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appointment

include the appointment for tomorrow evening:

the schedule is confirmed: at 17.00
but the place has changed: no more
to Bruno, but
Sociology (first floor, right)

summary:

at 17.00

in Sociology

you soon!

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do?

do?

How are the States General? and above all ... What future can be imagined?

How to read the current situation of thirty school? and above all ... What can we do to continue the commitment to build a better school?

February is upon us. The innovative initiative, which established the rules for the current school year, is likely to diventare il nostro futuro.

che facciamo? stiamo ad aspettare il prevedibile responso?

ci riuniremo per parlarne

Martedì 21 dicembre,

(ore 17.00 al Centro Sociale Bruno)

 siete tutti invitati.

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perspective

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school

Rassegna stampa sulla manifestazione di mercoledì a Trento

L'Adige
http://www2.unitn.it/minirass/immagini/181110N/2010111832253.pdf
http://www2.unitn.it/minirass/immagini/181110N/2010111832246.pdf

Trentino
http://www2.unitn.it/minirass/immagini/181110N/2010111832247.pdf
http://www2.unitn.it/minirass/immagini/181110N/2010111832251.pdf

the Corriere del Trentino
http://www2.unitn.it/minirass/immagini/181110N/2010111832256.pdf

TCA
http://www.tvtca.com/video_on_demand.php?id_menu=2 & id_video = 10316

Global Project
Trento - 1000 students in the square in the International Day for the right to study! have the courage to take a bath of humility and admit that we still have much to learn. This is one of those moments: to let us know so bright were the teachers of kindergartens, capable, in recent days, take to the streets with firmness and determination to shout their anger against cuts in jobs determined by a provincial government increasingly short-sighted and stupid.

The unit shown by the teachers put the Town in an uproar, the commissioner has dug out of hibernation Dalmaso which already was being prepared, has forced the unions to make the big voice, he easily attracted the consensus of Public ... in fact opened the space for negotiations.

us? What we do high school teachers? invested, against our will, from that 'innovative initiative "against which, on several occasions, we tried to resist: Letters in newspapers, assemblies, meetings, appeals, collection of signatures ... but what we got in a year of mobilization? What idea of \u200b\u200bour class we have legitimized in the eyes of families and students?

The 'innovative initiative "run at full speed: this is the only, incontestable, bitter truth. An outcome that, perhaps, was not so obvious, even if we had shown only a tenth of compactness and unity displayed by the teachers. What we have shown, however, is our inability to be united in the demand for their most basic rights, our chronic tendency to divide the cry of "every man for himself", our laziness, our disinformation, our tendency to ' self ... our willingness to trample on us, ignoring, excluding, in exchange for convenient and shameful compromises individual ...

A striking example of our weakness is the initiative of "boycott" of the trip: a good idea on paper, but we can not explain its true meaning and distribute extensively even among his colleagues and that, on balance, he ended up back to haunt us. "Even a little work, now no longer even on a trip, paid and repaid, they want to go!": This, finally, is the idea that most of the people has become of us and we have devised a form of protest. And the fault, sorry to admit, it is only ours once again, we proved unable to march together in the same direction, to fight for the same cause, falling into the trap of that ancient, but always present, " Divide et impera. "

Once again, we found inconclusive, imprecise, always ready to delegate. Invisible.

However, perhaps all is not (yet) lost. From here in February to play the future of our school, our jobs, our dignity. The weather there. And we are not alone: \u200b\u200bstudents, university and research world, the movements ... all reality that today, 17 November 2010, agreed to march together to try to change if not the world, at least how to stay there. To try to say NO to the commodification of culture, and insecurity of those who should be put in the best conditions so that it can spread.

Where do we stand? We want to be the game? Allora, per una volta, non sprechiamo quest'ultima occasione: uniamo le nostre forze, facciamo sentire che esistiamo... impariamo dalle maestre!

Scott Barnes Foundation Brush

The lesson of the common good teachers

Physicians Formulablush

dear councilor

With Resolution No. 533 of 16 March 2010, the Provincial Government has produced an "innovative initiative" that

determining the average annual hours

• divided the annual number of hours of lessons in hourly periods of fifty minutes, in order to increase the possibility of distributing the disciplines
down the teaching of English and German in the first year of all paths of the second cycle of education

a common structure in the first two years
• down times for the three frameworks that provide two to four lessons a week made available to the schools for its characterization
• All this has been imposed by the Provincial Government,

without any discussion in the Provincial Council,

not at any time without consulting the teachers

• systematically ignoring dissenting voices have been raised that a number of schools and thirty companies, questioning the form and content of the Innovation.

To this protest,

a school because we want better quality, freer, more democratic, more autonomous. Given that Resolution No. 533 of 16 March 2010 set up the paths of the second cycle education only for the 2010-2011 school year, pending a review of the trial produced and the drafting of a regulation fixing the coordinates of the thirty Reform:

ASK

that policy to allow real testing of diverse educational models, restoring those same starting conditions and equipment similar to those resources which alone can allow an accurate assessment risultati.Solo a queste condizioni sarà possibile parlare di “sperimentazione”

• Che vengano coerentemente promosse, come risorse imprescindibili, l’autonomia delle scuole e la sovranità dei Collegi docenti 
• Che risulti centrale, nella politica provinciale, la scommessa sulla formazione, in controtendenza rispetto ad una politica di tagliChe si preveda una razionalizzazione delle risorse non creando meccanismi rigidi, ma puntando sulla valorizzazione della qualità e sul riconoscimento della quantità del lavoro garantito dagli insegnanti.  



to defend the quality of school thirty and dignity of our work as teachers we have chosen to commit not to offer advice in this year's class educational trips with overnight stay, but only guided tours and however, initiatives that do not exceed the ceilings times that we are recognized

Why

• in a situation of cuts which reduce the essential services (eg support for BES) is duty to save what is not essential but would be excellent educational opportunity; Why do teachers "save" already, in spite of themselves, with the lack of salary increases, the blocking of seniority, reduced availability of financial resources to about 600 € in head: we need to give?
• Why
• on assisting in their educational trips we can identify the greatest contradiction of an administration that be requested by a party becomes aware until the last minute, the other "rounds" roughly to his advantage .  Nell’art. 2 dell’Accordo tra PAT e Organizzazioni Sindacali si dispone in merito alle modalità di recupero del tempo lavoro; viene precisato che esso dovrà essere realizzato per almeno 70 ore nell’anno scolastico. Si elencano varie possibilità, e tra le altre “l’attività, prestata oltre l’orario di sevizio del docente, di accompagnamento e vigilanza degli studenti in occasione delle iniziative extra e parascolastiche”.  Per i viaggi di istruzione vengono conteggiate only 4 hours a day of recovery, as compared to 24 hours of service: administration on the one hand counts with fussiness accountancy work of teachers weighing it until the second minute when it comes to hours, from 'the other flat rate only counts when it comes to educational trips. We believe it is a severe penalty for teachers, now recognized as a breach indebted to the Administration (with the blackmail that this entails) and then little known in their important (and overexposed) professional fulfillment.
• Why although this choice may seem detrimental to our students and families to be something unpleasant, we plan to meet the solidarity of parents and students, sensitive and interested in the future of the school thirty.
Why
• this is definitely not the main issue among those linked to the 'innovative initiative, "but we see ourselves in spite of us have to hit where we know we can provoke a reaction the public, while fully respecting our professional duties.

I docenti amano il loro lavoro e non sono soliti sottrarsi alle attese dell’utenza: tuttavia la nuova situazione normativa ha reso le cose talmente penalizzanti per gli insegnanti e così palesemente contrarie ad ogni elementare sentimento di giustizia che non possiamo più tacere e tollerare.




Il viaggio non è un diritto né un obbligo per nessuno, ma un’opportunità didattica proposta al consiglio di classe and managed at every stage by the teachers.
If there is a change of direction by the administration, we will be happy to return to previous practices, eager to further improve the quality of our

.

attachments: the document signed by the teachers

the full document that explains the reasons for protest

the insurance policy

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protest trips

know what it's worth your job?

Salary: items still continuing (on further steps by the teacher, if it's role or alternate)

check column B former 40 hours, now mandatory, paid

€ 194.14 per month (one is not taken into account for the Thirteenth). € 194.14 x 12 = € 2329.68

in a year, equal to

€ 58.25 per hour Educational trips with overnight stay :

paid € 61.97 per day amounted to € 2.59 per hour more lives expenses (lunch, dinner, entrance fees to museums ...) Educational trips without overnight :

paid € 41.32 per day more living expenses (lunch, dinner, entrance fees to museums ...) On Fund Institute

are scheduled for:

functional activities

:

• € 17.50 per hour (updated entries ... College teachers agreed, but activities with the students) Teaching Activities
  :
• € 35.00 per hour (recovery activities with the students ..) Recovery deficiencies
  :
• € 50 time for the latter

were not given FUNDS

! Principals may seek additional funds only if they demonstrate that all teachers have exhausted their 70 ore.

Fondo qualità

pari al 15% del Fondo di Istituto destinato, a discrezione del Dirigente, per progetti che riguardano lingue straniere, disagio, informatica.

nb: 

Tutti gli importi sono L O R D I !!!!

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per fare il punto della situazione e per valutare le possibili prossime mosse.

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dignity is a shared

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the Adige, September 30, 2010

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TCA

http://www. rai.tv/dl/RaiTV/programmi/media/ContentItem-0aebba7e-5839-4898-a432-aed7f52b873a.html

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tgr3

The plan of reorganization of thirty secondary school, the so-called Reform Dalmaso, implemented in the 'initiative innovative "established by Council Resolution No. 533 of 16 March 2010, down 50 minutes in units per hour for the teaching staff of schools and institutions of elementary and secondary education the PAT

This definition determines the time required for teachers, to recover a certain number of hours per year, without providing any wage. Today there is only a hypothesis of an agreement on the modalities and criteria that should regulate this recovery.

In view of the signing of a definitive agreement between PAT and trade unions on how to use hours of recovery, the General Assembly of the School Trentina consider urgent consultation with the workers of school for this, invite the Trade Unions their representative to promote a referendum, in which teachers can finally express their views and make their voices heard not only on the assumption of agreement, but innovative initiative as a whole.

Further details will be provided during the press conference

the General Assembly to convene tomorrow, Wednesday, Sept. 29, at 15:00, in Room No. 2 of the Commissions of the Regional Council Building, in Piazza Dante, Trento.

The States-General of the School Trentina

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the word to the workers!

These days, our schools are discussing ways to distribute the forms and hours to be recovered under the ten-minute difference between the contractual hours (18 to 60 minutes) and units per hour "tax" initiative Dalmaso innovative license plate (18 units of 50 minutes).
the avoidance of doubt, since in many cases are proposed by the leaders 'interpretations' that end up increasing the total amount of hours to recover , we recall that, according to the hypothesis of an agreement signed by CGIL, CISL and Gilda:

1. The hours are 70 to be recovered. 3. Of these 70, four hours in addition to 20 upgrade (ex Article .. 26)

4. 6 hours are reserved for programming
5. the remaining 60 hours must be carried out in activities with students
6. these last 60 "hours" are actually intended as "units per hour to 50 minutes"
Especially do not forget that the one signed by the unions (but not all) is just a case of agreement, not an agreement, much less a contract !!

Kristal Summers Foolando Con Tres

the


Trentino, September 10, 2010

Dear Editor, at the beginning of the school year I would like to tell a story. Vera. There is a professor at Trent, precarious, that has little more than three decades. It has two degrees and a specialization. It 'also entitled to nine years in the profession and has been found to teach many people: the desperate children of Trento good recovery centers school years, high school up to high mountains. While respecting the continuity of teaching and not to penalize "his" class, a few years ago gave up a professorship that would allow him to make a leap in the ranking. Why do you think the respect is worth more than the students of the economic staff. In these years he never received a warning in the face of many compliments. But now he has no chance of working.

That professor, if he met the governor and Alderman Dellai Dalmas, ask them what brought them presumed to pass off as "educational reform" some misera norma che alla fine ha soltanto tagliato ore e cattedre e che non ha minimamente scalfito l’impianto vecchio e vetusto della scuola. Chiederebbe loro, inoltre, se si sentono orgogliosi di essere complici di una scuola che assomiglia sempre più ad centro di rieducazione, dove ci si stringe quasi in trenta in una classe e dove è difficile lavorare sulla qualità, perché per farlo bisognerebbe spendere e non tagliare sul personale.

Quel professore, se incontrasse i rappresentanti sindacali, chiederebbe loro perché abbiano abbandonato i precari al loro destino e perché non si siano mai impegnati per costruire un sistema che privilegi il merito, invece della piatta anzianità.

Quel professore, se incontrasse the role of their colleagues, ask them what to take them as greedy jackals, to accept loads of times higher than normal, the disadvantage of unstable employment, and then cry crocodile tears and shake the hands of circumstance.

That professor, if he met some fellow insecure, ask them why they lend themselves to pay for courses farce of (alleged) update, just to get some more points in the ranking order and who to hell, ethically, does not agree to buy titles.

That professor, if he met the parents of the students, ask them why not do a conscientious objector, refusing to send their children to a school that brings a living, that does not invest in quality (human), but is sadly left to its fate.

That professor, if he met the so-called man on the street, asking him to account for its indifference where teachers are all "fancazzisti" and invites him to think that the damage of a precarious school system at the end he pays them, through his children.

That professor, if he met some young people just graduated and eager to go to university, ask them whether it is worth studying in a country that does not deserve educated people, but only useful idiots.

That professor, if he met his old students, they would not ask any questions. In fact, invites a farne, e tante. Finché qualcuno non risponderà.

Quel professore, come tanti altri, rischia di non poter più svolgere il lavoro per cui si è preparato e nel quale riesce bene, perché, da noi, i meriti non contano e i soldi si investono soltanto nei mattoni degli amici o dei grandi elettori.

Quel professore (che sono io) ha ancora una domanda da rivolgere a tutti: è giusto?

Mattia Maistri

Installing Ceramic On Aluminum

good thing too I, Professor in the School precarious sad

Conferenza stampa di inizio anno, stamattina in Piazza Dante: l'Assessore Dalmaso snocciola una raffica di dati che illustrano una scuola organizzata, ricca, rinnovata e scintillante. Certo, ammette Dalmaso, i cambiamenti always involve some critical moment, but we believe it and look forward with confidence and enthusiasm. This juice. Seasoned with generous references to excellence, inclusion, the promotion of merit of students and faculty, technological resources, the primacy of Trentino, the clarity of the reformed system, the attention to our children the skills of citizenship, the pact training with their families. And then acting like rain, skills, training, research, etcetera, etcetera, etcetera.

3.5% average growth in the provincial budget for education in the last 5 years
€ 724 million (17% of the total provincial budget) for the school

60% of classrooms equipped with multimedia whiteboards

70,000 students in 12 classes more than last year

9 new managers (who want to re-call Dellai safeguards to the law!)

96.32% of the workforce law consists of permanent

250 jobs saved from the original 90% Gelmini

rankings

exhausted ....

But when the General Assembly recalled that does not add up and that, for example, 5811 7591 Total professors do not make up 96% but 73% ... the President has now blocked the Councillor and did meet the diligent dr. Renna, who explained that these are parameters that must be national and calculate the chairs, not the clips. So we insisted, "are jobs, that workers: people!" But the President was now annoyed: "Are there other questions?"

Sure! A reform challenged by the vast majority of schools, a large slice of civil society, rejected by a significant part of the social partners, a reform made shots at night and I concluded deliberations of the Board, who has never involved the Provincial Council , a reform on which to hang a series of appeals to the TAR, the State Council, the President of the Republic and the European Court of Justice ... such a reform is not a clear sign of political weakness? In fact, a resounding defeat policy. Dellai called this "specious and mounted protests in art." According to him, the council has used the appropriate tools and did a great job and again quality, merit, excellence, education, skills and attention to our kids and quality resources and quality and training etcetera, etcetera, etcetera ...

nz and ag

for those who want to enjoy the video and interventions Dellai Dalmaso:

click here