Since the establishment of educational supervision offices in various districts and counties in Shanghai in the late 1980s, the educational supervision system has gone through nearly 20 years. Educational supervision plays a very important role in implementing educational laws and regulations, implementing educational policies, promoting the independent development of schools and improving the level of running schools. I was hired as a part-time district supervisor on the eve of retirement, and I participated in the supervision of several primary schools, junior high schools and model high schools every year. In self-relearning, I deeply understand the experience and wisdom of grass-roots managers and teachers in running schools, and make full use of their own accumulation to make suggestions for the development of schools, which is welcomed by grass-roots schools. After the inspectors enter the school with the team, they must go through a series of activities such as listening to lectures, interviews, questionnaires, reading files, and observing the campus before they can make judgments and guidance. After providing various conveniences for inspectors, school leaders want to get full affirmation and strong guidance from inspectors, which is definitely necessary, but more importantly, "guidance." For inspectors, the most important thing here is "what to say" and "how to say" when you summarize feedback. 1. As an inspector, there are at least three things to say: First, achievements and experience; Second, problems and shortcomings; The third is countermeasures and suggestions. It is said that we should appreciate achievements from a height and take policies and regulations as evaluation criteria, not by experience; When talking about problems, we must grasp the big and let go of the small, and gain insight into the crux; It is necessary to make suggestions from a strategic perspective and put forward countermeasures in reasoning, so that school leaders can be convinced and even admired. 2. How do you say "achievements and experiences"? When supervising the initial report of the principal, he always tries his best to get to the bottom of the school's work performance, and sometimes pushes himself up or puts everything in the "performance basket". At this time, what should the inspector say when affirming the principal's school achievements and experience? 1) What did the school do in this project according to its own project? How's it going? What is the actual effect? Considering these three aspects comprehensively, we can say "achievements and experience". 2) The "achievements and experiences" you mentioned are obviously different from the written statement of the self-assessment report. You help the school to sort out the results from the perspective of exams and from the depth of further induction and refinement. Never become the "spokesman" of the principal's achievements, or even repeat the principal's words in large numbers, resulting in low-level repetition. 3) "Achievement and experience" is not only "What did you do", but more importantly, how did you do it? Perhaps the headmaster will talk too much about "what did you do" and seldom analyze or sort out how you did it. Therefore, the inspector said that it is necessary to analyze and sort out "how to do it." 3. How do you say "problems and shortcomings"? There are problems with scale, ideas, strategies and practices, and paths. Inspectors should have insight and dialysis ability, and must not be limited to "talking about things and doing things" to talk about problems and say that they are lacking. In the derivation of "the crux of the problem", we must tell the problem so that the parties can wake up and understand it. 4. How do you say "countermeasures and suggestions"? "Countermeasures and suggestions" is a "touchstone" to test the personal professional level and research ability of personnel. We should give full play to our wisdom and put forward our own suggestions sincerely with a responsible and enthusiastic attitude. 1) The starting point of "countermeasures" is aimed at "problems and deficiencies", and the topic comes from the idea of solving problems. "Countermeasures" can not only be understood as "what can you do", but also be guided by the systematic thinking of conception-decision-making; 2) The starting point of "suggestions" is to improve, fill gaps and modify, from which new growth points or ways of the school are suggested. It is necessary to give directional and guiding guidance in combination with the actual situation and characteristics of the school and the development trend of the current education situation. However, only these are still empty, and smart inspectors will change their minds, make specific suggestions, and even recommend some operable projects. These will be appreciated and welcomed by the principals. At present, the main misunderstandings of the inspector's "what to say" are: 1) The wrong position leads to imitating and repeating the original intention or written expression of the principal's speech, helping the principal or the acting principal "speak again"; 2) Say things, do not argue or argue less; Judge things and talk about things; After retelling the things done by the school one by one, add "good" and "very good" empty comments. 3) grasp small amplification, do not analyze or analyze less, do not comb, do not refine things; Others are vague and do not solve practical problems. It sounds reasonable, but it is not practical, and it is difficult for the school to enter the operational state. Some inspectors will also "insert" irrelevant or irrelevant reform information outside, occupying valuable inspector time.