Report on the construction of primary, secondary and kindergarten teachers

Answer 1

The following is an example of a report on the construction of primary, secondary, and kindergarten teachers:

* * I. Basic information about the teaching team **

The teachers of primary and secondary schools and kindergarten in this area have certain characteristics in terms of scale and structure. In terms of scale, it covered a large number of education workers to meet the educational needs of students at different stages. In terms of structure, it included the distribution of teachers of different age levels and professional titles. For example, the sample data from some schools showed that there was a certain proportion of senior teachers, such as senior teachers. At the same time, there were also young teachers who constantly poured in to inject fresh blood into the team. In terms of academic qualifications, it was common to have a college degree or above, and a considerable proportion of undergraduate teachers also laid the foundation for high-quality teaching.

* * II. Initiatives and achievements in the construction of teachers 'ethics **

(I) Strengthening education and guidance
1. Carry out legal and legal studies
Teachers were organized to study the Teacher Law and other relevant laws and regulations in depth. Through special lectures and other forms, teachers were allowed to clarify professional norms and requirements, enhance their awareness of teaching according to law, and enhance their love and loyalty to the cause of education.
2. Spreading the spirit of dedication
While studying the laws and regulations, they actively advocated the spirit of dedication, so that teachers could recognize the importance of education and their sense of mission from the depths of their minds, and guide teachers to combine the realization of their personal values with the cause of education.

(II) Establishing Regulations
1. sign a letter of commitment
By signing a letter of commitment to teachers 'ethics, the teacher's code of conduct and moral standards were clearly defined, so that teachers had a clear basis for self-restraint in the process of teaching.
2. Democratic appraisal
To carry out the activities of democratic evaluation of teachers 'ethics, so that teachers can accept the supervision and evaluation of peers, students and parents, and promote teachers' self-reflection and improvement.

(III) Supervision and feedback mechanism
1. Report box and mailbox settings
Set up a report box for teachers 'ethics, open the principal's mailbox, and open up supervision channels to facilitate students, parents, and all walks of life to give feedback on teachers' ethics, and timely discover and deal with behaviors that violate teachers 'ethics.

Through these measures, the construction of teachers 'ethics and ethics had achieved remarkable results. The overall image of the teaching team had been greatly improved. Teachers had set an example in their work and taught honestly, setting a good example for students.

* * 3. Key Teacher Team Building Methods and Effects **

(I) Training and Communication Platform
1. External training and introduction of experts
Using the strategy of "go out, invite in", we will give priority to recommending excellent class teachers and key teachers to participate in various types of training at all levels, such as "national training" and "district training", so as to broaden the horizons of teachers and improve their professional level and scientific research ability. At the same time, experts and famous teachers were hired to provide theoretical and practical guidance to strengthen the cultivation of the backbone teacher team.
2. build a communication platform
Create more opportunities for teachers to communicate, so that they can share their teaching experience and the latest research results, learn from each other and grow together.

(II) Establishing a model and creating public opinion
1. publicize good deeds
Make full use of all kinds of publicity sites, such as school bulletin boards, local education media, etc., to publicize the deeds of outstanding class teachers and key teachers, and establish a typical image. This not only expanded their influence, but also encouraged them to constantly improve themselves. At the same time, they set a benchmark for other teachers to learn.

(III) Team formation and demonstration
1. Senior Teacher Team Building
He would form a team with senior teachers as the main members and let them play the role of a master to guide his disciples. In the process of improving the professional level of young teachers, the comprehensive ability of senior teachers was also further improved, thus forming a demonstration and leading effect among the teachers.

Through these measures, a group of mature teachers emerged in the school. They played an important leading role in teaching, research, and class management. Some teachers became excellent class teachers in the city, district-level teaching experts, and subject leaders. Some teachers were moving toward expert teachers.

* * IV. Young Teacher Training Strategy and Progress **

(I) Clear training objectives
The training goal of "professional guidance, mutual teaching and mutual help; one year on the road, two years to meet the standard; three years of autonomy, four years of excellence, five years to strive to become the backbone" was proposed for the new young teachers, providing a clear direction and path for the growth of young teachers.

(II) Induction
They would hold a meeting for new teachers in a timely manner to teach the first lesson for young teachers and help them adapt to the new working environment as soon as possible and integrate into the school family.

(3) All-round Cultivation
In terms of teaching, they would arrange experienced mentors for young teachers to provide one-on-one guidance to help them improve their teaching design, classroom management, and teaching evaluation skills. In terms of career development, it provided a variety of development opportunities and encouraged young teachers to participate in research projects, teaching competitions, and other activities to promote their rapid growth.

Under the promotion of these training strategies, young teachers gradually grew into an important force in the school's education and teaching work, and reserved talent resources for the school's sustainable development.

* * V. Protective measures and policy support for the construction of the teaching team **

(I) Establishment Management
1. The establishment of primary and secondary school teachers shall be managed separately. The establishment department shall regularly verify and adjust the establishment of teachers according to the number of students and classes provided by the education department, and handle the relevant procedures.
2. The county-level education administrative department shall allocate the teaching staff of each school within the approved total establishment, improve the establishment adjustment mechanism within the city, ensure that teachers are supplemented according to needs, and at the same time fully implement the unified establishment standards of urban and rural areas to ensure the demand for teachers in small-scale rural schools.

(II) Talent Introduction and Cultivation
1. A certain proportion of the annual recruitment plan for teachers was used to recruit high-level and scarce professional talents. It was supported to openly recruit relevant talents through direct interviews or inspections in normal colleges and universities, and rewards were given.
2. The implementation of the local public-funded teacher training program, the annual joint training of targeted teacher training students with universities, to supplement high-quality education talents for primary and secondary schools.

(III) Professional title evaluation and employment
1. Provincial teaching experts, academic leaders, famous teachers, special teachers, and outstanding teachers above the provincial level were not limited by the proportion of the unit's post structure.
2. The evaluation and employment of senior professional titles for front-line personnel engaged in education and teaching were not limited by the proportion of the unit's post structure under certain conditions, such as working continuously in the township (town), village, and teaching point for a certain number of years.

(IV) Treatment guarantee
1. We will improve the link mechanism between teachers 'salaries and civil servants' salaries, and consider primary and secondary school kindergarten teachers when granting incentive subsidies to ensure the average salary level of teachers.
2. The implementation of the class teacher and education staff allowance will be approved by the financial department at the same level according to the standard and included in the performance salary management.
3. Fully implement the policy of living allowance for rural teachers.

(5) Teacher Exchange and Management
1. To promote the exchange and rotation of teachers and principals, and to set a certain proportion of personnel to participate in the exchange and rotation, among which a certain proportion of key teachers. The original salary and benefits of teachers who were transferred to the township (town), village, and teaching point remained unchanged.
2. Strictly restrict and regulate the transfer of primary and secondary school teachers from non-education and teaching units, and strictly manage the transfer and borrowing situation. At the same time, strict management of the service years of special post teachers and third-class and third-class backbone teachers was implemented to regulate the reasonable flow of excellent teachers within the city.

Through the above safeguard measures and policy support, it provided a solid foundation for the construction of primary and secondary school and kindergarten teachers, promoted the continuous development of teachers, and improved the quality of education and teaching.
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