How to build a strong team of teachers

Teachers are the source of school development and the foundation of improvement, and teachers are the decisive factor of school development level. In the course of nearly ten years' development, Baihe No.1 Middle School has been in trouble because of the shortage of teachers and structural imbalance. It has realized sustainable development by seizing the opportunity to expand the teaching staff and continuously improve the level of teachers.

First, seize opportunities, attract talents and realize the growth of teachers.

Due to the harsh natural environment, relatively backward economic development, poor school conditions and low treatment of teachers in Baihe County. Since the 1980s, there have been many waves of teachers leaving Baihe No.1 Middle School. During the five years from 1998 to 2003, nearly 30 teachers left the school, so the unstable teaching staff, the serious shortage of manpower and the lack of backbone teachers have always been an important problem that puzzles the development of the school. With the expansion of high school enrollment, the scale of Baihe No.1 Middle School has expanded rapidly, and the demand for teachers is more urgent. However, it was very difficult to solve the shortage of teachers at that time. First, there is no room for tapping potential within the county education system; Second, the talent introduction mechanism lags behind. Although college graduates can choose employment in both directions, there is no corresponding supporting policy to follow up in time, and it is impossible to supplement teachers through recruitment. Therefore, during these five years, the number of teachers in Baihe No.1 Middle School is insufficient, and the professional structure, age structure and professional title structure are seriously unbalanced.

The contradiction between the situation of teachers and the needs of running a school in Baihe No.1 Middle School has attracted great attention from the county party committee and the government. The government has given Baihe No.1 Middle School greater autonomy in employing people, and charter schools have independently recruited and selected teachers. Since 2003, Baihe No.1 Middle School has adhered to the principle of "fairness, justice and openness", recruited 103 fresh graduates to teach in the school, and openly selected 22 outstanding teachers from the county to supplement and expand the teaching staff. At present, the number of teachers in Baihe No.1 Middle School basically adapts to the size of students.

Second, pay attention to care, promote harmony and ensure the stability of teachers.

In order to solve teachers' difficulties, retain people's hearts, stabilize the team and further mobilize the enthusiasm of key teachers, the county party committee and the county government issued the Interim Measures for Rewarding Key Teachers in Senior High Schools with Outstanding Contributions in Baihe County, which solved the formal work of three key teachers' spouses in Baihe No.1 Middle School. In the past six years, 14 key teachers' spouses have moved to urban areas or suburbs. The school tries its best to open up service posts in the school, solve the employment problem of 12 teachers' spouses, and obtain public welfare post subsidies. At the same time, the school also actively strives for policies, vigorously improves the political and economic treatment of teachers, tries its best to create opportunities for teachers to participate in management and get promoted and reused, and takes the lead in raising the allowance for class teachers in the county, subsidizing the communication fees of class teachers and distributing class allowances.

Constantly improve teachers' living conditions and strive to create a harmonious working atmosphere. The school builds off-campus teachers' residential buildings, and replaces and recycles the teachers' housing at a price lower than the market price, which not only improves the housing conditions of the replaced teachers, but also solves the housing problems of newly hired teachers. Actively find ways to solve problems involving teachers' vital interests, such as middle and senior professional titles, and ensure that the personal interests of teachers who make contributions are guaranteed. Take care of teachers and actively help manage the weddings and funerals of teachers' families. Care for teachers who live in other places, arrange traditional festivals for group dinners or return to school, and lead the team members to give up going home to accompany the teachers for the holidays. Through these works, a harmonious working and living atmosphere has been created.

Third, grasp the business, strengthen the quality, and promote the improvement of the team level.

Carry forward the spirit of dedication and do a good job in building teachers' morality. Baihe No.1 Middle School is generally poor in school-running conditions and student base. Only by working hard to make up the shortcomings and diligently making up the shortcomings can we gain something. To this end, the school insists on changing its work style and always puts the construction of teachers' morality at the top of ideological and political work. Long-term activities of "cultivating teachers' morality and casting teachers' souls" have been carried out, with leaders infecting teachers with noble personality and teachers influencing students with professionalism. The majority of teachers devote themselves to teaching with a high sense of responsibility, do not engage in paid tutoring, and do not seek a second job.

The school attaches great importance to teacher training, establishes a leading group for teacher development, and formulates a teacher training development plan; Refine the teacher training plan, assign each teacher to the subject group, determine the academic qualifications, professional trends, teaching and research fields and expected goals, and promote them interactively within the subject group; Encourage teachers to improve their on-the-job qualifications and reimburse them for the transportation and accommodation expenses for improving their on-the-job qualifications; Those who have obtained the certificate of completion of on-the-job postgraduate courses will be reimbursed for their tuition fees during their study; Take the way of "going out" to learn and improve, send school leaders to study in Hainan, Guangdong, Jiangsu, Ningxia and Xi 'an, and actively strive for opportunities to organize teachers to participate in various kinds of learning at the departmental, provincial and municipal levels. Through the above measures, most teachers' professional theoretical foundation is more solid, which lays a solid foundation for improving teaching quality.

By strengthening school-based training, improve the overall quality of the team. In view of the fact that there are many young teachers and little teaching experience, school-based training plans and programs are formulated at the beginning of each academic year to build a training network. Strengthen school-based training by means of "self-reflection, peer assistance and centralized training". Establish a relatively perfect and orderly training mechanism to improve teachers' teaching level. The school urges teachers to realize self-development and improve their teaching ability and scientific research ability, so as to improve the quality of education and teaching in an all-round way. Young teachers' teaching basic skills competition is held regularly, which requires young teachers to attend more lectures and ask more questions. The number of lectures per semester is twice that of other teachers. Leading young teachers with academic leaders and teaching backbones as the main subjects, the school puts forward the target requirements at different levels. Old teachers mainly train new teachers (teachers who have worked in our school for less than three years), help them gradually adapt to teaching posts, guide them to choose suitable teaching methods, and lead them to grow into qualified teachers in a short time; Key teachers (cities, provinces) mainly train young and middle-aged teachers with certain experience, regularly organize the study of teaching reform theory and advanced experience, focus on guiding the research of teaching materials and methods, accurately grasp the learning situation and improve teaching efficiency; Subject leaders mainly train young and middle-aged backbone teachers, and choose a breakthrough according to their own reality and specialty to form their own teaching style and characteristics.

Pay close attention to on-the-job training with improving professional ability as the core, and improve professional level. In order to promote the growth of young teachers, school leaders and academic leaders insist on going deep into the classroom to listen to lectures, check lesson preparation and homework correction, and guide teachers to improve their professional ability; All new teachers must receive three-year on-the-job training at school, answer 12 sets of simulated college entrance examination questions every academic year, attend two lectures and take a professional skill test; Every year, a certain number of teachers with no senior three teaching experience are selected in a planned way to take senior three classes, so as to lead the improvement and promote the growth.

Fourth, emphasize competition, encourage and promote team structure optimization.

We have established relatively perfect, fair and reasonable rules and regulations, strictly implemented target assessment, managed teachers with systems, and assessed teachers with achievements. In terms of promotion of professional titles, distribution of rewards and allowances, it pays attention to performance and contribution. The school creates equal competition conditions, so that each faculty member can compare their work styles with hard work and their achievements with skillful teaching in their respective posts, thus creating a harmonious working atmosphere that is both competitive and cooperative.

According to the performance, the management of "being able to go up and down, being able to go in and out" embodies the intention of appointing people on their merits and being able to go up and down. For teachers whose work effect is not obvious and their grades are average, in addition to strengthening training, they will also adjust their jobs and not upgrade or downgrade their work grades. If the work effect is poor and the results are backward, the school will not handle the appointment procedures or transfer. Teachers recruited by the school will not go through the recruitment procedures or be dismissed directly.

Implement a "multi-dimensional" assessment system to stimulate teachers' enthusiasm for work through incentive measures. In the annual assessment, Baihe No.1 Middle School compares the tasks assigned at the beginning of the year with the completion. On the one hand, we should change the mode of evaluating students' achievements by absolute scores, and evaluate teachers' teaching achievements with different weights such as the increase of similar per capita achievements in the whole city or the whole county as the score of "performance", so as to guide teachers and assessment teams to assign points to teachers' morality, ability and diligence; On the other hand, according to their own assessment methods, each office scores the staff's usual work, and then converts it into a total score according to a certain proportion, so as to identify the staff's work performance, which is the main basis for evaluating the excellent and promoting the awards, thus enhancing the fairness and impartiality of teacher evaluation.

In the promotion and appointment of professional titles, the principle of performance priority is fully embodied. Those with outstanding performance will be given priority in evaluation and appointment as long as they meet the conditions for promotion and appointment of professional titles. To promote senior and intermediate titles, we should not only have excellent conditions, but also emphasize the important role and contribution in school teaching. In the post competition of public institutions, the higher vocational positions of senior and intermediate positions are inclined to front-line teachers and backbone teachers; In the past five academic years, he has never left his teaching post. He has been a high school teacher for more than three years, and his college entrance examination score or the city's final score is the first in the city. Those who fail to reach the highest level of post qualification will be awarded a higher level on the basis of the level determined by the assessment team, thus breaking through the post qualification limit and improving the salary of teachers who have made significant contributions.