In Cogolin, the new inspector of the academic district defends “the well-being of children”

After more than twenty years spent as a school teacher in the Bouches-du-Rhône and then as an educational adviser in the Alpes-de-Haute-Provence, Nadège Lucas took up her first post as a national education inspector on last year, in Savoy. Since this start of the school year, she has been at the head of the academic district of Cogolin and wishes to breathe new life into primary schools in her sector.

Meet.

Can you recall the role of National Education inspectors?

First, there is the support of the educational community. Pupils and teachers but also parents, specialized territorial agents of nursery schools (Atsem) and those accompanying disabled pupils (AESH). All the people involved in the child’s journey. We also have a role as trainers of educational teams. In particular to promote the well-being of children at school. This is the basis for being able to learn.

How do you plan to achieve this?

You must first take the time to listen and observe. That’s what I’m currently doing. Even if it is also necessary to quickly take action of course. So it will go through a direct link with the school principals.

You have already met them. What are your impressions?

What struck me was the commitment of the teaching teams. I feel that they are mobilized and very open to sharing experiences. Between them, as with the hierarchy and myself. So much the better, I want to be the one that the teachers will say listens to and who can be told about the difficulties.

Are teachers missing?

None. But a post of educational adviser is to be filled.

Was there a strong need for contract workers?

There are contract workers in the constituency. But only experienced people. I want to point out that in the past there were teachers put in front of a class before taking the exam. Today there are work-study students teaching.

In short, there is only one way to be a teacher. And, in all cases, novices are accompanied.

What results for the openings and closings of classes this return to school?

There was an opening at Plan-de-la-Tour, in kindergarten. And no closure.

Are there still tensions regarding the number of AESH?

Support for students with disabilities (AESH) is not the solution to all problems. We must first ask ourselves the question of what the needs of the child are. I think there is work to be done on the synergy between AESH, Atsem and teachers. Different professions whose interconnection is reflected.

Have any new features been introduced this year?

Yes, there is, at the national level, the academic school for continuing education, which should facilitate access to continuing education, especially for teachers.

What direction do you want to give to teachers?

Dare! Children are always told that they have the right to be wrong. It’s the same for teachers: we have the right to try to innovate in terms of pedagogy, even if it doesn’t work.

For instance?

In particular, there is a need for audacity in the teaching of foreign languages. I invite teachers to try to develop the oral rather than sticking to the “by heart” list of words or grammar exercises.

What will be your credo?

I would like to give parents clarity on our work. That between the announcements made by the Minister on television and the time when they bring their children to school, they can perceive the work done.

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