How to reform and innovate the form and operational mechanism of rural grassroots discipline inspect

Adapt to the situation and reform and innovation.

In order to achieve sound and rapid economic and social development in Ningcheng.

Where there are 100 or more Party members in an organ, a grassroots Party committee shall be established. Where there are less than 100 Party members, a basic Party committee may also be established with the approval of the higher-level Party organization due to work needs. The Party's basic level committees are elected by the Party member congress or the Party member congress.

The term of office of the grassroots Party committees of organs at or above the prefecture level shall be 4 years; The term of office of the grassroots Party committees of county-level organs shall be three years. Where there are 50 or more Party members, a general Party branch committee shall be established. Where there are less than 50 Party members, due to work needs and with the approval of the higher-level Party organization, a general Party branch committee may also be established, and the general Party branch committee shall be elected by the Party congress for a term of three years.

Where there are fewer than 50 but 3 or more formal Party members, a Party branch is to be established. Party branches with more than 7 Party members shall establish branch committees, which shall be elected by the Party Congress; Party branches with less than 7 Party members do not have branch committees, and 1 branch secretary is elected by the Party Congress, and 1 deputy secretary is elected if necessary. The term of office of the Party branch committee and the branch secretary and deputy secretary without branch committee shall be two years.

Departments that set up grass-roots Party committees for organs shall generally set up Party discipline inspection committees for organs. Departments that do not have an organ Party discipline inspection committee shall have discipline inspection committees in the basic Party committees of the organs.

Organizational change promotes organizational innovation, and organizational learning is the foundation and guarantee of organizational change and organizational innovation.

To strengthen the building of party organizations in organs in the spirit of reform and innovation, it is necessary to persist in emancipating the mind, seeking truth from facts, advancing with the times, having the courage to change, being brave in innovation, never being rigid and never stagnant, being good at using reform methods to solve difficult problems in party building, and being good at using innovative ideas to seek ways to improve the party's ruling ability. Reform and innovation are progress and development on the basis of inheritance, and we cannot use reform to negate the party's leadership, nor can we use innovation to deviate from the correct direction, still less can we use reform and innovation to do something different. Therefore, to reform and innovate party building, we must adhere to the direction, innovate methods, and broaden channels, which is the basic idea of reform and innovation party building.

For a long time, education reform has either taken the school as an overall organizational unit at the macro level, or deepened classroom teaching and curriculum reform at the micro level, but ignored the internal organizational form and operating mechanism of the school intentionally or unintentionally. Since the 80s of the 20th century, people have gradually realized that "school reform must be upgraded from the level of education and teaching to the level of school organization, and the school structure system, management style and corresponding types have become the objects of reform". This reflects the change of the concept of change, after creating a certain environment for the development of education, it is realized that the long-term and benign development momentum of education must be the first in the school itself, from the school's internal organization, managers and teachers, must actively seek change and innovation in the field that no one can replace.

Similarly, in the existing research on teacher development, although the perspective of researchers has changed from the social status and economic status of teachers to the professional growth and development of teachers, from the study of teachers as the object of school human resource development and management to the study of teachers' self-improvement and self-development, and from the study of teachers' ideals and beliefs to teachers' teaching behavior, there is a lack of research on the school organization level of teacher development. Teacher Development & School Section.

Organizational change is a reflection on the organizational level of teacher development. Based on the analysis of the existing problems of the current school organization, this paper puts forward the demands of teacher development on school organization, and then considers the core values, organizational forms and operating mechanisms of school organizations that are conducive to the development of teachers and the realization of teachers' professional life value.