2019 backbone teacher training work plan

In order to train a group of high-level backbone teachers, they will become the leaders of school education and teaching, and can play a leading role in the work, drive the overall development of the school's education and teaching work, and specially develop the backbone teacher training program of our school:

First, the status quo analysis:

There are 100 in-service faculty members in the school. There are 5 provincial-level backbone teachers, 9 municipal-level backbone teachers, 13 county-level backbone teachers, and 13 school-level backbone teachers. Among them, 33 are the backbone teachers in the teaching line. The education and teaching level of the backbone teachers will be further improved, and their radiation effects will be better exerted. The training plan is specially formulated as follows:

Second, training objectives:

Through hard work, we will train a team of young backbone teachers composed of district leaders, leading teachers in the district, and various outstanding backbone teachers.

Third, the main initiatives:

1. Reinforce learning, update concepts, and constantly improve their theoretical level.

The renewal of human consciousness and ideas is more important than behavior. The training of young teachers focuses on learning, especially education, teaching concepts, and the study of relevant theoretical knowledge, and timely grasps the pulse of the development of education, thereby enhancing teachers' ability to understand, analyze, and solve problems. To this end, young backbone teachers are required to submit a monthly reading experience, intensively read an educational monograph every semester, actively participate in various types of expert lectures, study, and absorb nutrition from multiple angles.

2. Strengthen the “transfer, help, and bring” activities in the school, and use the classroom as a carrier to effectively improve the professional level of young teachers.

The backbone teachers can't wait, rely on, and the teacher's main position of growth is in school. To this end, the school adheres to the "one-on-one" and "one-two-two" "pairing" activities, from the exchange of ideas, the analysis of the situation before the class, the analysis of the teaching materials to the design of the teaching process, and the reflection after class. Tracking lectures, focusing on strengthening the "demonstration class", "study class" and "diagnosis class", let the young teachers first freeze and then enter the grid until they jump out of the "model" and gradually form their own teaching characteristics and style. In order to collectively reflect the results of “helping” in the school, a young teacher competition will be held every academic year to provide more display platforms.

3. “Pressure” promotes younger teachers to be more stable and sustainable.

The stability and sustainable development of young teachers and the need for self-growth are internal causes and the main driving force. The external environment plays a huge role in promoting. To this end, in the work of the school, the young teachers are pressured to work in a timely manner, such as the grade leader, the teaching and research team leader, the director of the teaching department, the general secretary of the group, etc., so that they can fully feel the experience of growth and the pleasure of appreciation, and further stimulate the youth. The need for teachers to grow up. And further propose new job requirements in a timely manner, prompting them to develop along the trajectory of outstanding young teachers, teaching experts, academic leaders, and famous teachers.

The construction of the teaching staff, especially the training of young teachers, directly restricts and influences the long-term development of the school. Our school will adhere to the training of young backbone teachers, solidly grasp the construction of the teaching staff, strive for the education of the people's satisfaction, and satisfy the parents. The school, the teacher who is satisfied with the students, let the children of Guangfu grow up happily.

Fourth, the backbone teacher training

1. All the teachers who have been rated as the backbone of this year are open to the public.

2. The school personally formulates the training plan for this year, requiring the backbone teachers to customize a newspaper and magazine.

3. Each semester, the school proposes that the backbone teachers go to the advanced school outside the school to study and exchange for 2-3 days.

4. Each year, the backbone teachers organize an open class. Each year, the backbone teachers write a valuable paper and win the award at the district level.

5. Organize key teachers in time to participate in city and district education and teaching training to improve the theoretical level.

6. The school will conduct assessments for key teachers every year. Those who fail will not be able to serve as key teachers of the year.

7. The school implements annual awards for key teachers and gives priority to evaluation and promotion.

V. Backbone teacher training

Participate in the training of key teachers held at all levels, and give full play to the role of key teachers.

Do a good job as a famous teacher, a leader of the discipline, a celebrity, and a subject group.

Do a good job in the exchange of curriculum reform, reflecting the new concept of education and teaching.

Key teachers at all levels must hand in the valuable experience materials in a timely manner.

Backbone teacher training is a main content of school-based training . People know that with the development of the times and the requirements for the quality of teachers, in order to fully implement quality education and cultivate innovative ability, there must be a group of high-quality , a team of highly skilled backbone teachers. To this end, the school strengthened the training of key teachers in the school-based training work of this school year and achieved a little achievement.

In the training work, the school leaders attach great importance to this work. At the beginning of the school, the training plan was formulated. In order to further improve the theoretical level and business ability of the backbone teachers, the school can actively support them to participate in the intensive training of the training organization. And reasonable arrangements in terms of time and so on, thus ensuring the training effect of the backbone teachers, each backbone teacher can complete the training tasks as required, and achieved good results.

In order to improve the scientific research ability of key teachers. Every semester, the school sends them out to study, actively participate in various teaching and research activities organized by the training organization, and carefully study the good experience and good teaching methods of the foreign school to guide their teaching. This practice has been widely recognized by teachers.

Training schools can be implemented according to the plan. Each semester allows some key teachers to give a demonstration class, and then organize teachers to conduct seminars. The purpose is to explore a new classroom teaching model and cultivate students' innovative ability. Since each of the key teachers are serious in class, they introduce some good teaching experiences. And methods have promoted the development of school education and teaching reform.

In the school-based training work, the backbone teachers not only study hard, reform and innovation, but also actively guide and help other teachers, prepare lessons with them, study the teaching materials together, study the teaching methods together, and listen to each other. After listening, they can communicate and discuss in time. The improved method, under their guidance, has significantly improved the teaching ability of the teachers.

The backbone teachers of this semester have a total of 2 demonstration classes in the school. Zhang Hongjie and Hu Yanmei sent two classes to the countryside. Mr. Liu Ying’s self-made teaching aids participated in the provincial self-made teaching aid competition and achieved excellent results.

In short, through training , the backbone teachers' professional knowledge and academic level, education and teaching ability and educational research capabilities have been greatly improved. Although some achievements have been made in the training of key teachers, there are still some shortcomings. I will learn from other brother schools in the future and strive to do this work better.

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