When we talk about educational quality, we often focus on curricula, methodologies, or academic results, while a key factor is overlooked: the autonomy of schools in assembling their teaching teams. The ability to select the teachers who will staff public schools is constantly questioned and often blocked, acting as an invisible barrier that limits the development of teams that truly meet the needs of students. However, education requires time, stability, and connections with students and families—elements impossible to guarantee when staffing levels are constantly changing and teachers are assigned to schools without any understanding of the educational project.