An Analysis On The Management Policy On The Professional Development Of The Teachers In Civilian-run Migrant Children Schools In Hangzhou

Recent years, the education of migrant children has gotten the attention of both Chinese scholars and the Chinese government. However, teachers who are working in migrant children schools and have a great relation to the quality of the education of these children haven’t been paid much attention to. As a famous saying goes,"education goes first to other projects, and teachers go first in education." The professional development of the teachers in migrant children schools is the premise and guarantee of the optimization of these children’s education. Based on empirical research in Hangzhou, this paper chooses to explain "teacher professional development" on two levels:on the group level, it contains professional orientation, professional standing and professional team structure; on the individual level, it means professional spirit and mood, as well as professional knowledge and skill. The management strategies on teacher professional development are aimed to promote the professional development of these teachers. To the manger, these management strategies can be divided to three views:the government on macroscopic view, the school on middle view, teacher himself on microcosmic view. And to the content, the management policy involves the role orientation of the teacher, salary administration, training and evaluating positional titles, check up system, etcetera.This paper chooses teachers in Hangzhou civilian-run migrant children schools as the target. By using the methods of literature analyzing, interviewing and questionnaire survey, we have a general look at the professional development of these teachers. And based on that, we analyze the management strategies of the government, the civilian-run migrant children schools and teacher himself. We have found that these teachers have clear professional orientation, low professional standing, unreasonable professional team structure, right but not positive professional spirit, and underdeveloped professional knowledge and skill. The management strategies are power-separating, imbalance, and both of initiative and passivity. At the same time, the professional development of these teachers is faced with difficulties. Be lack of administrative management, effective management policy and teacher professional development fund. Civilian-run migrant children schools and teacher themselves are tending to be appeal to their own benefit. Based on the experience of other countries, we give some deeply-thinking suggestion on the management policy on the professional development of the teachers in civilian-run migrant children schools in Hangzhou. Firstly, the government can administrate the civilian-run schools by different levels and improve the professional standing of those teachers who are working in civilian-run migrant children schools. Secondly, those schools should strengthen inner build-ups to improve the professional team structure. Thirdly, teachers in civilian-run migrant children schools should do self-education frequently to upright professional spirit and mood. Last but not least, every manager should coordinate to enrich the form and content of teacher professional knowledge and skill.