A comprehensive framework of reforms to the institution of Education Advisors is being proposed by the Panhellenic Association of Education Advisors (P.E.SY.E.).

Focusing on improving teacher evaluation and clearly recognising the pedagogical role of Advisors, their proposals aim to shape a more effective, functional, and modern framework for educational administration. They highlight both the challenges and structural weaknesses of the current system governing the work of Education Advisors.

The P.E.SY.E. presentation, scheduled for Tuesday, 9 December 2025, is titled: “The Work of Education Advisors in Today’s Educational Reality: Challenges and Proposals.”

More specifically, the key issues to be highlighted in today’s event include:

Emphasis on teacher evaluation – need to revise the process

According to P.E.SY.E., the experience from the first year of teacher evaluations reveals the need to redesign the process. Their proposals include:

1. Introductory training for probationary teachers
   New teachers, they argue, should receive targeted training before undergoing evaluation.
2. Reduction of bureaucracy
   They propose the drafting of a single comprehensive report instead of multiple assessments, as well as the possibility of just one classroom observation when deemed adequate.
3. Unified guidelines from all Education Directorates
   The Association argues that current practices vary significantly and calls for clear, consistent guidance for all stages of the evaluation.
4. Full digitalisation of the process through gov
   They request that the bureaucratic side of the evaluation be handled exclusively online, including temporary document storage, recording of all teacher information, visual progress indicators, alphabetical sorting, and a HelpDesk function.
5. Training Education Advisors in new observation tools
   Advisors consider it necessary to specialise in modern evaluation models used internationally.
6. Removal of responsibility for non-participation by teachers
   If a teacher does not comply with the process, P.E.SY.E. proposes that Advisors should not be held responsible for submitting the unilateral evaluation report.
7. Reassessment of the evaluation scale
   Current descriptors (“excellent,” “very good,” etc.) are viewed as problematic; a redefinition is proposed, taking into account differences in school levels and specialisations.
8. Issues regarding teacher transfers and leave
   They request a clear procedure for continuing evaluations after transfers/secondments and a special designation for teachers on leave.
9. Inclusive language in administrative documents
   P.E.SY.E. notes that all evaluation documents currently use exclusively masculine grammatical forms and calls for neutral or inclusive language updates.

Regarding the external evaluation of school units, the Association proposes that evaluations be conducted every two years to allow Action Plans enough time for implementation and measurable results.

Recognition of role and work

Upgrading the institutional status of Education Advisors is a central demand. According to the Association, the current hierarchical placement “below” Education Directors creates the impression that scientific and pedagogical responsibility is subordinate to administrative authority.

They also request that the position allowance be aligned with that of the directors of large school units, that the merit-scoring (point-weighting) of Advisor service be increased to reflect its broad educational, administrative, and guidance-related responsibilities, and that Advisors and Quality Supervisors be placed under the Regional Directorates for reduced bureaucracy and better coordination.

Working hours – flexibility due to the nature of the role

Since the work of Advisors involves frequent travel, afternoon training sessions, and visits to schools with different schedules, they request a clear job description, flexibility in working hours and location, the possibility of remote work for part of their duties, and recognition of travel time as working time.

Travel expenses

Advisors request full and immediate reimbursement for all travel—within or outside their base—whether for training, advisory work, or evaluations. They specifically propose legislative changes so that mileage expenses are reimbursed without conditions relating to consecutive trips, and that the option to rent a personal vehicle for official duties is maintained.

Additional issues

P.E.SY.E. also raises supplementary requests, including access to academic databases via VPN, full access to the “myschool” system for supervisory purposes, strengthening Inclusive Education and related structures such as KEDASY, and increasing the number of Advisors in specialisations with an excessively high number of school units under their responsibility (e.g., PE60 – kindergarten teachers).

As P.E.SY.E. emphasises, its goal is to improve the institutional conditions governing the role of Education Advisors and to enhance the effectiveness of teacher evaluation and training, contributing to the overall improvement of educational outcomes.

About P.E.SY.E.

The Panhellenic Association of Education Advisors (P.E.SY.E.), founded in 2023, is a scientific association representing almost all active Primary and Secondary Education Advisors.
Its objectives include the scientific and pedagogical support of teachers and school units, as well as the promotion of innovation in education.