THE MEANS OF SUPPORT AND FACILITATION OF THE PROFESSIONAL TASK FOR THE TEACHING STAFF
A greater attention and orientation is requested for the teaching tasks. The appraisal of the bodies that traditionally performed such tasks is not excessively high. Two bodies for which notably high hopes have been created are the Departments of Orientation and the Pedagogical Coordination Committee.
The Orientation Departments are required to define their functions and specify their action and obligations from a more pragmatic point of view. The position they hold and the activities they carry out change significantly from school to school. In spite of this, as may be seen in graph 11, the average rating of the different functions performed by the Department of Orientation exceeds the category of "important".

Graph 11. Appraisal of the Orientation Department
There is critical recognition that a fair part of the energy of the management team is taken up by establishing order, that detracts from other aspects related to planning and pedagogical improvement.
The Reform encourages the activity of pedagogical planning performed within a newly created specific body: the Pedagogical Coordination Committee, becoming one of the instruments in which the greatest hopes are placed. In general terms, it is an acceptance of possibilities, more than an appraisal of reality, as it has hardly had time to perform.
The teaching staff also stated its degree of agreement with a series of items related to the tutorials and the function of the tutor. As shown in graph 12, it considers tutorial indispensable in this phase of education, which requires more time to be dedicated to it, and must be performed by the actual teaching staff, with the advice or support of an orientation officer. The opinions between agreement and disagreement range from those who consider the teaching staff sufficiently able to act as tutor, that the tutorial should be performed exclusively by the teaching staff or, on the contrary, by specialists in psychology or pedagogy.

Graph 12. The teachers' opinion as to tutorials
Lastly, the teachers mentioned a series of items lacking at schools which they understand may be the causes for the drop in student performance and teaching quality.
The demands for resources that guarantee a minimum of teaching quality are broken down into personal factors and material facilities. Some of the demands are as follows:
- Sufficient teaching staff at schools so the ratio is not a desire or a "statistical reality", but has an operative, realistic projection.
- Provision of support teaching staff.
- Increase in the quality of tutorials, through sufficient valuation and recognition of the time spent.
- Greater attention to providing material resources, such as:
- Increase in the resources and teaching material for each subject.
- Encouraging creation of specific halls for each area.
- Creation of sufficiently flexible, versatile spaces at schools.