The 'Silver Age Plan' is an innovative measure to actively respond to the aging society and fully tap into the human resources of the elderly. Since its implementation in 2018, this plan has attracted over 20000 retired teachers from primary and secondary schools and nearly 1000 retired teachers from universities, fully leveraging the educational wisdom and experience advantages of silver age teachers, improving the education level of recipient schools and even regions, and achieving good results in multiple win-win situations. During the 14th Five Year Plan period, the population of elderly people aged 60 and above in China will exceed 300 million, and the number of retired teachers will also reach a peak. Effectively utilizing this precious resource to address the challenges brought by aging and promote high-quality education development has become crucial. Therefore, improving the quantity and quality of silver age teachers, expanding their service scope, and highlighting the exemplary role of silver age teachers has become an urgent and important topic that needs to be studied by all sectors of society. In my opinion, achieving an increase in the quality of the silver age teacher team is a complex and arduous task, which can rely on institutional, economic, educational, cultural, and digital empowerment support to promote the development of the silver age teacher team and improve its service efficiency. Firstly, establish a policy support system and improve the organizational structure of silver age teachers. The concept of 'elderly people have something to do' is an important way for the elderly to interact with society. It is an aging concept that emphasizes demand and rights orientation, and also involves individual preferences and initiative. Therefore, in the process of promoting the "Silver Age Plan", the first thing to emphasize is the protection of rights and interests. Relevant departments should adhere to the principle of two-way selection, conduct preliminary demand research, and focus on accurate identification of silver age teachers. The aid units do not issue quota indicators or implement a "one size fits all" approach to ensure the effectiveness of the actions of silver age teachers and enhance their sense of participation and gain. Secondly, establish a sound organizational structure and optimize the employment system. We should establish a sound statistical system for silver age teachers, build an information database and network, in order to achieve resource sharing among silver age teachers and better manage and utilize human resources. Establish a registration system, improve procedures such as registration, training, assessment, and registration, improve various hiring methods such as project hiring and short-term hiring, and form a selection mechanism that is conducive to fully utilizing the talents of silver age teachers, to ensure the stability and mobility of the silver age teacher team, and maximize the vitality of silver age teachers. Secondly, optimize the continuous service mechanism to meet the basic needs of silver age teachers. Economic empowerment refers to promoting the development of specific individuals, organizations, and social groups by providing economic resources, support, and opportunities. For silver age teachers, economic empowerment includes ensuring that recipient schools assist silver age teachers in adapting to local environments and lifestyles, helping them adapt their knowledge and experience to work needs, and providing daily services and security measures. For high-frequency service matters such as medical care, social security, and living expenses, offline service channels covering the grassroots should be established, while retaining manual windows and telephone dedicated lines to meet the daily needs of silver age teachers. At the same time, recipient schools should implement flexible work management, fully considering the age, physical condition, living conditions, and psychological needs of silver age teachers. If possible, silver age teachers can be encouraged to "go together" or form groups to support each other and fill the gaps in social and psychological services. Both receiving and sending schools should pay attention to the group of silver age teachers and their families, and provide them with