Cuiping District, Yibin City, Sichuan Province:
Exploring and innovating the supplementary mechanism of teachers in rural schools
case sharing
Innovation background
Cuiping District, Yibin City, Sichuan Province is 1997 1 month, which was changed from the original county-level Yibin City to the county-level district. Located in the southern edge of Sichuan Basin, at the junction of Sichuan, Yunnan and Guizhou provinces, Jinsha River and Minjiang River meet here to form the mighty Yangtze River, and the golden waterway of the Yangtze River begins, so it has the reputation of "the first city of the Yangtze River". Total area 1 123 square kilometers, with a total population of 760,000. As we all know, there is a shortage of teachers in rural schools in China. How to supplement teachers for rural schools and promote the development of rural education has become an important indicator to consider whether education is balanced. Cuiping District's exploration of the supplementary mechanism for teachers in rural schools mainly includes two aspects: "improving quality assurance". "Improving quality" is manifested in strengthening teacher training, improving management mechanism and improving incentive mechanism. "Guarantee quantity" is embodied in the establishment of rotation system, the matching of art and physical education teachers, the introduction of community strength and so on.
Specific measures
(A) the establishment of primary and secondary school teachers exchange rotation system
The unreasonable flow of rural teachers is one of the important reasons for the shortage of rural teachers. The establishment of the exchange and rotation system for primary and secondary school teachers in Cuiping District has achieved remarkable results: first, it encourages urban primary and secondary school teachers to teach in remote primary and secondary schools, and stipulates that newly recruited teachers in urban primary and secondary schools will teach in rural primary and secondary schools for more than two years after 2000; Second, carry out activities of supporting weak schools in rural areas by urban schools. City schools send excellent teachers to teach in weak rural schools, and weak rural schools send a certain number of teachers to study in city schools. Third, encourage urban teachers to teach in rural schools under the condition of unchanged wages and benefits. Primary and secondary school teachers, male under 50 years old and female under 45 years old, are arranged to teach in bound schools or weak township schools 1 academic year according to the proportion of full-time teachers in schools. Rural schools that receive urban teachers to teach should send an equal number of young teachers to the corresponding urban schools for on-the-job study, and give appropriate living allowances and transportation subsidies to the teachers who send them to teach; For teachers studying in schools in the city, travel expenses and living allowances shall be reimbursed according to relevant policies and regulations. Those who do not obey the rotation and teaching arrangements can only be rated as "basically competent" at the highest level of annual assessment in that year, and can not be rated as "excellent" within three years. Within five years, you may not be promoted to professional and technical positions and participate in various appraisal awards and special-grade teacher selection.
(B) to carry out continuous teaching.
Cuiping District issued a document to implement the continuous teaching system for teachers in scarce disciplines and strengthen the integrated management of central schools. Township central schools co-ordinate the management and employment of their own township teachers, and send full-time teachers to schools lacking teachers in music, sports, beauty, labor, information technology, mental health and other disciplines to share teacher resources. At the same time, it is clearly stipulated that Chinese and mathematics teachers in township central schools must teach at least 20 times in subordinate campuses in the past three years before they can evaluate and hire higher-level professional and technical positions, and teachers in other disciplines should teach at subordinate campuses for 200 hours.
(three) fully equipped with foot art and physical education teachers
In order to realize the all-round and balanced development of students, Cuiping District has made great efforts to equip art and physical education teachers who are lacking in rural areas. First, complete school physical education teachers. Cuiping District has 1 PE teachers in every four classes of compulsory education in grades 65 and 438+0-2, and 1 PE teachers in every five classes in grades 3-9 according to the relevant requirements for developing sunshine sports. For small villages (teaching points) that are too small to be equipped with physical education teachers alone, they can be equipped with full-time and part-time physical education teachers according to the total number of classes in their schools, and establish a "day-to-day teaching" system to ensure that school physical education work is in place. Second, we should provide enough and powerful art education teachers. Cuiping District improves the treatment of rural art education by establishing and implementing flexible staffing policies such as teacher incentive mechanism, so that excellent rural art teachers can be attracted, retained and used well. By establishing a regular and effective teacher training mechanism, rural art teachers can have more room for professional improvement.
(D) Introducing community forces to enrich teachers' resources.
In order to improve students' social practice ability in rural schools, Cuiping District actively introduced community forces to enrich teachers under the premise of insufficient teachers in rural schools. The specific innovations are as follows: First, introduce "parent volunteers", arrange one or two classes a week for parents of students to be "teachers", introduce their careers, and introduce social practice experience to students in a more diversified way. For example, Liangjiang School in Cuiping District has made outstanding achievements in this respect; Second, the school employs outstanding figures such as old community revolutionaries, entrepreneurs and model workers as social counselors, and invites them to the school for guidance and activities on specific anniversaries. For example, Liangjiang Primary School introduced a large grape grower in Liangjiang Township as a social counselor for students, which provided a model for students to enter life and practice life.
(E) Improve the incentive mechanism for teachers
Improving the welfare treatment of rural teachers is an important measure to effectively alleviate the job burnout of rural teachers and improve their quality. Cuiping District has mainly done the following work in improving teachers' incentive mechanism: First, the rural teachers' special post award is issued according to the per capita 1000 yuan/month standard, the post award of the head teacher is issued according to the per capita 200 yuan/month standard, and the special subsidies for rural teachers are issued according to the per capita 1000-200 yuan/month standard. Second, in villages and towns, teachers' turnover rooms of13,355 square meters and teachers' lounge of 3,420 square meters will be built. In accordance with the construction method of price-limited rooms (20%-30% lower than the market price), the construction of "gardener building" in villages and towns or schools will be promoted in a timely manner, and "gardener community" will be built in the central city to improve the working and living conditions of rural teachers and encourage them to take root in the countryside. Third, preferential policies such as on-the-job appointment and job promotion should be implemented for teachers who have been teaching in rural areas for a long time. For teachers in remote rural areas, when they retire, their post level can be promoted to one level within the current professional and technical level (not accounting for the number of school posts) to determine retirement benefits. Teachers who have taught in remote rural areas for more than 20 years and retired for less than 5 years are promoted to professional and technical positions, but they do not occupy the titles and positions of the school; Fourth, ensure that the average salary of teachers is not lower than the average salary of civil servants in the whole region according to law, and gradually increase it; Fifth, the number of backbone teachers has further increased, and the selection of backbone teachers has tilted towards rural schools and vocational schools, so that the number of backbone teachers in urban and rural schools is basically the same.
Implementation effect
Through the active implementation of this initiative, 205 teachers from urban central schools in Cuiping District exchanged to village schools, and at the same time, a post allowance of 100-200 yuan per person per month and a special reward system of 200-400 yuan were implemented for rural teachers. Adhere to the annual selection and recognition of 10 village-level schools "teachers help each other and advance together" and implement special awards; Implement the "housing project" for rural teachers, and build "teachers' lounges" in all village-level schools so that village-level school teachers can "live down". At the same time, Cuiping District changed all the original village schools and basic schools to the campus of the township and street central schools, and established a system in which central school cadres contact village schools at designated points, and each middle-level cadre contacts 1-2 village schools at designated points. The implementation of the "walk-to-teach" system for teachers in central schools has mobilized teachers who are short of Bel Canto and physical education in central schools in the whole region to "walk-to-teach" in towns and villages, ensuring that the courses of fine arts and physical education in various campuses can be carried out in a standardized way, effectively enhancing the vitality of rural teachers.
Institutional innovation
Cuiping District, Yibin City, Sichuan Province has achieved remarkable results in promoting education reform, especially in exploring the supplementary mechanism of teachers in rural schools, which provides an effective reference for all localities to actively carry out rural education reform and stabilize rural teachers. Cuiping District has provided sufficient teachers for rural schools through various measures, and initially achieved the balanced development of rural education and urban education.