First, strengthen the guiding ideology and objectives and tasks of the construction of teachers.
1. Guiding ideology. Guided by the spirit of the 18th National Congress of the Communist Party of China, based on the Teachers Law, the Compulsory Education Law and the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020), with the overall requirements of promoting fairness and improving quality, with the overall improvement of teachers' professional ethics and professional ability as the core, with the goal of promoting the balanced allocation of teachers' resources in urban and rural areas as the driving force.
2. Objectives and tasks. By 2020, the total number of full-time teachers will meet the educational needs of all levels and types, the structure of teachers will be further optimized, the access of teachers will be more standardized, the quality of teacher training will be significantly improved, the legitimate rights and interests of teachers will be effectively guaranteed, the management of teachers will be more scientific and standardized, and a more open and dynamic system and mechanism will be formed. In particular, the number of teachers in rural schools and weak schools has been significantly enhanced, the professional level of "double-qualified" teachers has been significantly improved, and the number of kindergarten teachers has reached the standard to meet the needs. Establish 50 famous teacher studios to achieve full coverage of disciplines; We have trained 1000 influential expert teachers in the whole country and the whole province, and trained 500 academic leaders and 1000 municipal backbone teachers.
Second, establish a teacher access system that keeps pace with the times and strictly control the entrance.
3. Implement the teacher qualification examination system. Implement a unified national teacher qualification examination standard, implement the teacher qualification examination twice a year, pass the teacher qualification examination, and improve the professional entry threshold for teachers. Continue to do a good job in the transition from teacher qualification recognition to "national standard provincial examination".
4. Constantly improve the teacher supplementary mechanism. Improve the system of "provincial examination, county management and school use" in the recruitment of primary and secondary school teachers. The organization department is responsible for approving the use plan of newly hired teachers in primary and secondary schools; Education, human and social departments should implement the recruitment requirements in accordance with the relevant provisions of the "provincial examination" and strictly control the entrance of teachers. Establish a "green channel" for talent introduction. According to the "100 million talents introduction plan" of our city, outstanding talents are directly selected from national and provincial key universities to enter the teaching team, attracting free normal students to teach in primary and secondary schools in our city, and rationally arranging teaching posts. Secondary vocational schools can employ part-time teachers according to the proportion of not less than 20% of the total approved staffing, improve the employment level of technical and skilled personnel in enterprises and industries, and implement the purchase of services, and the funds shall be borne by the finance at the same level. Broaden the supplementary channels for preschool education and special education teachers, and supplement and strengthen the construction of teachers by combining open recruitment with transfer from primary and secondary schools.
5. Implement a regular registration system for primary and secondary school teachers' qualifications. Regular registration of teachers' qualifications is the periodic verification of teachers' qualifications for teaching work after they join the job, and the regular registration is carried out in a five-year cycle. Those who fail to register on time or postpone registration shall not engage in teacher work.
Three, strengthen and improve the construction of teachers' morality, and effectively improve the level of teachers' professional ethics.
6. Strengthen ideological and work style construction. Strengthen teachers' ideological and political education and study of laws and regulations, carry out advanced education theory study, improve teachers' theoretical cultivation and ideological and political quality, and ensure teachers adhere to the correct political direction. Adhere to the combination of solving ideological problems and solving teachers' practical difficulties, and enhance the pertinence and effectiveness of teachers' ideological and political work. In strict accordance with the requirements of "Teachers Law" and "Professional Ethics of Primary and Secondary School Teachers", we should administer education according to law and standardize teachers' teaching behavior.
7. Strengthen the education of teachers' morality and style. Carry out the Opinions on Implementing Professional Ethics in Primary and Secondary Schools, and carry out various forms of teacher's ethics education activities from the aspects of patriotism, law-abiding, dedication, caring for students, teaching and educating people, being a model for others, and lifelong learning. So as to guide teachers to establish lofty professional ideals and be teachers who are satisfied with the people. Vigorously publicize advanced models of teachers' morality, regularly select advanced teachers' morality, set up a model of teachers' morality, play a demonstration role, create a good atmosphere for the construction of teachers' morality and style, and plan an implementation plan to strengthen the construction of teachers' team.
8. Innovate and improve the supervision and evaluation system of teachers' morality. Take the principle of combining peacetime assessment with annual assessment, take the methods of student evaluation, parent evaluation, teacher mutual evaluation, organization evaluation, etc., regularly assess teachers' professional ethics, and store the assessment results in teachers' professional ethics files as the primary basis for teachers' regular registration, annual assessment, professional title evaluation, post appointment and evaluation and reward, and implement the "one-vote veto system" for teachers' professional ethics. It is strictly forbidden for public and in-service primary and secondary school teachers to engage in paid remedial classes, and corporal punishment or corporal punishment of students in disguised form is strictly prohibited. Establish a "platform for reporting teachers' morality and style" and a "telephone number for reporting teachers' morality and style" to form a supervision system in which students, parents and society participate in supervising teachers' teaching behavior. Formulate punishment measures for in-service teachers who violate teachers' ethics, and severely deal with teachers who violate the Code of Professional Ethics for Primary and Secondary School Teachers according to laws and regulations. Improve the evaluation index system of school teachers' morality in supervision and evaluation, and take the construction of teachers' morality as an important index to supervise and evaluate the level of running a school.
Fourth, improve the teacher exchange mechanism and promote the balanced allocation of compulsory education teachers.
9. Establish long-term and stable counterpart education assistance. Provincial and municipal demonstration schools and other schools with higher educational level should arrange teachers to teach in weak schools in a planned way; Weak schools should suggest sending teachers to schools with higher education level for teaching and training in a planned way. Through the form of "pairing", strengthen inter-school exchanges and cooperation, deepen inter-school education, teaching and research activities, and help weak schools strengthen the construction of teachers. The relationship between personnel and wages of teachers who participate in supplementary teaching or hanging teaching training is not transferred, and their wages and benefits are not affected by supplementary teaching or hanging teaching training. Schools receiving teaching assistance or hanging teaching training are responsible for work arrangement and assessment, receiving schools are responsible for workload arrangement, and sending schools to confirm. Guide and encourage teachers to actively contribute to improving the education level of rural and remote schools through various ways and means, and regularly commend teachers who have made outstanding contributions to rural and remote schools for a long time. Outstanding talents with the title of deputy senior or above in primary and secondary schools who are transferred from county and urban schools and development zones to weak schools and rural schools can go through retirement formalities for 1 to 3 years. In places with insufficient teachers, retired teachers with high teaching level and good health can be rehired to engage in teaching work and given corresponding treatment. Teachers from quality schools in cities and towns to branch schools, twinning schools and remote schools who have worked 1 year or more shall be given transportation subsidies, communication subsidies and food subsidies.
10. Improve the service period system of rural schools and weak schools in cities and towns. Personnel assigned to branch schools or twinning schools are regarded as teaching, and their teaching experience is recognized when reporting and evaluating senior positions (titles). Implement the provisions of the service period for newly hired teachers in urban schools to teach in rural schools or weak schools. Regularly organize famous teachers, academic leaders and backbone teachers to give lectures and send them to the countryside to promote professional exchanges between urban and rural teachers and improve the education and teaching level of rural teachers. Primary and secondary school teachers in cities and towns should give priority to teachers who have been teaching in rural schools or weak schools for more than 2 years when evaluating and hiring senior teachers (professional titles) and selecting special-grade teachers. Teachers who exchange from urban schools to rural schools are given priority in evaluating and hiring higher-level posts under the same conditions. Implement the reform of teachers' post (professional title) system.
1 1. Implement inter-school mobility of teachers. All counties, districts and development zones should establish and improve the teacher flow system in their own regions, and promote the balanced allocation of teachers. The administrative department of education shall, according to the change of school students and the adjustment of educational planning layout, implement the reasonable flow between urban school teachers and rural schools, central primary schools and teaching points in the region, and between high-quality school teachers and weak school teachers in cities and towns (including towns where the county-level government is located), and timely go through the procedures of establishment, post change and wage relationship change with the establishment department and human society department at the same level. The annual exchange of teachers in compulsory education in this region is not less than 15% of the total number of teachers. Actively try out the "management without student status" for primary and secondary school teachers in the compulsory education stage.
Five, promote the reform of personnel system, innovative teacher management system.
12. Deepen the reform of the teacher management system. Strictly implement the "county-oriented" compulsory education management system. The establishment, human and social departments shall implement macro management, guidance and supervision over the personnel management of public schools in the region. The administrative department of education is responsible for the allocation of teachers' resources, and performs management functions such as teacher qualification identification, recruitment, job evaluation, training and assessment according to law. The school is responsible for teaching post setting, teacher competition for posts, work arrangement, assessment management, performance salary payment and other functions. Do a good job in the classification reform of public institutions. According to the new achievements of Wuhu's educational reform and development, we should explore and improve the conditions of professional title evaluation, and take professional title evaluation as an important lever to lead the construction of teachers.
13. Implement dynamic management of staffing and professional and technical posts. In accordance with the principle of "total control and stock revitalization", the organization department shall, jointly with the education department, timely verify and dynamically adjust the total number of teaching staff in the province according to the changes of schools (teaching points); Ministry of Human Resources and Social Security is responsible for verifying the total number of faculty and staff in schools under its jurisdiction and its structural proportion; The administrative department of education shall, jointly with the human and social departments, put forward specific opinions on post setting according to the number of posts approved by the school, and the school shall formulate a post setting plan for the school according to the teaching tasks, which shall be reported to the human and social departments at the same level for approval after being audited by the administrative department of education. The administrative department of education should improve the teacher employment management system and establish an employment system based on contract management. Schools should improve the employment system, establish an annual post plan and a teacher's competitive employment plan, improve the examination and approval system for teaching posts and teachers' employment, and the education administrative department is responsible for the examination and approval of school staff, and cash their salaries after being recognized by the human society department at the same level.
Six, strengthen the training and cultivation of teachers, and comprehensively improve the quality and ability of teachers.
14. Strengthen the pre-job training for new teachers. The pre-service training time for new teachers should be no less than 120 class hours. Combined with teachers' teaching exchange, new teachers in rural compulsory education should be trained in schools with higher education level in cities and towns in principle 1 year, so as to promote new teachers to improve their teaching skills, master teaching practice and be competent for education and teaching as soon as possible.
15. Implement the "Teachers' Ability Improvement Project". On-the-job teachers' continuing education and full-time job training shall be carried out in a five-year cycle. In five years, teachers' continuing education shall be no less than 360 hours per person and no less than 72 hours per year. Send teachers to participate in the "National Training Plan" project and the training of provincial key teachers. Vigorously carry out municipal training for rural backbone teachers and implement high-end training for municipal backbone teachers. County-level training of backbone teachers is carried out in counties and development zones. Actively carry out the training of teachers in rural compulsory education, and improve the professional skills and teaching skills training of part-time teachers in music, sports and beauty. Give full play to the leading role of teaching and scientific research. Teaching and scientific research activities are an important way for teachers' professional growth. Encourage and support teachers to participate in teaching and research activities at the school level, county (district) level and municipal level, and give necessary support and guarantee in terms of time and funds. Give full play to the role of the three-level teaching and research network of cities, counties (districts) and schools, organize and guide teachers to carry out action research on key and difficult issues in the process of implementing quality education, such as curriculum construction, efficient classroom, green evaluation, reducing burdens and increasing efficiency, and strive to find strategies to solve problems, so as to update ideas, cultivate abilities and improve levels in the research process. Commend and reward teachers who actively participate in teaching and scientific research activities and have made outstanding achievements in teaching and scientific research;