The "Special Post Plan" (Special Post Plan for Teachers in Rural Compulsory Education Stage Schools) is an important policy launched by the country to improve the structure of rural compulsory education teachers and promote balanced development of education. Since the recruitment of the first batch of special post teachers, the program has gone through a full 20 years. In the past 20 years, the "Special Post Plan" has become the core mechanism for supplementing teachers in rural compulsory education, and its development process fully reflects the adaptability and targeted problems of this policy, and has achieved great results. In the future, the 'Special Post Plan' will continue to play a role in optimization. In the 20-year development process, the "Special Post Plan" has gradually expanded and deepened, fully reflecting the adaptability of policies to the times and the pertinence of problems. It closely follows the needs of rural education development and the goals of national strategic promotion, and has achieved many results. For a long time, rural primary and secondary schools in remote and impoverished areas have faced the dilemma of difficulty in supplementing and consolidating qualified teachers, which seriously hinders the improvement of the quality of compulsory education and the balanced development of urban and rural education. In order to solve this problem, the Ministry of Education and other departments jointly launched the "Special Post Plan" in 2006. The plan has gone through three stages: pilot launch, precise policy implementation, and policy coordination and linkage. During the pilot and expansion phase (2006-2015), in order to solve the problem of teacher shortage in rural education in western China, the Ministry of Education, the Ministry of Finance, the former Ministry of Personnel, and the Central Compilation and Translation Office jointly launched a pilot program. In 2006, the program recruited 16000 college graduates for the first time to teach in rural schools in western "two basics" counties (basic popularization of nine-year compulsory education and basic elimination of illiteracy among young and middle-aged people). The positions were mainly set as junior high school teachers, supplemented by primary school teachers, alleviating the problem of insufficient and unreasonable rural education teachers; In 2009, the implementation scope expanded from 12 provinces and regions and the Xinjiang Production and Construction Corps to 22 key counties in the central and western regions of China for poverty alleviation and development work; In 2012, further focus was placed on areas with weak education, with 11 concentrated and contiguous special difficulties areas, as well as national poverty-stricken counties in the central and western regions, as the core service scope. The job positions were also adjusted to "coordinate and supplement middle and primary school teachers", which is more in line with the actual needs of grassroots education; In 2013, the three ministries jointly issued a document clarifying the priority of arranging special post teachers to teach at teaching sites and strengthening support for remote teaching sites; In 2014, targeted measures were proposed to supplement the teaching staff of village primary schools and teaching points, while focusing on addressing the shortage of teachers in subjects such as physical education, music, aesthetics, foreign languages, and information technology; In 2015, the establishment of positions in county schools was completely eliminated, and provincial-level poverty-stricken counties were included in the coverage area. Efforts were made to ensure the supply of rural education teachers, and the policy coverage scale was significantly increased. During the precise policy implementation phase (2016-2020), the precision of policies continued to improve, and special post teachers were included in the scope of rural teacher living allowances. Since 2016, the focus of the "Special Post Plan" policy has shifted towards "old, young, border poor, and island" areas, prioritizing the needs of village primary schools and teaching points, and strengthening the recruitment of teachers in scarce subjects such as music, sports, aesthetics, and information technology. In 2020, the central government's subsidy standards have increased compared to 2019. What about the central and western regions? The annual per capita subsidies for positions have been increased from 31600 yuan and 34600 yuan respectively to 35200 yuan and 38200 yuan; In order to prioritize meeting the needs of deeply impoverished counties such as the "three districts and three states", 105000 special post teachers were recruited throughout the year, of which 82% had a bachelor's degree or above, and over 50% had teacher education graduates. In the stage of policy coordination and linkage (2021-2025), we will strengthen the supplementation of teachers in disciplines such as ethics and rule of law, sports and health, and provide stable support for the revitalization of rural education. Starting from 2021, the policy will focus on consolidating the achievements of poverty alleviation and effectively linking them with the rural revitalization strategy, covering previously concentrated and contiguous areas of extreme poverty, as well as key counties supported by national rural revitalization. In 2024 and 2025, policies will continue to tilt towards ethnic minority areas, border counties, and key counties for national rural revitalization assistance. At the same time, the salary subsidy standards for special post teachers will be further increased in 2024 in the central and western regions? The annual per capita subsidies for positions have been increased from 35200 yuan and 38200 yuan respectively to 38800 yuan and 41800 yuan, and will continue to be optimized in 2025, effectively improving the income level of special post teachers. As one of the main ways to supplement rural primary school teachers, relevant data shows that by 2025, the "Special Post Plan" has recruited about 1.18 million special post teachers nationwide, covering more than 1000 counties and more than 30000 rural schools (including village primary schools and teaching points) in 22 provinces in central and western China. It has become one of the main ways to supplement rural primary school teachers, and the implementation effect is significant. Firstly, the implementation of the "Special Post Plan" has effectively alleviated the shortage of teachers in rural areas. By supplementing the shortage of teachers in subjects such as music, sports, art, science, and information technology, it has promoted rural schools to offer a full range of nationally prescribed courses. Secondly, this policy has greatly improved the structure and quality of rural teachers. The proportion of full-time teachers in rural primary schools with a college degree or above has increased from 53.61% in 2006 to 98.7% in 2024, and the proportion of teachers with a bachelor's degree or above has reached 71.1%. The average age of special post teachers is 24.8 years old, significantly optimizing the education and age structure of the rural teacher team. Thirdly, this policy directly serves the areas and populations with the weakest basic education in China, ensuring the quality of education for people in underdeveloped areas and promoting educational equity. The "Special Post Plan" not only alleviates the problem of insufficient teaching staff in rural schools, but also plays a positive role in promoting ethnic unity, maintaining social stability, and promoting the popularization of the national common language and script. Under the dual driving forces of population structure changes, urbanization promotion, and the strategy of building a strong education country for balanced development and quality improvement of urban and rural education, the demand structure of rural teacher teams has undergone a transformation, and the shortage of quantity has been basically solved. Improving the quality of the teacher team has become the focus of the new development stage. Continuously optimizing and improving efficiency towards 2035, digital technology and artificial intelligence will more effectively empower the development of teachers, and the construction system of rural teacher teams with urban-rural integration and high-quality characteristics will also be more perfect. The overall quality and upgrading of rural teacher teams will be achieved. Ultimately, the 'Special Post Plan' needs to provide strong support for building an education powerhouse, which puts forward new and higher requirements for the 'Special Post Plan'. In the future, the 'Special Post Plan' should be continuously optimized in terms of goals, scope, and security measures. The author suggests that special positions should continue to be established and recruitment should be implemented to accurately serve the national strategy. Focusing on the goal of strengthening the high-quality and precise supply of teachers in rural areas, taking into account the new trend of changes in the school-age population and the structural shortage of rural teachers, scientifically setting up positions, strengthening the supplementation of teachers in weak subjects such as music, sports, aesthetics, mental health, and science courses, and continuously optimizing the structure of the teacher team; Improve specialized recruitment positions, raise admission standards for education and other aspects of recruitment, and focus on addressing issues such as' what is taught is not what is learned '; Improve the professional development support system for special post teachers, strengthen pre service and post service training, establish a technical empowerment system for special post teachers, and enhance their digital literacy and skills. We need to improve incentive mechanisms and stabilize the rural teacher workforce. Timely increase the salary of special post teachers, enhance the attractiveness of professional positions, create a harmonious and positive working environment, and create a good social atmosphere, so that special post teachers can teach with peace of mind, enthusiasm, comfort, and calmness. Strictly regulate teacher management work and enhance the management efficiency of special post teachers. Strengthen retention management to ensure that special position teachers who have completed their three-year service period, passed the assessment, and are willing to stay are recruited and assigned to their job positions in a timely manner. At the same time, further enhance the digital management level of the special post teacher team to help optimize the allocation of special post teacher resources and refine management. (New Press) (Author: Du Ping, Professor of Education at Beijing Normal University)