousands of daily organizational criticisms (personal absence, sudden and structural emergencies, conflicting conditions) to detect which for does not control this complexity
only an experienced school leader is needed, but the presence of professional resources that are able to assist and support the leader in his function DAILY is required, to see in the field VALUE and QUALITY of the work performed by the so-called middle school management (for some it is unlikely!).
The time has come for the strengthening of the teaching staff to take place as part of a career path where the quality, quantity and time dedicated to the work within organizational function is recognized in seniority and education. technological innovation e
Today, acknowledging the school’s autonomy and not acknowledging the autonomy team is simply an ideological restraint among many and a cultural restraint among many (especially within the school)!
Maybe we are losing the train of innovation of a system that was stopped in the 20th century?