"I am now a second-level teacher, and I can participate in the selection of the first level after five years of the second level." Wang Zan (pseudonym) is a Chinese teacher in a primary school in Beijing. She has not been working for a long time and is planning her career.
The post grade of teachers mentioned by Wang Zan is what the society usually calls job title evaluation and employment.
For a long time, the evaluation and appointment of professional titles has attracted the attention of primary and secondary school teachers. The level of professional titles is not only related to teachers’ personal income, but also the recognition of teachers’ own professional ability. However, because the previous policy stipulated the proportion of post structure of different teacher ranks, the competition of professional title evaluation of primary and secondary school teachers was very fierce.
Recently, with the issuance of "Guiding Opinions on Further Improving the Management of Post Setting in Primary and Secondary Schools" by Ministry of Human Resources and Social Security and the Ministry of Education (hereinafter referred to as "Opinions"), many people expect that the "New Deal" will improve the situation that has plagued primary and secondary school teachers for many years.
More primary and secondary school teachers will have the opportunity to evaluate senior titles.
Sunya works in a teacher training school in a city in northern China. She is a teaching and research fellow of Chinese in primary schools. The introduction of the "New Deal for Professional Titles" made this old teaching and research researcher with 30 years of service extremely excited.
"The biggest impact of this" Opinion "on primary and secondary school teachers is that more teachers will have the opportunity to evaluate senior titles." Chu Zhaohui, a researcher at the China Academy of Educational Sciences, said.
The reporter from Zhongqingbao. com combed the previous policies: in 2015, the state reformed the title system of primary and secondary school teachers, changing the original independent title system of middle school and primary school teachers. After unification, the titles of primary and secondary school teachers include three-level teachers, two-level teachers, first-level teachers, senior teachers and full-level teachers, among which senior teachers and senior teachers correspond to senior titles, first-level teachers correspond to intermediate titles, and second-level teachers and third-level teachers correspond to junior teachers.
Chu Zhaohui believes that the Opinions clearly put forward that the post grade setting of primary and secondary school teachers is divided into high, middle and primary, and the post structure ratio of high, middle and primary schools is no longer uniformly stipulated at the national level, but on the basis of clear and reasonable allocation requirements, the provincial human resources and social security departments are authorized to scientifically set up the post structure of primary and secondary schools in conjunction with the education administrative departments, and appropriately optimize and adjust the post structure ratio of primary and secondary schools.
According to the "Opinions", after the implementation of this year’s "New Deal for Professional Titles", all provinces can calculate, allocate and manage teachers’ post ranks in counties. That is to say, the proportion of junior, intermediate and senior teachers and how to allocate them will be determined by each province according to the actual situation of the province. At the same time, the "New Deal for Professional Titles" gives a reference ratio for the number of senior professional titles: during the "14 th Five-Year Plan" period, the number of full and senior teachers will be controlled within five thousandths of the total number of primary and secondary school teachers in China.
More young teachers are expected to break through the career "ceiling"
"For primary and secondary school teachers, the limitation of the proportion of professional titles is like the ceiling of a career. The development of many young people is stuck there and can’t move for many years." Sun Ya said.
The teachers interviewed by the reporter of China Youth Daily and China Youth Network all mentioned what Teacher Sun called the "ceiling".
"Many young teachers in the school are second-level teachers. The first level has long been occupied by the old teachers, and the old teachers have done a good job, but it is difficult to go up, so many young teachers can’t identify the first level." The headmaster of a middle school in Beijing, who did not want to be named, said that young teachers who are newly recruited now have high academic qualifications. After joining the job, they will soon get junior titles, and it will be difficult to evaluate the upward titles. Many school leaders are worried about how to motivate young people’s enthusiasm.
Restrictions are not only reflected in schools.
Because of her excellent work, Sunya was rated as a municipal backbone teacher in her city as early as around 2000. A few years later, many backbone teachers similar to herself have been rated as "academic leaders", but Sunya has been in the "backbone" team for more than ten years, "because we require here ‘ Academic leader ’ A ‘ Hard leverage ’ It must be a senior professional title. " However, there are only two places with senior titles in the school, and Sunya did not win it.
Because there are too few places, there are also many "strange phenomena" in the process of evaluating and appointing primary and secondary school teachers. In many first-and second-tier cities, it happens from time to time that teachers find ways to evaluate their professional titles.
"Many teachers don’t really admire those ‘ Leader ’ Or ‘ Premium ’ 。” A teacher from a middle school in Beijing told the reporter of China Youth Daily and China Youth Network that some people are relatives of a leader and are "taken care of" when evaluating their professional titles; Others are good at making connections from top to bottom, and even some "academic leaders" are known for their wide connections.
Another phenomenon has appeared in schools in some counties and towns.
"We are a county-level school, and there are 143 teachers in the school, including 64 with intermediate titles. Because one of the conditions for entering the city exam is that you need to have five years of teaching experience, there are more vacancies in rural schools with intermediate titles, and some towns and villages still have inexhaustible phenomena, so many teachers are admitted to the county schools only after evaluating the intermediate titles." Han Zhouxing, Siyuan Experimental Middle School in Xingguo County, Jiangxi Province, said that there are already six teachers with senior titles in the school. In this way, teachers with intermediate titles can’t get on, and the number of places with intermediate titles is not vacant. There are more than 70 teachers with junior titles in the school who want to compete for intermediate titles. "So the competition between senior and intermediate titles is very fierce."
Chu Zhaohui introduced that in order to solve these problems, some schools have adopted the method of "local food stamps". The so-called "local food stamp" means that teachers in this school will be treated with a higher professional title, but after leaving this school, this treatment will be gone, and it will still be treated according to the professional title level recognized by the local education authorities.
The middle school principal, who did not want to be named, expected: "This ‘ New Deal ’ It can really be put in place, break this restriction, and let more young people grow rapidly. "
"Being able to go up and down, being able to enter and exit" continues to motivate and put an end to "lying flat"
In recent years, many places and schools have been as fair and transparent as possible in the evaluation and appointment of teachers’ professional titles. "There are still quite a lot of stages displayed by teachers." Han Zhouxing said, for example, governments at all levels evaluate the best first, activities and events organized by teaching and research offices and audio-visual classrooms, and the declaration of topics, and so on.
A history teacher in a middle school in Beijing introduced that his school adopts the "points system", and teachers will get different points for winning prizes in various "awards" and "appraising excellent students", as well as points for class teachers and publishing papers. Finally, all participating teachers should be democratically evaluated.
However, process justice alone is not enough.
Some teachers are "flat" after their professional titles are promoted. "It is said that the physics teacher in my baby’s class is particularly good. Last year, she was also rated as the academic leader in the city. However, less than a month after the start of school, the teacher has been asked by his classmates several times in class. Many children suspect that the teacher did not prepare lessons at all. As a last resort, the students in the class can only go to the next class to answer questions from the teacher." A parent in Beijing told the reporter of China Youth Daily and China Youth Network.
"Professional title evaluation is an important factor affecting teachers’ enthusiasm for work, and it will also put greater pressure on teachers." Chu Zhaohui said, "What are the criteria for the selection of teachers’ professional titles? Can the standards of different schools and different regions be consistent? Are the rights of teachers in different schools equal and fair after obtaining the same rank? These are deeper problems. "
The "New Deal for Professional Titles" responded to these problems. For example, the Opinions mentioned that it is necessary to "follow the law of the growth and development of primary and secondary school teachers, innovate post management policies and measures, broaden career development channels, stimulate the enthusiasm, initiative and creativity of primary and secondary school teachers, and further strengthen the construction of primary and secondary school teachers". It also puts forward that we should adhere to classified policies and hierarchical management, set posts according to events, streamline efficiency, be scientific and standardized, and combine evaluation and engagement, pay equal attention to incentives and constraints, give full play to the main role of schools in employing people, improve the assessment system, strengthen post-employment management, reward the excellent and punish the poor, establish the orientation of attaching importance to teachers’ morality, ability, performance and contribution, and build a flexible employment mechanism in which personnel can go up and down, enter and leave.
It is precisely because the post structure of teachers’ ranks involves not only the immediate interests of teachers, but also how to balance between urban and rural areas and between developed and backward areas. Chu Zhaohui said that it is urgent to establish a more scientific, fair and objective professional evaluation mechanism for primary and secondary school titles, so that teachers’ professional title evaluation and right use can be regulated. (Zhongqing Daily, Zhongqing.com reporter Fan Weichen)
