The National Education Council (CNE) believes that “the future of public school” depends on the recruitment and selection of teachers who choose model. That is, the consequences will be different if they remain the “current selection criteria” or opt for another model that “allows the State to select the best candidates for teachers.”
Former Education Minister and president of the National Education Council (CNE), David Justin, had publicly advocated this idea: “There is a complete deregulation of the phenomenon of recruitment and having this deregulation, get away-who do cheat, particularly with the ratings, “he stressed in a debate in Braga on Wednesday. The position appears enhanced in the last report 2013 State of Education . In the introduction signed by David Justin, it is argued that, in the next 15 years, it may be possible to rejuvenate the frames, which have been older, but “the question that arises is whether this renewal will be made based on current selection criteria or a different model of professionalization that allows the State to select the best candidates for teachers “:” The future of the public school, as a school reference, is dependent on the choice of educational policy that may take revenge on this particular domain. “
The report warns of the progressive aging of the faculty in public education – a third of teachers are aged less than 50 years. The explanation may relate to, understands the CNE, “with the massive entry” teacher “until the early years of this century, a period in which the supply of education experienced a significant expansion, followed by containment policies and casualization of new admissions” . The report considers that this “dualism” created over the last 20 years, “a grave injustice to the new generations of teachers,” not giving “stability to educational projects in schools, nor the quality student learning.”
In the introduction, one can also read that the private school has “a better balance” in the age strata, factor that adds “the ability to select the best professionals and the evaluation of their performance.”
For the CNE, one of the consequences of the current model of recruitment and selection is the “systematic inflation of final grades in some courses for teachers, with manifest injustice and prejudice the public interest.”
In the document, it stresses that, “for the structuring of this new model, the existing legislative framework already provides solutions that only need better regulation, such as the so-called probationary period.” And alert to the fact that “eventually lack the necessary consensus among the different educational actors to find a basis of minimal consultation on this matter.”
The probationary period is required by law and intended to “verify the ability to adapt the teaching to the required professional performance profile has a minimum duration of one school year and is fulfilled in the educational or teaching where he plays” activity. The teacher “is accompanied and supported, an educational, scientific and pedagogical plan, positioned by a teacher in the fourth tier or higher.” While there may be cases where it is applied, this period is not a widespread practice. – That is, is the evaluation of teacher performance
Despite having changed over time, the model currently recruiting and selection of teachers is based on the average of the course and length of service. Today the journey of a teacher begins, if contracted and has less than five years of service with the Proof of Assessment of Knowledge and Skills. If you pass, you can apply for a place at a school. At this stage, the average current account and the service time. The exception is hiring teachers without bond in schools with autonomy or Educational Territories of Priority Intervention, where there are also criteria defined by the merchant.
If it was a widespread practice, the probationary period would take place in the year the teacher walked in the tables. Formally this period there, but the practices of monitoring and guidance at this stage, with a view to evaluating, are an exception.
Weight of private institutions One of the criticisms
made in the document is aimed at higher education institutions responsible for initial teacher training: “The scientific and pedagogical autonomy of these institutions did not authorize them to create false expectations or to lower the level of scientific and pedagogical requirements of future teachers.”
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