Study On The Complement Policies Of Rural Teachers In The United States

Teacher complement means enriching the quantity and quality of teachers on the basis of the existing teaching staff,which according to the need of education development to more fulfill the teacher staff.Based on that,rural teachers complement aims to complement rural schools with enough and high qulity teachers,according to the need of rural education development.from the more positive perspective,rural teachers complement takes more stress in attracting excellent talents,involving the cultivation of teachers,recruitment and retention and other links,rather than only refers to the recruitment.In a long time,there are some outstanding problems in the rural teachers complement in China: To achieve the same class-teacher ratio as the urban schools',the number of rural teachers still can't meet the needs,and there are serious structural shortages;Moreover,it is difficult for rural schools to attract high-level teachers.At the same time,the loss of teachers in rural areas is also very serious.Because of that,the State Council,the Ministry of education and other departments issued a series of important documents related to rural teachers complement,and implement rural special teachers complement project of compulsory education stage.However,the problems of rural teachers' complementary channels are not favoring,the overall quality of rural teachers has still not effectively been enhanced.The above facts show that the effect of the current rural teachers complement policy in our country is not satisfactory.It objectively requires that we must strengthen the theory research related to rural teachers complement policy.Around the world,American's exploration on rural teachers complement policy is earlier than other countries,so they had accumulated rich experiences.Based on this,this study expects to sort out and analysis rural teachers complement policy system on the federal level,understand the related policies and the characteristics of the various factors and the relationship among those elements,analyze the characteristics of the operation mechanism of policy,grasp the related factors affecting the effects of this policy,so that we can understand the law of the rural teachers complement policy operation more accurately and it can also provide theoretical guidance to solve the rural teacher complement problems better;at the same time,through the interpretation of the American complement policy of rural teachers and the analysis of the practice and effect to complement rural teachers,gain the beneficial experience of American rural policy in teachers complement,then put forward suggestions to complete our country's rural teachers complement policy on the basis of the reality of our country.This research mainly uses literature research method,policy analysis method,case analysis method,comparative research method and statistical analysis method.According to the main road of the policy formulation and implementation experience of rural teachers complement——the problem of rural teachers complement policy in our country——how to draw lessons from the experience of the United States in improving rural teachers complement policies.This research aims to reveal the background and motivation of the complement policy of rural teachers in America,analyze the value orientation,objectives and content of American rural teachers complement policy,discuss the strategies and safeguard mechanism of the policy implementation,discuss the effects and influencing factors of the policy implementation,summarize the successful experience of this policies,and then,put forward suggestions to complete our country's rural teachers complement policy.Any policy has its specific background,so as American rural teachers complement policy.Since the Second World War,with the rapid development of other countries,American global supremacy and national security are threatened,it inspired US to maintain status and national security by developing education.In the domestic,the lack of development opportunities of underlying class and poverty problem are always difficult to cure.In this situation,America needs to develop education urgently,so it takes request to American rural teachers complement policy that Us government must takes attention to it.Of course,the direct reason of the born of American rural teachers complement policy is related to American rural education problems.In the area of education,there are a lot of problems in the quantity and quality of American rural teachers.At the same time,in the practice complement for the rural school teachers,rural areas also face many unfavorable factors.These problems become the inner motive power of the American complement policy of rural teachers.Aiming at the problems of configuration of American rural teachers,the most direct goal of the policy is to increase the number of rural teachers and improve the quality of rural teachers.Of course,the ultimate goal of teaching optimization is to improve student performance,so improving the rural student achievement is also one of the goals of this policy.For this purpose,some policies such as Elementary and Secondary Education Act,Higher education act,American 2000: education strategy,Goals 2000: education in the United States,No child left behind act,Each student success and American Recovery and Reinvestment Act made the relevant provisions to the cultivation,recruitment and retention of teachers in rural areas.The content of the American complement policy of rural teachers shows some characteristics in power operation,interest coordination and resource distribution,which reflects the certain principle and the tendency.On the power operation,control and autonomic balance are the important characteristics of its policies.In the interest coordination,relevant provisions follow the principles of competition and tilt coexistence,but also gave certain inclination and support to the disadvantaged areas.On the allocation of resources,the policy embodies the fairness and efficiency of give attention to two or more things orientation.In general,the goal and the content of the rural teachers complement policy embodied the American focusing on urban and rural teachers equilibrium configuration and the value orientation of rural teachers' teaching effectiveness promotion.Guided by the federal policy,all states give full creativity in the rural teachers complement policy practice.In the execution of policy,the government,the education administrative departments at all levels and its partners(including all kinds of institutions of higher education and non-governmental organizations,etc.)share all aspects of the responsibility of the policy implementation by creating partnerships;Federal fund is assigned to the states,school districts and its partners through hierarchical authorization,so they can cultivate,recruit and retain teachers in the framework of the policy within specific scope.Besides federal grants,states and school districts have share part of rural teachers complement funding support,and all kinds of non-governmental organizations and individuals also give subsidies for this purpose,this diversify financing mechanism ensure the sources of funds in policy implementation.In the concrete practice,financial incentives and non-financial incentives are the main strategies for the implementation of rural teachers' complement policies,and they each have a variety of specific forms of implementation.The common point of fiscal incentive is offer certain monetary reward or compensation for specific target groups,so that they can accept specific teacher station and a certain number of years in the post service.According to the motivation mainly aims at objects to the points,financial incentives mainly have the future teachers award/grants,new teacher rewards and funding(including signing bonuses,loan waivers,etc.),the rewards of the incumbency teachers and funding(such as targeted bonuses,housing reward or funding,etc.).The common point of non-financial incentives is to serve the rural school teachers receive a non-monetary rewards or compensation,in order to meet the needs of the spirit,the main form of the implementation are inspiring devotion and dedication to education,creating a harmonious interpersonal environment and providing professional development opportunities.Project as a carrier to achieve the goal of rural teachers supplement,this is another important characteristic of the complement of teachers in rural policy implementation mechanism.The rural teachers complement project types are rich varieties,each project differ from others on the focus of work,project object,host body and the model of teacher training and certification.In practice,some rural teachers complement project are characteristic,made a large contribution to resolve the problem for rural teachers complemment.Some researches found that effective implementation of policy depends on the coordination among diverse groups,as well as a self-selection process of policy participants on agreement.The implementation of diversified policy project adhere to the requirements of policy effective execution of diversified organization coordination,also gave various policy participants a self-choice space,it is advantageous for the policy implementation.According to American rural teachers complement policy objectives,we have investigated American rural teachers supplement policy result based on the relevant research conclusions,the objective facts and statistics,it can be found that the rural teachers complement policy played a positive role.In the optimization of rural teachers,the implementation of related policies have improved the quality of the rural teacher training,enhanced the appeal of rural school,optimized the structure of rural teachers,and also reduced the rural teacher turnover;improved students' performance in the rural areas,the implementation of the policy also had a good effect,the gap of achievement between rural students and the whole nation is increasingly smaller.However,the policy implementation also has some problems and deficiencies,certain incentives can't attract the rural teachers,the realization degree of some projects' anticipated target is low.Comprehensively studied all the relevant elements of the formulation and implementation of American rural teachers complement policy,we can find that the rural teachers complement policy effect are influenced by many factors.First of all,on the choice of motivation types,because the fiscal stimulus and non-financial incentives have advantages and limitations respectively,the combination of the two different incentive strategies and different measures will affect the effect of teachers complement.Secondly,because of the influence of the interest game,it will lead to rural teachers' compensation appearing as the combination of different type and amount of compensation,thus produce different compensation effects.According to the theory of compensating wage,in order to offset the negative impact of adverse factors in the work environment,we need to pay workers a “compensating wage”,the “wages” include monetary and non-monetary.Both practice example of American rural teacher compensation effect and empirical analysis on compensation effect of China's rural teachers show that giving rural teachers appropriate corresponding compensation can improve the teachers complement effects,but the combination of different type and the amount of compensation will produce different effects.Thirdly,in the policy operation,scientific and specific-targeted project design,collaboration and conscientiousness in the implementation process affect the success of the project.Finally,due to the impact of different characteristics of teachers on incentive types selection,the characteristics of policy object also has a certain influence on policy implementation effects.Objectively,the complement policy of rural teachers of America and its implementation are successful on the whole,and its successful experience is benefit from several aspects: First,the value of compensation mechanism of incentive,giving rural teachers reasonable compensation;Second,focusing on the cooperation of rural teacher training,recruitment and retention of each link to with each other;Third,to inspire the enthusiasm of the main responsibility,paying attention to carry out the responsibility of main body in the form of laws and regulations,arouse the enthusiasm of the various aspects strength effectively;Fourth,developing strong pertinence complement projects,making policy execution a real foothold;Fifth,using diversification complement strategy,expanding the source of rural teachers.In our country,although rural teachers complement work has obtained certain achievements,rural teachers complement policy and its implement still exist some problems.Firstly,the government ignored the role of market mechanism,so the offsets on rural teachers is low.Secondly,the relevant main body responsibility consciousness lacks,teachers complement resultant force has not yet formed.Thirdly,in the rural teachers recruitment standards,the candidate's professional matching is not valued,selection conditions is too wide.The Fourth,the rural teachers recruitment scope is too narrow,which make the sources of rural teachers is relatively single.From a certain sense,the problems of complement of rural teachers have the similarity between China and the United States,and the United States exploration of rural teachers complement policy earlier than our country,the policy formulation and implementation are also achieved good results,therefore,the American experiences have great reference meaning to our country.From the experience of American rural teachers complement policy,combining the beneficial enlightenment from it,rural teachers complement policy of our country should be improved in the following aspects: First of all,should face up to the urban and rural differences,strengthen the compensation of rural teachers;Secondly,need to clear the direction of each responsibility main body,making the governments at all levels,institutions of higher learning,the rural school,community and social groups can bear responsibility and coordination;Thirdly,pay attention to absorb the rural teachers to optimize the structure of geographical origin,at the same time,using teachers' qualification and volunteer teachers recruitment,absorbing different ages and professional experience to enrich rural teachers;The Fourth,in the teachers' recruitment and training,emphasize the matching of teacher candidates and the career,attaching great importance to the teachers to adapt to the problems of the rural environment,to achieve the goal of teachers can go and retain “under”purposes;Finally,to retain really rural teachers,it should also pay attention to the security of rural teachers' professional development,improving the rural teachers' professional efficacy,making them get the teaching achievement and realizing personal value.