At the press conference of "Double Reduction" in Beijing's education on August 25th, Li Yi, deputy secretary of the Education Working Committee of Beijing Municipal Committee and spokesperson of the Municipal Education Commission, introduced that in the new semester, Beijing will promote the exchange and rotation of cadres and teachers in a large proportion. Dongcheng District and Miyun District are the first two pilot areas. 202 1 Before the end of the year, the pilot of exchange and rotation of cadres and teachers in six districts will be launched.
Gao Wei, director of the Dongcheng District Education Committee, introduced that it will take three years to realize the 100% exchange rotation of school cadres and teachers in the compulsory education stage in Dongcheng District. According to the current policy, the annual exchange rotation rate is only 10%-20%.
Teachers are the most important educational resources. The compulsory exchange and rotation of teachers is conducive to breaking the monopoly of famous brands and key primary and secondary schools on famous teachers. Famous teachers move between different schools, and the school choice is hot, and the school district naturally cools down.
However, in the initial stage, teachers are more mobile within the administrative scope at the regional level, and it is difficult to promote a broader educational balance. Some experts also pointed out that the rotation of teachers alone can not solve all the problems, and it is necessary to completely break the resource advantages of key schools.
3-year 100% exchange rate rotation
The Opinions of the Central Office and the State Council on Further Reducing the Students' Homework Burden and Off-campus Training Burden in the Compulsory Education Stage proposes that all localities should consolidate the basically balanced achievements of compulsory education, actively carry out the creation of high-quality balanced compulsory education, promote the growth of new high-quality schools, and expand high-quality educational resources.
Teachers are the most important educational resources. To promote the high-quality and balanced development of compulsory education, it is necessary to arrange excellent teachers in a balanced way.
Li Wei introduced that the object of exchange rotation is the principals (cadres) teachers of public schools in the compulsory education stage.
At the principal level, the exchange rotation targets are the principals and vice principals of public schools. In principle, principals and vice principals who have retired for more than 5 years and worked in the same school for 6 years should exchange jobs.
At the teacher level, the object of exchange rotation is the teachers in public schools. Teachers who have been away from retirement for more than 5 years and have worked in the same school for 6 years or more should, in principle, exchange posts.
Li Wei introduced that the main forms of communication are rotation of principals in the region, balanced allocation of key teachers, and rotation appointed by ordinary teachers.
On the basis of promoting the balanced allocation of teachers between schools in the school district, the urban area will focus on promoting the exchange and rotation of principals of compulsory education schools in the whole district, the balanced allocation of key teachers at or above the district level, and the rotation of ordinary teachers.
Running schools in groups will become the starting point for cross-school district exchange and rotation. For example, Chen Jinglun Middle School in Beijing has developed into a group school with 18 sites and 1000 employees.
The outer suburban counties promote the exchange and rotation of principals of compulsory education schools in the whole region, the balanced allocation of key teachers at or above the district level, and the rotation of ordinary teachers.
Li Wei said that in the process of promoting the new round of pilot projects, in addition to the proportion and quantity of exchange rotation, we should pay more attention to a series of changes brought about by the educational efficiency of cadres and teachers after exchange rotation, including how to keep homework, including home-school communication, changes in examination evaluation and online service answering questions.
Gao Wei introduced that Dongcheng District will select cadres and teachers from three levels: ordinary teachers, backbone teachers and outstanding cadres, and formulate specific measures in different categories. There will be no less than 2000 cadres and teachers in exchange and rotation this school year. Strive to establish a scientific and smooth mechanism for the allocation and use of educational talents to meet the needs in three years, and realize the 100% exchange rotation of school cadres and teachers in the compulsory education stage in Dongcheng District.
"The exchange of posts between principals and teachers and the selection of outstanding principals and teachers to carry out management and teaching in ordinary schools are conducive to promoting the balance of education." Chu Zhaohui, a researcher at the Chinese Academy of Educational Sciences, told 2 1 Century Business Herald.
The effect is not ideal.
In fact, as early as 1996, China introduced the teacher exchange rotation system to promote the balanced development of compulsory education.
1In April 1996, the then State Education Commission's Opinions on Strengthening the Construction of Primary and Secondary School Teachers during the Ninth Five-Year Plan pointed out that teachers should actively communicate regularly, break the unit ownership and regional ownership in the use of teachers, and encourage teachers to teach from cities to rural areas and from strong schools to weak schools.
20 14 In August, the Ministry of Education and other three departments jointly issued the Opinions on Promoting the Exchange and Rotation of Principals and Teachers in County (District) Compulsory Education Schools. The proportion of teachers' annual exchange work is specified, that is, "all full-time teachers who teach in the same school within the time specified by the local education administrative department should exchange work." The exchange rotation ratio of teachers in urban schools and high-quality schools is not less than 10% of the total number of teachers who meet the exchange conditions, and the exchange rotation of backbone teachers should be not less than 20% of the total number of exchanges. "
However, since the implementation of the teacher exchange rotation system for 25 years, the effect is not ideal. The core lies in who 10% and 20% teachers choose to exchange jobs.
The administrator of a public school in Beijing told 2 1 Century Business Herald that in reality, the out-of-school actually has the power to send people to exchange work. Sometimes, in order to protect the interests of the school, the principal does not want to let high-quality teachers go out, but let young teachers, teachers who have bad relations with school leaders and other marginal teachers go out to communicate.
In principle, urban primary and secondary school teachers should have more than 1 year teaching experience in weak schools or rural schools. This is the main incentive mechanism of teachers' exchange rotation system, which greatly promotes teachers' willingness to participate, but there are also shortcomings in its implementation.
"First of all, excellent teachers who are rated as senior titles lack the motivation to change jobs; Secondly, because the standards for evaluating professional titles have changed greatly in the past two years, participating teachers only apply for exchange rotation if this one is not met. " The above manager said.
In some places, it is stipulated that urban teachers who rotate to rural schools can enjoy rural teacher subsidies as an incentive measure to encourage outstanding teachers to enter the countryside. However, an investigation in a district of Beijing from July 2065438 to August 2065438 showed unexpected side effects. The living allowance for rural teachers in this area is as high as 3000 yuan per month. Together with the benefits of occupational annuity and provident fund, the monthly income of rural teachers in this area is twice that of urban teachers.
The remarkable difference in the treatment of teachers between urban and rural areas has actually become the main obstacle to the exchange of local teachers. Because the way of teachers' communication in this respect is inter-school post exchange, rural teachers would rather give up their professional titles than go to urban schools to exchange, so urban teachers have no chance to provide quality teaching in rural schools.
The length of teachers' exchange rotation directly affects the policy effect. "In practice, more than half of the teachers want the exchange time to be 1 year, but for the schools in the inflow area, 1 year is too short and the flow is too frequent, which is not conducive to maintaining the continuity of school education." The above manager said.
At the press conference on August 25th, Yi Lee said that the exchange between cadres and teachers should take the most basic education cycle as the unit, such as semester and school year as the cycle. "It is best to take the child's growth cycle as the unit, such as the lower grades and the upper grades." .
Obligation of normal flow
This time, Beijing's expansion of the exchange rotation of principals and teachers is considered to have absorbed the experience of the teacher flow system in Japan, South Korea, Australia and other countries.
In order to emphasize the obligation of teachers' regular mobility, Japan has made it clear that teachers are local civil servants. Therefore, teachers, like other civil servants, must fulfill the obligation to participate in "post adjustment" and "post transfer" on a regular basis because of their work needs. Take Tokyo as an example, primary and secondary school teachers who have taught in a school for more than 10 years and new teachers have taught for more than 6 years must participate in the mobility.
In order to ensure the balanced allocation of teachers between different schools, between urban and rural areas and between regions, there are many types of teacher mobility in Japan. Wang Cheng, a professor at the School of Education of South-Central University for Nationalities, recently wrote an article. Geographically, Japanese primary and secondary school teachers can move within a county, divide a county into several administrative regions, and move across regions (county-level administrative regions).
This is the hardest part of balanced development. According to the regulations of Beijing, the rotation of teachers' exchange is mainly carried out in one district, but it is quite difficult to promote the exchange of teachers in urban areas to the outer suburbs.
"It is less difficult to rotate jobs in urban areas like Dongcheng and Xicheng, because the gap between schools is not big, which is conducive to teachers' better adaptation to new schools; Teachers' commuting distance is short, which has little impact on life. However, the exchange rotation in the outer suburbs has a great impact on the lives of teachers. " Chu told 2 1 century business herald.
That is to say, the exchange and rotation of teachers will first help to promote the balanced development of a district and help to cool down the school districts of key schools in that district, but it will not prevent parents in other districts from buying school districts in this district and flowing into districts with high education quality.
Of course, the inter-regional mobility at the county level in Japan is also the smallest among all mobility forms, and it is mainly concentrated among larger cities.
Chu Zhaohui believes that in addition to the imbalance of teachers, the imbalance of compulsory education resources is also reflected in other aspects, including the imbalance of educational hardware facilities; The policy is not balanced, that is, each school enjoys different rights and different schools can recruit different students; The autonomy is not balanced, some schools have great autonomy, and some schools are marginalized and lack autonomy.
"Promoting the exchange and rotation of teachers is conducive to the balanced development of compulsory education, but it cannot solve all the problems and needs other supporting measures. The most important thing is to break the hierarchy between schools. The government will give each school a bowl of water in the allocation of educational resources. " Chu zhaohui said.