[Source: Handan Municipal Education Bureau_School News]
Teachers are the foundation of school development. Yangchun Primary School takes the construction of a high-quality teacher team as its fundamental task. With the growth mechanism of "all staff are involved", it stimulates teachers' enthusiasm for work and inner vitality, so that teachers can "everyone is brilliant", and effectively improve the overall quality of the teacher team.
1. Build a growth model for teacher training
In long-term work practice, the school is constantly thinking about what important aspects of teachers' professional development, and how should the school plan and lead scientifically?
Growth model of teacher training
Through sorting and discussing, two concentric circles are used to build a teacher training model: the small circle in the center "make all teachers brilliant" is the goal, and the circle in the outer circle is divided into 7 parts, focusing on seven aspects of teacher development, namely: teachers' self-leadership, identification with and practice of the school's core values, clear professional development goals, high personal qualities, high professional skills, good habits, and efficient communication skills.
This model is the "portrait" of outstanding teachers, and also gives the school a clear path to teacher training.
2. Explore the training mechanism of "all-member involvement"
With a model and a path, how to plan personal growth goals so that teachers can learn deeply in various activities and grow rapidly? In actual work, through active attempts, a teacher training mechanism of "all staff are involved" has been explored.
To achieve the transformation from bystander to participants, from asking me to doing it to what I want to do, a very critical point is to activate teachers' awareness of problem and stimulate teachers' initiative to participate in school construction and development.
(I) All staff are involved and activate " growth factor "
1. Everyone is a decision maker
Through the themes of "I offer suggestions for the development of the spring" and "What kind of school do we want to run", we carried out a series of discussions in brainstorming to jointly think about the school's direction. The teachers have put forward many valuable opinions on the development of the school. By forming some of the opinions into special projects, teachers are encouraged to explore hard and closely combine their educational ideals with the development of the school. In this process, teachers can seek school development and everyone becomes the decision-makers of the school.
2.Everyone is the host
treats every activity as a "training ground". Based on the idea of "training in daily life", the school creates all opportunities to let teachers come to the front and exercise themselves.
Each teaching and research activities and teacher training meetings will select hosts, spokespersons and commenters on the spot, and each activity "heartbeat and stimulation coexist"; team meetings implement a topic system and a "rotating host", and each meeting allows the host to "have a big picture in his heart and details in his eyes."
3.Everyone is the spokesperson
In the past, schools had visited or inspected, and there were principals or special personnel to introduce them. How did teachers understand and understand the school’s culture of the familiar campus? The school proposed to "become a spokesperson for Yangchun". Through discussions on school culture at the beginning of the semester, teachers will introduce the school, tell educational stories, and be good spokespersons for the school.
(II) Focus on teaching and research, capture the "growth points"
regular teaching and research activities lack in-depth interaction, and most of them follow the single transmission methods such as "famous teacher class case display + seminar, teacher class + seminar comments". Teachers cannot see the process of improvement, lack in-depth interaction, and have low participation.
Faced with these problems and current situations, under the training mechanism of "all-staff involvement", the school has built a "four-stage and ten-step" teaching and research activity model to activate teachers' teaching and research capabilities and promote the development of all teachers.
All staff members are involved in teaching and research. In all aspects such as collective lesson preparation, simulated classes, comments, on-site research and other links, random lottery methods are used to determine the teachers of class evaluation, discussion, simulated classes and on-site reform. Truly make everyone prepare lessons, everyone discusses lessons, and everyone participates. Everyone has pressure and opportunities, and everyone becomes the protagonist of the event. In-depth participation, cooperation and sharing, and growth in partnership have become the norm for teaching and research activities.
Before the activity, each teacher learns relevant theories in advance before the activity, reflect on the problems existing in their teaching and confusions encountered; then observes the teaching with questions, and thinks about whether they have gained enlightenment to solve the problem in the discussion; and has a dialogue on common problems. This process promotes the advancement of teachers' thinking and refines collective wisdom. In the case study of
, the school presented the process of " grinding " to teachers who were previously only viewers, allowing teachers to experience the entire process of "grinding tillage", allowing teachers to see a series of intelligent labor behind the birth of a successful class, and personal experiences enable teachers to honestly face the comments and questions of teachers who listen to the class. For teachers who listen to lectures, they can often empathize with their peers’ problems and express their experiences freely. The "sorting" at each stage is not a simple superposition, but focuses on the "diagnostic points" and implements dynamic evaluation. This is a reflection of the teacher's ability to cooperate, reflect, research ability, improvement ability and coordination ability. Members learn from each other to achieve full involvement and learning from all members, so that teaching and research can truly occur and promote teachers' rapid growth.
(III) Based on the classroom, obtaining "growth kinetic energy"
The life value of teachers is realized in the classroom. The "all-member involvement" growth mechanism uses behavioral follow-up to put others' insights into practice, and get rid of the dilemma of "excited when listening and not moving afterwards" in traditional teaching and research, helping teachers achieve "integration of knowledge and action".
1. Obtain your own growth momentum. Teachers understand the connotation of school teaching concepts through repeated polishing of classroom teaching; while evaluating other people's classroom teaching, they internalize the corresponding classroom evaluation standards; while experiencing the professional happiness brought to themselves by a successful classroom teaching, they stimulate the motivation for research, thereby actively improving their own educational and teaching behaviors.
2. Seize team development momentum. Emphasizing that "no one can be left behind", all staff involvement has allowed teachers to rebuild an equally shared team culture from "silence is gold" to "a hundred schools of thought contend", from focusing on the individual growth of a few backbone teachers to focusing on the team development of teachers, from focusing on the display of individual achievements to pursuing the process of improving all staff, to achieve the goal of "everyone teaches every class well".
The teacher growth mechanism of "all staff members are involved" is an active exploration from "me" to "us", and through "everyone is involved", it achieves "everyone is outstanding". The school will continue to explore, practice and improve, make teacher growth activities more creative, highly match teachers' needs, and truly realize the growth and development of all teachers.
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