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教育头条 > 教学经验 > 2018中小学教师职称怎么评?(附各省正高级教师指标数)

2018中小学教师职称怎么评?(附各省正高级教师指标数)

教学经验 09-25 浏览量: 分享:
  日前,人社部办公厅、教育部办公厅联合印发《关于做好2018年度中小学教师职称评审工作的通知 》就2018年度全国中小学(含幼儿园,下同)教师职称评审工作有关事项作出安排部署,并公布2018年度各省(区、市)中小学正高级教师指标数,共计3604个。老师们,跟三好网小编一起详细了解一下吧!
 

  一,突出分类评价,完善评价标准

  以职业属性和岗位要求为基础,区分不同学科特点,充分考虑音体美等学科教师教育教学实际,完善充分体现中小学教师岗位特点的评价标准。

  对中小学、幼儿园和特殊教育教师等实行分类评价,把师德放在教师评价的首位,坚持重师德、重能力、重业绩、重贡献,突出教育教学实绩,引导教师潜心育人。

  进一步畅通中小学、幼儿园教师职称评聘渠道,适当提高中小学、幼儿园高级教师岗位比例。

  二,进一步提高评审质量
 
 

  坚持以同行专家评审为基础的业内评价机制,进一步创新评价办法,提高评审质量,增强评审结果的公信力。

  正高级教师职称评审要体现培养教育家型教师的政策导向,由人社部、教育部统一确定指标数量,实行总量控制。

  评审通过的正高级教师中,担任学校和教研机构行政领导职务的不得超过30%。中小学正高级教师职称评审结果年底前报人社部、教育部备案,未经备案不予认可。
 

  三,继续向农村和艰苦边远地区倾斜

  围绕实施乡村振兴战略和脱贫攻坚部署,进一步推进城镇教师向乡村学校、薄弱学校流动,将中小学教师到乡村学校、薄弱学校任教一年以上经历作为申报高级教师职称的必要条件。

  同等条件下中、高级教师职称评审向“三区三州”等深度贫困地区倾斜,向农村教师倾斜。

  长期在农村和艰苦边远地区工作的中小学教师,职称评审放宽学历要求,不作论文、职称外语和计算机应用能力要求,提高实际工作年限的考核权重。

  “定向评价、定向使用”的基层中小学高级专业技术岗位实行总量控制、比例单列,不占各地专业技术高级结构比例。

  有条件的地方可建立农村和艰苦边远地区中小学教师职称评审委员会或评审组,进行单独评审。

  允许所教专业与所学专业或教师资格证专业不一致的教师参与职称评审,促进农村义务教育阶段一专多能教师专业发展。
 

  四,进一步完善职称评审工作机制

  深入贯彻落实“放管服”改革精神,进一步明晰部门职责。

  人力资源社会保障部门主要负责制定中小学教师职称评审政策,教育部门主要负责中小学教师职称评审的具体组织实施。

  各部门要密切配合,相互协商,确保中小学教师职称评审工作顺利推进,让广大教师安心、热心、舒心、静心从教。

  五,进一步加强监管,强化公开

  着力规范中小学教师职称评审程序,加强事中事后监管,强化公示公开,接受广大中小学教师的监督。

  不断完善投诉举报机制,畅通反映问题的渠道,对问题线索要逐一核查,做到事事有着落,件件有回音。

  严禁利用职务之便为本人或他人评定职称谋取利益,通过弄虚作假、暗箱操作等违纪违规行为取得的职称,一律予以撤销。

  2018年度各省(区、市)中小学正高级教师指标数
 

  来源: 微言教育,三好网教育头条尊重原创文章,如有侵权,请及时与我们联系,感谢您的阅读。

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