Last week, National Education Minister Pap Ndia confirmed that major consultations on the school would begin in September. But what will be on the debate menu? Institut Montaigne makes recommendations in its recent report on disadvantaged areas.
Liberal think tanks first advise keeping kindergarten “at the center of the debate” to avoid inequalities that are difficult to recover later. Experimental schools in Marseille, which Emanuel Macron wants to generalize, may have the opportunity to test the most difficult (REP +), a program born in the United States in the 1960s. Will be supervised by a “professional” (one for every four students). This contract staff trained in the “language game” (civic service, students, retirees, etc.) may “directly intervene in the classroom”, “under the supervision of teachers”.
Institut Montaigne has also proposed hiring the “most effective” teachers for the most disadvantaged students and, for that, “changing” the current process of scale, which works on the number of points and seniority.
New bonus for teachers
For the think tank, this measure is a “logical complement” to the class imitation implemented during Emanuel Macron’s first five-year term. This will make it possible to “halve school failure soon” [les] Neighborhood “.
“In order to attract the most effective teachers in the divided classes of REP +”, the report recommends several measures: a new bonus of 2,000 euros per year for all teachers in the major sections, CP and CE1 in REP +; Rental assistance; Total free transportation for teachers, his wife and children, museums and national monuments; Five-year bonus (1,000 euros) for acquiring computer equipment; Bonus (1,000 euros) for five years to equip her class with teaching materials; Preference for recruitment after working in the same organization for ten years; And distortion of the rules for hiring children of these teachers.
They will be “a priority to integrate the institution of their choice outside of any electoral system, from elementary school to higher education”! “We need to remove some barriers in a realistic way,” Baptist Larseniur justified, being in charge of education for the think tank. To “discuss” this proposal, to see how “operational” it can be, he jokes. It will be limited to “Strategic Classes for Learning to Read” (large section, CP and CE1).
Emmanuel Macron’s 2017 program included a promise – which has not been implemented – to allocate priority education to experienced teachers with at least three years of seniority. In the current political context, nothing can be said that the executive will be more sensitive in this way.
Teachers’ responsibility to “commit”
Institut Montaigne also raises questions about the “sustainability” of the second recruitment competition for the academies of Cretail and Versailles, pointing to the “level” of candidates who failed to compete in other academies. And rather, trainee teachers offer to “extend” the device to allow students to work in the school from the second year of the license.
For Institut Montaigne, the fight against school failure means more involvement of parents and allowing a teacher to follow his or her students throughout elementary school. In return, the teacher could choose to “consult” with the head of the institution his students, after an interview with the parents who would “present” their child (quality, center of interest, behavior at home). At the beginning of the department or CP.
“Every year, students pass from one teacher to another and no one is responsible for the overall results,” the institute said, denouncing Montagni, which seeks to “assign much more responsibility to families with identities”. .
“Additional Value Assessment of Teachers”
How do we evaluate teachers based on their students’ results? “In any case, it comes down to evaluating teachers’ overpayments,” explains the think tank, which sees it as a way to “provide a complete measure of class duplication.” “As with any profession, there are different outcomes depending on the teachers,” the Baptist defended Larseniur.
According to the Institute Montagen, national assessments make it possible to “compare the number of points of students at the equivalent socioeconomic level and therefore determine which teachers have made the most progress in their students, for which it will” influence the most effective teachers in the strategic classroom. “