MIC has been committed to promoting the professional growth of teachers, and strengthening the management of teaching and research in our various subject groups has always been priority. At the same time, ensuring the quality of education and teaching is also one of the most important topics in MIC. We regard the quality of teaching as our core competitiveness.
Introductions of teaching and research in MIC. Taking a look at the actual situation of our teaching and research that MIC will hold every semester!
I. Governance of People——Management Capability of Head of Department
The the management ability of HOD means the management in the subject group.. The subject grpou, for teaching and research, which is the most basic unit of school education, teaching, management, and research. The head of the teaching and research group is the head of the subject group or grade subject group. It is responsible for leading the teachers of the subject to conduct research and teaching, carry out scientific research, and organize the management of the subject teaching to improve The important task of teaching quality in this subject. An excellent teaching and research group cannot be separated from a capable teaching and research group leader. The school often selects teachers with strong professional skills in the disciplines as the head of the teaching and research group, and implements the management of the teaching and research group through his personal ability. The ability of the teaching and research team leader can be expressed in the implementation of teaching plans, organization of teaching and research activities, and leading teachers' professional development.
The HOD in MIC conducts meetings within the subject team every week, and the school holds a HOD Meeting [disciplinary team leader meeting] every week, the main purpose of which is to convey the important information of the school; understand the teaching difficulties & problems in the subject group; Give suggestions and solve problems; unify the teaching progress of the whole school;
教研组长则是学科组或年级学科组的负责人，肩负着领导本学科教师研究教学，开展科研，对本学科教学进行组织管理，以提高本学科教学质量的重任。一个优秀的教研组离不开一个能力强的教研组长。学校常常在学科中选拔专业能力很强的教师担任教研组长，通过他个人的能力落实教研组管理。教研组长的能力可以表现在执行教学计划、组织教研活动和引领教师专业发展等方面。
我们美伦的学科组长，每周都会进行学科组内的会议，每周学校都会举行HOD Meeting【学科组长会议】，其目的主要是传达学校重要信息；了解科组内教学困难&问题；给出建议，解决问题；统一全校的教学进度；
二、法治——教研组制度管理
教研组管理离不开高水平的教研组长，但是如果只依赖于教研组长的个人能力，一旦教研组长岗位变换，可能会出现管理断层，这就需要建立完善的教研组制度，通过制度保证教研组的高水平运转。对教研组而言，制度就是教研组成员日常活动的规则。要想提高教研组管理的有效性，就要在教研组工作的每个环节上形成制度，加强管理，形成一套比较完善的教学、教研管理制度(常规制度、学习制度、研究制度等)。
在美伦，主要表现在以下几方面：
1. 常规的教研活动
科组内会有定期常规的小组教研活动，每期会制定详细的工作任务要求，对教研的计划、内容、效果等，由学校教学处统一检查，保证教研效果。加强科组内部的研究，也促进科组内部教师之间的在课程实施等教学活动中的交流与对话、协调与合作、使教师之间建立积极的合作关系，共同分享经验与成功。
2. 教师的教学研究
教师是教研的主体，对于教师教学研究制度主要包括理论学习、教学反思、备课、课堂管理、作业布置与批改、学生辅导、学生评价与考试制度、教学质量分析等。为了更好的落实，美伦教学处要求每一位学科老师定期汇报且上交课程设计、课堂管理规划、作业布置以及对于考试的成绩分析等，来进行进一步的检查与督促，保证老师们的及时反思和不断的提高。
3. 全校课题研究&交流制度
美伦教学处会定期举办全校的教师教研活动，以课题研究的方式，采用行动研究的方法，对教师在教学中发现的，有代表性的且一时难以解决的问题，确定课题进行统一研究学习。同时，作为美伦教师定期的集体活动，促进了全校教师的互相交流，互相学习，互相提高，确立以校为本的教研观念，有效促进整体教师的专业发展。对在教学研究中成绩突出的教师，教学处也会及时进行表彰奖励，只为肯定教师的创造性劳动，旨在鼓励更多的教师发挥自己的创造性，在教学上创新，让我们美伦的学生收益更多。
三、文治——教研组文化管理
教学处不断的深化和树立文化管理意识，科组长们首先认可学校的育人理念，从而构建教研组内部的制度文化，再落实到教师的行为文化。人的管理的核心就是文化管理，成功的管理必然走向文化管理，然而文化管理所达到的管理效果就是“自律”。美伦意识到，只有充分发挥教研组长和各成员的集体智慧，形成和谐的学科教研组文化，才能更好地彰显教师的个人价值，才能让教研组在新课程背景下促进教师的专业成长，让教师成为名师，让学校成为名校。
