1. 1 TRAINING COURSE “DEBATES ON HOW TO BE REPRESENTATIVES AT SCHOOL”

2. 2 TEACHERS AND PARENTSA OF THE PROVINCE OF TREVISO TALK ABOUT THE ROLE OF BEING REPRESENTATIVES TEACHERS AND PARENTSA OF THE PROVINCE OF TREVISO TALK ABOUT THE ROLE OF BEING REPRESENTATIVES

3. 3 This training course started from a proposal of the Parents Council of Treviso LEA

4. 4 The project was planned by Mr F. Santamaria, Professor in the Faculty of Education Department, at the University of Trieste, expert in Lifelong Learning. The project was planned by Mr F. Santamaria, Professor in the Faculty of Education Department, at the University of Trieste, expert in Lifelong Learning. He involved over 150 teachers and parents into four courses which took place once a week in the evenings (19.30 – 22.30) from January to March 2008, in Treviso in the premises of the two schools “Palladio” and“Giorgi” and afterwards in Montebelluna, at “Einaudi”school and in Pieve di Soligo at “Casagrande”school. He involved over 150 teachers and parents into four courses which took place once a week in the evenings (19.30 – 22.30) from January to March 2008, in Treviso in the premises of the two schools “Palladio” and“Giorgi” and afterwards in Montebelluna, at “Einaudi”school and in Pieve di Soligo at “Casagrande”school.

5. 5 Course Objectives to acquire the representation concept to acquire the representation concept to define procedures of the interpretation to define procedures of the interpretation of this role at school of this role at school to be aware on how to manage the representation role to be aware on how to manage the representation role

6. 6 INTRODUCTION Relationships among parents and teachers are often known to be critical for a number of reasons. Relationships among parents and teachers are often known to be critical for a number of reasons. The basic idea of this course started by the firm belief that parents who are representatives in a Class Council can carry out a very important role in the school life, fostering the making up of positive relationship among parents first of all, and then among parents and teachers. The basic idea of this course started by the firm belief that parents who are representatives in a Class Council can carry out a very important role in the school life, fostering the making up of positive relationship among parents first of all, and then among parents and teachers. Working in a collaborative logic of a shared responsibility is outstanding in order to create a positive work atmosphere for pupils, for their wellbeing and consequently for their relationship with school as a learning place. Working in a collaborative logic of a shared responsibility is outstanding in order to create a positive work atmosphere for pupils, for their wellbeing and consequently for their relationship with school as a learning place.

7. 7 METHODOLOGY The complexity of this topic and the lack of writings about possible solutions induced the speaker, Mr Santamaria, to prefer ways of working focused on a research led together with parents and teachers. The complexity of this topic and the lack of writings about possible solutions induced the speaker, Mr Santamaria, to prefer ways of working focused on a research led together with parents and teachers. So the representation function was joint-built up by the protagonists and not just explained by an expert. So the representation function was joint-built up by the protagonists and not just explained by an expert.

8. 8 Teachers and Parents Together (in small groups supported by a tutor) questioned themselves questioned themselves worked out points of views and experiences worked out points of views and experiences found out solutions both on the conceptual and operative plan found out solutions both on the conceptual and operative plan put into action a patient survey of the crux of matter and ways of working put into action a patient survey of the crux of matter and ways of working

9. 9 COURSE FOLLOW UP COURSE FOLLOW UP From the group works it came out that “ being representative” is a forever learning, “ being representative” is a forever learning, it means playing a role you learn by doing that. that.

10. 10 Throughout the course representative’s tasks were defined. He/she gathers information about regulations, projects, functions and roles which make up a school running and is motivated to pursue the welfare of the school, not his/her own advantages He/she gathers information about regulations, projects, functions and roles which make up a school running and is motivated to pursue the welfare of the school, not his/her own advantages He/she promotes collaboration with the representatives of students He/she promotes collaboration with the representatives of students He/she promotes positive relationships with other parents, by setting up Parents Boards He/she promotes positive relationships with other parents, by setting up Parents Boards He/she promotes sports events, intercultural parties, by getting in touch with all the parents He/she promotes sports events, intercultural parties, by getting in touch with all the parents

11. 11 He/she promotes positive relationships with all the teachers in order to foster communication between School and family ( often ineffective) by helping families to take their own education responsability He/she promotes positive relationships with all the teachers in order to foster communication between School and family ( often ineffective) by helping families to take their own education responsability He/she cooperates with all the other representatives of the school and with the ones of other schools by creating a network. He/she cooperates with all the other representatives of the school and with the ones of other schools by creating a network. He/she creates connections with the local territory, bodies and companies. He/she creates connections with the local territory, bodies and companies. He/she doesn’t have to interfere with teachers’ teaching methodology and in addition he/she has to set up a respectful a collaborative work atmosphere, where it is feasible a constructive exchange of opinions He/she doesn’t have to interfere with teachers’ teaching methodology and in addition he/she has to set up a respectful a collaborative work atmosphere, where it is feasible a constructive exchange of opinions

12. 12 MEANS TO CARRY OUT THE SUGGESTIONS OF THE COURSE Availability of a “parents’space” inside the school well equipped in order to produce and file useful materials Availability of a “parents’space” inside the school well equipped in order to produce and file useful materials Insertion of a space for communication to parents in the website of the school Insertion of a space for communication to parents in the website of the school A financial and specific aid A financial and specific aid

13. 13 CONCLUSION AT THE END OF THE COURSE AT THE END OF THE COURSE IT WAS SUGESTED THE NECESSITY TO SPREAD ALL THE PROPOSALS TO ALL THE COMPONENTS OF SCHOOLS IT WAS SUGESTED THE NECESSITY TO SPREAD ALL THE PROPOSALS TO ALL THE COMPONENTS OF SCHOOLS

14. 14 TO OTHER REPRESENTATIVES, TO PRINCIPALS, COLLEGES OF TEACHERS, COUNCILS OF INSTITUTES AND TO STUDENTS, IN ORDER TO GO ON PLANNING SUCH TRAINING COURSES. TO OTHER REPRESENTATIVES, TO PRINCIPALS, COLLEGES OF TEACHERS, COUNCILS OF INSTITUTES AND TO STUDENTS, IN ORDER TO GO ON PLANNING SUCH TRAINING COURSES.