" Rural Principal Plan " should carefully consider training candidates
Wangying
According to media reports, since 2016, Jack Ma has spared no effort to focus on educational charity, looking for and supporting outstanding rural principals in China. This is the upgrade project of the "Rural Teachers Plan" "Rural Principal Plan": Each selected rural principal will receive 500,000 yuan of practical funds provided by Jack Ma Charity Foundation , and will also go to internationally renowned universities to learn management methods, school management concepts, education models, etc. Jack Ma’s budget for this plan is to invest 200 million yuan in 10 years.”
A good principal is a good school. The principal is the soul of the school. The principal’s ability and vision determine the future of the school, and at the same time determine the study and work status of the school’s teachers and students. Jack Ma said: There used to be more than four million rural teachers in China, but now there are only more than three million. After asking why he left, he said that "the principal is too bad." " National Medium- and Long-term Education Reform and Development Plan Outline " proposes: "Create favorable conditions, encourage teachers and principals to boldly explore in practice, innovate educational ideas, educational models and educational methods, form teaching characteristics and school-running style, create a group of educators, and advocate educators to run schools."
It is undeniable that there are many outstanding principals in today's rural education, such as Cai Linsen, former principal of Yangsi Middle School, Cui Qisheng of Dulangkou Middle School, etc. They have taken active actions in the vast world of rural education and have achieved remarkable school-running results. However, this group is too small after all. Although it cannot be attributed to the loss of rural teachers as Jack Ma said, it is an indisputable fact that the principal's management level is not high, resulting in low teaching quality in rural schools, resulting in a large number of students flowing to urban schools.
Jack Ma’s “Rural Principal Plan” demonstrates the sentiment of an excellent entrepreneur for education. For rural education, grasping the essence of the problem is tantamount to helping him in time. However, when selecting principals to train people, you should pay attention to the following issues:
First, you should avoid interference from the education administrative department. The rural principals in China are appointed by local education administrative departments, and the principal's work performance and political achievements are decided by the Education Bureau. As a public welfare investment, it is best not to let the education department interfere in determining the candidates for principal training, because their standards for assessing principals are not scientific enough, and the recommended candidates may not be of training value. For example, in some places, according to the assessment methods of the personnel department, some principals may rank first, but the teaching quality of the school is the lowest in the county. This kind of principal who does not focus on teaching quality and will only please superiors is best not to become a candidate for training.
Second, the school size should be considered. With the acceleration of urbanization and the pace of relocation of poverty alleviation immigrants, a large number of rural children have followed the working parents to enter the city and stayed in labor camps to go to school. Even in rural primary schools in less remote areas in central provinces, the current education situation is that there is insufficient student source and some micro-primary schools or teaching points have been produced. In the selection of principals, the leadership and professional ability of the principals must be considered, and certain requirements should be put forward for the size of the school. Principals of small schools or teaching points should not be used as training targets. They have high mobility and quickly change their positions. School principals who are large in scale, fixed in locations, have a long-term tradition of running schools, and will not be revoked in the short term as training targets.
Third, we must effectively play the radiation and driving role of these principals. Let them study abroad at internationally renowned schools, not travel abroad, but let them learn the advanced school management concepts, management methods and educational models of these schools. To turn these learning gains into their respective school practices, we also need to combine local reality and work hard on "integration".Therefore, when these principals return to study, the public welfare foundation will also follow up and guide them, and regularly evaluate their work results. At the same time, it will urge them to continue to reform and innovate, play a good role in radiation and driving, and truly become a "rural educator" who leads the development of local education.
