In the past, when the evaluation and employment of professional titles in primary and secondary schools were separated, primary school teachers reached the advanced level of primary schools, and middle school teachers basically reached the middle school level, which was the bottleneck of development. Then, primary school teachers reach the top level, and middle school teachers reach the top level, which is beyond the reach of ordinary teachers.
So more than ten years ago, after my primary school was rated as the third year of high school, I taught with peace of mind and didn't spend my time on those fancy evaluation materials. In the past two years, the professional titles of primary and secondary school teachers have merged, which makes us see the hope that ordinary teachers can evaluate and hire senior primary and secondary school teachers (equivalent to the original primary school special grade).
There are more than enough teachers in our school, with only one or two advanced indicators each year, and the total amount depends on the proportion of teachers. In other words, if the number of places is full, if you want to evaluate the employment, you can only wait for the senior teachers to retire and vacate their posts.
The fierce competition can be imagined, so many methods and rules have been formulated, and the teachers' teaching materials have also been refined and quantified.
Taking our school as an example, the first condition for evaluating and hiring senior staff is five years' honorary title at or above the district level. (including district-level excellent teachers, teachers' morality pacesetters, advanced educators, excellent class teachers, etc.). ), the rigid requirements of honorary titles keep most teachers out, because there are few honorary titles at or above the district level. Our central school has only one or two indicators a year, and there are very few ordinary teachers except leaders or related households.
After getting the admission ticket, you can make a quantitative score and enter the pk stage. It stands to reason that teachers should take teaching achievement as the first quantitative standard, but because it is not easy to operate, teaching achievement, as the greatest achievement of teachers, does not appear in the options of quantitative scoring. Awards include: the first prize of quality class competition at or above the district level, the first prize of lectures at or above the district level, the establishment of projects at or above the district level, the publication of papers at or above the provincial level, and guiding students to obtain the ranking above the first prize at the district level. ...
There seems to be nothing wrong. A golden certificate, a publication that looks tall, seems to explain the level and ability of teachers. But is this really the case? The so-called paper publishing can be done as long as the journal number can be found online, so most of them can be published at a cost of several hundred to one thousand yuan, and you don't even have to write a paper. This is already an open secret in our place, but in any case, it will get extra points.
The so-called first prize of high-quality class, that class is to prepare for a month or two to rehearse a dozen or twenty times repeatedly, and the performance is greater than the teaching and research class. The project settlement looks tall, but it is actually just printed in the store. 60 yuan has a complete project material, and the settlement is increased by 60%. You only need to provide your school and name, and nothing else is needed.
Can senior teachers evaluated and hired under such grading standards really represent their teaching ability and teaching and research level? In order to evaluate and hire senior teachers, many teachers give up their teaching work and spend a lot of time, energy and money to get the corresponding certificates. Even let go of the so-called lofty intellectuals, treat guests and give gifts, and flatter them just for the certificate that can be admitted and scored!