The day after the first bell of the school year, yesterday the federations of education drew their knives against Ministry of Education continuing its firm tactic of outright rejection of any educational reform. They urged teachers not to take on the duties of a mentor and intra-school coordinator, established by the leadership of the ministry for kindergartens, primary, middle and high schools. Of course, it is assumed that Hellenic Federation of Teachers (IOE) and EACH getting ready for… a repeat of last year’s reaction to the assessment. School evaluations began last year and will continue this year, with teacher evaluations starting for the first time in 40 years.

New roles

In particular, according to the decision of the Ministry of Education, “the role of the educational consultant-mentor is to inspire, guide and support each newly appointed or newly appointed permanent or substitute or hourly teacher with up to five years of experience, in order to improve the quality of their teaching and general educational work carried out by him. Each mentor will support up to eight teachers. On the other hand, intra-school coordinators will coordinate and support teachers in their work, as well as the efforts of the leadership of each school unit. Each coordinator can occupy up to five departments.

The educational federations continue the tactic of absolutely rejecting any reform of the Ministry of Education.

Such as reported “K” yesterday General Secretary of the Ministry of Education Alexander Koptsis, the selection of mentors and in-school coordinators will be made according to specific scientific and pedagogical criteria, such as at least 15 years of work experience (4 points), an academic degree (3 or 4 points, respectively), training in new technologies (1 or 2 points), stay at leadership position (4), second degree (1). However, the ILO asked teachers and kindergarten teachers not to comply with ministerial decisions, stating that “the political leadership of the Ministry of Education, in complete inconsistency with the needs of education, chooses to transfer all its responsibilities to teachers. Despite all the active reaction from teachers and parents, the political leadership of the Ministry of Education and Culture and the government continue efforts to implement these anti-education laws and begin to implement aspects of individual assessment with the issuance of ministerial decisions for mentors and face-to-face coordinators.” According to the ILO, the government’s intentions are not to improve the quality of schools, but, among other things, “the formation of an intra-school network of leadership, control and supervision, a hierarchical institutional basis for individual assessment, downgrading the association of teachers and strengthening one-man bodies, strengthening bureaucracy, strengthening an atmosphere of fear.”

On behalf of the OLME, he urged professors not to hold positions, as he considers “it is unacceptable to encourage colleagues to take additional responsible positions, taking into account the administrative and pedagogical work already burdened by them, in fact, without reducing working hours or wages.” Significantly, for an intra-school coordinator, OLME states that “in essence, this is a rough copy – albeit reactionary – of the English model of structure and evaluation, which is applied to giant schools that operate according to private financial criteria and have a large financial and hierarchical stratification in the team. schools.”

Scoring

Mr. Koptsis remarked to K that “we are talking exclusively about institutions that support the school unit and teachers. Institutions have been created for this. Teachers are required to take responsibility, as well as the principal to assign it to teachers, based on the criteria. Teachers who take on them will group, “building” a framework of groups in case they want to apply for a leadership position in the educational administrative pyramid.