Building a Development Plan for High School Management Staff

The process of regional and international economic integration, facing the globalization trend with a new civilization, is a matter of concern for leaders, educators as well as everyone in society.

1.4.2. Develop a plan to develop a team of high school management staff

This is the responsibility of government leaders at all levels and the Education and Training Sector. Personnel planning is a major policy of the Party, mentioned in the Central Resolutions of the 7th, 8th, and 9th terms on personnel work. Personnel planning aims to prepare a contingent of cadres in a proactive, planned manner, ensuring succession in quantity, quality, and structure. Overcoming the situation of arranging and using cadres in an unplanned, passive, unsynchronized, and ineffective manner. Personnel planning ensures that appointments are systematic, proactive, and visionary, meeting both immediate and long-term tasks. Therefore, in the planning process, it is necessary to grasp the Party's viewpoints on personnel work, grasp the goals, functions, and tasks of high schools to synchronously carry out measures to ensure that the planning work is close to reality, highly feasible, and practically effective. The work of planning cadres and managers must be reviewed, supplemented, and adjusted annually. It is necessary to proactively prepare personnel for appointment, arrangement, and use to ensure succession and development of the management team. Team planning must ensure the following requirements:

- Regarding quantity: Must come from political tasks, regulations of the Ministry of Education and Training and practical requirements of the locality. Pay attention to the requirement of streamlining, compactness but efficiency.

Maybe you are interested!

- Regarding structure: Ensure that the management team is consistent in terms of capacity and qualifications, but also needs to have individuals who are outstanding in terms of expertise, professionalism, and ethical ideology as the core. There needs to be older, middle-aged, and younger people to ensure continuity and succession. There needs to be a reasonable ratio between men and women, and schools with ethnic minority students also need to have management staff who are ethnic minorities.

The management team must be relatively stable, with long-term employees and a certain rate of innovation. Standardize the team according to the regulations of the Ministry of Education and Training for each position and improve beyond the standard.

1.4.3. Selection, use, appointment, rotation, and dismissal of high school management staff to develop the team

- Selection: Is the process of screening and selecting qualified people for a job in an organization.

- Appointment: The head of a competent authority makes a decision to assign an officer, civil servant, or public employee to a leadership position for a limited period of time in an agency or unit.

Selecting and appointing managers with sufficient qualities and capacity is a prerequisite for completing the educational goals and developing the school. The current work of appointing managers tends to emphasize structure over standards. Therefore, it is necessary to have a correct understanding of the relationship between structure and standards; Ensuring structure, at the same time managers must have enough virtue, talent, qualities and capacity commensurate with the assigned position and responsibilities.

- Rotation: The head of a competent authority appoints a cadre, civil servant, or public employee to a new leadership position during the planning and training process. When rotating high school managers, it is necessary to base it on requirements, tasks, planning, and usage plans. Rotation also helps managers diversify their work so that when necessary, they can perform tasks in different positions or in different school units.

- Dismissal: The head of a competent authority decides to remove a cadre, civil servant or public employee from his or her leadership position before the end of his or her term of appointment. Dismissal is carried out in cases where the management staff is not healthy enough, not competent enough, or is dismissed based on job requirements or for other reasons. Dismissal is to ensure that the management staff is consistent in quality and to correct errors in management work. This is one of the measures to improve quality and develop the team.

1.4.4. Training and fostering of high school management staff

It is necessary to determine the development goals of local education and training in each stage of the country's development, from which to organize regular and continuous training and fostering to perfect, supplement and enhance the necessary qualities and skills.

set standards for managers so that they can effectively complete school management work within the scope of their functions and powers.

Staff development is a multi-stage process, depending on the method of combining or connecting the stages of selection, training, appointment and use. The methods of combining or connecting these stages are as follows:

- Selection - appointment - use: Is the method of selecting, then appointing and using immediately in the position of management staff (without going through the training and development stage).

- Selection - appointment - training and development: This method starts with selection and appointment, then training and development according to the position held in the school.

- Selection - training - appointment: This method begins with selecting capable and promising people, then training and promoting them to school leadership positions.

- Training, fostering - selection - appointment: This method is based on the foundation of training knowledge and management skills for each position. Selection and appointment are based on trained human resources that meet the standards for appointment to management positions.

To improve the quality of the team, the process of "Training, fostering - selection - appointment" is superior. However, in practice, managers are often selected and then appointed, without paying attention to the training and fostering stage. This is an issue that needs to be carefully considered, especially in the context of integration with world education, school management is considered a profession, not just any teacher with many years of work experience and teaching experience can become a manager.

1.4.5. Leading the development of high school management staff

High schools are units under the Department of Education and Training. Therefore, the leaders of the Department of Education and Training have the functions and tasks of managing and directly directing high schools in the province. The development of high school management staff demonstrates the strategic vision of the leaders of the Department of Education and Training. To effectively lead the development of high school management staff, the leaders of the Department of Education and Training need to

Implement well the planning work associated with training and fostering work; at the same time, implement well the selection, appointment, rotation, and dismissal of managers. Through this, we see that the above contents are activities for the leaders of the Department of Education and Training to lead the development of the team of high school managers. By implementing these activities well, the Industry will build for itself a team of high school managers that ensures both quantity and quality. That team will contribute to the comprehensive development of the industry. It can be said that developing the team of high school managers is also developing the Industry for high school level.

1.4.6. Checking and evaluating the development of high school management staff

Checking and evaluating managers is a process of collecting and analyzing information about their work results in the changes and development of education, of schools in diverse and complex political and social relationships, from many specific and individual phenomena and events compared with the set goals and standards. On that basis, make judgments and comments, find out the nature of the qualities, personality and capacity of managers and propose changes and adjustments to create high quality and efficiency. When evaluating, it is necessary to comprehensively consider the roles that managers must perform for schools and society because when performing their management roles, the personality and professional skills of managers will be demonstrated.

The evaluation of high school managers is carried out according to Circular No. 29/TT-BGDDT dated October 22, 2009 of the Ministry of Education and Training with the following contents:

- Standard 1: Political qualities and professional ethics (5 criteria).

- Standard 2: Professional competence and pedagogical skills (5 criteria).

- Standard 3: School management capacity (13 criteria).

Through the results of the assessment, resolutely discipline and dismiss managers who have committed violations and are not trusted by the school and community.

Inspection and evaluation is one of the functions of management. Correctly evaluating the quality of the management team to understand the current situation and quality of all aspects of the management team, at the same time helping each individual manager to self-adjust to adapt to their management activities. Inspection and evaluation of the team

The team creates conditions for management work at all levels and management entities to grasp the reality of the management team and individual managers, thereby helping the work of organizing staff to achieve the desired results.

Thus, to improve the quality of staff in general and managers in particular, it is impossible not to accurately identify the quality of the staff through inspection and evaluation activities; from there, there will be feasible management solutions in this field.

1.5. Factors affecting the development of high school management staff

The management of high school management staff is influenced by many factors. In fact, we cannot calculate all the influencing factors, we only consider some factors that have a great influence on the management process.

1.5.1. Subjective factors

* Qualities and capacities of high school management staff

The management staff of high schools who want to complete the task of school management well must be managers with real qualities and abilities. These are two basic aspects of the personality standards of managers as President Ho Chi Minh said: "Having talent without virtue is useless, having virtue without talent makes it difficult to do anything".

Complacency, subjectivity, lack of effort after appointment; unscientific work, heavily dependent on the predecessor's way of doing things; failure to take advantage of the leadership and direction of management levels and local authorities; limited summarization of management experience and lessons learned; evaluation of results according to standards that are not true to reality; limited self-study awareness of management staff.

* Attention and initiative of the leaders of the Department of Education and Training

To improve the quality of the management staff, the Department of Education and Training needs to proactively pay attention to training and fostering for most of the management staff. In addition to professional and technical training, attention is paid to raising awareness of political ideology, sense of responsibility, and professional ethics. The work of planning, innovating management activities in educational institutions, and innovating professional activities is focused on.

- The leaders of the Department of Education and Training need to proactively select and appoint a team of high school managers with good political qualities and professional ethics, meeting the criteria in the standards of High School Principal Standards.

- The leaders of the Department of Education and Training fully implement activities to develop the team of managers of high schools in the province based on the theory of human resource development, including specific activities in areas such as:

+ Develop a plan for staff development in planning and developing educational human resources in general;

+ Select, use, appoint, rotate, and dismiss high school management staff according to current policies;

+ Send managers to participate in training at above-standard levels in educational management and ensure political theory level;

+ Annually, evaluate the team of high school managers according to the Standards for principals of general education institutions;

+ Fully implement current personnel policies for high school management staff in the province.

1.5.2. Objective factors

The system of documents is the legal corridor for high schools and the management staff to perform their duties. This synchronous system will promote the development of the school and vice versa. The current implementation is still lacking in synchronization, shown in the following aspects: inconsistent content, untimely issuance of documents, especially slow implementation at the local level, these issues greatly affect the performance of the tasks of the management staff of high schools.

Decentralization is the delegation of authority to create conditions for high schools and managers to proactively carry out assigned tasks. High schools can be autonomous in terms of organization and personnel; according to regulations, the Department of Education and Training is responsible for managing all aspects of the school. However, the current decentralization of management by localities is not thorough, so the Department of Education and Training and high schools are not proactive in many aspects of management, especially personnel work, which affects the development of the school.

In the context of innovation, requiring high school managers to have knowledge and skills in modern management, dynamism, and creativity in operation is a decisive factor for the development of the school. The policy of increasing autonomy is an internal factor of the organization, forcing managers to strive to improve to ensure the capacity to lead, manage, and operate the school. However, the low educational level of the Mekong Delta region and the low social demands on high school managers are factors that slow down the development of the school and its staff.

The socio-economic development is a favorable condition for the development of education, but that development also has a negative side, negatively affecting the team of managers and teachers of high schools. The market mechanism not only shows its superiority in economic development, in education, it creates competition to improve the quality of training but also some negative things (running for schools and classes, negative in exams, excessive tutoring causing social outrage...). Those problems have strongly impacted schools, greatly affecting the management work of the Department of Education and Training.

* Party and State orientation on education and training development

With the political system of our country, the Party comprehensively leads the work of organizing cadres, so with the Party's viewpoints and guidelines on cadre work, management agencies and managers have orientation in selecting, using, appointing, reappointing, dismissing and training and fostering cadres to improve the quality of the cadre team.

Directive 40-CT/TW clearly states: “Conduct a review and rearrangement of the team of teachers and educational managers to have a training and fostering plan to ensure sufficient quantity and balanced structure; improve the professional qualifications, skills and ethics of the team of teachers and educational managers; Innovate and improve the quality of teacher and educational manager management. Strengthen the Party's leadership in education. Party committees at all levels from central to local levels regularly lead and inspect the implementation of educational policies and guidelines, especially the socialization of education, political and ideological work, building order and discipline; consider the development and improvement of educational quality as a target to strive for and build.

"Consolidate the Party organization to truly become the core of leadership in schools" (Central Party Secretariat, 2004).

* Direction of the Ministry of Education and Training on developing the team of educational management staff

Educational institutions have done a good job of educating teachers in politics, ideology, style and lifestyle. Effectively implement Directive No. 05-CT/TW, dated May 15, 2016 of the Politburo (12th tenure) "On promoting the study and following of Ho Chi Minh's moral example and lifestyle, in conjunction with organizing the dissemination of the contents of Resolution 4 of the Central Committee (12th tenure) on strengthening Party rectification; preventing and repelling the degradation of political ideology, morality, lifestyle, and manifestations of "self-evolution" and "self-transformation" within the Party".

Thoroughly grasp Resolution No. 18-NQ/TW of the 6th Central Conference, term XII and Action Program No. 22-CTr/TU dated January 2, 2018 of the Provincial Party Committee to implement Resolution No. 18-NQ/TW of the 6th Central Conference, term XII on some issues on continuing to innovate and reorganize the apparatus of the political system to be streamlined and operate effectively and efficiently; Resolution No. 19-NQ/TW of the 6th Central Conference, term XII and Action Program No. 23-CTr/TU dated January 2, 2018 of the Provincial Party Committee to implement Resolution No. 19-NQ/TW of the 6th Central Conference, term XII on continuing to innovate the organization and management system, improving the quality and efficiency of public service units.

* Direction of the Provincial Party Committee and Provincial People's Committee on developing the team of high school managers

Action Program No. 07 dated July 26, 2016 of the Provincial Party Committee implementing Resolution No. 29-NQ/TW, 8th Conference, Central Executive Committee of the Party (11th tenure) "On fundamental and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration" (Central Executive Committee of the Communist Party of Vietnam, 11th tenure, 2013);

Action Program No. 22-CTr/TU dated January 2, 2018 of the Provincial Party Committee to implement Resolution No. 18-NQ/TW of the 6th Central Conference, Session XII "Some

Comment