The director of education must be an excellent teacher, but not every excellent teacher can be a good director, because the director of education must also have qualities different from those of ordinary excellent teachers. The differences are as follows: ① The director of education should know the laws and policies related to education and teaching, be able to fully and accurately understand and implement the Party's educational principles and policies in his work, and even require creative and flexible implementation. (2) Be familiar with the teaching requirements of various disciplines. For an excellent teacher, it is good to be familiar with the teaching business of one or two subjects, but for a teaching director, in addition to the subjects he teaches, he must also be familiar with the teaching business of other subjects, including the curriculum standards and teaching contents of each subject, and make clear the overall teaching objectives, tasks and requirements. Only with this versatile quality can we gain the command, guidance and discourse power in teaching. To have rich teaching experience, we often say that a good principal can bring out a good school. This sentence can be said to be used in the teaching director: a competent teaching director who is familiar with the teaching business can bring out a high-quality teaching team. The director's goal is to cultivate a group of qualified talents and bring out a team of teachers with both ability and political integrity. On the other hand, if the professional level of the teaching director is not high, it is inevitable that the teaching work will be grasped but not real, and the ideas will not be grasped. Therefore, the teaching director should not only have rich teaching experience and strong ability to control teaching, but also master the teaching rules, understand the educational theory, guide the teaching practice of the whole school with advanced educational theory, and become an expert in school business and a commander and leader in all subjects. (4) The teaching director should be an expert in teaching management. Familiar with educational administration, able to arrange the daily work of the office skillfully, scientifically and reasonably, good at finding typical cases and analyzing the situation in time, and leading the teaching reform to go deeper. We should also be good at accumulating teaching management materials, skillfully organizing teaching business activities in various subjects, and know how to establish and manage teachers' business files, students' status, the use of school books, instruments and teaching AIDS. ⑤ Strong planning and interpersonal coordination skills. There is a lot of work in the guidance office. Without the ability of planning and management, it is easy to fall into a random and hectic state. The guidance office should not only formulate the teaching work plan of the whole school, but also manage the work plans of teaching and research groups, class teachers and classroom teachers. At the same time, the teaching director should also have strong interpersonal coordination ability and be good at doing ideological work for teachers and students. Coordinate all aspects of interpersonal relationships. ⑥ Have good psychological quality. As a teaching director, one must have an open mind and an inclusive mind, so as to unite comrades better; Second, we should have fine observation and agile thinking in order to find and solve problems in time; Third, we must have a stable mood and a high enthusiasm for work, so that we can be busy and orderly; Fourth, only with strong will and tenacious perseverance can we overcome difficulties, overcome setbacks and successfully complete teaching and management.

Second, the position and role of the dean

The guidance office is the executive body of teaching management. The principal's school-running ideas and the school's education and teaching decisions are generally carried out by the guidance office, so the guidance office is directly responsible for the organization, command, coordination and inspection of the school's education and teaching work. The role of the dean is mainly reflected in the following aspects:

1. The role of decision makers. The guidance office is the center of education and teaching management, which is closely related to all teaching and research groups, class teachers and subject teachers. Be clear about the education and teaching management of the whole school. It is true that some people say that the dean is the principal's "master of the family" and "chief of staff". The primary role of the dean is to provide information for the principal's management decision-making, be a good adviser to the principal, and avoid making mistakes in decision-making. At the same time, the director also participates in the formulation of school work plans and decision-making activities related to education and teaching management. Dean, so to speak.

2. Command and dispatch function. The guidance office is the most important management function of the school. Generally responsible for the division of labor of teachers, the arrangement and use of teaching facilities, the organization and arrangement of teaching activities, the development of teaching and research work, the improvement of teachers' quality, and unified command and dispatch. If the dean directs and dispatches properly, the school's education and teaching work can be carried out smoothly. On the other hand, it is difficult to successfully complete the education and teaching tasks of the school. Therefore, some people call the dean "dispatcher".

3. The role of guidance services. The guidance office should not only organize, guide, inspect and supervise teachers' teaching work, but also give necessary guidance to help them solve difficulties in their work, accurately guide and analyze problems in their work, and help them improve their teaching methods and raise their professional level. In addition to guidance, we should also establish a sense of service, establish the idea that management is service, adhere to the management concept of teacher-oriented and student-oriented, and provide various services for teachers' teaching work and students' learning in ideology, organization and material conditions to ensure the smooth completion of teaching tasks.

Third, the responsibilities of the teaching director

The duties of the Director of Education generally include three aspects:

(A) enterprise management teaching

Teaching is the central work of the school, and teaching quality is the first lifeline of the school. Therefore, teaching management is the central work of the teaching director, and the main work of teaching business management is:

1. Organize teachers to study and implement the teaching plan, curriculum standards and the higher authorities' policies and regulations on teaching, and improve teachers' awareness of teaching according to law.

2. Make the school teaching work plan and teaching routine, establish a normal and stable teaching order, and ensure the full implementation of the teaching plan. The plan of a few schools is to cope with the superior inspection. What was written on the paper was inconsistent with what was actually done, and the plan became a dead letter.

3. Guide the teaching and research group to carry out teaching and research activities and summarize and exchange teaching experience.

4. Carry out daily inspection and management of teaching, such as understanding the implementation of teaching plan, teachers' work and students' learning by attending lectures and checking teaching plans and homework, and find problems and put forward suggestions for improvement.

5. Scientifically arrange mid-term and final exams, and do a good job in proposition, invigilation, marking and quality analysis.

6. Arrange school extracurricular activities, interest group activities and cultural and sports activities to develop students' personalized specialties and hobbies.

7. Strengthen the management of school libraries, reference rooms, laboratories and audio-visual instrument rooms, and do a good job in information technology education.

(B) the daily work of educational administration

The daily management of educational administration is some tedious daily affairs, such as the management of student status, the compilation of courses and the ordering of teaching materials, which are the minimum daily work for teaching directors.

(C) the organization and management of teachers

1. Assist the headmaster in the ideological work of teachers.

2. Scientifically select the head teacher, teaching and research team leader, grade team leader and lesson preparation team leader.

3. Timely arrange class adjustment and substitute, do a good job in teacher education attendance, and ensure the normal and stable teaching order.

4. Pay special attention to the professional training of teachers and improve their professional level.

5. Organize teachers to learn educational theories and advanced teaching methods, carry out teaching and research activities, and improve teachers' theoretical level and research ability. In addition, the directors of some schools are responsible for the management of students' ideological and moral education.

To sum up, it is enough to show that the teaching director has high quality, heavy work responsibilities and many daily affairs. However, in the tedious teaching management work, the teaching director must not become the director of affairs, and must focus on the key points and make achievements. I think the focus of the dean's work is mainly reflected in the following two aspects:

① Establish quality awareness and do a good job in teaching process management.

② Establish scientific research consciousness, do a good job in school-based teaching research and training, and promote the improvement of teachers' professional quality.

Fourthly, establish quality consciousness and do a good job in teaching process management.

Quality management is the core of school management, and strengthening teaching process management is the fundamental guarantee to improve teaching quality. According to our experience, how to implement teaching process management should mainly focus on the following tasks:

1. Grasp collective work, strengthen teachers' sense of discipline, and overcome laziness in school work style.

2. Grasp collective lesson preparation and advocate individualization of lesson preparation system. In the past, most teachers' lesson preparation fell into a serious dogmatic tendency, and the teacher's lesson preparation became the abbreviation and copying of teaching reference, copying lesson plans in class and memorizing lesson plans. The school requires teachers to prepare lessons as long as they have lesson plans. As for the quality of lesson plans, whatever the specific requirements are, they are ignored. Therefore, day after day, year after year, teachers always do nothing in copying and writing. It seems that the purpose of preparing lessons is to cope with exams, not for classroom teaching.

This dogmatic lesson preparation has no self-thinking, let alone creative play, and does not take into account the ever-changing classroom. Some people say that the classroom is a collection of many ideas, and there will inevitably be many collisions and interweaving of ideas. It is a classroom for dozens of people, and there are bound to be problems and ideas in the lesson plan that we can't estimate. In particular, the new curriculum emphasizes the disunity of methods and students' independent inquiry, and students often make new discoveries. If the dogmatic way of preparing lessons cannot be changed, teachers' work will lose its meaning and value. In view of this, the educational administration department should point out the disadvantages of the above problems when conducting lesson preparation inspection; Second, to advocate individualized lesson preparation, teachers are not necessarily required to write detailed cases. Teachers can simply write down the teaching objectives and teaching links, focus on the methods to solve the teaching key and difficult points, prepare the design of problems, prepare the teaching means, prepare the preparation and production of teaching AIDS, and prepare the design of homework, and shift the focus of teachers' attention from textbooks to changing classrooms, and from coping with inspections to paying attention to classroom effects. The third is to find typical examples, show individual and distinctive lesson preparation plans, and let other teachers broaden their horizons and be inspired.