Sample Letter Request Price Reduction

GI & H G

Letter to the General Inspectorate of history and geography.
Copy the Ministers of National Education and Higher Education and Search

Mr. Dean of the Inspector General, Ladies and Gentlemen the inspectors general of history and geography,

At a time when many teachers are rallying and protesting against the haste with which is conducted the establishment the "mastering" of training and new provisions for the recruitment of teachers to defend training and effective recruitment and a high scientific level, we as teachers and researchers of history and geography express our concern and opposition to certain provisions for testing contests, provisions that we consider to be contrary to the goal of recruiting quality. These points are obviously not exclusive of other very important issues such as defense of the national character of competition and the requirement of a real-time vocational training for new licensees, but the provisions that we challenge our disciplines are more specific , history and geography, and teaching. It is for this reason that we appeal to you:

1 / we want above all else to strongly reaffirm the importance of our disciplines, history and Geography, training of students and their indispensable teaching throughout their schooling, for what they bring is irreplaceable for the training of scientific, cultural and civic-

2 / must be maintained in training and contest parity between history and geography, to history and geography the idea of a major and a minor referred to in the ministerial text is impractical and harmful, both subjects being, hitherto taught at parity

3 / all secondary school curricula (College, high school ... and post-baccalaureate classes!) Can not be the competition program. How can we seriously believe that an e-Candidate will gain control (one level license ...) in the history of antiquity to the present, and geography in all areas! We are asking for a restricted program, history and geography, and even though we may wish that these programs are competitive lightweight (less questions? "Questions revolving?, ...) Compared to the existing and that they are closer in their formulation of curriculum headings. Only such programs may allow a real work of acquiring thorough and thoughtful on the issues identified. In addition, the reflexive dimension provided by the history and epistemology of the two disciplines should be an essential dimension of competition (written and / or oral function in specific modalities that will be selected for testing). These programs aid must not sacrifice certain periods or areas of our disciplines.

4 / We believe that any oral test that is supposed to "educational or instructional (" lesson ") may not, without any real practice class, that eventually become an empty exercise and formal. If such a test was set up that would also mean the de facto exclusion of most academic preparation and oral ... juries! It must be very clear on this point, the Department chose to remove the year of dual vocational training for the es contest winner for budgetary reasons, there can be no question of trying to find a substitute for this training professionally with "internships" master (although not mandatory to pass the contest ...). No stage, as long as there is no substitute for classroom practice liability and reflection with the trainers on the practice. Wanting to believe otherwise is a dangerous illusion and a deception for students. Regarding the oral lessons of failure scathing of the first version of the event called Professional 1992 (courses in classes with "running records" and oral questioning on these cards) are clearly not learned . The contents of / oral tests can not be "simulated" lesson and must continue to exercise choice, problematization, organization of subject content - which also include the contents of the curriculum- and reflection on them.

5 / we may have been much surprised to accept an oral test of knowledge of the education system as a second oral examination for admission and a weight exorbitant because of its coefficient is granted. We also reject the presence in the boards' members of civil society, who are not staff education and training of National Education. This test, as expected, has no place in the competition, it could be more usefully integrated in training, under a pre-requisite for instance.

We hope that those who will perform in the future training and - perhaps? - Recruiting teachers of our disciplines will be heard and that the tests of future competition will be redefined taking into account the views of stakeholders.

Please accept, Mr. Dean, ladies and gentlemen the Inspectors General, the assurances of our friendly greetings,

NB. A copy of this letter is addressed to the Ministers of Education and Higher Education and Research.

If you agree with this text you can send an email with your signature at: lettre.ighg @ club-internet.fr

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Intervention Patrick Garcia in the Fabric of History

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Internships master teaching "(CAPES / PERC)

"Proposals" the Rector of the Academy of Versailles

SO: Job-shadowing PA: Stage practical support SR: Stage liability

• Practicum Observation: Support courses (mainly)

• Stage practical support: making progress in the classroom the teacher tutor who observes the sequence

Internship • Responsibility: full support of the class in the absence of the referent


Comment:

1 / One of the problems posed by this device is the S4. Indeed it is this course - in short - which should be the basis of oral and authorize a didactic questioning. Now what does it tell within 36 hours of teaching practice (high end)? The whole point of the course as did the neo-holders was to allow them, during a year, conduct a class, walk with students and develop on the basis of this practice thinking while in the other level (high school or college, by assignment) was the subject of a short course. Learning to teach is not passing the driving test!

2 / What about the other academies?

PG

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Désossons mammoths and eat it!


A reform package may hide another. And in the middle of the road: school, college, high school, university ... The current campaign of job cuts for teachers, class closures, changes continuing programs and pathways prevent, despite their media, to accurately measure what's playing right now in the eye of the cyclone. The strategy is clear: to strike simultaneously in all directions, in all disciplines, to prohibit consideration of all, any joint mobilization.
On 13 October, after several weeks of selective consultation, the government released its proposed reform of the competitive recruitment of school teachers as well as secondary school teachers. In the process, universities are intimate the order to integrate this reform - in two months! - In their provision of training, although no specific context map has been provided by the department. The recruitment of teachers college and high school level Master (bac + 5), demanded on behalf of a European standardization and hope you can understand, however, is the state of dire consequences at all levels. Thus, the loss of the year paid internship which is returned to the training of Master, for its part the responsibility of universities and of course without development of public support system for students. More importantly, this maneuver resulted in the removal of a sandwich course where beginning teachers learn their craft while beginning to exercise it. Teacher ready to use upon recruitment: nice save on the budget! But again, we see the potential profile for schools to recruit future holders of Master education "even if they have failed in the competition. Such there will be double trouble: an initial training appears to be abortive and structural unsoundness of their status.
The content of the reform of competition now. Take the case of high school. Currently, discipline, CAPES each includes written and oral tests evaluated by a jury composed of teachers, trainers within the University Institutes for Teacher Training and Education inspectors. In the nature of the tests, as in the weight coefficients, knowledge is what matters most. What we expect from a student who is destined to teaching - but has never taught - if not necessarily demonstrate the quality of their initial training, including in terms teaching skills? Finally, all CAPES include a spoken " event on record "very demanding, where the candidate from a case study, must demonstrate its ability to reflect on the history of his discipline and challenges of teaching. But
in future competition, the share of knowledge expected at best only represent 40% of total coefficients, against 75 to 80% currently. Worse, the entrance examinations do not take into account. Most of the evaluation will take the form of a teaching exercise (doing a course) and a maintenance of knowledge of the education system and its institutions. As for the programs in each discipline? Simply those colleges and high schools. For some disciplines, why not, but for others, it can greatly worried. Take the example of History and Geography: The candidate must master in all humility the history of humanity from its origins to the present day world and space ... Again, we must decipher the real impact of the measure: not only we're going to a depletion of the disciplinary culture in the initial training (we will wait for a future teacher it has the general culture of a good high school student ...) but, in cascade, it is the dynamism of academic research - heavily dependent on competition programs in many disciplines - who will suffer. Similarly, the end of the linkage program of CAPES and the Agrégation means concretely that many universities are unable to ensure combine two separate preparations, will devote themselves exclusively to CAPES. Consequence: Students who have neither the opportunity nor the means to live near a university which will include candidates for both competitions will lose access to a path of excellence that leads to teaching in high school or university.
But then, if this reform is so compromising the level of skills of our teachers, why does the university takes action does not like one man against this project? The actions are numerous, although they are not always visible enough, but the ultimate success of corporate strategy, the paralyzing fear more than it releases: each university that does not begin with all forces in the implementation of this reform (known in the jargon of "mastering teacher"), could see the nearby university, more ready to submit his copy to the department, attracting students. We know that in some disciplines, competitions of instruction are led majority of students.
Thus, precipitated in a race with shallots, universities are becoming cannibals ...
The purpose of the current reform? It is clearly stated in the press release from the Ministry of Education and available on its website: "pass the competitive examination for teachers logic revalidation university level to a logic of recruitment according to the needs of employer ". What are the immediate needs of "the employer Education? Train and educate the better benefit the greatest number? Or streamline its operating costs in a purely accounting sense, to the detriment of the educational level of its teachers and their students? That is a matter of "institutional knowledge" that could be submitted shortly to the sagacity of candidates for teaching job ...

Damien Boquet, professor at the University of Aix-Marseille I / Institut Universitaire de France, a former board member of CAPES history and geography

Dubouloz Julien, lecturer University of Aix-Marseille I


Released in Mediapart dated October 29, 2008:
http://www.mediapart.fr/club/edition/lycee-en-chantier/article/291008/desossons- the mammoth-and-eat-it

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Message received November 5, 2008

Colleagues,
I can not put my signature to this text because of its shortcomings critical in my opinion: 1 °

allusion to "reform recruitment of teachers, "strange concept when a huge pan of teacher training and status of Public Service 1946 is annihilated

2 ° feigned naivete on" presence in [the jury] "representatives of civil society" in the jury, "even if the LRU has clarified the meaning given by the ministry responsible for this" presence "control of teacher training provided to employers' organizations, under their ancient claim, particularly compelling since 1968.

3 silence on attachment to a single, national competition. The sentence "The moratorium should at least allow the development of a clear national framework for new Masters prepared by discipline "can not even go that far: that would be the" maximum "? Academics have therefore launched a petition of the "minimum", surprising given the severity of the destruction process of the French university in progress. 4 °

silence on the issue of positions to be filled and their nature (see next point).

5 ° motion of a "moratorium on the implementation of the new provisions" coupled with the refusal to "take this position in the overall scheme of arrangement proposed by the ministry." It seems appropriate to consider as a "partner" well prepared by a ministry decree destroyed the foundations of the university and teacher training, but only on grounds of alleged "Precipitation" in the "About [ition]". One can only wonder at the silence "on the general economy [a] device" liquidating, among others, by decree of 30 October (the successive blows almost daily), the status of the 1984 teacher-researchers, decree which provides an answer to the question of future status positions (see above).

The moratorium would allow us to "participate in an emergency, an exchange of views and debate on the new Masters 'teaching' and how the new competitive examinations for recruitment of teachers." What competition?, CAPES disappeared? After this exchange between us, what shall we do when the department, which meant by regulation veto against any "exchange" will maintain its decree on the CAPES like all those who define "the general economy of" non- not "proposed" but he declared. We ask for more as the wife of Bluebeard time the executioner relying on the services of "Sister Anne"?

No lesson is drawn from the disappointments that have hosted the vain hopes placed by the organization SLR in the goodwill of the department, unfounded confidence that has paralyzed the resistance personnel. Opposed to liquidation of the French education system, I ask simply that a petition against the death of the unique competition and national recruitment of teachers to establish "at least" a clear list of objectives and actions of resistance. The pathetic appeal to "not be silent" unpropos accurate guess.

Thank you for disseminating the explanation of my refusal to sign the signatory colleagues.

Sincerely,

Annie Lacroix-Riz, professor, modern history, University Paris 7

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Teacher training: a" business "liquidation

"The recruitment of teachers are will move from bin to bin plus 3 plus 5 "is to say, one level at a master license. Information is taken up by various media for several weeks. Great progress: two years of study plus two additional years of accumulated knowledge. Who will complain? future teachers are more educated are better able to teach their disciplines.
Okay, but that is false, completely false. We recruit teachers today are more in tray 3? No. Let the calculation: at present, after a license, so at most 3 tray, a student has the option-e to enter a contest of teaching, he or she will contest after months of intensive work to complement and deepen their knowledge in the discipline or disciplines, he or she teaches. In the best case, it is already four years to graduate for a successful competition. In reality, it is only the theoretical part of the competition because after this first year, former students become teacher-trainees are. They are paid and spend a year alternating between the University Institute of Teacher Training (IUFM) and classes in which they teach or they few hours each week. A busy year, too, perhaps, with multiple formations, a refresher scientist (especially for art-school teacher who must be multi-es), analysis of teaching sessions, teaching and contributions educational exchanges on their practices in classrooms, writing a professional report Currently ...
is therefore well at least after five years of advanced training that is entering the profession. Communicating the increased demands of training for teachers are not, therefore, a strictly accountant, but smoke and mirrors.
Another component of corporate communications: improving vocational training. What is planned? From the academic year 2010-2011, the future teacher-es-es will pass, during their second year of the Master, a new recruitment competition with theoretical written test, then the "oral examination for admission" with including a virtual teaching session presented to a jury. Until then, and worse, until the next school term, the future or e-teacher may never have crossed e of students in a occupational status: internships in institutions, who currently plays a key role in training, will be optional.
So after five years of study very theoretical - and very little professionalization - that new teachers are suddenly discover their new profession with a full-time service (eg for secondary education, at least 18 hours per week instead of 6 to 8 hours for a current e-training), with the help of an "experienced teacher" and with opportunities for training, but provided outside school hours and on the basis of volunteering. Of course, they laugh at us again, most importantly, we put the quality of education at risk. Any teacher-e, any trainer or trainer, knows that early in the trade are difficult, as the initial preparation of course is very heavy, that the link between practice and analysis of practices takes time, and that year of vocational training, as is the case now, is already very short.

The trap seems rude, but yet it works. Iron law of effective communication: simplicity of the message. The "plan com" Ministry of Education operates marvel leaking information, make a few announcements as spectacular trial balloons, let them settle the confusion between what is the rumor and the official about chasing "information" in another to feel dizzy and unions media, and especially to go fast. Emerge while a few "truths" simple, full of apparent common sense, and therefore more easily occasions. It is through this that untruths are spread gradually in the minds, thus validating a project that we believe will significantly degrade the training of teachers. It also allows the government to save money substantial - not a detail, it is even a purpose of the project - since, unlike the teacher-trainees are now paid during their training year, most prospective students will master finance their studies.
We do not criticize any a priori commitment to reform and that any system needs to reform permanently. We are well placed to know that the operation of IUFM and training of teacher-es can and should be improved. But it seems that the government project, kindly relayed by some media does in fact to weaken the public education system, that saves resources and that, behind a very effective communication plan, there is no real reform project.

Patrick Blancodini

Gilles Boyer

Pascal Clerc

Catherine Vercueil

Michelle Zancarini-Fournel (teacher-es at the University Lyon 1, IUFM of the Academy of Lyon)

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A. COPPOLANI: OPEN LETTER TO MR YVES Poncelet, PRESIDENT OF THE CAPES OF HISTORY AND GEOGRAPHY

A M . Yves Poncelet
Inspector General of Education
Chairman of the Board of External Caps History-Geography

Mr. President,
Dear Colleague,

Universities are thinking about the future structure of the Masters to prepare students for competitive examinations renovated.

Several colleagues, academic or otherwise, arising already the question of the future composition of juries. In particular, the idea that the entire device would be to disconnect the training of Masters, within the University and IUFM integrated recruitment contest itself raises a legitimate emotion.

a time when it comes to bringing members of "civil society" in recruitment panels, It would be strange if the university are de facto excluded. Similarly, another danger is that juries make oral confined to specialists, academics or not, moreover, of a few disciplines (Sciences of Education, to cite one example) or some body.

Can you give us, at this stage of events, information on future juries? Quid in particular, academics currently board members Caps, HG in particular, and which was expected, in theory, they are committed for four years? Will they stop mechanically to the jury from the 2010 session?

For our part, we allow us to inform you that with many colleagues from the Universities Teachers or Lecturers, we strive to ensure that academics, including those not belonging to components IUFM are closely associated with the preparation of new events of speaking.

The answers you can provide us with beforehand is appreciated. They will help us organize in every sense of the word.

With thanks, please accept, Mr. President, dear colleagues, our cordial greetings.


Coppolani Antoine, Professor, Montpellier III. Corinne
Legras, Mistress lecturer in Geography, Rouen.
Dominique Chevalier, Lecturer in Geography Mistress, Lyon.
Amalvi Christian, Professor, Montpellier III. Celine
Borello TM Modern History, Director of the Department of History, University of Haute Alsace.

Biloghi Dominique, MC Modern History, University of Montpellier III.

Lerou Helena, PRAG at the University of Pau and Pays de l'Adour.

Jean-François Muracciole, Professor, Montpellier III.

Pierre Serna, University Professor, Paris I Sorbonne.

Jerome Bocquet, MCF History University of Orleans - IUFM Loire valley.

Frederic Abecassis, MCF, contemporary history, University of Lyon, Ecole Normale Supérieure LSH.

Patrick Garcia, MCF UCP-hum.

Corinne Bonafoux, MCF, University of Savoie.

Eric Chaudron, PRAG, IUFM / University of Nice.

Paul-Alexis Mellet, MCF, Modern History, University of Cergy-Pontoise / hum.

Helene Menard, MCF, Ancient History, Montpellier III

Edith Fagnoni, MCF of Geography, University of Paris4-Sorbonne - IUFM Academy Michele de Paris
Virol, MCF-HDR, Modern History, University of Paris Sorbonne-Paris IV-IUFM
LeBlevec Daniel, Professor, Medieval History, Montpellier III
Olivier Dumoulin, Professor, Contemporary History, University of Caen Basse Normandy.
Michel Fourcade, MCF, Modern History, University Montpellier III
Christian Daudel, MCF, Geography, University of St. Etienne.

Hamdoun Christine, Professor, Ancient History, Montpellier III

Christian Delacroix, PRAG History, University of Paris-Est Marne-la-Vallee

Véronique Gazeau, P. U. Medieval History, University of Caen Basse-Normandie

Colette Aebi-Zytnicki, Mcf Contemporary History, University of Toulouse Le Mirail

-Philippe Lardin, MCF, Medieval History, University of Rouen

Anthony Perez, MCF Ancient History, University Montpellier III.
Laurence De Cock, IUFM Versailles
Yannick Bosc, MCF, Modern History, University of Rouen IUFM
Pascal Ory, Professor, University Paris I Sorbonne
Bernard Legras, Professor in Greek History, University of Paris 1 Panthéon-Sorbonne
Yves Boquet, Professor of Geography at the University of Burgundy Secretary General of the Association of French geographers
Hugonie Gerard, Professor, University Paris IV-IUFM the Paris Academy

Jean-Luc Chappey, MCF Modern History, University Paris I Sorbonne

Romain Huret, Senior lecturer at the University of Lyon II, Member of the Institut Universitaire de France
Eric Vial Professor, University of Cergy-Pontoise

Gaël Eismann, MCF in Modern History at the University of Caen Basse-Normandie

Serge Brunet, Professor, Modern History, Montpellier III, "Vice-President the 22nd section of the CNU "

Chandezon Christopher, Professor of Ancient History, Christian Grataloup
Montpellier III, Professor of Geography, University Paris-Diderot

Gainot Bernard, MCF HDR Modern History, University Paris1 Panthéon-Sorbonne

Cécile Gendron , PRAG, IUFM Pacific
Gavignaud Genevieve Fontaine, Professor of Modern History, University of Montpellier III
Françoise Brunel, Professor of History at the University of Paris 1, Vice-President of the Scientific Council
Durpaire Francis, MCF History Contemporary, University of Paris I
Colette Verge-Depre Ranély, MCF, Geography, IUFM Martinique

Henry Eckert, MCF, History, IUFM Martinique

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Brief Reply by Laurent Colantonio (MCF, University of Poitiers-IUFM) Anne Lemonde about "lobby IUFM teachers'

Is it wise, to the point where we are, to stir as you made the tensions between universities and IUFM? Like you, I am a signatory of the appeal. I agree with most of your contribution. However, the critical rigor of the historian - as announced in the introduction to your text - no longer seems really operative when you write, without administering any evidence or argument to support serious about you, that "Lobby IUFM teachers" played a role in the implementation of the reform as it is presented to us today. I do not know what others think of IUFM signatories to the "Call Capes HG", but personally it makes me a bit spooky to be treated as such a pressure group whose existence, until 'to the contrary is proved, is more imagined than real. And you do not stop there! You add - always speaking teachers IUFM - that "the terms of the reform give them succeed" (really!) And a little further, that this "collusion" (nothing to it!) with political power is a way for them to "ensure the defense of niches [them] both positive." Around me, in the Poitou-Charentes IUFM particular, these teachers 'Machiavellian' is concerned, worried, some feel helpless and powerless against this looming on the horizon 2009, but none of them consider, to my knowledge this reform as an extravagant victory IUFM on universities!

Yes, we must continue to fight against this bad project to promote both academic research and training quality of future teachers. But if we want to achieve a positive result, even should he stop the bass attack us, who are ultimately the game department, and continue the fight together!

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Letter to Minister of National Education by members of the jury of history and CAPES Geography, July 7, 2008

At Mr. Minister of National Education

Chalons-en-Champagne, on 07/07/2008

Sir,

When the terms are redefined training and recruitment of secondary teachers, the undersigned, university teachers, secondary schools, preparatory classes, belonging to the CAPES jury of history and geography, would recall a series of principles that should, according to them, provide a framework for any reform of the CAPES
First, we denounce the eventual disappearance of the internship year for new teachers. This disappearance would mark a setback clearly: this course allows for a gradual entry into the profession and a true professional. Impose new teachers a weekly heavy, the first year, would be detrimental to students and teachers alike.
We stress, secondly, the need for a national framework and discipline for the new competition. That means a national program, national events and national jury single for eligibility and admission to all events, involving, as is the case now, teachers of universities, secondary schools, preparatory classes and members of the inspectorate. We also affirm the assessment of the disciplinary level must remain the basis of recruitment.
Consequently, tests of new Contest must:

- being a full disciplinary events;
- understanding, in their program of questioning and written and oral, history and geography at parity since both disciplines are taught in colleges and high schools;
- respect the diversity of fields and areas both history and geography, especially the four historical periods taught in secondary education and issues of geography thematic, regional and France;
- integrate reflexive provided by the epistemology, history of the disciplines and analysis of aims and content of the lessons of history, geography and civic education, constituent cultures historically and geographically.

programs of new competition can not be fixed once and for all. They may consist of questions revolving wide enough to encourage reflection of the candidates, with titles moving closer to those of second-degree programs, but also precise enough to assess their capacity to mobilize knowledge useful in a historical or geographical reasons .
We want these programs for a link theme is maintained with more specific questions of the program aggregations.
Similarly, and in order to promote the success of all candidates, we ask that these programs are published at the time of their enrollment in M1.

Please accept, Excellency, the assurances of our friendly greetings.

Signatories:
ABECASSIS Frederick ALAZARD Joelle, APRILE Thierry ARLAUD Daniel BADEL Christophe Barrot Penard-Mireille BLAIN Jean-Jacques, Patrick BLANCODINI, BLUA Veronique Jerome Bocquet, Borello Celine BOULAY Sebastian Bourassin Pascal, Catherine ARM , Brenneur Pascal, Dominique Briand, BRIOIST Pascal Nicolas CARRIER, castanets Véronique CHEVALIER Dominique, Jean-François CONDETTE, COPPOLANI Anthony COQUARD Olivier, Jean-Christophe COUVENHES OF Suremain Marie Albano, Christian DELACROIX, DELEPLACE Marc, Olivier Delmas, Dominique DESVIGNES, DIDIER-FEVRE Catherine , Jimeta Baboun-Armand, Françoise DOMINGUEZ, Stephane Dubois, Dufief Nicolas, Frédéric DUMONT, Olivier Dumoulin, Jérôme DUNLOP, Henry ECKERT, Ernult Boris, Jean-Christophe Fichou, Marie-Françoise Fleury, FREDJ Claire Gaffiot Emmanuel Gautier Alban GOMIS Stephane GOUSSOT Michel GUEDON Stephanie GUENIN Catherine WAR Stephane Guichard Lawrence INGLEBERT years, Johan Emanuel, JOYEUX Alain, KIRBIHLER François, LALOU Elisabeth, LASLAZ Lionel, LEGRAS Corinne, LEVEQUE Guillaume, LIMOUSIN Eric, LOISON Gérard, MANGIN Jean-Jacques, MARIN Richard, MAZERON Claire, MONGALLON Lila, PEVERI Patrice, PODVIN Jean-Louis, PONT Anne-Valérie, PROVOST Audrey, PROVOST Samuel, RÉGERAT Philippe, REGHEZZA Magali, RENARD-GRANDMONTAGNE Colette, RETAILLAUD-BAJAC Emmanuelle, ROBERT Bernadette, SAINT-GEOURS Jocelyne, SAUR François, SCHILL Pierre, SERNA Pierre, STEIN Christian, STROUCK Hubert, TERRIER Didier, THOUZET Anne, TOUS Josette, TRAN Nicolas, TRARIEUX Claude, VERCLYTTE Thomas, VERDO Geneviève, WAESELYNCK Roland.