The Responsibility of the Teacher PDF

Here's the conversion of the provided text into a structured markdown format. I've done my best to interpret tables and any other data structures present in the images, converting them into markdown equivalents or descriptions. # Chapter I The Responsibility of the Teacher Between the Sharing of K...

Here's the conversion of the provided text into a structured markdown format. I've done my best to interpret tables and any other data structures present in the images, converting them into markdown equivalents or descriptions. # Chapter I The Responsibility of the Teacher Between the Sharing of Knowledge, the Care and Protection of Learners and Processes of Scholastic Inclusion* **Summary:** 1.1 Freedom of teaching and right to learning: the role of the teacher - 1.2. The rights and duties of teachers - 1.3. The formation of the student's personality through the search for dialogue between school and family - 1.4. The Guidelines Of Jurisprudence on relations between school and family - 1.5. Obligations of care and protection of learners and responsibilities of the teacher - 1.6 The promotion of talents within inclusive school and the role of the support teacher - Essential Bibliographic References. ## 1.1. Freedom of Teaching and Right to Learning: the Role of the Teacher Within an increasingly complex society, where many new and articulated stimuli continuously intersect, being able to steer the process of formation and consolidation of personality of younger generations, taking on the role of teacher and solving, with discipline and honor, the related requisites is certainly about having specialist competences, but a shift towards developing competences and aptitudes that invest an emotional / relational level of the individual, becoming determinant factors and features, with the goal of building a welcoming and inclusive school community. The cultural growth path undertaken by learners since their early age, it is paired with educative strategies, aiming. *The chapter was written by Luca Buscema, except for paragraph 1.2, written by Rossana Caridà.* --- La res ## Responsabilità dell'insegnamento to pursue the full development of each person and, at the same time, allows to promote progress, first of all, spiritual, moral and social of the community. The delicacy of interests at stake requires that school staff emerge as a proponent of a model of instruction that fully adheres to the needs of the pupils, responding to learning needs and protection related to the peculiar conditions in which each of them pour. As seen in previous parts, how the evolution of the regulatory framework on school legislation ended with attributing to the teaching staff and scholastic personnel taken as a whole extremely important tasks, also, and especially, with the purpose of meeting inclusivity's needs, which are now largely felt in society. The present part will focus on the role and duties the teacher currently has. ### Libertà d'insegnamento Referring back to what has already been said supra, part I, Chapter 3 and Part II, chapter 3 it should highlight, first of all, that each teacher must be able to modulate educative contents and teaching methodologies to answer arising needs derived from members of the school community of reference. In this direction, teaching freedom should be understood, at least in a minimal way, as follows: a) expression of "educative autonomy" intended as "professional autonomy while carrying didactic, scientific and research activities"; b) free cultural expression of the teacher; c) Freedom of research and methodological and didactics. Recognizing teaching freedom means fueling a critical comparison, free of preconceptions and uninhibited between cultural positions even if clearly dissenting, at most exercising undue forms of conditioning and / or coercion of a student whose awareness, moral and civil traits, closely connected with the freedom of learning of the student, constitutes its limit, too. Teaching freedom, then, it is not only reduced to the possibility of choosing didact material and divulgation of content, but takes an ulterior (and richer) connotation: even in a context of uniformly defined programs, in order to guarantee learning rights for each student, and without a singular extemporaneous (or, sometimes) initiatives being able to undermine the core value, the first responsibility of each teacher means conducting and modulating methods and modality's of contents sharing with ( La responsibility Contents truly responding to characteristic traits of students with whom they relate daily, and those methods, of course, take into consideration the powers of coordination typical of the board of teachers, must ensure the efficiency of the "Public Education Service" with a view to specific, pre-fixed, formative goals. This also counts with reference to instruments employed, in order to carry on an evaluation of students, looking forward to understanding often, periodically, the level of knowledge acquisition and personality's grade of maturation. Verifying, according to equity and reasonableness, the performed progress, as time goes by, of the students shows to be in this perspective, an essential trait of the institutional role set for teachers, to be intended far off a mere exercise of "supremacy" powers on the basis of which to decide each pupil's school fate, but even better, the opportunity to ascertain the effectiveness and suitability of didactic and educative strategies employed, in order to modify, as needed, and adding the due corrections. Besides, the legal status of a teacher is to be interpreted, even if characterized for the recognition of rights and freedom positions owned by every public worker, as inextricably bound to the Public scopes related. Indeed, the complex of politics aiming to discipline the structure of the scholar system should be geared with building a model answering Students' emerging needs, showing to be prompt in understanding needs coming from the community. Like so, by now there is a need of decision-making processes, enabling an effective participation of the school staff to set intervention, enhancing teaching quality, besides focusing on divulgation of more modern didactic and pedagogic methods. In the perspective of re-visualizing the role teachers will have, they'll act as players to form and enrich a school community. As already noted, the teaching/learning process geared to promoting human development, culture, civil rights and the . . . ## La Responsibility student's professionalism, on the basis of aims and goals expected by scholar orders defined for scholar orders and grades, it goes through the active commitment given by each teacher, being an expression, according to autonomy principle in individual and collective activities, besides participating to up-dating and training services As saw, to put in place those basics leading scholar autonomy in act divisato by legislator, teachers, in collegiate practices, through comparative practices rated to be more beneficial and suitable, they elaborate, enact and verify (as pedagogic / didactic aspects) the formative offer plan, adjusting the articulation to differentiating needs of pupils, taking into account the socio / economic context the community's referencing Associative competing, psycho pedagogics, methodological, didactic, relational, searching, documentation and assessing which get developed across the didactic experience. Contents of staff performance (teaching) get defined such, with the purpose of getting the scholar structure besides considering addresses delineated by the schooling's formative offer, an expression of author. In said context, teaching professional obligations get traditionally subdivided into macroarea, strictly linked On a side, the work of teaching in sensu proprei, understanding not curricular activities but also, for example, curriculum integration also and recover the smalls groups. From the other side, a.k.a services, a brief listing, relating of programme, researching, evaluation and so on to ### La Responsible participation to the designated offices Teaching is seen as helping, to get in young personalities The goal of forming the most important individuals - ### Responsabilità dell'insegnante participation in meetings and implementation of resolutions adopted by those offices. Clearly, set of duties, responsibilities and tasks till this moment explained should be appreciated in order to understand the "teaching function" as an essential explanation for the cultural transmission, contribution to an elaboration of it and impulse to a young generation participation to said process and building human and critical development. Goals which can also be obtained thanks to an up-dating / training program, which, sincerely, arises (but not only) as a « Right for the teaching staff", because it has to do to implementation of their professionality, to get a true "service duty" (Cons. Stato, 20 marzo 2007, n. 1425). In such a value context, devotion given by school staff should be, as single option, the right amount for the full scholar growth, in concert with didactic and educative ways prepared, also with the un-removable contribution by the family together school structure Emphasis about the parental relationship, so that's not to be an authoritative expression or something else but as tutelage and growth of the child. In that sense, teaching as project matures and has a result, it is a communal life. With the pursuit of a successful formative student ### 1.2 . I DIRITTI E I DOVERI DEI DOCENTI Al fine di inquadrare correttamente i compiti del corpo docente nel ### Responsabilità contesto descritto, occorre premettere, innanzitutto, alcune nozioni essenziali sullo stato giuridico e sui diritti e i doveri del docente. Per stato giuridico del docente si intende il complesso di norme che regolano il rapporto di servizio e, soprattutto, le disposizioni relative all'assunzione, alla prestazione e alla cessazione dal servizio. In seguito al processo di privatizzazione del pubblico impiego, che ha assoggettato anche il rapporto di lavoro nel settore statale a regole privatistiche (a partire dal 1993, con il D.lgs. 29 e, in seguito, con il D.lgs. 150/2009), sono mutati numerosi aspetti dello status giuridico del docente, nella sua qualità di dipendente pubblico. Le fonti regolatrici del rapporto di lavoro non sono più le norme di diritto pubblico, ma, in base al nuovo regime privatistico, il rapporto di impiego del docente è disciplinato dal Codice civile, dallo Statuto dei lavoratori (legge 300/1970) ed è poi più specificamente regolato dai contratti individuali e collettivi. Ai sensi dell'art. 395 del D.lgs. 297/1994 (Testo unico sull'istruzione), la funzione docente «è intesa come esplicazione essenziale dell'attività di trasmissione della cultura, di contributo alla elaborazione di essa e di impulso alla partecipazione dei giovani a tale processo e alla formazione umana e critica della loro personalità». I docenti delle scuole di ogni ordine e grado «oltre a svolgere il loro normale orario di insegnamento, espletano le altre attività connesse con la funzione docente, tenuto conto dei rapporti inerenti alla natura dell'attività didattica e della partecipazione al governo della comunità scolastica». In particolare, i docenti curano il proprio aggiornamento culturale e professionale, anche nel quadro delle iniziative promosse dai competenti organi; partecipano alle riunioni degli organi collegiali di cui fanno parte; partecipano alla realizzazione delle iniziative educative della scuola, deliberate dai competenti organi; curano i rapporti con i genitori degli alunni delle rispettive classi; partecipano ai lavori delle commissioni di esame e di concorso di cui siano stati nominati componenti. Il profilo professionale dei docenti è costituito «da competenze disciplinari, informatiche, linguistiche, psicopedagogiche, metodologico-didattiche, organizzativo relazionali, di orientamento e di ricerca, documentazione e valutazione tra loro correlate ed interagenti, che si sviluppano col maturare dell'esperienza didattica, l'attività di studio e di sistematizzazione della pratica didattica. I contenuti della prestazione professionale del personale docente si definiscono nel quadro degli obiettivi generali operseguiti dal sistema nazionale di istruzione e nel rispetto degli indirizzi delineati nel plano dell'offerta formativa della scuola» (art. 27 del Contratto Collettivo Nazionale di Lavoro, comparto Istruzione e ricerca, periodo 2016-2018). ### La responsabilità Tra gli obiettivi: docente svolge a dire le funzioni: - aalla (A) Tra le attività di **Dalle attività di** - del Al Dirigente Con riferimento a civile. In estrema | | | | -------------- | ------------- | | sono dirette | sono il din. | | il trattamento | all'esigenze | | il diritto a | diritto i | | il diritto | riodo di aspetta: | | diritto per: | abilita il din. | - ai (a - re ## Responsabilita dell insengante Tra gli impegni di servizio, oltre alle attività d'insegnamento, il docente svolge attività funzionali alla "prestazione d'insegnamento", ovverosia quella prestazione costituta da ogni impegno inerente alla funzione docente previsto dai diversi ordinamenti scolastici e che comprende tutte le attività, anche a carattere collegiale, di programmazione, progettazione, ricerca, valutazione, documentazione, aggiornamento e formazione, compresa la preparazione dei lavori degli organi collegiali, la partecipazione alle riunioni e l'attuazione delle delibere adottate dai predetti organi». Tra gli adempimenti individuali dovuti rentrano the attività relati- ve: a) alla preparazione delle lezioni e delle esercitazioni: b) alla core-zione degli laborati; c) in rapporti individuale con le famiglie The attività ti caractère collegiate, riguardanti tutti those docenti, sono constitute dalla partecipazione alle riunioni Degli Organi (college dei docenti, consigli di classe, di intersezione : artt. 25,28,30 del Contratto Collettivo Nazionale di Lavoro relativo al personale del Comparto Scuola per it quadriennio normativo 2006-2009), Autres attività possono riguardare eventualy collaborazioni con 11 Dirigente Scolastico. Con riferimento ai diritti I doveri connessi Allo stato giuridico del docentes le fonti normative sono it DPR 2971994; it DPR 416 1974; it DRP 2751999; it DPR 02 20194 nonche it Codice civile, la legge 300 1970 e la contrattazione collettiva. In extreme sintesi, occorre premettere and diritti de docenti possono distinguersi in patrimonial et non patrimonials Quelli patrimonio- niall sono it diritto alla retribuciones durante it rapporto di servizo) e it trattemento in quiescenza. E di previdenza luma volta cessato il rapport di lavoro). diritt non patrìmonia!! sono quelie dirrinunciabi- let alte fere, it diritt usufruire de permesai brevie it a sede, in diritt de permess retribuiti it A di assenzia. | | | ------ | | lection | | per | ### Rossanna Le I L L L. l l l ### Responsabilità dell'Insegnante Mentre **PUNTI IN** L e di L Il ### Luca In L ### IN QUESTO