This page was last modified on 11 June 2012, at 16:39.

France:Management Staff for Early Childhood and School Education

From Eurydice

Jump to: navigation, search

Overview France

Contents

France:Political, Social and Economic Background and Trends

France:Historical Development

France:Main Executive and Legislative Bodies

France:Population: Demographic Situation, Languages and Religions

France:Political and Economic Situation

France:Organisation and Governance

France:Fundamental Principles and National Policies

France:Lifelong Learning Strategy

France:Organisation of the Education System and of its Structure

France:Organisation of Private Education

France:National Qualifications Framework

France:Administration and Governance at Central and/or Regional Level

France:Administration and Governance at Local and/or Institutional Level

France:Statistics on Organisation and Governance

France:Funding in Education

France:Early Childhood and School Education Funding

France:Higher Education Funding

France:Adult Education and Training Funding

France:Early Childhood Education and Care

France:Organisation of Programmes for Children under 2-3 years

France:Teaching and Learning in Programmes for Children under 2-3 years

France:Assessment in Programmes for Children under 2-3 years

France:Organisation of Programmes for Children over 2-3 years

France:Teaching and Learning in Programmes for Children over 2-3 years

France:Assessment in Programmes for Children over 2-3 years

France:Organisational Variations and Alternative Structures in Early Childhood Education and Care

France:Primary Education

France:Organisation of Primary Education

France:Teaching and Learning in Primary Education

France:Assessment in Primary Education

France:Organisational Variations and Alternative Structures in Primary Education

France:Secondary and Post-Secondary Non-Tertiary Education

France:Organisation of General Lower Secondary Education

France:Teaching and Learning in General Lower Secondary Education

France:Assessment in General Lower Secondary Education

France:Organisation of General Upper Secondary Education

France:Teaching and Learning in General Upper Secondary Education

France:Assessment in General Upper Secondary Education

France:Organisation of Vocational Upper Secondary Education

France:Teaching and Learning in Vocational Upper Secondary Education

France:Assessment in Vocational Upper Secondary Education

France:Organisation of Post-Secondary Non-Tertiary Education

France:Teaching and Learning in Post-Secondary Non-Tertiary Education

France:Assessment in Post-Secondary Non-Tertiary Education

France:Higher Education

France:Types of Higher Education Institutions

France:First Cycle Programmes

France:Bachelor

France:Short-Cycle Higher Education

France:Second Cycle Programmes

France:Programmes outside the Bachelor and Master Structure

France:Third Cycle (PhD) Programmes

France:Adult Education and Training

France:Distribution of Responsibilities

France:Developments and Current Policy Priorities

France:Main Providers

France:Main Types of Provision

France:Validation of Non-formal and Informal Learning

France:Teachers and Education Staff

France:Initial Education for Teachers Working in Early Childhood and School Education

France:Conditions of Service for Teachers Working in Early Childhood and School Education

France:Continuing Professional Development for Teachers Working in Early Childhood and School Education

France:Initial Education for Academic Staff in Higher Education

France:Conditions of Service for Academic Staff Working in Higher Education

France:Continuing Professional Development for Academic Staff Working in Higher Education

France:Initial Education for Teachers and Trainers Working in Adult Education and Training

France:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

France:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

France:Management and Other Education Staff

France:Management Staff for Early Childhood and School Education

France:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

France:Education Staff Responsible for Guidance in Early Childhood and School Education

France:Other Education Staff or Staff Working with Schools

France:Management Staff for Higher Education

France:Other Education Staff or Staff Working in Higher Education

France:Management Staff Working in Adult Education and Training

France:Other Education Staff or Staff Working in Adult Education and Training

France:Quality Assurance

France:Quality Assurance in Early Childhood and School Education

France:Quality Assurance in Higher Education

France:Quality Assurance in Adult Education and Training

France:Educational Support and Guidance

France:Special Education Needs Provision within Mainstream Education

France:Separate Special Education Needs Provision in Early Childhood and School Education

France:Support Measures for Learners in Early Childhood and School Education

France:Guidance and Counselling in Early Childhood and School Education

France:Support Measures for Learners in Higher Education

France:Guidance and Counselling in Higher Education

France:Support Measures for Learners in Adult Education and Training

France:Guidance and Counselling in a Lifelong Learning Approach

France:Mobility and Internationalisation

France:Mobility in Early Childhood and School Education

France:Mobility in Higher Education

France:Mobility in Adult Education and Training

France:Other Dimensions of Internationalisation in Early Childhood and School Education

France:Other Dimensions of Internationalisation in Higher Education

France:Other Dimensions of Internationalisation in Adult Education and Training

France:Bilateral Agreements and Worldwide Cooperation

France:Ongoing Reforms and Policy Developments

France:National Reforms in Early Childhood Education and Care

France:National Reforms in School Education

France:National Reforms in Vocational Education and Training and Adult Learning

France:National Reforms in Higher Education

France:National Reforms related to Transversal Skills and Employability

France:European Perspective

France:Legislation

France:Glossary

Requirements for Appointment

Pre-Primary and Primary Education (ISCED 0 and ISCED 1)

There is one general condition for becoming a school director: two years experience as an instituteur or professeur des écoles in a pre-elementary or elementary school. Registration requests are made at the inspection académique, under the authority of the district’s IEN (national education inspector), who renders a decision on the application. The applications are submitted to a département interview committee (or several committees depending on the départements), composed of the inspecteur d'académie or his representative, a national education inspector and a school director.

The committee gives its opinion after reviewing the applications and interviewing the candidates. Article 7 of Decree no.89 122 of 24 February 1989 states that candidates who have already registered are excused from the interview portion of the process for three years after the first registration. Candidates to become school directors for a one-year period and candidates registered on the aptitude list in another département are also excused from doing the interview.

The aptitude list is established by département on a yearly basis. It concerns both pre-elementary and elementary school. Candidates already registered but not appointed must renew their application each year. Professeurs des écoles (or instituteurs) who are registered on the département’s aptitude list and authorised to transfer to another département may request to be registered on the new département’s aptitude list (depending on when the results are transmitted).

The following people can be appointed as school directors:

  • Current school directors;
  • Teachers registered on the aptitude list;
  • Directors working in another département, once they have transferred;
  • Teachers who have worked at least 3 years in a management position during their career.

Article 5 of Decree no.89 122 of 24 February 1989 established a specific training programme for management personnel in schools. This mandatory training programme is organised at département level and is given during the school year. Part is given prior to the nomination (3 weeks, and part over the course of the first year as a member of the management staff (2 weeks).

The programme touches on:

  • Knowledge of primary school programmes and official texts dealing with the programmes;
  • Knowledge of the administration of a school system, how the school operates, and the structures around it;
  • School relations and information, relations with the school’s partners, and leading the teaching team’s work;
  • Administration of communes and their impact on schools
  • The training placement in the municipal administration can be carried out over several consecutive or non consecutive days.


Secondary Education (ISCED 2 and ISCED 3)

In collèges or lycées, management staff (proviseur, principal, deputy, administrator-accountant) are recruited from teachers, educational, guidance, inspection or administrative personnel, by competitive examination or from a list of suitable candidates:

  • The "supervising" manager assists the head of the institution in material and financial management issues (maintenance of the premises, catering, food and accommodation organisation etc.). They are in charge of all administrative staff, workers and service personnel. They can perform the function of accountant;
  • The accountant is responsible for the overall accounts of the institution. They are in charge of collecting receipts and payment of expenses.

The head of a second-level teaching institution has many responsibilities. With the help of an assistant director, the head of the establishment:

  • Represents the State, under the authority of the recteur and the IA-DSDEN (inspecteur d'académie – director of national education services at the département level), and maintains a consistent académie policy, which is the expression of national policy, as well as the educational actions set forth in the establishment’s mission statement;
  • Is responsible for the establishment’s pedagogical and educational policy. To this end, the school director is in charge of developing the establishment’s mission statement, chairs the various school councils, organises teaching programmes (creation of classes and schedules, distribution of resources and services, monitoring of pupil support programmes), regulates pupil evaluation methods (working with the inspection bodies, organising exams), and establishes educational and guidance policies encouraging the success and expression of all pupils, ensuring successful post-secondary integration and organising medical and social services.
  • Is responsible for HR management: defines the organisational system for all personnel, manages personnel planning, monitors and assists new personnel, helps develop the personnel training plan, recognises initiatives and success, and maintains an open channel of communication with school personnel representatives.
  • Runs the establishment: defines the objectives for the school and its employees, analyses school operations for accounting and reporting purposes, plans the budget and Rules of Procedure, maintains order and ensures the safety of the pupils, personnel and facilities, organises elections and chairs the various councils, oversees staff needs, and prepares the annual global assessment.
  • Develops partnerships outside the school and thus participates in networks of establishments created to consider issues such as pupil guidance programmes, changes to the range of courses available, sharing innovations, and continuing education for adults. The school director also handles contacts with the local administration to keep the school running and properly maintained and to modernise security, and maintains an open channel of communication with the parents, other State administrations, and the school’s economic, social, cultural and athletic partners.


Becoming a school director (or assistant director) is a two-step process:
Candidates must submit an application, including administrative information, career history, a cover letter listing the extent and variety of their experience, and a letter of recommendation from a superior.

The recruitment exam consists of a presentation before a panel followed by an interview, the purpose of which are to evaluate the candidate’s professional skills and knowledge (candidates must review a case study on the implementation of educational policy in a teaching establishment) and get a sense of the candidate’s motivation, aptitude and communication skills. The exam takes place in three phases: Preparation: 2 hrs; presentation: 15 minutes; interview: 45 minutes. The exam takes place in the first quarter of the year in progress. Enrolment deadlines are generally between early October and mid-November of the previous year.

Selected candidates are removed from their current category for a two-year period, during which they are assigned to an académie and appointed as assistant school directors by the recteur, with the status of management personnel-in-training. During this time, they participate in an alternating training programme, aimed at developing the skills they will need in their new profession. The programme mainly focuses on the educational, pedagogical, administrative, legal and financial fields, as well as the organisation of the school system and human resources management.

All candidates are given a private instructor to help them design and evaluate their training programme, building on the skills they have already acquired.
If the recteur esteems that they have successfully completed their training programme, the candidates are certified to become school directors.
Certain categories of personnel have access to management positions through secondment:

  • Inspection bodies, university professors and lecturers
  • Teachers and guidance counsellors with at least 10 years of service
  • Administrative personnel and other civil servants in State or local administrations or the public institutions under their authority, and officials with at least 10 years of service in Category A.


Conditions of Service


Primary Education

In accordance with amended decree 89-122, the position of head teacher includes educational and administrative responsibilities, as well as responsibilities in terms of relationship with the school’s institutional partners and parents. In this respect, the head teacher benefits – depending on the size and classification of the school – from reduced teaching hours, support in the execution of their duties and extra remuneration. As specified by the Bulletin Officiel n°. 26 (29 June 2006) signed in 1980 and 1992, head teachers are exempt from all teaching duties if they are in charge of more than 14 primary classes (elementary education) or more than 13 pre-school classes (pre-elementary education). They are partially exempt if they are in charge of 10 to 13 primary classes or 9 to 12 pre-school classes. Finally, a teaching exemption of 4 days per month is allocated when head teachers have 4 to 9 primary classes or 4 to 8 pre-school classes under their care.

Head teachers are also responsible for teacher co-ordination and the supervision of the educational team.
The education Code (L.411-1) defines the status of the head teacher. Pre-schools, elementary schools and specialised schools are not, regulatory and legally speaking, "institutions". Teachers or professeurs des écoles in charge of running the school have a specific function: they are not heads of institution or authoritative officers. Hierarchical documents are not authorised by them. The hierarchical superior to deputy teachers and professeurs des écoles is not the head teacher but the national Education inspector of the constituency (IEN).

A new article L. 311-3-1, inserted after article L.311-1 of the Code de l’Éducation by the new framework and programme law for the future of the school on 23/04/2005 (Art. 16) adds that at any moment in compulsory schooling, if it appears that a student risks not acquiring the knowledge and skills essential to the end of the cycle, the head teacher or the head of the institution (collège and lycée) must propose to the parents or legal tutor of the pupil to set up jointly a "personalised programme for educational success" (PPRE). PPREs are put in place to benefit the pupils who do not meet the requirements of the common foundation. This is a personalised project which details the type of aid given during school hours as well as, if required, that proposed to the family outside of school hours. The PPRE enables the regular evaluation of the pupil’s progress. Support continuity is ensured by the joint creation of a "skills record book" by educational teams and inspectorate bodies. This tool follows the curriculum of each pupil from primary school and enables each pupil to be familiar with their initial level and the objectives they must set themselves to acquire the common knowledge foundation.


Secondary Education

In addition, a summary of conclusions on the situation of management staff, jointly signed by the ministry in charge of national Education and the trade unions, the provisions of which must be implemented over a three-year period, applies to the performance of duties, training, working time, professional recognition and educational safety. It is followed by the "E.P.L.E steering practices Charter" (Note of 24 January 2007, B.O. no. 8 of 22 February 2007).
Aimed at clarifying the links between the institutions, State services and the authority to which they are attached, while respecting the autonomy of the EPLEs, the "EPLE steering practices Charter" is based on the following principles:

  • Refocus the EPLE on teaching and education tasks;
  • Simplify and secure the administrative operation of the EPLE;
  • Gradually set up genuine operational administrative centres in EPLEs;
  • Contribute to the quality of the relationships between the EPLE and the authority to which it is attached and its environment;
  • Improve communication and consultation.


Management staff are responsible, in this capacity, for the organisation of their work. In this respect, the head of the institution organises the service for themselves and their deputy, i.e.:

  • The annual working time is divided into days;
  • Management staff benefit from 20 days reduction in working time as well as holiday time provided in amended decree no. 84-972 of 26 October 1984 relative to the annual holiday of public civil servants, i.e. 25 days plus two so-called staggered days;
  • The weekly working time cannot exceed 44 hours on average over a 12-week period or 48 hours per week;
  • Maximum daily working amplitude is limited to 11 hours;
  • Management staff working time cannot exceed 10 half-days per week.