Recently, the implementation of the teacher withdrawal mechanism in primary and secondary schools in many places has sparked heated discussions on social media and even caused some people to panic, thinking that this is breaking the "iron rice bowl" of public teachers in primary and secondary schools. "It is impossible to retire teachers on a large scale. Regardless of the stability of the teaching staff or the actual teaching management, there are definitely very few teachers who really quit the teaching staff. " According to reports, Lei, a lecturer at the School of Public Administration of Central South University, said.
Teachers' exit channels mainly include waiting for posts, transferring posts, retiring and leaving posts, and dismissal. The first two categories are mainly for teachers who are not suitable to stay in their original posts for subjective and objective reasons. For example, teachers who are older and less energetic are transferred to non-teaching posts; Further training and follow-up study for teachers with incorrect teaching attitude and insufficient teaching ability; Retirement after leaving a job refers to quitting your job but still retaining the employment relationship with the school.
Dismissal refers to the termination of the employment contract and the termination of the employment relationship. This type of withdrawal is serious in nature, such as violating the professional ethics of primary and secondary school (kindergarten) teachers and being punished by criminal punishment; Or because of sexual assault, abuse, trafficking, violence, indecency, drug abuse, prostitution, whoring, gambling and other public security management punishment or punishment.
According to the incomplete statistics of interface education, Beijing, Ningbo, Zhejiang, Guiyang, Guizhou, Pingyin County, Shandong Province and other places began to pilot the teacher withdrawal mechanism, and there are some differences in the withdrawal mechanism. For example, in the Three-year Action Plan of Gui 'an Education in Guiyang issued in February 2023, Guiyang put forward the "last exit mechanism", that is, through the way of "coordination of administrative departments and the last place in schools", the teachers who ranked last in comprehensive assessment were implemented with "canceling target performance for the first time, transferring jobs again and quitting for three times".
20 19- 12 the Beijing municipal education commission mentioned in the "guiding opinions on promoting the management reform of" district management and school employment "for primary and secondary school teachers that if the teachers fail to pass the annual assessment, the school may lower the post level or adjust the post employment. For those who do not obey the organization arrangement or fail to pass the annual assessment after being assigned to a new post, the school may terminate the employment contract according to the prescribed procedures.
In June, 2022 165438+ 10, the Education Bureau of Ningbo City, Zhejiang Province issued the Implementation Measures for the Withdrawal Mechanism of Teachers in Primary and Secondary Schools (Kindergartens) in Ningbo City (Draft for Comment), which made detailed provisions on the withdrawal channels, procedures, treatment and dispute handling, and made the operational norms more comprehensive. Previously, in 20 16, China fully implemented the "five-year cycle" regular registration system for primary and secondary school teachers, with the aim of breaking the tenure system for teachers, allowing unqualified teachers to quit and giving teachers a better "source of living water".
At present, the withdrawal mechanism of primary and secondary school teachers is based on the regular registration system, and teachers are more strictly assessed, evaluated and eliminated. The similarity between the two is to break the "iron rice bowl" of teachers. The difference is that the exit mechanism is that teachers who fail to pass the examination "quit" from a certain place or school and are no longer employed; Regular registration system means that unregistered teachers lose their qualifications and are not allowed to engage in education and teaching.
At present, public opinion has different opinions on the establishment of the withdrawal mechanism for primary and secondary school teachers. Supporters believe that breaking the "iron rice bowl" of survival of the fittest is conducive to optimizing the teaching staff and promoting teachers' love and dedication. It has also been questioned that under the current score-only and entrance-only evaluation system, if teachers are evaluated according to students' test scores, entrance-only and teachers' administrative indicators, it is likely to further aggravate the utilitarian tendency of score-only and entrance-only, and increase teachers' assessment pressure and non-teaching burden. "To implement the teacher withdrawal mechanism, we need to solve the problem of who will assess, what to assess and how to assess."
2 1 Xiong Bingqi, president of Century Education Research Institute, told Interface Education that the key is to reform the management and evaluation of teachers. "Since 20 19, the Ministry of Education has been pushing primary and secondary school teachers to reduce their burdens, but the reality is that the burden of primary and secondary school teachers in coping with assessment, inspection and evaluation has not been effectively reduced."
Xiong Bingqi said that the main reason is that the management and assessment of primary and secondary school teachers are dominated by the administrative department, and it is difficult for teachers to refuse the tasks assigned by the administrative department. These tasks are usually linked to assessment and salary, which leads to teachers' sense of job burnout rather than professional honor. Therefore, Xiong Bingqi suggested establishing a modern school system in primary and secondary schools, and entrusting the management and decision-making of educational affairs to school teachers' committees.
At the same time, focus on exploring the reform of running schools and teacher evaluation, and establish a professional peer mechanism. According to Xiong Bingqi, there are three basic systems for the management and evaluation of primary and secondary school teachers in developed countries: annual salary system, tenure system and teacher peer evaluation system. The annual salary system refers to determining the annual salary according to the position of teachers. The annual salary increases with the increase of teaching experience, and primary and secondary school teachers do not evaluate their professional titles.
There is also an annual assessment for teachers, but the assessment results usually do not affect the annual salary, but only affect the annual salary growth in the coming year to a certain extent. On the basis of the annual salary system, the teacher tenure system is implemented, that is, teachers will face strict examination and evaluation in the first few years, but after they are "confirmed" to have teaching qualifications through examination, they will be granted tenure, and the examination period will be prolonged, which will not affect their continued employment.
The annual salary system and life tenure system also have the problem of "raising lazy people". The solution to this problem is to implement professional peer evaluation of teachers, and professional peers will evaluate teachers' teaching ability and educational contribution according to educational standards. "Professional evaluation mechanism is also an urgent need to establish an evaluation mechanism to get rid of unscientific evaluation systems such as scores, studies and papers."
Xiong Bingqi said that establishing the credibility of independent and professional professional evaluation will also promote the professionalization and professional development of teachers.
In the long run, to improve the overall quality of domestic teachers, it is important not to strengthen external assessment, but to stimulate the vitality of teachers and promote their professional quality and development. The management and evaluation of teachers should also return to the standard of educating people.