Recommends That, Within The Framework Of The Ongoing Negotiating Process And Within 30 Days, Be Repealed The Division Of Teaching Career In Categories Prioritised Of «Teacher» And «Professor» And Is Implemented A New System For Evaluating The Perfo...

Original Language Title: Recomenda que, no âmbito do processo negocial em curso e no prazo de 30 dias, seja revogada a divisão da carreira docente nas categorias hierarquizadas de «Professor» e «Professor titular» e seja concretizado um novo regime de avaliação do desempenho dos

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Read the untranslated law here: http://app.parlamento.pt/webutils/docs/doc.pdf?path=6148523063446f764c3246795a5868774d546f334e7a67774c336470626d6c7561574e7059585270646d467a4c31684a4c33526c6548527663793977616e49784e4331595353356b62324d3d&fich=pjr14-XI.doc&Inline=false

Draft resolution nº 14/XI draft resolution nº 14/XI recommends that, in the framework of the negotiating process ¢ on course and within thirty days, be revoked the business area of teaching career in categories prioritised € œ Professorâ â €  â œ titularâ Teacher € and €  and be implemented a new system of rating the performance of teachers the XVII constitutional Government introduced , through Decree-Law No 15/2007 °, of 19 January, profound changes µ s the status of teaching career that lacked a broad understanding between the social partners. This fact has contributed to that, since the numerous heat of your application, had earned the contestaà of a large majority of those who were their recipients.

For your time, the regulation of the status of the teaching career was also accompanied by episode ³ dios of tension and conflict among the various actors, in particular with regard to the valuation model of teaching performance.

Happens that among the changes µ s introduced to the Statute the teaching career was divided to evolve the categories prioritised â œ professorâ € €  € œ teacher titularâ and € .

The experience of the lifetime achievement of this cisà in career allows your highlight the artificiality, not being recognized by teachers, the reason for the distinction in question. In addition, the weighting is limited to the last seven years, for the purposes of the first contest of new access category, led 2 Timor legà feelings of injustice in the teaching community today significantly perceptÃ.

Similarly, the current Regulations do not take into account the specificity of teaching career, does not consider the uniqueness of the work in schools, promotes the rite and encourages the desirable level of performance improvement. For otherwise, has been a cause of injustice, angð stia and desmotivaà for many teachers.

For this context, also the valuation model the performance of teachers and the imposià in percentages maxims for the assigning of µ s sort of â œ Bom⠝ € Very € and € œ â €  Excellent for school (quotas) have the contribuà decisively.

Now, a process of valuation should be demanding and distinguish the excellence. And should be an instrument of inductor performance improvements.

The Division on career and these quotas does not contribute to this desideratum.

The action of the Government should concentrate on improving the µ s condition of teaching and learning, not abdicating, at any time, of a rigorous valuation to any education system: schools, pupils, teachers, programs, curricula, manuals, didactic materials are skeptics, etc.

In consequence, the progression in the teaching career and the corresponding µ s ³ remuneratà scalable rivers will have to be accompanied by a system of valuation of performance that is fair, and that reward exequà the dedicaà and the individual rite. 3 none of these pious princà is called into question if the teaching career does not meet tiered in the categories of € œ professorâ €  â and â € œ titularâ €  teacher.

And these pious princà will be the same valued if not imposes a quota system which, administratively, can forget the effective valuation of teaching, generating distorà of µ s bass and injustices.

Not compete is the Republic Assembly interfere in trading µ s arising between the Ministry and the representative structures of teachers.

However, it is the responsibility of Parliament express µ s position Poland and contribute constructively to the improvement of the quality of teaching in the schools of our Paà s.

The education is better and longer lasting solution to overcome the difà easy moments that the Paàs crosses.

Are ³ attended the function of the teacher in the classroom and in society and thus returning to the schools imprescindà vel serenity for successful teaching and learning, will create a favorà environment for the overcoming of the challenges that we face. Are students engaged and ³ motivated teachers, the Paà s caminharà to the qualitative leap in teaching that both needs.

Is ‰ time to return peace is the educational community.

4 So, pursuant in nea b) of article 156. the Constitution of the Portuguese Republic and beyond nea b) of article 4, paragraph 1 of the article Â.  of the Regiment, in the wake of a broad understanding with the social partners, the Assembly of the Republic decides to recommend to the Government that, within thirty days: 1. Draw up the statutes of the teaching career and legislation supplement in particular, extinguishing the Division teaching career between categories prioritised â œ € Professorâ €  € œ Teacher titularâ and € ; 2. Establish a new model of valuation of teaching performance that's fair, exequÃ, that reward the mà © rite and the excellence and containing a valuation component the professional development-oriented and improving performance of teachers, and to contribute to the deepening of the autonomy of the schools; 3. create the condition for which the µ 1 valuation cycle does not result of µ s penalty to teachers, in particular for the purposes of progression in career, derived from interpretation µ s ³ contradità rias of your application.

Assembly of the Republic, 13 November 2009.

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