Improve the visibility of the school and find ways to continuously improve the teaching quality of the school. In my opinion, a principal should have the following qualities.
1. The headmaster should have his own school-running philosophy.
The most important thing for a principal is his understanding of education. Only principals who think about education know how to run a school and what kind of school to run. If the headmaster doesn't have a personal idea of running a school and just follows the crowd, the school will definitely fail. Therefore, Donghe Spring Experimental School established the school-running concept of "managing life habitually and achieving the end" at the beginning of its establishment. If there is no solid concept of education and teaching quality in running a school, the school will be tottering and dying, students will become unconfident, parents will be chilling and teachers will be discouraged. I think the scientific concept of education and teaching quality should be students' all-round development, physical and mental health, good frustration tolerance and strong will, as well as having basic knowledge and skills for further studies, etc., rather than blindly pursuing scores. As a principal, you must know what the quality of running a school is. You can't run a school without teaching and you can't run a school without teaching.
2. The headmaster should dare to offend others. To be a leader is to be a sinner. The headmaster should dare to face the bad atmosphere of the school, dare to attack the bad style and establish a healthy atmosphere. Don't expect everyone in the following team to dare to offend others, which is unrealistic. If the headmaster is afraid of offending people, then your team members will never dare to offend people. Besides, if the principal dares to offend people, there is no need for team members to dare to offend people. Only if your headmaster is not afraid of offending people can the team members follow you into this crooked way. With a healthy atmosphere in the school, everything is easy. If the school wants to establish a healthy atmosphere, you have to cultivate a group of team members who dare to offend people like the principal. For example, our school has done a lot of paid tutoring, knowing that teachers have great opinions on school leaders, and superiors will deliberately and maliciously evaluate school leaders, and school leaders will ignore them, thus killing paid tutoring in the bud and clearing the name for running a school. Bottom line: A headmaster who is afraid of offending people can't run a school well.
The headmaster should go deep into the classroom for a long time. The improvement of teaching quality begins with lowering the center of gravity. The school's work focuses on the classroom, which is also the work of the lowest room. Whoever grasps the classroom will grasp the teaching quality. Imagine being a principal, you can't go deep into the classroom all year round. You give the teacher the impression that you don't pay attention to the classroom and the quality of teaching. Then teachers will not pay attention to their own classroom, and naturally they will not pay attention to their own teaching quality. Principals often go deep into the classroom to listen, evaluate and guide classes, and teachers will pay enough attention to teaching.
4. The headmaster should dare to truly delegate power. In reality, the headmaster is bound by business and meetings. Why should he spend so much time managing the school in the classroom? It doesn't matter, as long as you dare to "really decentralize". Decentralization gives team members the right to do what they should do. Decentralization should be "real decentralization" rather than "pseudo-decentralization". If it is "pseudo-decentralization", the following team members are just machines that do things according to the instructions of the principal and have no real power to do their own things. In this way, team members are in a dilemma and dare not implement "real management". Within a reasonable range, team members should be "responsible, empowered and profitable", especially the dispersion of funds. Otherwise, everyone can do nothing, and over time, they will be confused. In terms of fund management, Donghe Spring Experimental School has implemented a departmental budget system. Let all departments really perform their duties and manage boldly.
A headmaster, if he can't effectively authorize, will definitely wear himself out, which is very certain. Without effective authorization, the biggest problem lies in those who are idle and those who are lazy. Nobody does anything, but the headmaster has to do everything himself and handle it himself. So, isn't it hard and tiring to be a principal? A competent principal should not be the one who does the most things in the whole school, but the one who does the most things in the whole school, so as to make his management most efficient.
In short, it is good to be the principal. I think the headmaster should do three things at present: first, study the idea of running a school well, turn this idea into the unified thought of all the team members, and then internalize it into the action of the whole school teachers; Second, try every means to improve the quality of teachers. A high-level teaching staff is the fundamental guarantee for the development of the school. Third, to study the reform of classroom teaching, we should often go deep into the classroom, teachers' offices and students. So attending class should be the first busy thing for the principal.
2. The core element of improving teaching quality is the construction of teachers.
Personally, I always think that anything strange will happen if teachers don't concentrate on teaching. Therefore, the core element of improving teaching quality is to improve the construction of teachers. In school, the teacher's responsibility lies in mobilizing students, and the principal's responsibility lies in mobilizing teachers. The essence of leadership lies in mobilizing teachers' enthusiasm and concentrating teachers' thoughts on classroom teaching. To this end, we have done the following work.
1. Firmly establish the concept that "there are no teachers with poor teaching quality, only teachers who don't want to improve teaching quality" and "there are no teachers who don't want to teach books well, only teachers who have not found a way to teach books well".
The ideological problems and methods are solved, and even the worst teachers will try their best to improve the classroom teaching level and teaching quality. Therefore, for ideological problems, schools can solve them through once-a-time "Young Teachers' Symposium", "Middle-aged Teachers' Symposium" and "Key Teachers' Symposium", and principals (or team members) can talk to a teacher every day. We mainly solve the problem of how to realize efficient classroom by asking four questions: the first objective question: What are you going to give the students in this class? The second efficiency question: How long are you going to let the students take it? The third method question: How are you going to let the students get it? The fourth question: How do you know that students have met your requirements and how many students have met your requirements? The evaluation of the classroom after class is also based on these four questions to evaluate whether the teacher's classroom is efficient.
2. Teachers who teach first-rate students well are only third-rate teachers, and those who teach third-rate students well are first-rate teachers.
What is a capable teacher, a capable teacher, is to show it in education and teaching, that is, to make students want to learn even if they don't want to learn, and to learn well if they don't learn well and improve their bad behavior habits. As a teacher, the greatest glory is that students like it and parents praise it. After graduation, students will never forget. In retrospect, they were talking about teachers. The students in our school are poor, so we often inject "the teacher who teaches the first-class students well is only the third-class teacher, and the third-class students are the first-class teachers", thus guiding teachers to find, analyze and solve problems from themselves. Therefore, it has become a routine task in school teaching to emphasize that "writing three years of reflection may become a famous teacher". Teachers' Salon has also become a place where teachers often talk and read educational and teaching monographs.