How to do a good job in school management

The first is that "it is necessary to be hard while the iron is hot." Today, with the continuous development of China's basic education reform, school management is changing with each passing day, and the management level is constantly improving. Conservative management, routine, and inaction are backward. Without reform, there will be no improvement and there will be no room for survival. Therefore, managers should always strengthen their self-cultivation and improve their management quality. They must constantly learn and learn from, especially the accumulation of educational theory and management experience. They should transform their direct and indirect experience into their own actions, expand their working ideas, innovate their working mechanisms and change their management concepts. Only in this way can they keep pace with the times and run a good school, and they can't bring out a good school without hard work. The second is to standardize the management innovation mechanism and improve management efficiency. School management is different from family management, and you can't do whatever you want. To achieve effective management, we must adhere to the principles of standardized management and scientific management. The essence of management lies in giving full play to people's value and potential to meet the needs of the times. First, do a good job of "fine" division of labor. According to the nature of the work, formulate detailed rules, objectives and specific tasks. For example, the general affairs director is in charge of the school logistics, which is not specific and too general. Before the start of school, we can organize the removal of weeds on campus, arrange the distribution of class desks and chairs, teachers' lesson preparation books and students' textbooks, and inspect, maintain and supply school buildings, wires and domestic water. Moreover, there must be clear requirements for who will pick up a piece of waste paper on campus, whether the trash can is placed in the designated position and who will be responsible. The second is the "refined" management of the process. The perfection of the system can make school management from coarse to fine, from fine to fine, and avoid the disadvantages brought by "extensive" management, which plays a decisive role in ensuring the smooth implementation of school laws and regulations and promoting school development. Therefore, it is very important for schools to formulate and improve rules and regulations, and the fundamental purpose of establishing systems is to make management responsibilities concrete, clear and humanized. Adhere to the principle of unity of responsibility, power and benefit, so that people are in charge and have the right to be in charge, and power is linked with responsibility and benefit. Let everyone know that it is not artificial people who control people, but you have to abide by the rules. For example, in the management of students, the school should have school rules and have specific requirements for each item, such as not putting drinks and food on the desk, not drinking water, eating and telling jokes in class, and holding exercise books in both hands. The school requires all students to start from the details, standardize their behavior and be civilized and disciplined students. The third is to implement incentive assessment and strengthen work process monitoring. The lack of incentive assessment in schools will form a stagnant pool, which is not conducive to the development and innovation of work. Incentives should accompany the whole process of management, create fairness by subtlety, stimulate vitality by fairness, win trust by emotion and stimulate enthusiasm by trust. Where the school's work is arranged, the assessment and reward will follow, tilting towards performance and righteousness, so that teachers with exquisite professional skills, noble professional ethics and outstanding achievements can do well, so that young, promising and self-motivated teachers have room to display, and the consciousness of "where there is something, there is status" is deeply rooted in the hearts of the people. Never implement the headmaster's right to talk big. Even if the headmaster says so, it can only dispel the enthusiasm and initiative of teachers and bring negative factors to the school's work, and the school will not develop again. In the evaluation of teachers, we must insist on changing from the result evaluation to the development evaluation. In terms of evaluation methods, a process evaluation combining quantitative analysis and qualitative analysis is adopted to create a record bag of teachers' growth business, which reflects the process of teachers' development, so that teachers can be motivated and grow in the process of review, exchange and reflection; On the evaluation subject, we should establish a comprehensive multi-evaluation network, pay attention to both the results and the process, and pay attention to the dialogue and communication in the evaluation, so that teachers can reflect on their own advantages and disadvantages from many aspects. There is no negative opinion or contradiction in such an evaluation. Fourth, managers should be cautious. As a school administrator, you should be good at observing everything around you, and learn to read words and minds, but you must avoid "suspicion" and "narrow-mindedness" and make small moves. For example, if the teacher is ill, we should sincerely ask the teacher for help and care for the teacher. When some principals forget their birthdays, teachers suddenly congratulate them, and teachers will feel excited and grateful. He will turn the principal's concern into work motivation and pour his love into the students. The third is the role management of functional departments. School management should give full play to the management role of various functional departments. The major work of the school should be studied collectively by the school Committee and passed by the teachers' congress. Only by giving full play to the role of groups can we produce the greatest benefits. Functional departments should play a game of chess, coordinate and unify, and cannot fight independently. The school functional departments make plans and implement them step by step, and the department heads are responsible persons. They should be given power and responsibility, and the headmaster should not interfere more. When there is a problem, they should give full assistance to help the department solve the problem or confusion, encourage and trust more, and should not complain and discourage. Department work should have a weekly (daily) plan and weekly (daily) work summary, timely feedback the work of the day, the work of the day should be completed on the same day, leaving no tail, leaving no crux of the work, so as to achieve daily clearing, weekly closing and monthly evaluation. Similarly, the work of classes and teachers themselves should be detailed. Only when the work of each department and everyone is detailed can the school finally achieve "detailed" and "refined" work, achieve the ultimate goal, and reflect the standardization and scientificity of management.