As the principal of the school, I think the ultimate goal of education reform should be the three-foot platform-that is, the classroom. As an educational administrator, you should not only have good knowledge of school management, but also have comprehensive scientific and cultural knowledge to be an all-round principal. To this end, I have made overall planning and standardization of education and teaching in the school.
While strictly abiding by the regular management systems such as the Teaching Norms of Compulsory Education in Jilin Province and the Teaching Management Norms of Jilin City, I advocated the development of teaching and research activities such as "four rounds of lesson preparation", "research class", "pushing the door" and "team research", which realized the normal supervision of the whole process of education and teaching.
Every Monday afternoon, the school prepares lessons for the group, and the teaching leaders guarantee the annual group to go deep into it and study with the teachers. Push the door after preparing lessons collectively on Tuesday, conduct teaching research by administrative leaders on Wednesday, and conduct business lectures in the whole school on Friday to standardize teachers' classroom teaching behavior.
Carry out administrative leadership research class activities. In the first and second classes every Wednesday, the principal will lead all administrative leaders into the classroom together, and there will be random surveys of indefinite years, indefinite classes and indefinite subjects; There are special investigations aimed at specific disciplines and subject teaching fields; There is a guiding survey for young teachers' classroom teaching; Teachers who have problems in classroom teaching are followed up. In the first grade, we focused on calligraphy, law, success education, national unity education, physical education class and the class teacher's classroom teaching. In the investigation, we found problems in subject teaching, class management, and student habit cultivation, and gave teachers on-site guidance. Based on the research of classroom teaching practice, the research process of administrative leadership course is not only a process for teachers to accept guidance, but also a process to help teachers achieve efficient teaching and reduce the burden on teachers and students. Where we do research, we will solve the guidance. The development of executive leadership research class provides the most powerful boost for the rapid growth of young teachers, the improvement of the overall teaching level of the school and the in-depth implementation of quality education. Our teaching management experience has been demonstrated in urban areas, which has been highly recognized by higher education departments and brother schools.
As a principal, in order to give full play to the leading role, I put forward specific requirements for the leading group, such as "learning from lectures" and "learning from comments", which gradually showed its unique charm.
Every semester, schools should carefully choose lectures according to teachers' age, teaching experience, teaching level and subject classification. After class, teachers should fully communicate with teachers, teachers should write reflections, leaders should have summaries, and some should form blog posts. Through these words, you can record the feelings of class in time, so that the sound flowing through your ears becomes a black and white mark. For teachers, leaders and everyone in Tongtan, it is a process of combing and leaving growth. This is the first step. Next, we will consider how to mobilize all teachers to take the initiative to walk into the classroom and attend classes with questions, which will become a necessity for our professional development, so that attending classes can truly become a part of teachers' daily work and campus culture.
When evaluating classes, we often feel that the reviewers say that they are flying high, but the final effect is "radish stewed with radish-it doesn't help." I encourage the leaders and teachers who attend the class not to judge after listening, but to make clear what the teacher you want to judge needs most and what the focus of your evaluation is, so that we can not only find the bright spot of the teacher's teaching, but also sharpen the shortcomings and analyze accurately. In recent years, with my efforts, the school's class evaluation can be said to be a "feast" after classroom teaching. Everyone can share classroom conversations around common topics and communicate on an equal footing. Although there are "subjects" and "subordinates", it also changes the limitation of "leaders have the final say" and completes the course evaluation in an open and pleasant atmosphere. Set up an important concept for the majority of teachers. Classroom evaluation is not criticism or meaningless praise, but an important way to find classroom teaching problems, so that we can better.
As the leader of educational reform, the headmaster's strong professional quality is the need of the times and the premise of being competent for the headmaster's work. "The principal should be the teacher's teacher." Principals should be good at learning, diligent in thinking, brave in practice, and constantly build their own reasonable knowledge structure, so as to be handy in their work, become expert principals and become guides for all teachers.