In the eyes of many people, the teaching profession is considered a relatively easy and stable job, especially with paid winter and summer vacation benefits, which is beyond the reach of many people, and even arouses the envy of some civil servants.
However, the teaching profession is not all smooth sailing, and there are many hidden bitterness behind it. Not long ago, a netizen summarized the "top ten pains" in the work of teachers, and among these pain points, the most eye-catching is the "professional title evaluation", which has become the top of the list.
For teachers, the title is not only a symbol of work performance and personal honor, but also an important basis for promotion and remuneration, so every teacher aspires to be able to successfully evaluate a higher title.
However, how many difficulties and challenges are hidden behind the evaluation of professional titles? Many teachers on the front lines have a voice in their voices. Some outstanding rural primary and secondary school teachers have been silently dedicating themselves for decades, and even when they retire, they have not succeeded in obtaining senior professional titles, and can only spend the rest of their lives with regrets.
In recent years, the problems surrounding the evaluation of teachers' professional titles have emerged one after another, which has aroused widespread dissatisfaction and **. Why are teachers distressed? What are the pain points of title review? Overall, it boils down to three aspects.
First of all, many teachers generally believe that there are irrationalities in the evaluation criteria for professional titles. At present, the evaluation of teachers' titles is mainly based on academic qualifications, degrees, scientific research, and other achievements, but ignores the actual performance of teachers in the classroom, including classroom effects, teaching methods, educational concepts and student evaluation.
As a result, some outstanding teachers find it difficult to advance because they lack a high degree or have fewer publications, while some teachers who are only good at coping with assessments or rely on connections can easily obtain senior titles. This unfair phenomenon not only seriously dampens the motivation and creativity of teachers, but also undermines the quality and effectiveness of education.
Second, there is a problem of opacity in the current job title evaluation process. In many places, the evaluation of teacher titles lacks the principles of fairness, openness and impartiality, and is more controlled by individuals or small circles.
In some areas, there are even improper behaviors such as "running for office", "buying and selling", and "entertaining", resulting in some talented and contributing teachers being neglected, while some incompetent and unethical teachers are promoted. This kind of behind-the-scenes manipulation not only seriously damages the cohesion and centripetal force of the teaching force, but also has a negative impact on the trust and respect of the teaching profession in society.
In addition, there are many teachers who think that the cycle of professional title evaluation is unreasonable. Under the current regulations, teachers are required to go through a gap of 5 or 10 years from junior to intermediate, intermediate to senior, before they can apply for promotion.
If teachers are stuck at a professional title level for a long time, it may lead to their loss of learning Xi and enthusiasm for improvement, which in turn affects their ability to adapt to new situations and new requirements.
In-service teachers know that promotion is a long and tortuous journey. For the title review, although many people are willing to put in the effort, in fact, it is not because they are unwilling to strive for it, but because sometimes even if they put in great efforts, they may not be able to succeed in the end.
The main reasons that distress many teachers are the high evaluation requirements, unfair evaluation and quota restrictions, especially the scarcity of places, many teachers can only wait passively.
For example, a middle school teacher in Zibo mentioned that the school has more than 700 teachers, but there are only two or three places for senior titles and two or three places for intermediate titles each year. The number of people waiting in line for senior titles reached more than 300, and the number of people waiting in line for intermediate titles was also more than 100, which made him feel "almost hopeless".
However, it is gratifying that in recent years, many provinces have issued notices one after another, bringing good news to front-line teachers. Once they meet the conditions, they can directly evaluate and hire senior titles, and are no longer subject to quota restrictions and other issues, the specific situation in each place is as follows:
It takes 15 years to move up to intermediate and 30 years to get to high level. For excellent teachers, this means that they are expected to get rid of the existing quota limit, which is undoubtedly a major breakthrough compared to before, and many front-line teachers are cheering that this day has finally arrived!
Although 15, 25 and 30 years of promotion are still relatively long, at least everyone has expectations now, and with the change of professional title evaluation, some areas have added additional subsidies ranging from 500 to 1800 yuan, further providing substantial support for front-line teachers.
Increasing investment in frontline teachers will inevitably attract more young and talented educators to work in rural or remote areas. As a result, rural students will be able to benefit from a higher level of education, and at the same time, they will have more access to excellent educators, which will undoubtedly bring new hope to many families.
In recent years, whether it is to strengthen the targeted training and precise training of teachers in the underdeveloped areas of the central and western regions, or to implement the rural teacher support program in depth, these are all aimed at establishing the right direction.
It is hoped that the evaluation of professional titles will no longer be a problem for teachers. As a teacher, the most important thing is to have love, responsibility and professionalism, and be able to cultivate students with heart, affection and wisdom.
Therefore, I believe that when formulating the evaluation criteria for professional titles, we should take educational practice as the main basis, and pay more attention to examining the performance and effectiveness of teachers in the classroom, as well as the impact on students' growth and development.
At the same time, it is also necessary to take into account the requirements of academic qualifications, degrees, **, etc., but they should not be regarded as the only or decisive conditions. In short, improving the professional title evaluation system is a complex and urgent task.
It is expected that the relevant departments will listen carefully to the opinions and suggestions of the majority of teachers and all walks of life, and take effective measures to solve the existing problems and difficulties. Only in this way can we have a high-level, high-quality, efficient and high-reputation teaching team. 100 Helping Programs