IL GIORNO-EXPERT TEACHER. IS HE REALLY NEEDED?-DOTT. DANIELE NAPPO

The Expert Teacher is destined to improve the training offer, but will he be able to live up to it?

The expert teacher arrives, but is it a necessity? The Draghi government has introduced this figure in schools, differentiating the salary that today grows only by seniority. Now – if the law being approved in these days has the favorable vote of Parliament – tenured teachers who have achieved a positive evaluation for three years in a row will obtain the right to an ad personam allowance of 5650 euros gross per year, which is added to the salary: an increase of 15% compared to the average salary. Teachers will be appointed as "experts" and will be required to remain in the same school for three years following their appointment. However, there are many who are calling for the deletion of the rule. In theory, they should improve the school service and contribute to the cause: are you sure that this will be enough? And above all, was it necessary to appoint experts? What does expert mean? One wonders whether, in our society, which has made meritocracy a firm principle, equality of opportunity is actually guaranteed. The evaluation criteria are, in addition to the score obtained in the last three years of stay in the same school, the qualifications held and the grades. Isn't it better to think about making a selection before giving a professorship to a professor? In reality, it is not clear whether each minister has the ambition to enter the educational history books with a law in his own name, or whether each of them acts according to indisputable pedagogical principles. Every year there are reforms upon reforms, each time it is difficult to understand the deep meaning, but often inconsistencies and inconsistencies are perceived. It is necessary to know the school and observe that, for some time, it has been subordinate to choices and decisions that are far from the real life that takes place within the walls of the classrooms, those populated by students in which all the social and cultural problems are reflected. It is clear to everyone that the school is going through an unstoppable process of transformation: from a place of education, training and instruction to a company. The school must respond to the infinite number of emerging needs expressed by students and must find the method to seek valid answers to bullying, school dropout, youth hardship, educational poverty, and must enhance the educational alliance pact with parents and the use of digital teaching. The question arises: who will train the students who do not have an expert teacher to face their future tomorrow? Not to mention that perhaps doing so could make other teachers feel deprived of responsibility, not to say frustrated or humiliated. The contemporary school is made up of collegial meetings between teachers, listening and co-planning, respect for the diversity of skills and knowledge, certainly not competitions between teachers; There should be no rivalry between teachers, but rather empathy towards the other. The goal of the school is to build satisfaction and passion. Today's society continually imposes the need to prove that we are up to the task: certainly we are in this socio-cultural wake and the school is under attention for better or for worse, but we must think about not making a work of passion a standardized commitment.

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