A survey on the “public-private” transformation of teachers in Yunnan: A high school has changed more than 50 teachers in three years

More than 50 teachers have changed in the three years of high school

The game of interests in the transformation of teachers from "public to private" The fork in the road of the transformation of teachers from "public to private"

"From the first year of high school By the third year of high school, more than 50 teachers had left our class." Li Ran's words were surprising. She studied in a well-known private middle school in Kunming. Looking back after graduation, Li Ran said, "If the teachers were fixed, our grades could be better." According to her memory, her class had five English teachers in the last semester of her sophomore year.

"If teachers were fixed, our results could be better." Li Ran's experience only reflects the current flow of a small part of teacher resources. From resigning from a public school to a private school, and then from a private school to a public school, the time when teacher resources are transformed from "public to private" is a game about various interests such as system, treatment, and platform.

I submitted my resume to more than ten "public" schools and was forced to give up four years of service

Last night, Li Ran met with her senior class teacher Chen Xinhua, four years after she graduated. When they met him for the first time four years after graduation, both of them were filled with emotions. Looking at his former most proud student, Teacher Chen sighed: "Fortunately you graduated. Studying in a private school really delayed you." After sending away Li Ran's class of students, Teacher Chen resigned without hesitation and switched to A key middle school in Kunming. Looking at his former most proud student, Teacher Chen sighed, "Luckily you graduated. Studying in a private school really delayed you."

Teacher Chen graduated from Yunnan Normal University in 2000. At that time, public schools were the "iron rice bowl" that everyone envied. More than 90% of the more than 50 students in the class went to public schools as teachers. , Teacher Chen was no exception. “Entering a private school was a very helpless move at the time.” He said, “At that time, he entered Panlongyi Intermediate School and earned about 500 yuan, which was about 500 yuan higher than those students who went to public schools. .

Despite this, from 2000 to 2004, Teacher Chen has been looking for opportunities to jump to public schools. "Retention in the unit is based on system, treatment and emotion. Systemically, teachers in public schools are guaranteed to retire, but in private schools, if you don’t have classes, you will have no income, your job will be unstable, and your boss can fire you at any time. "In addition to institutional concerns, the treatment at local private schools is also something that Mr. Chen is not very satisfied with. "In private schools, there is no salary during the winter and summer vacations, and you can only get nine months' salary every year. But public schools can get you 13 months’ salary, and they also have various insurances. After all, they are no worse than us. "Therefore, during the four years when she worked in a private school, Teacher Chen successively submitted her resume to more than a dozen schools including Kunming No. 1 Middle School, No. 3 Middle School, No. 5 Middle School, No. 8 Middle School, and No. 12 Middle School. "As long as I see There were job openings in the newspaper, so I quickly submitted my resume, but got no response. ”

Giving up seniority

Joining the “public school” as a fresh graduate

Teacher Chen introduced that there are three types of teachers in private schools, one is like him Such fresh graduates; one are teachers who retired from public schools and then worked in private schools; the other are "gold diggers" who resigned from public schools in economically backward areas and came to teach in Kunming. In addition, the role played by private school teachers is also different. It’s very diverse. During teaching time, they are teachers, and during the winter and summer vacations, they become the ones distributing leaflets along the street. “During the winter and summer vacations, the school gives us the task of distributing enrollment leaflets, 500 copies a day. Carrying hair in bundles. "Teacher Chen recalled that he once braved the hot summer day to walk from Xiaozhuang to Juhua Overpass and put leaflets into the hands of passers-by one by one. After the holiday, at least tens of thousands of leaflets would be distributed. "We can't be lazy. If the school Investigate the jurisdiction where you distributed the flyers. If others say they didn't receive the flyers, they will be fired. ”

The lack of excellent teacher resources in the surrounding environment, coupled with the changing roles, strengthened Teacher Chen’s determination to jump to a public school. In February 2004, I accidentally read about Kunming in a newspaper A key middle school wanted to recruit a history teacher, and Teacher Chen submitted his resume again. This time he was lucky enough to get the opportunity to give a trial lecture. "Many principals from all over the world came to apply, but this one only hired one, so I didn't have high hopes." of. "Teacher Chen said that he did not expect to have the opportunity to give a trial lecture. Teacher Chen still clearly remembers the content of the trial lecture that day. It is the first section of the first chapter of the second volume of modern Chinese history, "The Early Period of the National Government" "Reign". Although he didn't have high hopes, Teacher Chen did not feel nervous, but passed the final trial lecture. Later, his colleagues in the unit told him, "You have no teaching experience." , the resume had already been thrown into the wastebasket. Mainly considering that there are too many female teachers in our school, I turned over your resume. "When signing a contract with the school, Teacher Chen encountered another problem: If he wanted to retain his previous four years of service, he would be hired as a temporary worker; if he wanted to become a regular employee of the school, he would have to give up his seniority and be hired as a fresh graduate. Onboarding.

In the end, Teacher Chen had to give up four years of working experience in a private school. "This directly affected my professional title evaluation. Now I am only a second-level secondary school teacher, and most of my classmates who graduated in the same year with me are Most of them are at the first level of secondary education, and some have been promoted to the exceptional level of senior secondary education."

"Public" to "Private":

"Public to public" based on merit. Private"

Private schools are not ranked according to seniority, but they are tiring but worthwhile

Completely opposite to the experience of Teacher Chen, Teacher Liu of Kunming Shilin Yucai School resigned from a township middle school in Chongqing. I came to this private school in Kunming and stayed there for 8 years. "Public schools are slow-paced and there is no pressure. I do more or less every day, and my salary will not be affected. Seniority-based ranking is very common in public schools. Young teachers do more but receive very little salary." It was Teacher Liu who explained his motivation for quitting his job. After coming to Shilin Yucai School in 1996, Mr. Liu quickly established himself with his excellent teaching level and professional ability, and was promoted to the administrative director in the first year. "Private schools attach great importance to ability and encourage us to keep improving." Now, Mr. Liu has been promoted to a senior leader of the school. Regarding the feeling of working in a private school, Teacher Liu only said 6 words, "It's too tiring, but it's real." He gave an example. In addition to teaching, teachers in private schools also have to act as nannies for students, eat together, study together, and spend the evening together. She also had to check the dormitory, and her colleagues jokingly said, "I eat, sleep, and study together, and I am almost becoming the students' escort." However, in terms of remuneration, Teacher Liu's salary is several times higher than that in the township middle school. . Teacher Liu said that teacher mobility provides opportunities for both "restless" teachers who happen to work in public schools and teachers who want to serve as "iron rice bowls" in private schools.

Reasonable flow

Excellent teacher resources can *share excellent teacher resources

“If teacher resources can be reasonably and orderly distributed between public and private schools, Local mobility is conducive to the integration of teacher resources in the entire society and enables students to enjoy equal access to excellent teacher resources, which is a reflection of educational fairness.” Yesterday, Guo Kuocun, the provincial government’s education inspector, expressed this view. But at the same time, Guo Kuancun also believes that the flow of teacher resources will be difficult to prevent some outstanding teachers from moving to good schools for a period of time, resulting in the accumulation of outstanding teacher resources in good schools and causing a shortage of teacher resources in mass schools. "We are now encouraging the development of private education and relaxing restrictions on teacher resources and personnel. Under such conditions, it is even more important to prevent teachers with excellent teaching abilities from flowing frequently between schools, which will have a negative impact on schools and students. "Guo Kuacun said that frequent teacher turnover will have an adverse impact on the continuity of student education, so the opening of teacher resources should be an organic opening, that is, a moderate opening without affecting school education.

Similarly, Mr. Chen, who jumped from private to public schools by “private to public”, also suggested that “the prerequisite for the rational flow of teacher resources is that the platforms of private and public schools must be on the same level. If there is a gap between The flow of outstanding teachers can only lead to the widening of differences among schools and a new round of reshuffle of schools." Guo Kuancun believes that the flow of teacher resources requires the education department and schools to strengthen management.