Teacher title promotion is a hurdle in the heart of every teacher, for those teachers who have been successfully promoted, they will look back on their difficult but beautiful road to title promotion;However, teachers who are unable to be promoted due to a number of factors are reluctant to bring up this frustrating topic. In the past few years, it has been relatively easy for rural teachers to be promoted, there are many green channels to choose from, and various preferential policies have made the road to promotion smoother for teachers. This year, however, the difficulty of promotion has suddenly increased in many provinces, angering teachers who have not yet been promoted. Taking Gansu's new title promotion clause as an example, it is indeed much more difficult for teachers to be promoted, so some of my colleagues have said that they will simply give up on promotion. Next, let's take a look at the top 10 changes in Gansu's latest teacher title evaluation conditions, which are mainly concentrated in documents No. 398 and 399.
In the past, having honors at the provincial or municipal level or above was one of the important plus points for teachers to be promoted to professional titles. However, the new policy removes this item, making it more difficult for teachers to advance their titles. Many teachers expressed disappointment and hoped that the policy would take into account their past contributions and accolades, rather than just focusing on current job performance.
Additional Expansion**: Honor is a major motivation and affirmation in the professional development of teachers, which is not only an affirmation of teachers' past work, but also a motivation for teachers to further improve. There are many teachers who have won honors at or above the provincial and municipal level through outstanding teaching achievements and outstanding educational contributions. However, the new title promotion policy removed this plus point, much to the frustration of these teachers. In their view, doing so stifles their motivation for further development and unfairly erases their past efforts and achievements. They want policies that take into account the accolades they have achieved and provide them with more just opportunities for promotion in their titles.
The second major change in the new policy is the change in the recognition of rural revitalization, which will be upgraded from township-level recognition to county-level recognition. This change makes it more difficult for teachers to strive for higher levels of recognition in the process of promoting their titles. This is particularly disadvantageous for teachers working in rural areas, where their working environment and resources are relatively poor.
Additional expansion**: Rural revitalization is an important strategy for current social development and an important part of education. In the past, township-level commendation was an important indicator for the promotion of teachers' titles, which not only represented teachers' outstanding contributions to rural education, but also affirmed and encouraged their work. However, the new policy elevates township-level recognition to county-level recognition, which is undoubtedly a challenge for teachers working in rural areas. Due to the relatively limited educational resources in rural areas, teachers need to work harder to receive county-level recognition. This has increased the difficulty of teachers to be promoted to professional titles, and has also brought certain pressure to the development of rural education. Therefore, some teachers have called for policies to pay attention to and support the promotion of rural teachers, and give them more opportunities and encouragement.
The third major change in the new policy is the increase in the number of conditions for effective senior promotion at the grassroots level, from three to five. This makes it more difficult for teachers to be promoted to professional titles, and requires them to be better and more comprehensive in education, teaching, and academic research.
Additional Expansion**: The promotion of grassroots teachers has always been a matter of concern. In the past, there were only three conditions for effective senior promotion at the grassroots level, namely, education and teaching performance, academic research achievements, and professional ethics. However, in the new policy, these three basic conditions are no longer sufficient, and two new conditions have been added, namely the subject leader and the subject teaching and research leader. This requires teachers to have outstanding performance in many aspects, not only to achieve results in education, teaching and academic research, but also to make achievements in subject development and team building. This has brought greater pressure and challenges to the promotion of teachers, and has also paid more attention to the all-round development and comprehensive quality of teachers. Therefore, teachers need to work harder to improve their abilities in an all-round way to cope with the higher requirements for professional title promotion.
The fourth major change in the new policy is the increase in the number of **. It has been raised from one article to many articles, and it is required to distinguish between urban and rural areas. This requires faculty members to work harder in academic research and improve their own research level and results.
Additional Expansion**: It is one of the important indicators to measure the academic research ability of teachers. In the past, one article could meet the requirements for the promotion of teachers' titles. However, in the new policy, there has been a significant increase in the number of articles, requiring not only teachers to publish multiple articles, but also to distinguish between urban and rural areas, which means that teachers need to conduct different research and writing in both urban and rural settings. This has undoubtedly increased the workload and academic pressure on teachers, requiring them to work harder to improve their research level and results. This is undoubtedly a major challenge for rural teachers whose research conditions are relatively difficult. Therefore, teachers hope that policies will focus on and support their development in academic research, providing more opportunities and resources.
The fifth major change in the new policy is that the county-level education administrative department is limited to the first prize in the competition. In the past, teachers participated in competitions in the activities of educational administrative departments, and even if they did not win the first prize, they could be used as a plus point for promotion to professional titles. However, the new policy stipulates that only the first prize can be used as one of the evaluation criteria, which increases the difficulty and pressure for teachers to obtain awards.
Additional Expansion**: The activity competition of the educational administrative department is one of the important indicators to evaluate the comprehensive quality and work ability of teachers. In the past, teachers' participation in these competitions was a plus point for their job titles, regardless of whether they won the first prize or not. However, in the new policy, teachers must receive a first prize in order to be counted in the evaluation criteria, which undoubtedly increases the difficulty and pressure for them to receive awards. Many teachers said that doing so might cause some teachers to give up on participating in the competition because they felt that there were not many chances of winning the first prize and that it was not worth investing too much time and effort.
The sixth major change in the new policy is that the assessment of excellence needs to be carried out within the framework of the district programme, eliminating the situation of silos. In the past, teachers were able to self-evaluate and receive excellent evaluations, but now they are evaluated according to the county-level program framework, and are required to be accompanied by county-level recognition awards. This makes the evaluation of teachers more fair and standardized, but it also makes it more difficult for them to advance to the title.
Additional Writing**: Assessment is one of the most important aspects of evaluating teachers' performance. In the past, teachers were allowed to self-evaluate and obtain excellent evaluations, which to a certain extent could easily lead to overly subjective evaluations and lack of fairness and normativeness. The new policy requires that teacher evaluations must be carried out within the framework of the county-level programme, and that they should be accompanied by county-level commendation awards. This makes teachers' evaluations more fair and standardized, avoiding subjectivity and arbitrariness in the evaluation process. However, this also makes it more difficult for teachers to promote their titles, as they need to achieve excellent evaluations within the prescribed evaluation framework, and they also need to receive commendations and awards at the county and district levels. This undoubtedly increases the difficulty and challenge for teachers to be promoted to professional titles, and also requires them to improve their overall quality and work ability.
The seventh major change in the new policy is the special evaluation and the selection of outstanding teachers, which requires 20% of the candidates to be rated as excellent. This requires teachers to stand out in the evaluation and perform well in order to have the opportunity to be rated excellent and then promoted to the title.
Additional Expansion**: Special evaluation and selection of outstanding teachers are one of the important links in the promotion of teachers' titles. In the past, teachers who performed well in the evaluation received excellent evaluations and the opportunity to be promoted to the title. However, in the new policy, 20% of the required candidates are required to be rated excellent, which increases the difficulty and pressure for teachers to stand out. Only when the teacher performs well in the evaluation, has outstanding educational and teaching achievements, and is recognized by the judges, will the teacher have the opportunity to be rated as excellent and then promoted to the title. Therefore, teachers need to work harder to improve their education and teaching level and overall quality to meet the requirements of the new policy.
The eighth major change in the new policy is the removal of support material bonuses. In the past, teachers could earn extra points by submitting a wealth of supporting materials. However, the new policy removes this bonus, leaving teachers with more limited bonus points in the promotion process.
Additional Expansion**: Supporting materials are important materials in the process of teacher title promotion, which can reflect the achievements and contributions of teachers in education, teaching and academic research. In the past, teachers could earn extra points by submitting rich supporting materials, which increased their chances of advancing their titles. However, in the new policy, the bonus of supporting materials has been removed. This undoubtedly increases the difficulty for teachers to promote their professional titles, making them more limited in the promotion process. Some teachers said that doing so could cause some teachers to forego submitting supporting materials, reducing the chances of teachers being promoted. They called for policies that take into account the actual work of teachers in education, teaching and academic research, and provide more fair and reasonable evaluation standards.
Additional Expansion**: In the past, teachers had many options for adding points when promoting their titles, such as educational and teaching achievements, academic research achievements, practical experience, etc. However, in the new policy, there are fewer options for extra points, and teachers may not be able to pass the title promotion review due to the lack of extra points, which has led to a large number of teachers falling off the list. This is a huge blow to teachers who have been preparing for many years and have been waiting for a long time. They feel let down by the policy, perceive it as unfair and disrespectful of their years of efforts in education, teaching, and academic research.
The last change in the new policy is the adjustment of the promotion rate for provincial teacher competitions, from the original 5% to 3%. This means that teachers who participate in provincial teacher competitions will only be able to advance to the next round if they finish in the top 3%. This makes it more difficult for teachers to qualify for the promotion and makes the competition more intense.
Additional Expansion**: Provincial teacher competition is one of the important indicators to evaluate the comprehensive quality and work ability of teachers. In the past, teachers participated in provincial teacher competitions and only won the top 5% to advance to the next round. However, in the new policy, the promotion rate has been adjusted to 3%, which makes it more difficult for teachers to qualify for promotion. Only by finishing in the top 3% will teachers advance to the next round and have the opportunity to compete with other outstanding teachers. This undoubtedly makes the competition more intense, and teachers need to work harder to improve their overall quality and work ability in order to have a chance to qualify for promotion. For some teachers, this undoubtedly increases the pressure and challenge for them to participate in competitions, and also increases the difficulty for them to obtain a promoted title.