Be in a hurry ~ ~ ~ Student representatives speak at the job fair.

Because everyone is equal before the system, teachers can seek more things and less people, and speak by performance; Because the system embodies the idea of running a school, it can guide and restrain teachers correctly and avoid two skins of idea and practice; Because of full democracy, the power of principals is restricted and the rights of teachers are guaranteed, forming a vision of * * *; Because of full autonomy, teachers have more personality and schools have more color.

Next, I take teacher development as an example to illustrate system management and

The application of humanistic management.

Teacher development is the most important and key content in school management, including teachers' professional quality development, personal quality improvement, teaching level improvement, scientific research ability improvement and many other aspects, involving training, evaluation, incentive and other mechanisms.

We can't say that we don't pay attention to teacher training, but some units have poor results. The key is that there is no complete system and long-term planning, which leads to a lot of training just stepping on watermelon skin. I drew lessons from the experience of Go player Grade and formulated a set of "nine-segment teacher system", which divided all aspects of teachers' quality requirements into nine segments from low to high, and each segment had clear requirements. For example, the first paragraph of "Teachers' Morality" requires students' satisfaction rate to be not less than 50, and the ninth paragraph to be not less than 90, which is quite high; Computer level, one section needs WORD to process documents, and nine sections need to independently make subject websites; The first paragraph requires reading an educational monograph and taking reading notes every year, and the ninth paragraph requires reading several books, which has its own systematic educational concept and is embodied in the paper; At the science level, there is a requirement to participate in the research on campus projects, and the ninth paragraph requires to host national-level projects and publish papers in national-level journals. From the first paragraph to the ninth paragraph, there are distinct levels. This will let teachers know their position and the direction of their efforts. Teachers declare their positions by themselves, and the school determines the training content according to the teachers' positions and carries out targeted training. At the same time, in order to reflect the personality and avoid the phenomenon of overall average and overall mediocrity, teachers with special skills or in line with the development direction of the school should be promoted in an exceptional way or cumulatively. For example, foreign language primary schools hope that non-English teachers have a high level of foreign languages. Take myself as an example. I passed the CET-4 and got the CET-4 and CET-6 certificate. I can get extra points or promotion.

Teacher evaluation is the key and baton of teacher development. It must follow quality education. In my opinion, teacher evaluation should be both rigid and flexible. Rigid evaluation refers to the quantitative evaluation that transforms students' grades, students' quality development, their own scientific research achievements and training achievements into component values; Elastic evaluation should be a combination of teacher self-evaluation, grade collective evaluation and student qualitative evaluation. In particular, the qualitative evaluation of students, drawing lessons from the practice of Beijing No.4 Middle School, can allow each student to write an article "My Good Teacher" at the end of each semester, and only one article can be written. Students always put teachers' morality first when evaluating teachers. The school copied all the articles written by students, and whoever wrote them copied them. Some teachers may receive many articles, while others may not have any, which greatly touches the teachers.

There are many theories to motivate teachers. My idea is to establish a "first-class promotion and last-stream elimination system" based on the separation of evaluation and employment, and a "teacher stock option system" based on the independent distribution of school income. The former means that all teachers are divided into three grades according to their professional titles, and each grade determines the promotion and elimination ratio of 3 to 5. According to the year-end assessment, the last few students in each grade are eliminated from the next level, and the top students in each grade are promoted to the next level, and the treatment is automatically reduced or improved. The single elimination system can only touch a few poor teachers and is meaningless to most teachers. In this way, grading elimination and grading promotion can touch all teachers, which has both the pressure of demotion and the opportunity of promotion.

The teacher's stock ownership system means that every teacher automatically owns the equity of the school. Excluding running costs and labor costs, school income is divided into three parts, 60 is the school development fund, 30 is the teacher development fund, and 10 is the teacher's rights and interests fund. This 10 is used for the distribution of teachers' shares, so that the income from running a school is tied to the vital interests of each teacher, which is conducive to mobilizing enthusiasm; Teacher option system is a system for stabilizing excellent teachers. Refers to the award given by the school after signing a contract with a few outstanding teachers and agreeing on how many years of service. Those who leave school during the service period do not enjoy this option allowance, which is conducive to stabilizing high-level teachers.

From the design of this system, we can clearly see that teachers should not only be bound by this system, but also get better incentives, which fully embodies the connotation of paying equal attention to system management and people-oriented management.

Of course, no matter how new the concept is, not reforming the system is tantamount to an armchair strategist; No matter how good the system is, it is futile not to implement it. Therefore, I think that as a principal, he should always have a "indomitable spirit" work style. The so-called indomitable spirit means that principals should have advanced educational ideas, unique school-running ideas and correct school-running ideas. The so-called righteousness means that the headmaster should have a down-to-earth, rigorous and pragmatic work style, put his own ideas, ideas and concepts into practice, bearing in mind that "practice can only come true on paper."

Finally, I want to end my speech by quoting an American entrepreneur. Nothing is more exciting than starting a business, nothing can make a business, and nothing is more desirable than success. Therefore, I ask you to give me a chance to start a business, and I will definitely strive for a successful world!

Thank you all