Teacher function and teachers salary. Letter

Sent by Giuseppe D’Angelo – The National Collective Agreement, concerning the staff of the school sector of 09/02/2018, in Art. 26 specifies and defines the teaching function as follows: “1. The teaching function carries out the teaching/learning process, which is to promote the human, cultural, civil and professional development of the students, based on the goals and objectives that are defined by the school systems for the different orders and levels of education.

2. The teaching function is based on the cultural and professional autonomy of the teachers; it expresses itself in individual and collegial activities and in participation in refreshment and training activities.

3. In the implementation of school autonomy, teachers, and collegial activities, through comparison processes that are considered useful and suitable, develop, implement and verify, for the pedagogical-didactic aspects, the plan of the training offer, its articulation to the various needs of students and takes into account the socio-economic context of the reference, also to achieve common qualitative learning goals in each class and in the various disciplines. Families will be informed of the relative results in the manner decided by the teacher.”

The exceptional nature of the “teaching professor” is primarily from the first paragraph, in a few words: “… it constitutes the teaching/learning process that promotes the human, cultural, civil and professional development of the students …”

I shout: Cabbage!! We must perform miracles!
How can I promote the human, cultural, civic and professional development of students? To get closer to these goals, I must have virtues that I can pass on! I must be a person of integrity, with solid ethics, able to make significant educational sacrifices and endowed with great patience and altruism. And then I have to be very professionally prepared!

A lot is being asked of me! But then who verifies that I have such qualities? If the school needs staff and the internal ranking is exhausted, hire anyone who offers their willingness to learn! This path from before is followed everywhere in Italy and for everyone
Disciplines. As an example, we consider the support professors. In Italian schools, you can easily start in support, even if it is precarious, without having the qualifications required by law and through a long and expensive training process, which includes courses from
Training, reports and exams.

In fact, one of the so-called Crossed Rankings can be called without having a specific title. So our most fragile children can be entrusted in the hands of decidedly “incompetent” teachers, not because they are not capable, but because they are not yet trained! But these teachers, if they want to officially enter the role in which they have played for many years, cannot do so if they do not have the necessary documentation. But then don’t let them work from the start! Or have free training courses carried out in the Itinere for you to exercise the specific function. It matters little! After all, no one was left out in the Italian school. In the role of belonging, for one reason or another, they all arrived, perhaps just before retirement and after a life of peregrinating precariousness! The continuous farcical series of competitions for the professor that we have seen over the years is well known.

The opportunity to pass the competition was not exclusively entrusted to proven merit, but it was almost a certainty for a “lucky” few. Certain “liberal” procedures for the selection of teachers (certainly no need to make a mess of the whole grass, fortunately there are many trained teachers!) have over time “enriched” the ranks of the training providers in a way, I would say, at least heterogeneous. Now we complain about the lack of training and professionalism of the teachers, who, unfortunately, really make a bundle of any grass! But is it even possible to believe that one can “ominate” such a category of school education providers (to use an offensive term coined by Minister Bianchi)? Who is almost exclusively reminded of the school by the pragmatic convenience of this professional activity (lots of free afternoons, vacations, long vacations, etc.; at least in the collective imagination!), more than by the goals of the teaching function mentioned above, what probability does he have to become an adequately trained and performing teacher according to the wishes of the government? Will it not be another flop of another school reform? I also ask myself another question.

Could the pedagogical and ethical heterogeneity of the teaching staff be reduced with a substantial wage increase capable of repositioning the same at the level of the European standard? Obviously, adjusting the salary to European standards is a necessary and appropriate act!

But I don’t want to express that. The problem of the teacher’s credibility and the reconquest of his social status, in reality, cannot take place by following this path (as some believe). Those who are not professional in their work will not become professional if they are paid more! On the contrary
he continues to believe that the salary increase is due to the recognition of teaching professionalism and thus of his professionalism. One more that was not recognized and now finally yes. The way forward to ensure that the teacher back is a point of reference is another. The Italian school of all levels suffers today more than ever from a deep ethical disorientation.

Article 26 of the Universal Declaration of Human Rights, approved by the United Nations Assembly on December 10, 1948, states: … Higher education must be equally accessible to all on the basis of merit. This sacrosanct principle has often been forgotten, leading to obvious inconsistencies in the processes of recognition and evaluation of the aforementioned merit. The correct evaluation process of the individual teacher e
of the school in which she works, it guarantees the training process, protects her from extremely dangerous drifts, and restores the credibility of the teacher and of the school as a whole. The causes of the drift of the evaluation process in the school represent the main school problem that should be seriously discussed.

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