The key to the balanced development of compulsory education is school balance.

There are three aspects of school balance: first, hardware balance, that is, the balance of school conditions, teaching facilities and campus environment; The second is the balance of software, that is, the balance of teachers, school spirit and campus culture; The third is the balance of students.

Among the three, the key to school balance is teacher balance. It can be said that the key to the balance of compulsory education lies in teachers, the key to the balance of teachers lies in mobility, and the key to the mobility of teachers lies in the reform of teachers' income distribution system. As a reform measure, we should not only look at its necessity, but also its rationality and feasibility.

In recent years, although a lot of efforts have been made in the equalization of education, the trend of choosing schools is becoming more and more serious. The survey shows that parents pay more attention to the management, historical background and social reputation of the school when choosing a school, and the differences between different schools are formed by the differences in school conditions, school equipment, teacher composition and quality, school location, students, financial security and so on.

The first is to construct teachers' concept of happiness. Teachers work with students, and students know how to repay them. Teachers are really good to students, and students will love teachers. Teachers' hard work will be rewarded with excellent grades, and students and parents will also be grateful to teachers. At this time, the teacher will have a sense of accomplishment and happiness. The second is to encourage teachers to grow.

A growing teacher will never be a monk banging a bell. What is a growth teacher? Is to work hard, want to do better, often reflect on their own education and teaching, often read and study, and make continuous progress in business. Growing teachers are very popular with students and parents, and school leaders often entrust them with important tasks.

All teachers in a school have a sense of growth. Is this school still a weak school? From practice, we realize that although there are differences in the overall quality of teachers and students in different schools, the differences are very small. The difference in the quality of running a school lies in the differences in management methods and cultural concepts.

It is a shortcut to make use of the resource advantages of famous schools in this respect and quickly improve the running level of schools with weak foundations. On the one hand, we export the backbone of teaching management, establish a consistent advanced management model in all districts, and at the same time establish a horizontal supervision and inspection system in cross-district campuses to ensure that the advanced "genes" of traditional famous schools blossom and bear fruit in all districts in the shortest time.