Academic Ranking Results of the Last 3 School Years

develop plans, organize, direct, inspect and evaluate the work of fostering teaching capacity for the teaching staff; At the same time, the state's policies will encourage materially and spiritually, and strictly reward and punish the voluntary implementation of each teacher's active participation in training activities.

1.5.2. Manager

This factor determines the preparation of conditions for facilities and staff for training. The level of state management of education in general and educational management activities in particular is a decisive factor in planning, choosing implementation organization options, and at the same time ensuring the effectiveness of management decisions, ensuring the scientific, rational and legal nature of the implementation process.

The direction and management of management levels have a direct impact, ensuring implementation according to the plan and assigned tasks. At the same time, it has the effect of grasping, removing and adjusting in the implementation process. Contributing to promoting and enhancing the effectiveness of training and management of teaching capacity development for teachers.

1.5.3.Teaching staff

The team and structure of teachers are important factors that directly affect the training activities. In particular, the awareness of this team directly affects the sense of responsibility and enthusiasm in the training work. Whether the training of teaching capacity for teachers is effective or not depends on each teacher in the school. In the process of training teaching capacity for teachers, the requirement of self-study, self-improvement to improve the level of CM-NV, understanding of socio-cultural knowledge and perfecting skills becomes more urgent than ever. Teachers constantly practice teaching capacity, learn how to self-study, self-improvement, this requires independence and high awareness of teachers. Based on the demands and requirements of political ethics, lifestyle, and good performance of political tasks, each teacher must constantly cultivate, broaden their vision, and improve their level of CM-NV. Self-improvement of teaching capacity must become a regular and continuous task of teachers, contributing to improving the quality of the teaching staff to meet the requirements of current educational innovation.

1.5.4.Educational facilities and equipment

Educational facilities and equipment are understood as material means, techniques and scientific and technological products mobilized and used to achieve the goals of educational activities.

Educational facilities and equipment are a component of educational institutions (schools) and a component (means and conditions of education) of the structure of the educational-teaching process. Therefore, it is a factor that significantly affects the management of professional training for teachers. If the educational facilities and equipment meet standards and are modern, they will indirectly educate learners and teachers about aesthetics, emotions, etc. with the school, helping the management of managers to collect information, process information, transfer and store information in general as well as information on training teaching capacity to the training subjects quickly and effectively. Facilities and equipment are essential conditions and means to carry out teacher training activities. Training activities cannot be organized without conditions such as funding, reference materials, classrooms, teaching equipment, electricity, water, gardens, practice grounds, etc. Therefore, the quality and effectiveness of management activities to foster teachers' teaching capacity depends on the conditions serving the activities. 1.5.5. Educational environment

The educational environment of the school also greatly affects the management of training and development of teaching capacity for the teaching staff. A positive pedagogical environment, paying attention to the quality of teaching and learning, will create favorable conditions and motivation for teachers to continuously improve their qualifications, participate in training and self-develop their teaching capacity. The management of training and development of teaching capacity for the teaching staff will be more effective when it receives the attention of the State through policies as well as being fully provided with finance, infrastructure and educational equipment to serve the training activities.

CONCLUSION OF CHAPTER 1


The teaching staff in schools plays an important role, directly affecting the overall quality of education of the school. Therefore, managers need to study and apply theoretical foundations into practice to manage the capacity building activities "both red and professional" to meet the requirements of current educational innovation in the spirit of Resolution 29-NQ/TW.

Managing the training of teaching capacity for high school teachers to meet the requirements of educational innovation is a purposeful and planned process under the influence of managers to help teachers, after participating in the training process or self-training, develop their teaching capacity, contributing to improving the quality of education of the school. The basic content of the management of teaching capacity training is that the training plan must be close to the practical situation and ensure feasibility; the organization and implementation must be close, decisive and based on the practical situation of the unit and the collective of teachers; the management of inspection and evaluation work also needs to be promoted, closely monitored, and there must be a mechanism to evaluate the results after the training period of teachers.

There are many factors that affect the training of teaching capacity for new high school teachers such as mechanisms, policies, managers, teaching staff, facilities and equipment serving training activities and the environment for training and self-training. Training can only be effective when the role of the factors involved in the process is maximized. There is close coordination and minimizing the limitations that can affect training activities from the above factors.

Based on the above theoretical system, managers can come up with effective management measures and direct the implementation of the process of fostering teaching capacity for the school's teaching staff.

Chapter 2

CURRENT STATUS OF MANAGEMENT OF TEACHING CAPACITY TRAINING ACTIVITIES FOR HIGH SCHOOL TEACHERS

BINH GIANG DISTRICT, HAI DUONG PROVINCE


2.1. Overview of the current situation survey

2.1.1. About geographical location and natural conditions

Binh Giang District is one of 10 districts of Hai Duong province. Binh Giang is located on National Highway 5, National Highway 39B, 20 km from Hai Duong city. The district borders Hung Yen province, Thanh Mien district, Cam Giang district and Gia Loc district. Previously, Binh Giang merged with Cam Giang district to form Cam Binh district. The district capital is Ke Sat town, communes: Vinh Tuy, Vinh Hong, Trang Liet, Hung Thinh, Hung Thang, Long Xuyen, Tan Viet, Binh Minh, Tan Hong, Thuc Khang, Thai Duong, Thai Hoa, Binh Xuyen, Thai Hoc, Hong Khe, Nhan Quyen, Co Bi

On population and human resources

Binh Giang is located in the southwest of Hai Duong city, with a natural area of ​​104.7 km2 . To the north it borders Cam Giang district, to the south it borders Thanh Mien district, to the east it borders Gia Loc district, to the west it borders An Thi and My Hao districts of Huong Yen province.

Binh Giang district has rivers on all four sides: Ke Sat River in the North, Dinh Hao River in the East, Cuu An River in the West, Cau Lam River, Cau Coc River in the South. Of which, Sat River originates from the Red River, passes through Xuan Quan culvert, passes through Luc Dien Bridge, the bridge of Highway 39A, connects National Highway 5A with Hung Yen city, approaches Binh Giang district at the location near Tranh Ngoai village, Thuc Khang commune. Here, the river has a branch running along the West of the district, called Cuu An River; a branch running along the North of the district is called Ke Sat River, connects with Thai Binh River, passes Au Thuyen, Hai Duong city.

2.1.2. On socio-economic culture

Binh Giang is a mainly industrial district, strongly developing services and trade. In 2007, the total GDP of the district reached 1,200 billion VND, of which: agriculture (8.06%), industry (60.88%), small-scale industry, construction; trade and services (31.06%). Binh Giang is being developed into an urban area in the east of Hai Duong province.

In Hong Khe commune, south of Binh Giang district, there is Trinh Nu ancient village, one of the ancient villages formed together with Mo Trach village. Mo Trach people have a tradition of learning, according to historical records, the village has 36 doctors (According to "Vietnamese Ancient Village" by Vu Khieu).

2.1.3. On high school education and training

- High School Education:

In the high school education system, Binh Giang district has 3 public high schools: Binh Giang High School established in 1961, Ke Sat High School established in 1979, and Duong An High School established in 2002.

School year 2015 - 2016 with the development scale is:

+ Total number of classes: 72; of which grade 10 includes 24; grade 11 includes 24 classes and grade 12

consists of 24 layers.

+ Total number of students: 3,039.

Quality of high school education

In recent years, although the comprehensive education quality of schools has been continuously improved, compared to the requirements of fundamental and comprehensive educational innovation, there are still many difficulties.

To accelerate the school's development, it is necessary to have a team of teachers who are not only good at their profession but also have good moral qualities, rich in experience, and meet the professional standards of secondary school teachers. To do that, it is necessary to correctly assess the current situation of the teaching staff, compare it with the professional standards of teachers, and propose measures to improve the level of meeting professional standards for teachers.

Table 2.1: Conduct classification results for the last 3 years



School year

Total number of students

Good Rating

Good

Average rating

Weak rating

Total

Rate (%)

Total

Rate (%)

Total

Rate (%)

Total

Rate (%)

2013 - 2014

3,268

1,938

59.3

1084

33.2

203

6.2

43

1.3

2014 - 2015

3,168

1,937

61.1

929

29.3

249

7.9

43

1.7

2015 - 2016

3,039

1,949

64.1

833

27.4

204

6.8

53

1.7

Maybe you are interested!

Academic Ranking Results of the Last 3 School Years

(Source: Summary report of high schools in Binh Giang district from 2013 to 2016)

Table 2.2: Academic ranking results for the last 3 school years



School year


Total number of students

Classification

Good

Classification

Rather

Classification

TB

Classification

Weak

Classification

Least

Total

number

Proportion

(%)

Total

number

Proportion

(%)

Total

number

Proportion

(%)

Total

number

Proportion

(%)

Total

number

Proportion

(%)

2013 - 2014

3,268

158

4.8

1722

52.7

1350

41.3

38

1.2

0

0

2014 - 2015

3,168

209

6.6

1900

60

1032

32.6

27

0.8

0

0

2015 - 2016

3,039

258

8.5

1873

61.7

855

28.1

50

1.6

3

0.01

(Source: Summary report of high schools in Binh Giang district from 2013 to 2016)

- About the number of classes and teachers

Table 2.3: Statistics on the number of classes of high schools in Binh Giang district from the 2013-2014 school year to the 2015-2016 school year

Number of classes

School year 2013 - 2014

School year 2014 - 2015

School year 2015 - 2016

Block 10

24

24

24

Block 11

24

24

24

Block 12

24

24

24

Add

72

72

72

(Source: Summary report of high schools in Binh Giang district)

Table 2.4: Statistics on the number of teachers of high schools in Binh Giang district from the 2013-2014 school year to the 2015-2016 school year

School year

2013 - 2014

2014 - 2015

2015 - 2016

Number of teachers

159

165

172

Staffing

152

162

170

Number of teachers lacking

7

3

2

Number of classes/Number of students

72/ 3,268HS

72/ 3,168HS

72/ 3039HS

(Source: Summary report of high schools in Binh Giang district)



Current Staffing

Lack

180

160

140

120

100

80

60

40

20

0

2013-2014 2014-2015 2015-2016



Chart 2.1: Statistics of number of teachers


Through the statistics table, we can see that the number of teachers lacking in schools from 2013 to 2016 has been supplemented. Currently, the supply of students who have graduated from Pedagogical universities to work as teachers in Hai Duong province is very large. However, the recruitment of teachers in Hai Duong province is not periodically every year. On the other hand, the establishment of the staffing for schools is carried out at the end of the previous school year. Therefore, in the new school year, if many teachers reach retirement age or teachers have to be transferred suddenly according to the decision of the Department of Education and Training at the end of the first semester; or at the beginning of the school year, it is not possible to recruit new teachers, so the above shortage of teachers occurs. At that time, the school must solve the problem by assigning other teachers to teach extra hours or contracting with teachers from other schools or contracting with graduates who have not yet been established. In general, the above solutions all have problems and negatively affect the quality of education of the school.

2.2. Current status of teaching capacity of high school teachers and training teaching capacity for high school teachers according to the new general education program approach.

2.2.1. Current status of teaching capacity of high school teachers in Binh Giang district, Hai Duong province

In chapter 1, as the author stated, the components of teaching capacity include: Professional knowledge, teaching skills, classroom management and student assessment.

To properly assess the current situation of teaching capacity of teachers at high schools in Binh Giang district, Hai Duong province compared to the requirements of educational innovation, standards

The author surveyed the current status of teaching capacity through 12 typical managers and 55 teachers of professional groups.

- The survey tool is a questionnaire of 3 authors (Ray jutin URBarnuevo, Kenjib. Hasega Wa, Edwardhugo 2011) which we have translated from English to Vietnamese.

2.2.1.1. Current status of professional knowledge of teachers at primary schools in Binh Giang district

To properly assess the current status of professional knowledge of teachers at high schools in Binh Giang district, Hai Duong province compared to the requirements of educational innovation, the author surveyed the current status of teaching capacity through 12 typical managers and 55 teachers of professional groups at 3 high schools in Binh Giang district. The survey results are as follows . (Good = 4 points, Fair = 3 points, Average = 2 points, Weak = 1 point)

Evaluation of the expert team:

Content 1 "Expressing confidence and mastery of knowledge for the lecture: Good


90.9% (number of people 50), good 9.09% (number of people 5) with X = 3.90 (ranked 1st)”.

Content 2 “Focus on the difficult parts of the lesson and make it easy to understand: Good 49.9% (number of people 27), Fair 47.27% (number of people 26), Average

average 3.64% (number of people 2) with X = 3.45 (ranked 4th)”

Content 3 “Explain and illustrate the lesson by giving examples and situations: Good 45.45% (number of people 25), Fair 50.91% (number of people 28), Average

average 3.64% (number of people 2) with X = 3.45 (ranked 3rd)”

Content 4 “Willingness to define difficult terms when asked: Good 47.27% (number of people 26), Fair 47.27% (number of people 26), Average 3.64% (number of people

person 2), Weak 1.82% (number of people 1) with X = 3.4 (ranked 6th)”

Content 5 “Connect and relate the topic of the current lecture with previous or related lectures: Good 60% (number of people 33), Fair 27.27% (number of people 15), Average 10.91% (number of people 6). Weak 1.82% (number of people 1) with

X = 3.45 (ranked 4th)”

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