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Regulation on the status and professional development of teachers, principals and pedagogical experts was another document published by the Ministry for public discussion which purpose is to determine the state educational standard  for the status and professional development of teachers, principals and other pedagogical specialists in the system of preschool and school education.

Amalipe Center welcomes the efforts of the Ministry of Education and Science to regulate the status and professional development of teachers,principals and other pedagogical specialists. When the teacher has a clear perspective on how his/her career could help him/her to raise their status, receive recognition and satisfaction, it would give him/her the freedom to be creative in their efforts to help every child become the best performer, to achieve the best for himself/herself and be able to do it.

Comments of Amalipe aim to improve the standard so that it creates conditions for the development and qualification of each Bulgarian teacher, regardless of location, environment and type of school, where teaches and are based to the constant networking with over 170 schools, part of the program of Amalipe Center and Trust for social achievement "Every student will be a winner." They concern the continuing training and the need for it to include acquisition of knowledge and skills in practice (not just theoretically).

The Regulation states that ongoing training is aimed at continuing professional and personal development of pedagogical specialists. We believe, however, for now the Regulation focuses only on theoretical knowledge of pedagogical specialists, but does not include the acquisition and upgrading of knowledge and skills in practice and should therefore contain the following text 'participation in the practical application of pedagogical innovation and exchange of experience between different educational institutions. "

Over the past six years the basic approach that Amalipe Center applied while working with schools is the approach of the schools 'mentors': schools are divided into groups of three or four with similar specifics, pedagogical specialists exchange and share their experience through visits, joint activities, open classes between schools and thus, in practice, they develop and enrich their skills. The approach has proved that it is highly appreciated by educational experts, which was specifically emphasized in the assessment of the implementation of the project "Every student could be a winner", made by the "Proxima Consult" Ltd. and "Global Metrix" Ltd. agencies in February-March 2015 .

Amalipe Center welcomes the applied by the Regulation approach, the assessment of the development and qualification of educational specialists to be based not on gained work experience, but on other criteria. At the same time, we believe that in order each teacher to feel valuable and encouraged in his/her work, his/her results should be evaluated primarily in terms of the progress achieved by the students he/she works with, especially children with special educational needs, children in risk children - bilingual etc. The impression of the Regulation in its version offered for discussion creates (especially in some articles (Art. 58, Art. 67, Art. 84), which describe the professional portfolio, the process of attestation, etc.) that the results of the students are perceived only as "certificates and prizes from participating in competitions, olympiads and others." This again leads to underestimation and belittling the efforts of teachers who work in marginalized communities and in small settlements, and who managed to turn a child with poor command of Bulgarian language, for example, into active student who not only covers the basic educational requirements, but also takes active citizenship, actively participates in school life and beyond, includes in various volunteer activities, etc. I.e. the success of the teacher should be measured by the change that a child achieves compared to himself, not comparing with others (eg, contests, competitions, etc.) where there is significant subjective factor. In this sense, we propose a change to reflect this comment to be made in the above articles.

The entire statement can be read here.