Will Liaoning still recruit special teachers in 2016?

Liaoning also recruits special post teachers in 2016

The municipal people's governments, provincial government departments and commissions, and directly affiliated institutions:

With the consent of the provincial government, the " The "Implementation Plan of the Rural Teacher Support Plan of Liaoning Province (2015-2020)" is issued to you. Please implement it conscientiously based on actual conditions.

General Office of the People's Government of Liaoning Province

October 19, 2015

Implementation Plan of Rural Teacher Support Plan of Liaoning Province

(2015 —2020)

In order to implement the spirit of the "Notice of the General Office of the State Council on Issuing the Rural Teacher Support Plan (2015-2020)" (Guobanfa [2015] No. 43), strengthen the construction of the rural teacher team , narrow the gap between urban and rural teacher levels, so that every rural child can receive fair and quality education, and formulate this implementation plan based on the actual situation of our province. The villages referred to in this plan include township central areas and villages, and the teachers referred to are on-the-job teachers in rural schools.

1. Guiding ideology

Comprehensively implement the party’s education policy, understand the importance of teachers’ work from a strategic perspective, and focus on solving the outstanding problems that currently exist in the field of rural teacher team construction. Stabilize the rural teacher team, attract outstanding talents to teach long-term and lifelong in rural schools in our province, drive and promote the improvement of the overall level of the rural teacher team, promote educational equity, promote urban-rural integration, promote the construction of a new socialist countryside, and strive to provide Liaoning old people with Make new contributions to the comprehensive revitalization of industrial bases.

2. Work Objectives

Solve the outstanding problems of rural teachers in our province such as low career attractiveness, poor supplementary channels, insufficient allocation of high-quality resources, unreasonable structure, and low overall quality. . By 2017, we will strive to expand the source of high-quality teachers in rural schools through multiple channels, improve the allocation of rural teacher resources, steadily improve the level of education and teaching capabilities, ensure reasonable remuneration in all aspects in accordance with the law, significantly enhance the attractiveness of the profession, and gradually form a "downgrade" A situation where you can go, stay, and teach well.” By 2020, efforts will be made to create a team of teachers with a reasonable structure, high quality, dedication, and roots in rural areas to provide a strong teacher guarantee for the basic realization of educational modernization.

3. Basic Principles

(1) Put morality first as a teacher and transform people with virtue. Efforts should be made to improve the ideological and political quality and professional ethics of rural teachers, guide rural teachers to take the lead in practicing socialist core values, and strengthen rural teachers' ideological, theoretical and emotional identification with socialism with Chinese characteristics. Attention should be paid to the role of rural teachers in cultivating people with virtue and teaching by words and deeds, educating students to love the motherland, the people, and the Communist Party of China, forming a correct world outlook, outlook on life, and values, and ensuring the correct orientation of rural education. (2) Appropriate scale and reasonable structure. Reasonably plan the size of the rural teacher team, pool human, financial and material resources, formulate and implement preferential policies, increase work support, strengthen the allocation of high-quality teacher resources in rural areas, effectively solve the shortage of rural teachers, and optimize the structure of the rural teacher team.

(3) Improve quality and improve treatment. Based on the provincial conditions, focus on the most critical areas and most urgent tasks in the construction of rural teachers, take a combination of measures, take multiple measures, implement targeted policies, make precise efforts, treat both symptoms and root causes, improve professional quality, improve status and remuneration, and continuously improve the work and performance of rural teachers. living conditions.

(4) Reform mechanisms and stimulate vitality. Adhere to problem orientation, be brave in innovation, and break the institutional barriers that restrict the construction of rural teachers in our province. Expand the source of rural teachers, encourage aspiring young people to devote themselves to rural education, unblock the channels for college graduates and urban teachers to teach in rural schools, and gradually form an incentive mechanism and a dynamic system of "the more you go to the grassroots, the harder it is, the higher the status and salary will be" Rural teachers use the mechanism to form a long-term mechanism for sustainable development.

IV. Specific measures

(1) Taking the implementation of the "Special Post Plan for Rural Compulsory Education Stage School Teachers" (hereinafter referred to as the "Special Post Plan") as the starting point, multiple measures At the same time, we should expand the recruitment channels for rural teachers.

1. Continue to vigorously implement the “Special Post Plan”. The Provincial Department of Education, in conjunction with relevant departments, has gradually expanded the implementation scale of the "Special Post Plan", increased the recruitment ratio of special post teachers in village primary schools and teaching points, and increased the recruitment of teachers under the "Special Post Plan" in subjects such as music, sports, and art. In accordance with relevant regulations, policies for tuition compensation and national student loan reimbursement for special post teachers shall be implemented. After the service period of special post teachers has expired for two years, the principal and interest of the national student loans applied for by the special post teachers shall be repaid by the government; upon expiration of the service period For four years, the tuition fees of special teachers who do not have national student loans will be refunded by the government in one go. Graduates included in the "Special Post Plan" will have their internship period cancelled, and their positions and grades will be determined in advance. In areas where there is an overall over-staffing of teachers, teachers in special positions can be placed. All cities and counties (cities, districts) must effectively guarantee the treatment and working and living conditions of special post teachers, and encourage and attract college graduates to teach in rural areas. (The Provincial Department of Education, the Provincial Department of Human Resources and Social Security, the Provincial Department of Finance, the Provincial Editorial Committee Office, and each municipal government, the first listed department is the leading department, the same below)

2. Strengthen the localization of rural teachers nourish. Each county (city, district) government should, based on the actual needs of local rural education development, under the overall guidance of the relevant departments of the provincial government, strengthen the localization of training of rural teachers, adopt a variety of methods, and provide targeted training of "one specialty with multiple talents" by normal colleges in the province. "able" rural teachers.

Encourage aspiring young people to devote themselves to rural education, and strive to improve the allocation of rural teachers' resources and steadily improve their teaching ability. (Office of municipal governments, provincial education departments, provincial human resources and social security departments, provincial finance departments, and provincial editorial committees)

3. Promote the flow of outstanding urban teachers to rural schools. All cities and counties (cities and districts) should vigorously promote the reform of the "county-managed school recruitment" management system for compulsory education school teachers, constantly innovate methods and methods, promote in-depth exchanges and rotations between principals and teachers, and focus on guiding outstanding principals and key teachers to rural schools. In terms of mobility, the county will focus on promoting teachers from county schools to exchange and rotate in rural schools, and within the township, the focus will be on promoting teachers from central schools to exchange and rotate in village primary schools and teaching points. Within the total number of approved positions, the county-level education administrative department shall timely adjust the position setting plan for rural schools based on the actual needs of urban teachers to teach in rural schools, and reserve some intermediate and senior positions specifically for appointment to rural schools and weak schools for exchanges. For teachers on rotation, the number of years of exchange and rotation shall be determined by the governments of each city and county (city, district). In the selection of special teachers, famous teachers at the county level and above, subject leaders, and key teachers, work experience in rural schools and disadvantaged schools should be regarded as one of the important selection criteria. (Office of municipal governments, provincial education departments, provincial human resources and social security departments, provincial finance departments, and provincial editorial committees)

4. Encourage outstanding teachers to teach in rural areas. The Provincial Department of Education should regularly organize "sending teachers to the countryside" activities. High-quality schools in each city and county (city, district) should provide targeted assistance to one or more rural schools in their region. The members of the provincial and municipal famous teaching teacher studios should have Representative of rural teachers. Through the assistance of high-quality schools and the words and deeds of famous teaching teachers, the teaching ability level of rural teachers can be improved. Encourage retired special-grade teachers and senior teachers in urban areas to teach in rural schools. (Municipal governments, provincial education departments, and provincial finance departments)

(2) Focus on ensuring and improving the reasonable treatment of rural teachers, enhance the professional attractiveness of rural teachers, and encourage outstanding rural teachers to teach for a long time.

1. Ensure and improve the reasonable treatment of rural teachers in accordance with the law. All cities and counties (cities, districts) must implement rural teachers’ salaries and benefits in accordance with laws and regulations, pay housing provident funds and various social insurance premiums for teachers in accordance with the law, and ensure that the average salary level of rural teachers is not lower than that of local civil servants and gradually increases. Implement the living subsidy policy for rural teachers, implement differentiated subsidy policies based on the degree of hardship and remoteness of the school, determine the subsidy standards for rural teachers, especially teachers from old, minority, border and poor island areas, and organize the payment. The provincial finance department has incorporated the implementation of the living subsidy policy for rural teachers in various regions into the comprehensive education reward and subsidy policy. Accelerate the implementation of the construction of turnover dormitories for rural school teachers in remote and difficult areas, and include qualified rural teacher housing into the scope of local housing security in accordance with regulations, and coordinate and solve them. Within the current system structure, we should do a good job in providing assistance to rural teachers for major illnesses. (Municipal governments, Provincial Department of Human Resources and Social Security, Provincial Department of Finance, Provincial Development and Reform Commission, Provincial Department of Education)

2. Unify the staffing standards for teaching staff. All cities and counties (cities, districts) must effectively implement relevant national and provincial documents and regulations and implement unified standards for the establishment of urban and rural teaching staff. For village primary schools and teaching points, the establishment is determined based on a combination of student-teacher ratio and class-teacher ratio. Establishment departments at all levels should give priority to rural schools, especially rural schools in remote and difficult areas, in their establishment approval and management work. Within the total number of primary and secondary schools, the county-level education department shall coordinate the use of the teaching staff in the region in accordance with the principles of total number control, structural adjustment, and offsetting increases and decreases in response to changes in student scale at different stages and school layout and structure adjustments, and report to the same Level organization establishment department filing. By adjusting the establishment and strengthening staffing, we will further focus on sparsely populated teaching sites and village primary schools, focusing on solving the problem of full coverage of teachers and ensuring that all nationally prescribed courses are taught. It is strictly prohibited to "staff but not fill" schools with teacher shortages, to use temporary personnel for a long time, and to squeeze, misappropriate and retain the teaching staff of rural primary and secondary schools in any form. (Office of the Provincial Editorial Committee, Provincial Department of Education, and Municipal Governments)

3. Professional title (position) evaluation is biased towards rural schools. Study and improve the conditions and procedures for evaluating rural teachers’ professional titles (positions), and tilt the ratio of job structures to rural schools. There are no rigid requirements for foreign language scores (except for foreign language teachers) or publication of papers in the evaluation of rural teachers for professional and technical positions. We insist on educating people first, putting moral education first, paying attention to teachers’ moral quality, paying attention to education and teaching performance, paying attention to education and teaching methods, and paying attention to Frontline practical experience in education and teaching. Teachers who have taught in rural front-line teaching positions for more than 30 years, held intermediate professional and technical positions for 10 years, are able to complete teaching tasks, are still working in teaching positions, and have obtained deputy senior professional and technical qualifications can be directly hired as deputy senior Professional and technical positions are not restricted by the number of positions. Urban primary and secondary school teachers who are promoted to senior professional and technical positions should have more than one year of teaching experience in rural schools or weak schools. (Provincial Department of Human Resources and Social Security, Provincial Department of Education, and municipal governments)

4. Increase the recognition and publicity of rural teachers. Establish an honor system for rural teachers. The state will award honors to teachers who have taught in rural schools for more than 30 years, the provincial government will award honors to teachers who have taught in rural schools for more than 20 years, and the county (city, district) government will award honors to teachers who have taught in rural schools for more than 10 years. Certificates are encouraged. Governments at all levels should favor rural schools and teachers in selecting and commending advanced collectives and individuals in the education system.

Encourage and guide social forces to establish special funds and provide material rewards to outstanding teachers who have taught in rural schools for a long time. Increase publicity efforts, widely publicize the lofty spirit of rural teachers who stick to their posts and make silent contributions, and vigorously create a strong atmosphere of care and support for rural teachers and rural education. (Provincial Department of Human Resources and Social Security, Provincial Department of Education, and municipal governments)

(3) Focus on the implementation of our province’s “Rural Teacher Quality Improvement Plan”, strengthen management, and comprehensively improve the ability and quality of rural teachers.

1. Comprehensively improve the ability and quality of rural teachers. It is necessary to make overall plans and study and formulate the "Liaoning Province Rural Teachers Quality Improvement Plan (2015-2020)", and the municipal and county (city, district) governments must effectively fulfill the main responsibilities of implementation. By 2020, through training and training methods such as "rural teachers come out, famous teachers go on, and network space connects", a five-level rural teacher training system will be established that links provinces, cities, counties (cities, districts), school districts, and schools. Provide 360 ??hours of training to rural teachers and principals across the province. It is necessary to incorporate rural teacher training into the basic public service system, ensure funding investment, and ensure the time and quality of rural teacher training. Strengthen the standardization of teachers’ training colleges in cities and counties (cities and districts), establish no less than 100 “shadow” training base schools for rural teachers, form a team of 1,000 rural teacher mentors, focus on selecting and training 10,000 rural backbone teachers, and build a rural Professional development support service system for teachers and principals. Teachers' ethics education should be regarded as the primary content of rural teacher training, and teachers' ethics education should be promoted into teaching materials, classrooms and minds, and run through the entire training process. Comprehensively improve the information technology application capabilities of rural teachers. By the end of 2017, special training on information technology application capabilities for each rural teacher of no less than 50 hours will be completed to promote the effective application of information technology in teachers’ classroom teaching and daily work. Promote the integration of information technology and education and teaching, solve the problem of insufficient high-quality teaching resources in rural areas, establish an incentive mechanism to support schools and teachers in using relevant equipment, and provide necessary guarantee funds. Strengthen the training of teachers in subjects such as music, sports, and art that are in short supply in rural schools, and bilingual teachers in ethnic minority areas. Rural teachers are encouraged to study on the job and continuously improve their academic qualifications. (Provincial Department of Education, Provincial Department of Finance, and municipal governments)

2. Reform and improve the teacher management system. In accordance with the country's overall requirements for reforming the teacher qualification examination and regular registration system, accelerate the reform of the province's primary and secondary school teacher qualification examination and recognition. The Provincial Department of Education should actively promote the qualification examination and recognition of primary and secondary school teachers in our province to be included in the national reform pilot scope, in accordance with the requirements of promoting educational equity and improving education quality, follow the laws of education and the laws of teacher growth and development, and establish a complete system, unified standards, and Recognize a standardized and scientifically managed teacher professional access system, strengthen the education and teaching ability test of applicants for certification, raise the professional access threshold for rural teachers, and provide talent guarantee for education reform and development. Implement a regular registration system for primary and secondary school teachers, strengthen the post-employment work assessment and regular verification of teaching qualifications for rural teachers, and promote the improvement of the overall quality and level of rural teachers. (Provincial Department of Education, municipal governments)

3. Comprehensively improve the ideological and political quality and moral standards of rural teachers. Establish and improve the political theory learning system for rural teachers to enhance the pertinence and effectiveness of ideological and political work. To effectively strengthen the party-building work of rural teachers, grassroots party organizations must give full play to their political core role, pay more attention to educating rural teachers, and appropriately increase efforts to develop party members. Educational administrative departments at all levels should carry out various forms of teacher ethics education and integrate teachers’ professional ideals, professional ethics, legal education, mental health education, etc. into the entire process of pre-service training, admission, post-service training and management of rural teachers. Establish and improve the teachers' ethics assessment system, use teachers' ethics performance as an important basis for rural teachers' annual assessment, job review, job recruitment, and implementation of rewards and punishments, and implement a "one-vote veto system." Strictly implement the "Code of Professional Ethics for Primary and Secondary School Teachers" of the Ministry of Education. Schools in various places must formulate specific implementation plans based on actual research, strengthen system construction, and continuously improve the ideological and political quality and teacher ethics of rural teachers. (Municipal governments and provincial education departments)

5. Organization and implementation

(1) Clarify the responsible entities. Governments at all levels are responsible for implementing rural teacher support plans. It is necessary to strengthen organizational leadership, put implementation work on the important agenda, implement the first-in-command responsibility system, refine the division of tasks, decompose responsibilities, promote close cooperation between various departments, form synergy, and effectively implement the plan. Relevant provincial and municipal departments should incorporate the implementation of the rural teacher support plan into the local government work assessment indicator system and strengthen assessment and supervision. The education administrative department must strengthen the overall management, planning and guidance of the construction of rural teachers. Development and reform, finance, establishment, human resources and social security departments must proactively perform their duties according to the division of responsibilities and effectively assume their responsibilities. We should focus on reforming the system and encourage and guide social forces to participate in supporting the construction of rural teachers. For grassroots education departments that have reformed and innovated, actively promoted and achieved outstanding results in the construction of rural teachers, relevant departments should strengthen the summary, timely promotion of experiences and practices, and commend them in accordance with relevant national regulations.

(2) Strengthen funding guarantee. Governments at all levels should actively adjust the structure of fiscal expenditures, increase investment, and vigorously support the construction of rural teachers. Funds and investments must be used in the weakest and most urgently needed areas of rural teacher team building, make good use of every fund, improve the efficiency of fund use, and promote a balanced allocation of educational resources.

It is necessary to formulate a strict fund supervision system, standardize the use of funds, strengthen fund management, strengthen supervision and inspection, and resolutely put an end to the occurrence of illegal activities such as withholding, withholding, false reporting, and false claims.

(3) Carry out supervision and inspection. Education supervision agencies at all levels of government should work with relevant departments to conduct special supervision on the implementation of the rural teacher support plan every year, promptly report the supervision situation and make it public in a timely manner. Relevant departments of the provincial government shall promptly organize and carry out special supervision and inspection of the implementation of the rural teacher support plan. If the implementation is not in place and the results are not obvious, the leadership responsibility of the relevant person in charge must be held accountable.

Each municipal government should formulate implementation details, identify the key points of support, propose support policies and effective measures that are in line with the actual situation of rural education in the region according to local conditions, and further clarify and concrete the requirements of this plan. By the end of 2015 , submit the city’s implementation details to the Provincial Department of Education for filing, announce them to the public at the same time, and accept social supervision.