How can primary and secondary schools break the utilitarian tendency of teacher titles?
Wang Ying. It has been pointed out that the title of teacher is an honorary, professional or rewarding identity or symbol label given to teachers by professional organizations at all levels that fit their own comprehensive literacy or outstanding performance in a certain aspect. But from a practical point of view, titles have become an extremely utilitarian tool for some teachers to pursue fame and fortune.
It is undeniable that in the selection of outstanding teachers at all levels, the establishment of corresponding honors and titles is indeed conducive to mobilizing the enthusiasm of teachers in teaching and educating people, such as the selection of "excellent teachers", "teaching experts" and "subject leaders" at all levels, and has also created a group of experts and scholars in the field of education and teaching. But as the article says, titles are becoming an extreme tool for some teachers in their pursuit of fame and fortune. Some teachers work for titles, and even do whatever it takes to obtain a certain title, losing their original intention of teaching and educating people.
Why is this tendency emerging?In the case of primary and secondary school teachers, the main reason is that titles are often associated with fame and fortune。Having titles such as excellent teacher and teaching expert can not only gain popularity within a certain range, but more importantly, you can add points when you are promoted to the title, and even be promoted and reused. Especially after being rated as a senior title, the salary is much higher than that of peers of the same age. If you get the title of special teacher, you will also have the opportunity to publish and sell books and give lectures everywhere, so as to obtain greater financial benefits. How can such a well-known and beneficial thing not make the majority of teachers rush to it?Therefore, to break the utilitarian tendency of teacher titles, it is necessary to make great efforts to separate the "name" and "profit" carried by the title.
First of all, it is necessary to dilute the title bonus in the evaluation of professional titles, and guide teachers to promote professional titles based on their actual work performance. Honors and titles are recognition of teachers' work, affirmation and reward of their work ability and work level, and have a label effect. However, it is not possible to have it both ways, and now that teachers have this label, have earned fame, obtained various certificates and awards at all levels, and even stepped into leadership positions, they should no longer allow titles to become a tool for chasing fame and fortune.
The setting of the professional title evaluation program is the "wind vane", which has a guiding and motivating effect on the majority of teachers. Teachers with a certain professional title must not only have the corresponding work ability, but also achieve the corresponding work performance, and only then can they be recognized. Some veteran teachers working in remote rural areas have taught all their lives, trained a large number of talents for the country, and have no lack of educational experience, but because they have not won honorary titles, they have not even been rated as an intermediate title until they retire. In the evaluation of teachers' professional titles, education departments at all levels should dilute honors and titles, emphasize teachers' usual work performance, and emphasize the quality of teaching and educating people, so that those teachers who are obscure, selfless and dedicated, and have first-class educational and teaching achievements can get what they want.
Secondly, it is necessary to standardize all kinds of selections at all levels to make the title well deserved. Commending outstanding teachers with honorary titles can serve the purpose of setting a model. However, judging from the current reality of the selection of teachers' honors in various places, there are generally phenomena such as non-standard names, excessive and excessive honors, repeated commendations, vague standards, and low transparency. For example, when commending teachers on Teacher's Day, some regions list "excellent teachers" and "advanced individuals in teaching and educating people".Aren't "excellent teachers" "advanced" in teaching and educating people?In some places, some honors have been held by school leaders or individual teachers for a long time.
As the article says, to break the utilitarian tendency of teacher titles, it is not a matter of not having titles, nor is it a matter of managing titles, but it is necessary to start from the position of the top-level design of the construction of the teacher team to solve the key problems such as the identity positioning of teachers in the construction of the teacher team and the entry threshold. Therefore, all localities should strengthen the management of honorary titles, scientifically set up commendation projects, commend names and selection criteria should be relatively unified, the number of commendations should be fair and transparent, and pay attention to the selection of advanced models among front-line teachers.
Third, it is necessary to implement dynamic management of all types of honors at all levels. For utilitarian purposes, some teachers lose their motivation to forge ahead once they have obtained a certain title or been given a corresponding title. In some schools, there are many teachers who no longer teach after being rated as senior titles, and the original excellent teachers are no longer excellent, and the teaching experts are also "incompetent".
To break the utilitarian tendency of teacher titles, it is necessary to dynamically manage honors and titles. Specifically, it is necessary to break the honorary tenure system, regularly re-evaluate teachers who have obtained a certain title, and re-certify their honorary titles if they are worthy of the nameIf the name does not match the reality, the corresponding honorary title will be cancelled. For those teachers who use their titles as capital, regard education and teaching work as a side job, or even leave their educational work posts and specialize in speculation, their honorary titles must not only be revoked, but also punished accordingly.