A middle school music extension teacher writes to us out of concern that the principal of the school where he is on duty has chosen to use it for the full number of hours only in the afternoon, especially for musical instrument workshops. . clarifications.
“Strengthening teachers” – The legislation goes back to Law 107 of 2015
Article 1 section 5 of Law 107/15 reads as follows:
“To fully implement the process of autonomy and reorganize the entire educational system, it is established for the entire educational institution, or comprehensive institution, and for all addresses of high schools of the same grade. the staff of the autonomyfunctional for the educational, organizational and planning needs of the educational institutions as from the three-year plan of the educational offer prepared according to paragraph 14. The teaching staff of the autonomy staff contribute to the realization of the three-year plan of the educational offer with learning activities, of StrengtheningSupport, organization, planning and coordination“.
The same law, in Art. 1 Paragraph 85 sees this the head teacher can make substitutions for absent teachers, to cover temporary substitutes for up to ten days with staff from the self-employed who, when employed in a lower level of education, retain the salary treatment of the level of education to which they belong. The teachers in common place, support and strengthening are part of the autonomy staff. With note no. 2852 of September 5, 2016, the MI stated that:
- there is no contractual difference between teachers and empowerment teachers;
- in a scenario of “flexibility”, decided in full compliance with the attributions of the collegial bodies, the teachers identified on the reinforcement post can carry out teaching activities and the teachers in the teaching hours can deal with activities to offer training strengthen / enrich “;
- Substitutes for short absences must be “covered” according to an adequate modular structure, which involves the entire staff of the autonomy, to guarantee the continuity of the activities in the framework of the strengthening;
In the end, therefore, the figure of teacher empowerment emerges with the aim of enriching the training offer and implementing the latter better. Very often, however, in the practice of schools, it happens that the teacher with hours of increase end is used inappropriatelyUsage that differs far from the Leitmotif which arose.
But this does not happen with the teacher of our question: We are not in the presence of the older question about some teachers who in their weekly market also used increasing hours instead of improving the training offer, as the only substitutes (or almost) of her colleagues absent. In this case, work is planned for the enrichment of the training offer, which goes hand in hand with the development of musical-instrumental skills in the students.
They contribute to the realization of the three-year plan of the training offer
We have already mentioned how the empowerment teachers contribute to the realization of the three-year plan of the training offer. The latter is the fundamental constitutive document of the cultural and planning identity of the school institution and makes its curricular, extracurricular, educational and organizational planning explicit, based on the needs of the cultural, social and economic context of the local reality.
The PTOF is drawn up by the teaching body based on the address of the manager – who interacts in the preparation phase and involves the families, all requests, proposals, institutions and the territory – finally approved by the school board.
Therefore, teacher empowerment, as mentioned, belongs to the autonomy staff and from a much broader strategic-scholastic context with students, parents, territory, institutions, etc. We also know how closely the PTOF is closely related to the RAV [rapporto di autovalutazione] and PDM [piano di miglioramento]. They report the priorities, goals and long-term goals that the school has set itself to achieve. In the case, the expansion of artistic-musical skills, which through collaborative work methods favor the right social and intercultural inclusion and relationships between colleagues. All subjects are very dear to the school communities.
Teacher training schedule – It is formulated by the school teacher on the basis of proposals and criteria of the collegial bodies and is subject to comparison at the level of supplementary school negotiations
The weekly service schedule
It is regulated by art. 28 of the CCNL:
“In accordance with the school calendar of lessons defined at the regional level, the learning activity takes place in:
- 25 hours per week in kindergarten
- 22 hours a week in elementary school
- 18 hours a week in secondary schools and artistic schools and institutions,
spread over no less than five days a week.
The distribution of service hours on no less than five days a week ensures the use of free time, which, although not explicitly stated in the legislation, has become practice.
Additional school essay
Among the subjects of comparison (NOT negotiations) at the level of the school between the teacher and the union party is:
“The common of the teacher’s working hourseducational and ATA […]”- CCNL 2016/18
“The association or the school board also indicates the general criteria regarding the formation of the classes, the attitudes of individual teachers to them, Adaptation of the timetable“– TU n. 297/1994, Art. 10 Section 4
“Formulates proposals for the didactic director or the director for training, the composition of classes and the appointment of teachers to them, for the formulation of the timetable of the hours and to carry out other school activities, taking into account the general criteria specified by the club or school council “- TU n. 297/1994, art. 7 section 2, op. b)
“Go to the formation of the classes, to the assignment to them of the individual teachers, for the formulation of the lesson planon the basis of the general criteria set by the association or school council and the proposals of the faculty council “- Art. 396 section 1 lett. d)
Our teacher is lucky enough to do a project for the development of musical-instrumental skills for the whole number of hours. [18 ore]. Unlike some of his colleagues with reinforcement hours, which are often used only for the replacement of absent colleagues, he will be able to contribute to the development and implementation of the three-year plan of the training offer, understanding that also the replacement of absent Teachers can be carried out by carrying out activities of strengthening, enrichment and recovery of learning [ci permettiamo di dire con qualche soddisfazione professionale in meno, stando alle numerose testimonianze negative giunteci in redazione in tal senso da parte dei docenti, tristemente denominati negli anni come docenti tappabuchi].
With regard to the timetable, it is the headmaster who formulates the timetable of the teaching staff based on the criteria of the school board. [pensiamo al Regolamento del corso ad indirizzo musicale allegato al più generale Regolamento di Istituto] which often focus, based on didactic and organizational needs, on an afternoon realization of musical instrumental activities.
The CCNL speaks of no less than 5 days a week e it does not refer to the morning or afternoon time. On the other hand, to give an example, the musical instrument teachers in the SMIM or the high school have held classes in the afternoon for decades without having much choice.