As the director, leader and implementer of teachers' professional development, the headmaster should make a "positioning" before training and guiding each teacher, that is, clearly analyze the characteristics, advantages and disadvantages of each teacher, and describe and give directional guidance in combination with its current situation. I advocate that every school teacher should strive to achieve "one teacher and one style" on the premise of ensuring the basic common requirements, which is also the premise and foundation for training future educators. Teachers are personalized labor. Only by letting every teacher show his positive personality and develop his correct educational ideas and behaviors in a suitable post and environment can he have a real "master" of the school in the future. To this end, the principal needs to work hard from the following aspects.
1, "system" guarantees teachers' professional development
Hayek wrote in his book Principles of Free Order that a bad system will make good people do bad things, and a good system will make bad people do good things. It can be seen that the system is important for teachers' professional development. The guarantee system of teachers' professional development should give full play to democracy and let teachers, students and school leaders participate together. Such joint participation will make teachers very calm when implementing the system, because this is a system in which they participate in the decision. At the same time, when formulating the teacher professional development system, we should pay full attention to the rationality and feasibility of the system itself and integrate the teacher professional development system into the overall cultural construction system of the school. In the process of system implementation, we should give full play to its incentive function and pay equal attention to scientific management and team management. Only such a system can provide a strong guarantee for teachers' professional development.
2. Promote teachers' professional development with "basic skills"
As a teacher, skilled basic skills are the foundation, and "three words and one sentence" is only an important part of basic skills. And preparing lessons, speaking lessons, doing lessons, attending lectures and evaluating lessons are also the basic skills in the education process. A teacher who can't even teach well can hardly educate his students well. If you want to have rich basic skills, you must make the classroom come alive. As school administrators and teachers' training implementers, teachers should be encouraged to make their classrooms alive and the training they participate in come alive first. The training effect will be better if you add a variety of elements.
(1) Good at finding and paying attention to details: Take pens, notebooks, cameras, etc. with you when you can, and you can capture many unremarkable pictures. Go deep into teachers and pay attention to their teaching, scientific research and even life. Find the teacher's interest point and discuss it with the interest point as an opportunity. For example, recently everyone is worried about those children who make trouble in class. Can you ask questions about the training of teachers' professional development and think about ways together? Not every training should have grand goals and only solve a small problem. Over time, teachers will be willing to take the initiative to participate in such training.
(2) Capturing the advantages and blooming the training: Give a lesson preparation group 20 minutes before each training, let this lesson preparation group arrange a teacher to show a lecture that everyone can discuss together, and ask teachers from other disciplines to evaluate this lesson from the perspective of students. Give these adults enough incentives and stage to make them active. In this way, teachers will also give children such a stage. The English teacher will arrange a "five-minute talk", the Chinese teacher will design an appreciation of ancient poems before class, and the math teacher will arrange an analysis of each student's typical topics. Therefore, teachers can realize that children should take the initiative to participate in imitation when learning professional appraisal, and let children pose when learning chickens and rabbits in the same cage. These are effective ways to take the initiative and can be copied.
(3) Willing to collect and mobilize emotions: It is not difficult to understand the bottleneck and burnout in the development of teachers, which requires us to give these basic skills of repeated training some fresh elements. For example, when training teachers' basic skills, can we use more stories and videos to stimulate teachers' professional interest and awaken the sweetness of teachers' profession itself? Tell more humor and present some funny pictures to relieve the psychological pressure of teachers. Play some light music at the beginning of training, education also needs to have emotional appeal, and leaders should also have art. For example, many schools have talked about the cultivation of teachers' morality. I often think, did the teacher say it? Can you explain it clearly? It is better to share some vivid cases with teachers and let them analyze their feelings. For example, the teacher rumored on the Internet asked the whole class to hit a child who didn't finish his homework more than 200 times. After watching this video, every teacher who participated in the training can regard that child as his own. How do you feel? Will it happen if students don't finish their homework in the future?
(4) Decomposition of tasks and positive attitude: The problem of educational concept exists in educational activities, which is far deeper than the problem of teaching. It is a common phenomenon that teachers are under great pressure and heavy burden, so as a trainer of teachers' professional development, it is even more necessary to teach teachers the ability to decompose tasks. For example, if you leave each teacher a reading note of 10000 words every semester, you must tell them that in fact, if you write more than 80 words every day, everyone will insist, and the ability to control words is a necessary skill for teachers. Teachers who actively finish writing will be rewarded for helping to revise and publish in the school magazine, and teachers who fail to finish the task on time will be encouraged and given methodological guidance. Teachers who live in a peaceful environment can really have a positive attitude.
3. Promoting teachers' professional development with "research ability"
The mainstream trend of education is not to train teachers, but to train educators who can not only teach books well but also find problems in education keenly, and put forward corresponding solutions after systematically studying these problems. Trainers can lead teachers to explore research materials from their own educational puzzles, covering the field of education and teaching, and then conduct a deeper discussion and understanding of education. In the research of primary school classroom teaching, observation and data statistics are often used, which can obviously find the problems and find the reasons, and then infer the research conclusion and design the improvement plan in the process of step-by-step research. For example, in the study of teachers' attention to students in class, we can observe how many students are in the class and how many students are invited by teachers to answer questions in a class. How many times did each child answer? When paying attention, apart from making eye contact, did the teacher nod his head in affirmation, walked over to the child and touched his shoulder to signal him to sit down? How long does the teacher occupy the whole class? How long did it take the child? These problems seem trivial, but they are enough to illustrate the problems in educational research. A professional development teacher should have certain research ability.
4. Promoting teachers' professional development by "evaluation"
The Outline of Basic Education Curriculum Reform (for Trial Implementation) points out, "Establish an evaluation system to promote teachers' continuous improvement, emphasize teachers' reflection and analysis of their own teaching behavior, and establish an evaluation system with teachers' self-evaluation as the mainstay and the participation of principals, teachers, students and parents, so that teachers can obtain information from all aspects and continuously improve their teaching level". It can be seen that the teacher evaluation advocated by the new round of basic education reform is developmental evaluation. The purpose of developmental evaluation is to promote the professional development of teachers. Evaluation is no longer aimed at grading teachers, but formative evaluation, which provides teachers with feedback and consultation on education and teaching information, helps teachers reflect on and summarize their own advantages and disadvantages, and thus improves their professional level. In the evaluation process, pay attention to personalization. The diversity of educational activities determines the diversity of teacher types. If all teachers are evaluated by the same standard, their unique educational ideas will be lost. Therefore, teachers should be evaluated dynamically. In addition, in the evaluation process, we should pay attention to the diversification of evaluation subjects and the comprehensiveness of information. Evaluate teachers in a multi-channel, multi-angle and three-dimensional way, so that teachers can have a deep understanding of their professional growth.
5. Encourage teachers' professional development with "achievements"
"The strongest need in human nature is the desire to be appreciated." The training of teachers' professional development must go through a continuous cycle of training-practice-feedback-correction-development. As a school administrator, you may wish to record every step in this process with multimedia equipment and collect clear thinking and communication tasks corresponding to each stage. After a stage, we will sort out and summarize everyone's written materials, and then collect all the teachers' classroom live lessons, which can be used as the introduction and content of the next training. At the stage summary meeting of training, managers don't need to talk too much, but present the vague state of teachers' consciousness collected on weekdays to them. When every teacher sees what he has experienced in the process of professional growth training and feels the thickness of the "professional growth portfolio", the role of motivation will be accompanied by a strong internal drive, which will definitely make him walk more steadily and faster.
Finally, I will end today's speech with five kinds of consciousness that an education manager should have to promote the development of teachers and six kinds of organs to mobilize the development of teachers. An experienced education leader should help teachers to establish problem consciousness and find the core problems that affect their own development; Establish research consciousness and explore problems with scientific spirit; Establish a sense of method and study and analyze problems with scientific methods; Establish a sense of innovation, encourage teachers to solve problems with different viewpoints and methods, and encourage innovation; Establishing a sense of cooperation is the basis for the healthy and long-term development of the organization, so that teachers can grow up in a cooperative environment. An excellent educational administrator should arouse the enthusiasm of teachers and let them observe their own teaching, students around them and real problems in the classroom with their own eyes; Listen with your ears, listen to other people's suggestions and students' evaluation of the course; Record with both hands, record every change of each child every day, and reflect on growth in the teaching process; Use your mind to identify where things happen. Do you want to arbitrarily solve the problem of children? Feel with your heart and feel the true meaning of education; Practice with actions, and let the educational ideal shine under the cloak of practice.