The New Year is approaching, and the year-end summary is on the agenda.
How to make the year-end summary shine in innovation and make it a leading school development
Opportunities and platforms to promote the growth of teachers
The following content is for the reference of the principal and teachers.
What kind of year-end summary teachers will like(Swipe up to view content).
When I first became the principal, I didn't pay much attention to the teacher's year-end summary, and the departments collected the teacher's year-end summary at the end of each year according to the old rules, so I passed a few years without incident. Until one day, the leader of the teaching department told me: Some teachers are really not like words, and they have changed the title and time of last year's summary as if they were handed in this year. I was moved and assigned a task to the heads of the teaching department and the moral education department: to read the year-end summary submitted by the teachers in the past two years within two days, and then report on the impressions at the administrative meeting on Thursday.
At the administrative meeting, before I could speak, the heads of the two departments complained, this one said "some teachers directly from the Internet, even forgot to modify the name of the school", that said "many teachers simply cope, and the content of the words has nothing to do with their own education and teaching", the two people said a lot, and then suggested that those teachers who do not write summaries seriously should be dealt with.
At this time, I asked you a few questions: First, is it a mandatory requirement of the higher authorities or a requirement of the school for teachers to submit the year-end summary, and does it need to be submitted to the Education Bureau?Second, if you are not asked to see it this time, will the two departments organize personnel to inspect and review?Third, why do teachers write year-end summaries?For the first question, both directors said that there is no hard and fast requirement from the superiors, and the school does it according to the conventionThe second question made the two directors a little embarrassed, saying that after receiving the teacher's summary every time, they just classified and stored it, and did not check it carefully;On the third question, everyone agreed that teachers would reflect on the teaching situation in an academic year and think about the next stage of work, so as to promote the growth of teachers.
After listening to everyone's answers, I expressed my thoughts: since no one reads the summary handed in by the teacher, the teacher will naturally not take it seriously;Since the teacher writes the summary in a coping style, the summary loses its meaning;Since such summaries don't make sense, shouldn't we stop asking teachers to write summaries?As soon as the words fell, the directors of the two departments were anxious: That's not good, it's a big deal, every time we receive a summary, we organize manpower to check it, and make an evaluation and announcement, and we must let the teachers take it seriously. I smiled and shook my head, and said, "I don't mean that the teacher doesn't need to summarize, it's just that we can change the form of the summary." Piling up words is a "painful" thing for some teachers, so it is displayed in PPT instead, subject teachers take the subject group as the unit, and the class teacher takes the grade as the unit, each person has 8 minutes, explaining the gains and losses of their teaching or class work and the plan for the next stage. Showing it to peers, teachers will naturally take it seriously, and no one will take last year's PPT to deal with it, right?What's more, in this way, everyone can always bring some inspiration to themselves by sharing and communicating with each other. Everyone listened and nodded in agreement.
When the decision was announced, the teachers cheered. At the end of the year, the teaching sharing of subject groups and the class management sharing of grade groups replaced the traditional year-end summary and the original final training, because we felt that the communication and sharing between teachers was the best training. The teachers have come up with their own carefully prepared PPT, the speaker is serious and emotional, and the listener is serious and moved. Subject groups and grade groups also organize teachers to vote to select outstanding sharers and reward them. During the new teacher training in the new school year, these excellent sharers will also share their summaries with the new teachers.
Later, we also reformed the department's summary, and the written summary still had to be written, but the link of PPT presentation was added. At the end of the year, after each department uses PPT to explain the work of the department in the academic year, it also has to accept questions and suggestions from other administrative departments, and the year-end summary becomes more practical and instructive.
Zeng Qing (Principal of Huizhou Zhongkai Senior High School, Guangdong Province).
Cases and reflections are the best summarization(Swipe up to view content).
Towards the end of the semester, the school asks teachers to write a summary of their work for the semester. Many teachers complained that they were still working hard to summarize and not get anything. As a school administrator, I have always advocated writing a good case and reflection at the end of the semester, and clearly asked the class teacher to write a good education case of the semester, and the teacher to write the most successful teaching case of the semester. Long-term management practice has proved that it is a convenient and useful practice to ask teachers to write a narrative education and teaching case at the end of the semester and reflect on their own education and teaching behavior at the end of the article.
The class teacher is the organizer of class education, dealing with dozens of students with different personalities every day, what the students do and think is the goal of the class teacher's research, especially for some students whose behavior is deviated to be scientifically corrected, so that they can get out of the detour, which is a successful education method. If the parties present this process completely and realistically, it is undoubtedly an improvement of educational thinking, and it is also the promotion and utilization of excellent educational methods. As a subject teacher, if you can carefully observe and record your performance in classroom teaching, and write your own reflection or teaching postscript, it is an exploration of practice and an improvement of theoretical level.
Writing educational case studies and reflections is one of the essential skills for every educator. In terms of the general aspect, education and teaching cases are a kind of situation playback and presentation, and reflection is to summarize the successes or shortcomings of one's own education and teaching according to the event playback, which can provide reference and basis for future education and teaching. In terms of details, the teaching case is a description of an actual situation in the process of education and teaching, which describes the process of the generation and development of the education and teaching process, and grasps the dynamics of the teaching phenomenon, which is typical and can bring certain enlightenment to the readers. The famous Soviet educator Sukhomlinsky conscientiously reflected on his own educational and teaching behavior in his long-term educational practice, and wrote the book "One Hundred Suggestions for Teachers", which put forward 100 suggestions for teachers with vivid examples and conducted incisive theoretical analysis, which benefited other teachers a lot.
Cases and reflections are not only a valuable indirect experience, but also have important guiding significance for teachers themselves. A 30-year-old head teacher of the school attaches great importance to the accumulation of cases since he joined the work, and every night he "screens" the people and events that happened in the class that day like a movie, filters out one or two representative events, records them in the book, and reproduces the background, characters, language, process, ending, and his attitude and method of dealing with problems at that time, forming an interesting "story-style" education and teaching case. In the time that followed, he continued to think, analyze, and even make various assumptions to solve the problem, and "chewed" one by one. After many years of perseverance, the education level of this class teacher has been greatly improved, and he is deeply loved by students.
Whether you are engaged in the work of a class teacher or a subject teaching work, as long as you develop the habit of paying attention to observation, careful recording, and careful analysis, you will continue to improve your level. The same is true for the daily management of teachers, you may wish to change the traditional final work summary to real and usable cases and reflections, which is not a summary, but the best education and teaching work summary.
Yang Xuejie (Principal of Yuncheng No. 2 Experimental Middle School, Shanxi Province).
Use the year-end inventory to build a foundation for the growth of teachers(Swipe up to view content).
The year-end summary is not only a combing of work, but more importantly, a combing as a reference. The school organizes teachers to do a good year-end summary, which is not only a summary of the school's annual work, but also a foundation for the growth and development of teachers. Based on this logic, the author suggests that schools can effectively practice from the following aspects:
Establish the main line and clarify the organizational framework. For new or small schools, each teacher can be given the opportunity to come on stage at a specific time to share. For mature schools, the work of the grade group or teaching and research group is classified and integrated according to class management, subject teaching, teacher ethics, personal growth and other categories, and the summary framework of the grade group and the teaching and research group is clarified, and then the head of the teaching and research group, the head of the grade group or the outstanding representative participate in the school-level report meeting and make a school-wide exchange. The exchange of the annual summary of the whole school is not only the construction of the centripetal force of the overall work, but also a valuable opportunity for mutual experience, and the members of each organization assume their respective responsibilities in the exchange, seek to share experience, and realize the common development of individuals and the school.
Accurate training in the early stage to set a benchmark for summarization. If the summary only sorts out the work content, summarizes the achievements without reflecting on the problems, or only identifies the problems without pointing out the path to improvement, or only summarizes the present without looking forward to the future, then the summary is not exhaustive. Therefore, it is very necessary for teachers to summarize the direction or content of the summary. Before organizing teachers to summarize their work, it is best to train teachers and give teachers method reference or suggestion guidance. The content of the clear summary should not only include the inventory of the work content and the summary of experience, but also include the reflection on the shortcomings and the special presentation of typical cases. In the process, according to the development of the school, we can also guide the summary work of each line such as the grade group and the teaching and research group, dig deep and refine the educational significance of each line, and realize a deep grasp of the "universal law" and "special requirements" of education.
Looking to the future, seek breakthroughs and innovations. The annual summary should be used as a lesson and the future can be looked forward to. Teachers should be guided to set realistic goals based on the experience summarized in the year and create reasonable expectations for the future. For the future, rational optimism needs to be perpetuated, and long-term thinking and timely action need to be adhered to. Therefore, when making the year-end summary, it is necessary to comprehensively consider the actual situation of the school, the teacher's subject, school period, age, etc., and find out the common and personality problems of teachers through symposiums or interviews, so as to motivate teachers to combine individual growth with school development in the summary. According to the support provided by the school, it is also the significance of the school to carry out the summary work to find the innovation breakthrough points that can be achieved by efforts and drive the high-quality development of the school.
Liu Jiahong (Vice President of the Fifth Affiliated School of East China Normal University).
At the end of the year, the "certificate of award" provides insight into the development ecology of the school
(Swipe up to view content).
The distribution of certificates at the end of the year is a mandatory action of our school. The Teaching Office will collect all kinds of award certificates of teachers at or above the district level in the past year, and hand them over to me before the year-end summary meeting. In the last part of the year-end summary meeting, I first asked the award-winning teachers to come to the stage one by one to receive the award certificates, and then asked the teachers to hold up the certificates on their seats, and everyone took a family photo together to freeze the joy of the year.
The certificate is a concentrated reflection of the school's achievements and the embodiment of the teacher's personal professional development. The certificate is a summary and review of the school's work and teachers' development, which can inspire the principal's thinking about the school's running and teachers' personal professional development, and lead the direction of the work in the new year.
The first is to provoke the principal's thinking. Whenever I get a thick stack of awards, as the principal, my heart is full of pride, which is the crystallization of the sweat of teachers in the past year, and it is also an important embodiment of the school's achievements. If I don't have a certificate in my hand, it can also make me think. I often gain insight into the school's education ecology through these awards: first, the differences between teachers, from the award certificates, you can clearly see the work status of young teachers and old teachers, and see the overall vitality of the teacher team;The second is to appreciate the strengths and weaknesses of the subject group, so that the excellent subject group can sum up the experience, so that other subject groups can have an example and a direction;The third is to see the gap with the brother schools, face up to their own shortcomings, and strive to catch up in the coming year. Therefore, the year-end certificate can sort out the development trajectory of teachers in the past academic year, fully understand the current situation of the school, clarify the advantages and shortcomings, and provide an important basis for the school's work plan in the new year.
The second is to lead teachers to reflect. At the year-end summary meeting, the centralized distribution of awards will inevitably lead to "a few happy and a few sad", which is a manifestation of personal work performance and a rare spiritual wealth for teachers who have won many awards. For teachers who have won few awards or even no gains, it may be a powerful medicine and a slap in the face, so that these teachers can secretly sum up their experience, learn lessons, and motivate themselves to keep up with their excellent colleagues in the coming year and achieve personal and professional development.
In addition, in addition to the award certificates of competitions at or above the district level, our school also issued the certificate of "Most Growing Teacher of the Year" at the year-end summary meeting. Through 10 indicators such as open classes, teaching reflections, ** topics, and competition awards, the "Most Growing Teacher of the Year" will be selected according to the points at the end of the year. The school has established a "Famous Teacher Hall" and set up a list of "Annual Growth Teachers", and the selected teachers will have the opportunity to be selected into the "Famous Teachers Hall" and be on the list of "Famous Teachers Wall", which fully activates the teaching team.
Of course, the award certificate does not tell everything, and this is only one of the measures taken by our school to lead the professional development of teachers, but it can at least reflect everyone's efforts and show the cohesion and charisma of the team. "Listen to the sound of talking, listen to the sound of gongs and drums", the principal issued the award certificate at the end of the year to commend the "most growing teacher of the year", which is the direction of teachers' professional development and sounded the clarion call for all teachers to continue to move forward.
Chen Songxin (Principal of the Affiliated Primary School of Luojiang District, Quanzhou City, Minnan Normal University).
"Goal-oriented" review, see people, see things and see growth(Swipe up to view content).
The author's school is a new school that has been established for two years, and from the top to the people, they are looking forward to the rapid growth of this school and effectively meeting the people's desire for high-quality educational resources in the jurisdiction.
The first challenge faced by the school was the construction of the teaching staff. At the beginning of the establishment of the school, the situation of the teaching team was: experienced lack of new ideas, new ideas and solid foundation, and those with a complete knowledge structure lacked student organization and teaching experience. We conduct research and conversation among teachers to understand their professional aspirations, guide teachers to formulate personal career planning plans, and start from the school work plan at the beginning of the semester and the subject community discussion plan, etc., in accordance with the idea of "starting with the end, goal-oriented, small steps and fast walking, and continuous progress", leading teachers to teach with peace of mind, study quietly, and concentrate on educating people.
At the end of the year, we implement a "goal-oriented" review to "see people, see things, and see growth".
"Goal-oriented" requires that the summary work be accurately targeted, hierarchical and classified, and bring a sense of self-efficacy through review to generate greater motivation.
What the principal did was to take stock of the school's development and plan for the new semester. The development inventory is to summarize the ten most important and influential events in the development of the school every semester. The idea of the new semester is the vane of the work in the coming year, so that teachers know in their hearts - our starting point is **, we want to go, how to go. Although the signal released in this way is not as complete as the work plan, it is easy to be accepted by teachers, and it also paves the way for the middle-level to carry out their work.
The vice president and the middle level summarized and made breakthroughs in the work they were in charge of, focusing on the events of ideological understanding, solving problems, and breaking through personal mindsets. In the past two years, the middle level has used the PDCA cycle management method every day, and divided the quality management into four stages, namely Plan, Do, Check and ACT, to deal with work affairs, which has greatly improved the work efficiency and the ability to solve practical problems. In the review at the end of the semester, the PDCA method is still used to deal with the semester work, and the successful experience forms a standardized process or fixed system and typical cases, and is appropriately promoted and standardizedThe lessons learned from failures are summarized and reflected, and the unresolved problems are put into the next PDCA cycle.
The sharing of the leader of the discipline community is "showing the results", mainly from the completion of the "Teacher Growth Project", that is, from the aspects of professional reading, classroom exploration, teaching and research achievements, etc., to sort out the growth and awards of each teacher in the community, to promote everyone's progress with team growth, and to integrate personal growth and team development.
Teachers share education stories and education cases in the group, which not only creates a relaxed atmosphere for communication, but also does not increase the burden on teachers.
Seeing people, seeing things, and seeing growth" is not only the concept of educational care, but also the idea of education management. "Seeing people" means encouraging every teacher to be the master of the stage, so that everyone can be seen, respected and inspired. "Seeing things" means not preaching in vain, not talking in generalities, but enhancing perception with case sharing, and cultivating teachers' ability to tell good stories. "Seeing growth" means putting the cultivation and development of people in the first place, seeing the progress and growth of people in different positions, different ages and different professional backgrounds in the past year, so that they can feel the sense of career gain and form a positive incentive.
Li Xiaoping (Principal of Gaoxin Fengshi Experimental Primary School in Baoji City, Shaanxi Province).
"One word a year" allows every teacher to be "seen".(Swipe up to view content).
In the past educational evaluation, we have always been accustomed to having teachers submit a summary of their work at the end of the semester. However, I have come to realize that although this approach can reflect some of the highlights and problems of teachers in their work, it ignores their personality differences and innovative practices, as well as their dedication and progress in their daily work.
In order to solve this problem, we have innovatively launched the "One Word a Year Record Form", which encourages teachers to summarize from three dimensions: one is the event they are most proud of in a year, the second is the most touching event that "I" saw in a year, and the third is to apply for an innovative feature award for themselves and explain the reasons. The aim is to awaken teachers' sense of agency, to examine their work from multiple perspectives, and to take the initiative to share their growth experiences.
The design of the "One Word Record Sheet for a Year" is an in-depth reflection on the diversity of educational evaluation. We firmly believe that the evaluation of teachers should be diverse, including not only objective teaching data evaluation and leadership evaluation, but also teachers' self-evaluation and peer evaluation. Only by looking at the teaching work of teachers from different perspectives can we have a more comprehensive and in-depth understanding of their work status and mental outlook.
In the process of using the "One Year Record Sheet", we have also received positive feedback from many teachers. These ** depict the trajectory of teachers' growth and record their struggle. He wrote: "The three most gratifying things are to prepare lectures for the city's Chinese teachers, the second is to participate in the final proposition of the city's second year of junior high school, and the third is to create a 'bright sword team' with the teachers of the year group." A senior mathematics teacher shared, "The students I supervised stood out in the Sino-French mathematics exchange activities. When the final results were announced, the students rushed to me with joy, and I was equally proud of them. ”
While affirming themselves, teachers also have a pair of eyes that are good at discovering. The teachers of the first grade department invariably mentioned that an old teacher in the grade department sprained his leg, overcame difficulties to attend classes on time, and volunteered to tutor students, which touched all the students in their class. A young teacher who participated in the provincial quality and ability improvement competition for the first time wrote: "For one of my municipal classes, several colleagues carefully discussed every detail, and they were still hungry and enthusiastic until 12 o'clock in the evening. "The scenes are like movies, which makes people feel emotional, and the teachers feel the beauty of human nature in the appreciation of the people around them.
When applying for innovative characteristic awards for themselves, some class teachers applied for the "Old Class Mother Award" and "Watchman Award", some young teachers applied for the "Golden Bee Award" and "Newborn Calf Award", and some teachers applied for the "Original Blogger Award", "Dawning Award (Earliest Arrival School)" and "Best Goalkeeper Award (Nursing Post)".
"One Year Record Sheet" gives us more opportunities for educational evaluation. Only when we fully respect and recognize the individuality and efforts of each teacher can we truly stimulate their teaching enthusiasm and innovative spirit, and promote the development and progress of the school's overall work.
Wang Zenggang (Vice Principal of the Fourth Middle School of Jiamusi City, Heilongjiang Province).
Solicitation
1. Call for Papers on Recent Topics of China Education News Principal's Weekly:
How to improve the efficiency of regular school administrative meetings?
Regular administrative meetings are an important means of routine management of primary and secondary schools, but they are also prone to old-fashioned forms and lists.
1. Boring and inefficient. How to innovate and improve to make it more high-quality and efficient, and effectively promote school management?To this end, China Education Daily Principal's Weekly invites readers to focus on the topic of "how to improve the efficiency of regular school administrative meetings".
Manuscript Requirements:From the perspective of school management, the entry point should be small, each manuscript only presents a phenomenon, thinking, experience or suggestion, do not talk in generalities, within 1500 words, indicate the position and contact**.
Manuscripts should be sent as attachments to xiaozhangcn@163com and the words "Regular Meeting" in the title.
Deadline:December 31.
2. Call for papers on recent topics of China Education News Principal's Weekly:How will attractive parents open?
Parent-teacher conferences are one of the main ways to connect with home and school. Holding a good parents' meeting plays a very important role in publicizing the school's ideology, winning parents' understanding and support for the school's work, and building a joint force between home and school. How to innovate the form, so that the parents' association can get out of the misunderstanding of formalism, and make it truly become a bridge between home and school, is a problem that the principal needs to think about seriously. China Education News Principal's Weekly welcomes readers to discuss this topic.
Manuscript Requirements:From the perspective of school management, the entry point should be small, each manuscript only presents a phenomenon, thinking, experience or suggestion, do not talk in generalities, within 1500 words, indicate the position and contact**.
Manuscripts should be sent as attachments to xiaozhangcn@163com with the words "Parent-Teacher Conference" in the title.
Deadline:January 15, 2024.
* |China Education Daily, December 25, page 09 (content with deletion).
Editor-in-Charge |Zhao Li.