Can the teacher's income distribution experiment break the pot?

As in the past, in front of the teaching building of Youyi Road Middle School in Jianghan District, Wuhan, the teachers still welcome the students like forbidden coaches. They are always in their own position, like the predicate of a sentence, silently waiting for the collocation of subject and object.

On August 26th, Mei Zi (pseudonym), who just sent off a fresh graduate, started this life again: he rushed to the office from home early in the morning and rushed into the classroom. After dark, he hurried home from school. For more than ten years, this life has never changed. However, in recent months, he feels that life is more promising. Because, in addition to the basic salary allocated by the state and the performance award in May, he got 1200 yuan, almost twice as much as the principal and dean!

If this were in the past, Mei Zi wouldn't even think about it. After all, for decades, in the whole education system, from principals to ordinary teachers, they all came with passion under the "big pot" system and finally retired with regret. None of them thought that after retirement, as long as they pay, there will be tangible returns. They can't imagine that the income of an ordinary teacher can be much higher than that of the principal!

In fact, this change benefited from the reform of the performance award distribution system implemented by the Jianghan District Education Bureau a year ago. At that time, the system design was to gradually get rid of the "big pot", realize more work and more pay, and fully mobilize the enthusiasm, initiative and creativity of faculty and staff.

It is undeniable that Jianghan Education's income distribution system experiment under the traditional "big pot" system seems to be winning the hearts of the world.

30 million yuan "reward"

Jianghan District is the most prosperous downtown area in Wuhan and has a long tradition of commerce and trade. Jianghan District has been the birthplace of old Hankou, a large commercial port in China and one of the "four famous towns" in China since its opening. In Wuhan 13 urban areas, its territory is the smallest, with only 33.43 square kilometers and a population of 650,000. However, because it is located at the intersection of the Yangtze River and Hanshui River, as well as the developed commercial and financial industries, it has strong economic strength. In 2007, the GDP of the whole region was 24.5 billion yuan, and the full-scale fiscal revenue was 4.326 billion yuan. Among them, district-level fiscal revenue165438+39 million yuan.

However, the development level of education is not commensurate with its proud economic status. In terms of administrative division, Jianghan District is an urban area without suburbs in Wuhan 13, but with the advancement of urbanization, on the one hand, due to the rapid shift of regional economic development focus and residential areas to the north, the allocation structure of educational resources in the whole region is seriously unbalanced: in the commercially developed southern region, there are more schools and fewer teachers; In the emerging northern region, there are fewer schools, more students and fewer teachers. This distribution pattern of lacking in the north and being rich in the south objectively restricts the overall development level of education in the whole region. On the other hand, due to historical reasons, the differences between key schools and non-key schools, public schools and private schools, compulsory schools and non-compulsory schools lead to great differences in the actual income of teachers in the same area. Objectively, this has not only caused the concentration of high-quality educational resources in the region to key schools, but also affected the work enthusiasm of most ordinary school teachers. At the same time, due to the long-term traditional distribution method, even the teaching staff of key schools still follow the "big pot" system in internal income distribution, and the vitality of teachers is obviously insufficient.

In fact, for this kind of imbalance between schools, administrative allocation seems to be somewhat inadequate: in the past three years, only 65 people in the whole region have passed administrative allocation; Although southern schools have implemented the internal personnel system reform of 52-year-old female teachers and 57-year-old male teachers, they have only "digested" 165, and there are still 3 1 overstaffed staff in the whole district, which cannot be solved by administrative means alone.

Obviously, Jianghan education has to change the traditional income distribution system and give teachers enough confidence and hope, both from the inside of the school and from the reality of regional education development.

At the beginning of 2007, Jianghan District Committee and District Government decided to allocate at least 30 million yuan from the district finance as special funds every year to promote the reform of teachers' income distribution system in order to mobilize teachers' enthusiasm and creativity.

30 million yuan is not a small sum. For the 3,838 faculty members in the region, the additional 30 million yuan is equivalent to an annual net increase of more than 7,800 yuan per capita.

Regarding this fund, Wu Shuo, director of the District Education Bureau in charge of this reform, said: "The special fund of 30 million yuan for performance awards is not because the government wants to raise teachers' salaries in a name, because it is difficult to break the egalitarian' big pot' by simply raising salaries. However, it is possible to establish a performance evaluation system-income-linked mechanism. Of course, it is much more difficult to establish a reasonable and scientific evaluation system than to raise wages directly. "

2400 words "new law"

In February, 2007, the District Education Bureau held the first special investigation meeting, conducted a dragnet survey of schools in the whole region, and extensively investigated the performance management methods of primary and secondary schools in universities and coastal developed areas. The survey found that at present, the prevailing method in most schools in China is to float a part of teachers' salaries, and the floating range is not large. This method only played a guiding role, and did not get rid of the shackles of the traditional distribution system, nor did it fundamentally widen the income gap of teachers. Therefore, it is difficult to really mobilize the enthusiasm of teachers.

After repeated discussions, the district education bureau finally agreed that the district education bureau should first issue a reform outline to guide the smooth progress of the reform. Under the guidance of the outline, each school designs the scheme according to its own reality. All school plans must be submitted to the school teachers' congress and the district education bureau for deliberation and approval before implementation. The Education Bureau allocates funds according to the number of principals, and schools allocate funds according to their respective design schemes.

In fact, the difficult problem of this reform is to formulate this "new law" procedure which is related to the success or failure of the reform. Because unlike enterprises, teachers' work is mostly intangible, which is not only difficult to evaluate quantitatively, but also particularly complicated. For example, on the surface, the starting point of education, teaching pressure and teachers' knowledge and skills are different in each period, so the income standard of high school teachers should be reasonable in income distribution. But in fact, compared with senior high school, the self-financing channels in compulsory education stage are very limited. Therefore, any scheme designed with a single standard may cause greater unfairness. Another example is how to allocate the ratio between daily management and teaching quality when measuring the performance of schools and teachers. If the proportion of teaching quality is too light, it will be difficult to highlight the central work; Overweight, but also one-sided pursuit of enrollment rate. Also, since the goal of the reform is to tilt to the front line, is it to tilt to the front-line teachers or to the administrative staff? ...

In order to solve these problems, in the next two months, the district education bureau held 27 special meetings, convened principals and teachers' representatives of primary and secondary schools in the whole region, and held more than 100 symposiums. On April 4, 2007, a "new law" with only more than 2,400 words was finally settled after repeated discussions and 1 revision by the principal's forum, the director's office meeting, the district CPPCC, the district people's congress and the district committee office meeting.

This "new law", which embodies the wisdom of many people, is characterized by breaking the "big pot" to the limit, realizing remuneration according to work and distribution according to performance, so as to give full play to the enthusiasm of schools and teachers. According to the system design, the "new law" conducts annual assessment of different classes and types of schools with different standards from two dimensions: education, teaching and work objectives. Among them, teaching quality accounts for 55% of the whole evaluation score, and daily education and teaching management accounts for 45%. According to the ratio of 3: 5: 2 and the actual performance, the primary and secondary schools in the whole district are divided into three grades: first, second and third. For schools with different evaluation levels, the Education Bureau will allocate corresponding bonuses according to the number of schools.

In order to reflect the fairness and justice of performance appraisal, the Education Bureau, relying on its 22 functional departments, issued different appraisal targets with the learning section as the unit. In this way, even schools with poor students and low enrollment rate may be rated as performance units at the next higher level, whether compared with their own past or other similar schools, as long as they make progress in that year. or vice versa, Dallas to the auditorium

In other words, the whole performance management system is a system completed by the Education Bureau and schools in stages. This special management system not only pays attention to the evaluation of school performance, but also emphasizes the evaluation of individual faculty members; It not only appropriately sets the grade difference between schools, but also opens the grade difference between individuals in the same unit. In this way, from the system design, the whole distribution system creates an atmosphere of making contributions between schools and teachers.

In addition, in the allocation of funds, the "new law" is based on the number of establishments approved by each school, and the number of establishments depends on the number of students. 100 primary school with 80 teachers and staff. After being rated as a first-class performance unit, the Education Bureau will allocate funds according to the standard of 700 yuan per capita per month. However, due to the overstaffing of 20 students, the school can only get funds for 80 students from the Education Bureau. This forces schools in the region to take the initiative to scientifically set posts and personnel.

However, for schools that are temporarily overstaffed, the Education Bureau will give them a three-year transition period, that is, when the new distribution system is implemented, the Education Bureau will still allocate funds according to the existing number of teachers and staff in the school, and then it will decrease year by year. After the expiration of three years, the funds will be allocated in full accordance with the school's preparation.

Considering that there are many self-financing channels in senior high schools and vocational schools, and the channels in primary and secondary schools and kindergartens are narrow, the New Law adopts the dual-track investment mode of education bureau and schools, and adopts double standards for compulsory education and non-compulsory education, that is, when formulating investment standards for different classes and different types of schools, the investment ratio of education bureau to performance award funds for compulsory education schools is100%; For non-compulsory education schools such as senior high schools and vocational schools, the investment ratio of the Education Bureau has been reduced to 40%, with school investment as the main input. This not only reduces the pressure of self-financing in primary and secondary schools, but also forces schools in compulsory education to get out of the predicament of raising money everywhere and shift their focus to education and teaching.

At the same time, according to teachers' educational background, knowledge and skills and teaching pressure, the "New Law" sets the monthly performance award for kindergartens to 200 to 400 yuan, primary schools to 500 to 700 yuan, junior high schools to 700 to 900 yuan, and senior high schools and vocational schools to 65,438+0,400 to 2,000 yuan, so as to leave more room for the design of standard quotas and encourage competition between senior high schools and vocational schools.

With the "fundamental law", all schools in the whole region have designed their own performance evaluation systems in combination with their own reality, and started the "new law" experiments one after another.

"One School, One Policy" Test Water

Wuhan No.19 Middle School is a complete middle school with a history of more than 90 years in Jianghan District. A few years ago, due to the excessive outflow of teachers, the school once had a crisis in running a school. However, in this distribution system reform, the experiment of its performance system is particularly eye-catching.

Distribution according to ability and pay is the core of school performance management system. On the performance appraisal of teaching staff, the school has designed two levels: first, taking grade groups and individuals as units, combining with the situation of teachers' morality, semester and annual teaching quality, giving individuals and teams corresponding achievements respectively, and then distributing corresponding semester and annual performance bonuses based on this. The second is to encourage teachers' individual innovation and team innovation by setting up a variety of excellent subsidy evaluation mechanisms. That is, the school will design the excellent allowance into a ladder structure to build a "ladder" for teachers' professional development. For example, the school subsidizes 400 yuan, the chief teacher 300 yuan, the backbone teacher 90 yuan and the district-level academic leader 30 yuan every month.

At the same time, if the disciplines in charge of these academic leaders reach the excellent standards at the end of the semester, there will be an additional monthly subsidy of 120 yuan.

Theoretically, this trapezoidal evaluation mechanism is conducive to activating teachers' vitality. But in fact, some teachers' work enthusiasm has decreased after being rated as the backbone, which has aroused widespread doubts from other teachers. To this end, the school timely repaired the loopholes in the original system through the dynamic management mode of "taking the ladder to the stage and stepping down by the ladder". That is, in the first semester after the evaluation of key teachers, the school reduced the original excellent allowance for them from 1.5 million yuan per semester to 1.000 yuan. When these backbone teachers are recognized by everyone, the excellent subsidy will be restored to 1500 yuan; Those who are recognized as backbone teachers, whose teaching quality is widely disputed within one year, have their excellent allowance reduced from 1.5 million yuan per semester to 1.000 yuan. If it is not recognized by everyone next year, its excellent subsidy will be reduced to 500 yuan again, or even cancelled completely.

Different from senior high school, junior high school is the terminal of compulsory education, with heavy teaching work and narrow sources of funds, which has become the focus of this distribution system reform.

As one of the first four pilot schools after the promulgation of the "New Law", Wuhan Youyi Road Middle School has become a typical junior high school in this area. The school's distribution plan is divided into seven parts: monthly routine assessment award, semester comprehensive award, semester quality award, small project achievement award, annual target award, class teacher performance award and other awards, so as to make every faculty member benefit from it and see hope in their posts.

For a long time, for the evaluation of teachers, schools mostly rely on the personal impression of leaders, which is subjective. Even if there is an objective evaluation of teachers' performance, it only depends on the ranking of teachers' disciplines in the region. Only when the ranking reaches a certain standard can teachers in this subject enjoy the quality award. This kind of evaluation system emphasizes the overall situation of a subject, but it can't reflect the individual differences of teachers, and it is easy to cover up individual efforts. Moreover, the traditional evaluation system often lacks unified standards for the evaluation of minor disciplines such as music, sports, art, information technology and art, which leads to the lack of motivation for the development of these minor disciplines.

In view of the disadvantages of the traditional evaluation system, Youyi Road Middle School has changed the past practice of evaluating teachers only by their academic achievements, and divided the quality evaluation of each semester into two parts: "quality" and "quantity" to reflect the objectivity of evaluation. That is, according to the actual workload of teachers, due consideration should be given; For the evaluation of "quality", the school evaluates it according to the horizontal comparison within the region and the horizontal comparison within the school.

In the selection of the semester comprehensive award, the school made a quantitative evaluation of teachers' morality, ability, diligence and achievements in strict accordance with the evaluations of students, grade group teachers, school leaders and parents. For example, the teacher's morality and work ability score 30 points, with the weight of 40% for students, 30% for grade group and 30% for leaders; The other two indicators are attendance and work performance, with scores of 10 and 30 respectively. The whole assessment results are divided into first, second and third grades, and the bonuses are 1200 yuan, 1000 yuan and 500 yuan respectively.

Unlike middle schools, primary schools often don't put too much emphasis on the final grades of the semester or school year. Therefore, this also determines that primary schools have more room for innovation in performance management.

In Daxing Road Primary School in Jianghan District, the implementation of the "new law" is not only limited to how to distribute bonuses fairly, but also includes stimulating teachers' independent management. In the process of implementation, the school simplifies performance management into two parts: monthly performance and semester performance. Among them, as long as the teaching staff have no major mistakes in the teaching process, they often get the monthly 460 yuan performance award.

In fact, the real gap is mainly reflected in the semester grades. Because the school not only divides the semester grades into teams and individuals, but also sets the standards of 1400 yuan and 4,000 yuan for the annual team award and individual award respectively. The characteristic of this design is that the school distributes the backbone teachers to six grades on average, and then the whole school teachers choose their posts freely, thus forming six teams.

After the end of the school year, 20 teachers' representatives of the teachers' congress assessed the six teams according to the corresponding indicators. If the team is rated as a demonstration team, all teachers in the team will receive a performance award 1400 yuan.

After the allocation scheme is determined, what remains is how to collect objective data for scientific evaluation.

Fortunately, in the past three years of institutional reform, the school has abolished the original academic affairs office, general affairs office and other departments, and established a quality center and service center. Every day, the quality center not only records the daily education and teaching situation, but also randomly selects several inspectors from teachers to check the education and teaching situation of the school from time to time. All the spot check results will be summarized in the database of the quality center as the first-hand data for the school to evaluate teachers and teams.

Every month, teachers will report their violations to their teams. After the team leader signs and approves, the team will summarize and report to the school quality center. After the original records in the database are checked and confirmed by the principal's office, the quality center will begin to issue individual performance awards. During this period, if the teacher conceals the fault and fails to report it, once it is discovered, it will be recognized as a third-level performance; Teachers who correct their mistakes after reporting do not affect the evaluation of individual performance awards.

Like these schools, after a year of "new law" experiment, almost all schools in this area have established their own evaluation system and distribution system, and a series of changes are taking place in the pain of reform.

ideal and reality

Taking 30 million yuan as a lever to break the traditional "big pot" distribution pattern and finally improve efficiency is the ideal appeal of this reform. However, reality is far more cruel than ideal.

In July 2007, with the implementation of the "new law", the prelude to the reform of performance award distribution system in Jianghan District was quietly opened. For those who are about to say goodbye to "big pot rice", a brief panic and panic are inevitable. However, people's emotional exports are different.

In the whole distribution system, how to calculate the performance of cadres has become the focus of debate in many schools. Because, according to the reference ratio given by the New Law, the performance of school leaders can be 1.5 times the average performance of teachers in principle. However, some schools' plans are controversial when they are submitted to the teachers' congress for approval. Due to disputes between faculty and staff, the teachers' congresses in some schools have been unable to close. Even school staff posted the principal's payroll to "get paid".

In order to reduce contradictions and seek common ground while reserving differences, the Education Bureau finally listed the performance awards of principals according to the performance grades of various schools, and the Education Bureau was responsible for issuing them. In this way, the argument finally subsided.

When the new distribution method was first implemented, the experiment in Daxing Road Primary School was also resisted by some teachers. According to the plan, the whole school should have formed six teams in a free combination way. However, after the school notice was issued, except for two grades, no application was submitted by other grades.

July this year 10 is the final summary. According to the school's distribution plan, the two grades who organized the group reported to the teachers' congress respectively, and finally the second grade was rated as a demonstration group, and all the teachers in the group each won the group award of 1400 yuan. A few days later, the other four grades that haven't organized a group are scrambling to submit group applications to the school.

The one-year experiment made Wang Huan, secretary of the Party branch of Youyi Road Middle School, quite gratified. Because, the new distribution system has got rid of the disadvantage that performance evaluation only pays attention to the overall efficiency of a subject and a grade in the past, so that the contribution of each faculty member can be reflected in the income distribution, and the relationship between teachers and students is closer.

In the student evaluation conducted by this school this year 1 month, due to the lack of communication between teachers and students in a certain subject, the final student evaluation was low. After the school fed back the students' evaluation results to the teacher, the teacher made improvements in time. In the final evaluation in June this year, the students' satisfaction rate with this teacher was greatly improved.

Similarly, the implementation of the "new law" in Qingfen Road Primary School is a historic opportunity. Qingfen Road Primary School, located deep in the old lane of Hanzheng Street, is a miniature school at the southern end of Jianghan District. 60% of the students are children of migrant workers. In the past eight years, due to the shortage of students, the school has integrated six surrounding primary schools with 528 students and 59 in-service teachers. However, the 86 retired teachers on the roster have become a heavy burden on the school. In addition, because the school has almost no commercial facade for rent, the school funds are stretched. Finally, the school had to squeeze out 3 15 yuan per capita office expenses every year to maintain normal operation.

After the implementation of the new distribution system last year, Qingfen Road Primary School won an annual performance award of 7,200 yuan per capita. With this precious fund, the school not only stopped crowding out the limited office funds, but also gradually broke the "big pot" pattern of income distribution. Some teachers can get more than 8,000 yuan in annual performance awards, while others can only get 5,000 yuan.

This change in distribution mode, like a stone falling on the water, broke the silence of school teachers for many years. 30-year-old Chen Shou (pseudonym) is a talented young math teacher in this school. He won the first prize in the National Mathematics Teacher Integration Competition, and he is also proficient in English and fine arts. When he first arrived at school, he was full of enthusiasm for teaching and public affairs. However, after receiving the payslip in July 20001year, he felt disheartened.

That month, he only got three or four hundred yuan salary and 400 yuan bonus. From then on, he only arranged his work according to 8 hours a day, and he didn't want to come to school to work overtime on holidays, nor did he want to answer the phone calls from school. Because, he feels that no matter how much work is done and how well it is done, everyone's income is still the same, and it is difficult to reflect their own value.

In September last year, after the school implemented a new distribution plan, Chen Shou, who had been depressed for a long time, could not hold back his inner joy and became active again on campus. Walking on a clean campus, the reporters stopped by the bronze flower beds and the beautiful lines on the cultural wall. The headmaster said that these were designed by Chen Shou for the school not long ago by taking advantage of the rest day duty. Today, Chen Shou not only became the school director, but also grew into an outstanding young teacher in the city and was absorbed into the district chief teacher's studio.

There is no doubt that the experiment of Jianghan's educational distribution system is revolutionary, but many schools have also encountered some practical puzzles during the experiment: some schools have included the work of the teaching and research team leader, the preparation team leader and the class teacher and the final result of graduation results in the performance appraisal scope, and this exclusive institutional arrangement is actually unfair to the vast majority of faculty and staff. Because, no matter how hard the ordinary teaching staff try, it is impossible to get this income.

In addition, in reality, teachers' labor is intangible, difficult to quantify, unable to be measured like piece-rate wages in factories, and unable to make subjective evaluation completely dependent on or divorced from students' test scores. How to evaluate scientifically and how to decide the fate of reform? ...

Under the reality that the distribution system of the whole industry has not yet started, Jianghan's reform is still moving forward. For these problems in the experiment, Wu, as the host of the reform, is also silently examining the small changes in the schools around him and silently planning the next regional teacher rotation experiment. Because, in his view, only by breaking the "big pot" distribution system can the free flow of teachers in the region have a real foundation and the style of repeated school selection can be fundamentally solved.

Now, as long as he has a little leisure time, he will go into the schools in his jurisdiction and collect "new laws"

Information on implementation. After all, in the past two years, the draft of the "new law" and the report on its implementation have been unconsciously piled up in the corner of his office for more than half a meter. Maybe this is far from over.

Dialogue reform, where does the sword point?

Reporter: If we look at the distribution system alone, it seems that the distribution model of the education system has never changed. As the main promoter, designer and director of education bureau of this reform, why did you promote this reform at that time? What's the goal?

Wu: I used to be a teacher in a middle school for many years, and I am very familiar with the traditional distribution method and the work and psychological state of front-line teachers. It can be said that the traditional distribution model is not conducive to the long-term development of education, and it is also not conducive to giving play to people's enthusiasm and creativity. Essentially, it is a disrespect for individual labor. There are two main reasons for the reform: first, the long-term distribution system leads to the obvious lack of teachers' vitality; Second, due to the different self-financing abilities of different schools, the actual income of teachers varies greatly among schools, making it difficult to stabilize the teaching staff. Under this pressure, some schools began to turn their energy to self-financing. In the long run, this is not conducive to the realization of educational equity, and may also breed arbitrary charges. Therefore, it must be revised through the reform of the distribution system.

The purpose of this reform is to break the "big pot" to the limit, realize remuneration according to work and distribution according to performance, and give full play to the enthusiasm of schools and teachers.

Reporter: Whether for a country or a unit, the distribution of benefits is extremely sensitive, and there must be a fair distribution scale and a scientific overall design. What do you think of the system design?

Wu: In terms of system design, we do not shy away from problems, take grades as the distribution basis, and focus on compulsory education and preschool education, so that schools at different levels of development can see hope.

Not only that, we also try to break away from the practice of teachers and logistics administrators doing more and doing less in the past to ensure that the distribution is tilted towards front-line teachers. In the distribution within the school, the Education Bureau only gives a guiding distribution coefficient to the distribution of teaching managers and teachers from a macro perspective. For example, front-line teachers can not set the upper limit of allocation according to their performance. However, the distribution coefficient of school leaders shall not exceed 65438+ 0.5 times that of ordinary teachers in the school, and the logistics personnel shall not exceed 70% of ordinary teachers.

Reporter: It can be said that the reform of the income distribution system is a breakthrough to the traditional system, and it is also a very difficult problem in the education reform. Its significance has a strong practical pertinence to teachers and the whole education development. Besides improving the efficiency of the education system, what are the positive significance of this reform?

Wu: The reform of income distribution system is driven by economic leverage, and its significance goes far beyond simply improving the work efficiency of teaching staff. It should be said that its influence is far-reaching: on the one hand, it helped the school to establish a relatively scientific and perfect evaluation system through the distribution reform, which laid a solid foundation for completely breaking the "big pot" in the future. In the long run, this will definitely have a series of positive effects on the construction of the whole teaching staff. On the other hand, due to the "replenishment" of local finance, schools in the compulsory education sector no longer need to be involved in too much energy because of insufficient funding in schools. This can not only promote the return of the educational function of schools, but also curb the unreasonable charges and school choice behaviors widely criticized by the society from the source.

More importantly, through the reform of the income distribution system, even if the starting points of schools in the same school period are different, as long as they are scientifically managed and achieve the predetermined goals, they may get higher income than schools with high starting points. In this way, we can adjust the educational resources independently through the market means of income distribution, and finally maintain the dynamic balance of regional educational resources and create the necessary conditions for the rotation of teachers in the region. Because, only when the income distribution and performance evaluation system related to teachers' vital interests are perfected, teachers' free flow and professional growth can be truly realized. In other words, taking the reform of teachers' income distribution system as an opportunity to establish a scientific and reasonable evaluation system should be the core proposition of the current construction of teachers. If this problem is solved, other reforms should follow suit.

*** 1 First Page Previous Page 1 Next Page Last Page Go to Page.