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Awareness of Internal Audit of Teaching Activities in Schools

2.2.1. Awareness of internal inspection of teaching and learning activities in schools

Table 2.4. Viewpoints and perceptions on the work of KTNBDH in schools


Content

Selection results

1

%

2

%

3

%

4

%

5

%

KTNB HĐDH is an essential step

of the process of innovation in secondary school management






22


51.2


18


41.9


3


7.0

KTNB HĐDH is a regular activity of the principal, specialized team and teachers.

middle school






20


46.5


20


46.5


3


7.0

KTNB HĐDH ensures the establishment of a regular back-and-forth relationship

Regularly help improve the operating system






22


51.2


19


44.2


2


4.7

The Board of Education's internal audit ensures the implementation of the principle that managers and teachers are both the subjects of inspection of subordinates and the objects.

check






21


48.8


20


46.5


2


4.7

KTNB HĐDH helps to urge, promote, support and assist the audit subjects to do

better and more efficient






23


53.5


18


41.9


2


4.7

Other opinions











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Awareness of Internal Audit of Teaching Activities in Schools

- Through table 2.4, it can be seen that most managers still consider the internal audit of teaching activities as simply a measure to manage teachers and students, and consider testing as the purpose of assessment, not just a means used to achieve the purpose of testing.

- The majority of teachers in the survey agreed that the assessment of teaching activities would help them to recognize their own strengths and weaknesses from the comments and assessments of the professional group and the school board. A few teachers agreed that through assessment, they have raised their awareness of self-assessment and can adjust their own weaknesses.

strengths and weaknesses in the work to decide promptly and appropriately what should be continued, modified or stopped. Some other teachers only stop at the opinion that thanks to testing they can improve their skills in knowledge or teaching methods.

2.2.2. On the assessment and evaluation of the development of an internal inspection plan for teaching and learning activities in schools

- Researching directive documents: Through surveys of secondary schools and interviews, we found that some school leaders are still confused when it comes to regulations and rules. They do not fully understand or misunderstand because they have "only glanced at" or assigned lower-level departments to research the documents, sometimes subjectively thinking that "it's still the same, just doing it like every year".

- Unifying test standards: To clarify the implementation of this content, we have conducted research on documents and talked with a number of managers and teachers. The results show that: in reality, unifying test standards is only the discussion and activities of the HT at the beginning of the year in the meeting of the pedagogical council or of the TTCM in the meeting of the professional group and of the homeroom teacher in the class activities about the goals, tasks, regulations in the charter, the law on Education that teachers and students need to implement. When observing a lesson to evaluate, or preparing a test for students, there is no meeting to discuss the test standards of a lesson or the knowledge standards that students need to achieve. In addition, the unification of test standards in each school has not really received the proper attention but still stops at the implementation according to the instructions from the top down, not proactively following the reality of each school. The assessment standards when proposed must be based on the general direction of the superiors, but also need to consider the specific circumstances of each unit, including the psychological problems of each individual in that unit. In response to the survey question: "When auditing the internal audit of the school's teaching staff, what assessment standards were followed?" 100% of managers said that they only used the assessment standards of the Ministry and the Department of Education and Training, but did not have specific standards for their school.

2.2.3. On testing and evaluating the implementation of teaching plans

Through studying and surveying the leadership and direction of implementing the school year tasks of schools, studying the inspection of the implementation of professional regulations, and inspecting activities related to the teaching and learning process of schools. The author found that:

- Schools have proactively advised, developed plans and directed, fully and promptly implemented school year tasks according to instructions from superiors; developed plans to implement school year tasks in accordance with the actual situation of the unit and locality.

- Relatively reasonable division of expertise. Organize training and development for teachers according to the instructions of the Department of Education and Training.

- Teaching staff: Comply with professional regulations, most teachers are enthusiastic in their work; have sufficient records and books according to regulations, develop appropriate teaching plans, lesson plans ensure subject knowledge and skills standards; still have limitations in innovating teaching methods, access and application of information technology in lesson preparation are still limited.

- Teachers implement the teaching plan correctly, closely follow the knowledge and skills standards, have a teaching plan, prepare lessons fully. Prepare teaching materials fully, impart correct and sufficient knowledge, have a plan to train and tutor students.

- The quality of professional group activities is not high. During the teaching process, in some lessons, teachers have not yet deeply grasped the key knowledge of the lesson, and the organization of group activities is not very effective.

- Teaching preparation has not differentiated students.

- Class visits and observations are still limited, and giving feedback and experience to colleagues is still lacking.

sketchy

2.2.4. On checking and evaluating the conditions for ensuring

- Basic facilities, equipment and learning materials meet the teaching and learning requirements of schools.

- Environmental landscape: Regularly cleaned, lots of shady trees but not beautiful.

- Some teaching equipment and tools have been used for many years and are no longer usable.

- Only 02 schools have classrooms that are solidly built, the remaining schools are mainly level 4 houses that were built in 1999-2000, and are now very degraded; 04 schools have computer classrooms; 02 schools have practice laboratories; 04 schools have projector classrooms, English and Music classrooms; 02 schools have multi-purpose buildings; 06 schools have libraries; 05 schools have public housing for teachers.

- The staff, teachers and employees of the schools are basically sufficient in quantity but unbalanced in structure and quality, especially the lack of vice principals in charge of professional matters in 7/11 schools in the survey, lack of teachers in specialized subjects such as English, Physical Education, Technology, Civic Education, lack of clerical staff, school health workers and support staff such as equipment staff.

- laboratory, library staff, information technology staff, support staff for education of people with disabilities.

- Financial work: 100% of schools depend on the State budget for operations, tuition revenue is very low due to low revenue and few students (1478 students * 18,000 * 9 months = 239,436,000 VND).

2.3. Current status of internal inspection management of teaching activities of Principals of secondary schools in Bach Thong district, Bac Kan province

2.3.1. Current status of internal inspection organization of secondary schools

Currently, the team of teachers participating in inspection and internal audit activities in secondary schools in Bach Thong district, Bac Kan province has basically met the requirements of school internal audit activities. Most of the team has received basic training in both politics and expertise. They are people with a high sense of responsibility for school internal audit work, know how to explore and be creative to find their own way of doing things suitable to the characteristics of each subject, in order to continuously improve the effectiveness of education quality management in general and the effectiveness of school internal audit activities in particular. However, the awareness of many teachers is still limited, a part of teachers do not consider inspection work as necessary for the effectiveness of education management. The awareness and mentality of the team of teachers is to be afraid of doing inspection and examination work. When conducting inspections and checks, they are reserved in their evaluation, classification and conclusion, do not clearly point out the problems and their causes, and do not dare to fight frankly to reach objective conclusions, especially regarding issues related to the evaluation and classification of cadres and teachers according to standards.

The professional level of the inspection staff and collaborators is generally weak in terms of legal knowledge, state management of education, inspection and examination capacity and expertise. The information, storage and statistical systems of the agencies are

The general situation of schools is still weak, not meeting the requirements of inspection and examination work in particular and educational activities in general. The collection of information about schools is mainly through reports of departments, the content of reports is according to the requirements of inspection and examination. Often these reports lack necessary information, the data is not realistic and sometimes not accurate. Other information about schools collected through information channels from statistics and management departments is very limited, even non-existent, thus significantly affecting the general activities and inspection activities of the school in particular. Regarding the activities of internal audit of schools, every year, schools direct according to the following specific contents:

2.3.1.1. Comprehensive inspection of teaching and educational activities

Table 2.5. Current status of comprehensive inspection of teaching and education activities

Content

Selection results

1

%

2

%

3

%

4

%

5

%

Implement well the teaching plan and moral, aesthetic and physical education.

defense... according to regulations


1


2.3


18


41.9


16


37.2


6


14.0


2


4.7

Building a friendly school, students are active in class,

after hours, social activities...


1


2.3


17


39.5


14


32.6


7


16.3


4


9.3

Assign teachers and homeroom teachers according to their abilities

and strengths


2


4.7


16


37.2


19


44.2


5


11.6


1


2.3

Implement well the curriculum, teaching content; professional regulations, lesson preparation, testing, grading, evaluation, classification, and consideration.

approve students to move up to the next grade, graduate...


2


4.7


14


32.6


22


51.2


4


9.3


1


2.3

Good program implementation,

Content, plan of educational activities, vocational guidance...


1


2.3


16


37.2


19


44.2


5


11.6


2


4.7

Professional groups and teams, teachers implement plans and routines well; organize implementation of plans, train teachers and students

good, tutoring students


3


7.0


10


23.3


17


39.5


8


18.6


5


11.6

Ensuring teaching quality

1

2.3

15

34.9

16

37.2

10

23.3

1

2.3

Selection results

1

%

2

%

3

%

4

%

5

%

of teachers through observation, classroom visits, movement to innovate teaching methods, use and do it yourself

teaching aids...











The teaching staff is sufficient in quantity, ensuring quality and capacity,

structurally compliant


2


4.7


15


34.9


14


32.6


7


16.3


5


11.6

Ensure facilities, teaching equipment, libraries, laboratories, finances...

as per rules


5


11.6


14


32.6


13


30.2


5


11.6


6


14.0

Other opinions

0

0

0

0

0

0

0

0

0

0

Content


Table 2.5 shows that the current status of comprehensive inspection of teaching and educational activities at secondary schools in Bach Thong district is assessed by most managers and teachers at average and weak levels .

- The implementation of teaching plans and education on ethics, aesthetics, physical education, national defense...; teaching programs and contents; professional regulations, lesson preparation, testing, grading, evaluation, classification, approval of students for promotion to the next grade, graduation...; programs, contents, plans for educational activities, vocational guidance... are highly appreciated by many cadres and teachers, of which over 30% are rated as average, over 11% are rated as fair and over 4% are rated as good.

- Building a friendly school, students are active in class, after school, in social activities...; facilities, teaching equipment, library, laboratory, finance... are still mainly assessed at average and weak levels with more than 30% of votes rated average and nearly 40% of votes rated weak.

- Assign teachers and homeroom teachers according to their abilities and strengths.

- Professional groups and teams, teachers implementing plans and routines; training excellent teachers and students, tutoring students; ensuring the quality of teachers' teaching through observing classes, visiting classes, movements to innovate teaching methods, using and making teaching aids... are highly appreciated with nearly 40% rated as average and more than 20% rated as good.

- The teaching staff is sufficient in quantity, ensures quality and capacity, and is suitable in structure. 34.9% are rated as weak and 32.6% are rated as average, showing that the teaching staff in the schools is not guaranteed.

2.3.1.2. Checking thematic education and training activities

Table 2.6. Current status of thematic inspection of education and training activities


Content

Selection results

1

%

2

%

3

%

4

%

5

%

Frequency of comprehensive KTNB integration and

relevant topics

1

2.3

11

25.6

26

60.5

3

7.0

2

4.7

Ensure that KTNB assessment content is included in the program monthly.

collaborate


2


4.7


12


27.9


18


41.9


9


20.9


2


4.7

Every year, ensure comprehensive testing of 30%-50% of teachers, the remaining teachers are tested on a specific aspect or

Special topic


4


9.3


12


27.9


8


18.6


15


34.9


4


9.3

At the end of the semester and the end of the school year, do a good job of summarizing and concluding.

KTNB


4


9.3


8


18.6


20


46.5


8


18.6


3


7.0

Comply with regulations on interim and final reports on school audit work.

Secondary School


1


2.3


7


16.3


29


67.4


4


9.3


2


4.7

Secondary school KTNB records are

fully archived according to regulations

1

2.3

10

23.3

21

48.8

7

16.3

4

9.3

The KTNB Board and Group coordinate with the People's Inspectorate to make recommendations to management levels to promptly and thoroughly resolve the issue.

points related content


2


4.7


14


32.6


22


51.2


5


11.6


0


0.0

KTNB results are responded promptly

time with stakeholders to improve

3

7.0

14

32.6

17

39.5

7

16.3

2

4.7

KTNB results are used to

Adjustments and additions to the current and next school year plan


5


11.6


13


30.2


13


30.2


9


20.9


3


7.0

Other opinions

0

0

0

0

0

0

0

0

0

0

Table 2.6 shows that the current status of thematic inspection of educational and training activities at secondary schools in Bach Thong district is assessed by most managers and teachers at average and weak levels .

- Most teachers and staff assessed the frequency of combining comprehensive and specialized KTNB as appropriate.

- Every year, schools ensure comprehensive testing of at least 30% of teachers, while all other teachers are tested on individual aspects or topics.

- At the end of the semester and the end of the school year, the work of summarizing and concluding the school's internal audit is well carried out; The secondary school's internal audit records are fully archived according to regulations.

- The Internal Audit Committee and team coordinate with the People's Inspectorate to make recommendations to management levels to promptly and thoroughly resolve related issues.

- The results of the internal audit are promptly reported to relevant parties for improvement; The results of the internal audit are used to adjust and supplement the current and next school year plans.

2.3.1.3. Self-inspection work of the principal; head of professional group, deputy head of professional group and teachers

Table 2.7. Current status of self-inspection work of principals; heads, deputy heads of professional groups and teachers

Content

Selection results

1

%

2

%

3

%

4

%

5

%

Make and organize a plan for the school year and details for each semester, month, and week in accordance with

school conditions


3


7.0


11


25.6


15


34.9


11


25.6


3


7.0

Assignment and use of teachers and staff

reasonable and effective pill

3

7.0

12

27.9

15

34.9

10

23.3

3

7.0

Take timely measures to help teachers and staff overcome difficulties.

difficult, advanced study


2


4.7


18


41.9


17


39.5


4


9.3


2


4.7

Ensure fairness in rewards and discipline for teachers,

staff...


3


7.0


11


25.6


19


44.2


5


11.6


5


11.6

Ensure implementation of policies and regimes for teachers and staff

correct pill


2


4.7


11


25.6


15


34.9


12


27.9


3


7.0

There is a coordination mechanism of "School - Family - Community" in teaching and education.

Suitable students


1


2.3


14


32.6


12


27.9


11


25.6


5


11.6

Other opinions

0

0

0

0

0

0

0

0

0

0

Table 2.7 shows that the current status of self-inspection work of principals; heads, deputy heads of professional groups and teachers at secondary schools in Bach Thong district is assessed by most managers and teachers at average and weak levels .

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