In the contemporary school landscape, the schoolmaster and the teacher appear to be the key players in the change of a school model that has to deal with, at European level and beyond, with educational institutions that have to reorganize the training offer to improve the quality of training with the aim of moving towards the process of harmonization of education and training systems (Lisbon Strategy 2000) and, consequently, giving meaning and value to the existence of the person-person, which in contemporary global society appears disoriented, as well as looking for clear benchmarks. Consequently, the need to form cultural and professional figures who will have to govern the school that changes on an organizational, administrative, educational and curricular basis with different vision and mission from the past, confronting the issues and problems that new generations are facing in society current. At the School of Democratic Autonomy, it is therefore up to the task of playing the game of cultural, educational and social change in the near future through a schoolmaster and a teacher, able to manage the school community, moving between government and teaching. Starting from the analysis of the Law of 13 July 2015, n. 107/2015, of the “good school” constituted by 2012 commi, which was presented to the public on 3 September 2014 as “an educational pact rather than as a school reform”, the volume gathers some reflections and proposals on aspects related to professionalism of the two figures: school leader and teacher, their ethical and professional responsibilities and responsibilities, specific initial training, entry and service, taking into account the complexity and problematicness of events in the governance of schools of autonomy; of daily problems associated with the management of school staff; of the complex relationship with the families of pupils; of the distrust of the institutions and actors of the territory that sometimes seems insurmountable to overcome to co-build significant networks in order to achieve common social and educational goals. These issues arise in the three sessions of the volume: school governance and relationships with the family; the relationship between school, teaching and professionalism of the teacher; the management of the relationship between school, work and territory.