义务教育教师轮岗是推动我国教育优质均衡发展的一项重要举措。2021年，北京市开展“大面积，大比例”的教师轮岗工作，2022年秋季学期，北京市所有区域全面开展教师轮岗。教师轮岗政策的有效执行是北京市教师轮岗政策实现制度化、常态化的核心点。因此，探究北京教师轮岗政策的执行显得尤为必要。
北京市S区作为首都郊区，于2022年最后一批加入开展北京市教师轮岗工作。本研究通过对北京市S区教委行政官员、轮岗教师与学校主管领导共9人的访谈内容进行分析，并对该区参与轮岗的部分教师进行问卷调查，以公共政策执行的角度，运用T.史密斯公共政策执行过程模型，从理想化政策、执行机构、目标群体和环境因素，分析影响该区教师轮岗政策执行的因素，探究该区在教师轮岗政策执行中获得的成效以及遇到的困境。
根据研究表明：北京市S区开展教师轮岗以来，轮岗政策秩序初步建立，学生综合素养得到提高，教师专业水平获得提升；同时也存在教师轮岗政策细则有待完善，相关执行机构缺乏科学管理，目标群体对轮岗政策的认知层次尚待提升，轮岗政策的执行环境亟需优化等问题。
为了推动北京市S区教师轮岗政策的进一步有效执行，本研究提出教师轮岗的优化改进的方案及建议：为轮岗教师主观赋能，建立教师轮岗共同愿景；规范相关政策机制，为教师轮岗提供共享支持；发挥各层机构执行作用，与轮岗教师完成共同实践；优化教师轮岗合作文化，实现轮岗教师共同发展。以此希望构建教师轮岗共同体，探索出符合新时代的义务教育教师轮岗政策执行的新样态。

义务教育教师轮岗是推动我国教育优质均衡发展的一项重要举措。2021年，北京市开展“大面积，大比例”的教师轮岗工作，2022年秋季学期，北京市所有区域全面开展教师轮岗。教师轮岗政策的有效执行是北京市教师轮岗政策实现制度化、常态化的核心点。因此，探究北京教师轮岗政策的执行显得尤为必要。

北京市S区作为首都郊区，于2022年最后一批加入开展北京市教师轮岗工作。本研究通过对北京市S区教委行政官员、轮岗教师与学校主管领导共9人的访谈内容进行分析，并对该区参与轮岗的部分教师进行问卷调查，以公共政策执行的角度，运用T.史密斯公共政策执行过程模型，从理想化政策、执行机构、目标群体和环境因素，分析影响该区教师轮岗政策执行的因素，探究该区在教师轮岗政策执行中获得的成效以及遇到的困境。

根据研究表明：北京市S区开展教师轮岗以来，轮岗政策秩序初步建立，学生综合素养得到提高，教师专业水平获得提升；同时也存在教师轮岗政策细则有待完善，相关执行机构缺乏科学管理，目标群体对轮岗政策的认知层次尚待提升，轮岗政策的执行环境亟需优化等问题。

为了推动北京市S区教师轮岗政策的进一步有效执行，本研究提出教师轮岗的优化改进的方案及建议：为轮岗教师主观赋能，建立教师轮岗共同愿景；规范相关政策机制，为教师轮岗提供共享支持；发挥各层机构执行作用，与轮岗教师完成共同实践；优化教师轮岗合作文化，实现轮岗教师共同发展。以此希望构建教师轮岗共同体，探索出符合新时代的义务教育教师轮岗政策执行的新样态。

Teacher rotation in compulsory education is an important measure to promote the high-quality and balanced development of education in China. In 2021, Beijing carried out a "large-scale, high-proportion" teacher rotation work, and in the autumn semester of 2022, all regions of Beijing will comprehensively implement teacher rotation. The effective implementation of the teacher rotation policy is the core point for the institutionalization and normalization of the teacher rotation policy in Beijing. Therefore, it is particularly necessary to explore the implementation of the teacher rotation policy in Beijing.
As the capital suburb, S District of Beijing joined the Beijing teacher rotation program in the last batch of 2022. This study analyzed the interviews of 9 administrative officials from the S District Education Commission, rotating teachers, and school leaders, and conducted a questionnaire survey on some teachers participating in the rotation in this district. From the perspective of public policy implementation, the T. Smith public policy implementation process model was used to analyze the current situation and reasons for the implementation of the teacher rotation policy in this district, exploring the achievements and challenges encountered in the implementation of the teacher rotation policy in this district.
According to research, since the implementation of teacher rotation in District S of Beijing, the rotation policy has been preliminarily established, students' overall literacy has been improved, and teachers' professional level has been enhanced; at the same time, there are also issues such as the need for improvement in the detailed regulations of teacher rotation policy, lack of scientific management in relevant implementing agencies, the cognitive level of the target group towards rotation policy needs to be improved, and the implementation environment of rotation policy urgently needs to be optimized.
In order to further promote the effective implementation of the teacher rotation policy in District S of Beijing, this study, proposes optimized improvement plans and suggestions: empower rotating teachers subjectively, establish a common vision for teacher rotation; standardize relevant policy mechanisms, provide shared support for teacher rotation; leverage the role of various institutions in implementation, and engage in common practices with rotating teachers; optimize the cooperative culture of teacher rotation, achieve common development of rotating teachers. It is hoped that a community of teacher rotation can be built, exploring a new pattern of implementing the compulsory education teacher rotation policy in the new era.