Table 2.18. Levels of teaching competence
Level
SL | % | |
Teachers are not qualified to teach. | 0 | 0.0% |
Teachers can fulfill the essential requirements of teaching capacity. | 35 | 14.6% |
Teachers fully implement the requirements of teaching capacity. | 160 | 66.9% |
Teachers fulfill the requirements of teaching capacity well. | 34 | 14.2% |
The teacher performs very well the requirements of teaching capacity, has the ability to support colleagues to complete tasks well. | 10 | 4.2% |
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If comparing the actual teaching capacity of teachers with the teacher assessment guidelines according to the Professional Standards, the teaching capacity score of 195 teachers of Ly Nhan district high schools is 16/32 points - average; 34 teachers scored from 21 to 25 points - good; 10 teachers scored 26 points or more - excellent. The good category is for those who are truly dedicated to their profession, have good professional competence, and always complete assigned tasks well. The excellent category is usually for those who are team leaders, professional group leaders who are dedicated to their work, have solid professional competence, and at the same time must have good understanding of educational innovation, always complete tasks well, and at the same time have the ability to help colleagues complete tasks well.
2.4. Current status of teacher training activities according to professional standards in high schools in Ly Nhan district
In recent years, in response to the requirements of fundamental and comprehensive innovation in education and training, training activities for teachers and staff have been considered an essential part of the school's educational activities. In order to build a team according to standards, improve political capacity, professional expertise and professional ethics, and meet the requirements of education and training in the current period, the school has set a task for each teacher and staff to have 120 training periods according to the regulations of the Ministry of Education and Training. In order to meet the political tasks of each school year and based on the practical situation, following the motto of training each weak point, high schools in Ly Nhan district have had a plan to direct the implementation of quality and effective training activities for staff. All teachers and staff of the school have implemented a training plan on new issues in assessing professional standards, on guiding students in scientific research, on teaching integrated energy saving and efficient use, on innovation in professional activities, and on viewpoints.
of the Ministry of Education and Training, on the policy of changing books, on the content and new textbooks for each subject, on training in active teaching methods, using modern teaching aids and equipment... The annual thematic training activities have had a positive effect, linking knowledge training with pedagogical practice. Training materials, teaching aids and equipment are quite well prepared. Thanks to the training activities, the qualifications of the teaching staff are constantly improved, contributing to improving the quality of the staff comprehensively in terms of awareness, equipping and supplementing basic knowledge in a systematic manner. In the training contents, the training of the staff according to the Professional Standards has received high support from the teaching staff in the school, is a positive solution to improve the quality of the staff, promoting and encouraging the teaching staff to strive to study and practice, meeting the requirements of educational innovation. Although Ly Nhan district high schools have carried out the task of training teachers according to the training plan and content of the Department and the Ministry of Education and Training, through participating in the implementation of standardized training activities, we found that the training still has shortcomings such as: short training time; heavily dependent on teachers' self-training; training content is not specific and practical; training methods are heavy on theory, not focusing on training practical skills; some teachers teaching training are limited in professional capacity, lack of practical experience; teacher training activities are still largely implemented; post-training assessment and evaluation have not received due attention. Therefore, the school's staff training activities face two difficulties: first, most teachers do not deeply understand the requirements of the Standards, do not properly evaluate themselves according to the Standards, so they cannot accurately identify the issues that need to be trained, and are confused in the process of striving to achieve the Standards. Second, due to incorrect awareness of the meaningful role of the Standards in improving teachers' capacity, the training and development of the team has not really followed the Standards.
2.5. Current status of management of training teaching capacity for teachers at high schools in Ly Nhan district according to professional standards.
To study the current status of management of teaching capacity development activities for teachers at high schools in Ly Nhan district, we conducted an investigation and survey on the following two groups of subjects:
Group 1: includes 10 managers (principals, vice principals, heads of professional groups) of 4 high schools in Ly Nhan district.
Group 2: includes 40 outstanding teachers from 4 high schools in Ly district.
Core.
content:
The survey focuses on the following issues:
- Survey on awareness of the important role of teaching skills training activities for teachers to meet the requirements of Professional Standards;
- Survey the current status of implementation of the above mentioned training management activities.
Score the rating levels, calculate the average score and rank them.
Level of need
Level of implementation | |||
Very necessary | 3 points | Good | 3 points |
Necessary | 2 points | Pretty good | 2 points |
Unnecessary | 1 point | Not good | 1 point |
Calculate the total score of each evaluation level in the ballots (∑) Average score 
) = ∑ / total number of ballots participating in the evaluation
Based on 
the ranking (ranking) and classification of the contents
Average score
Level of need | Level of implementation | |
2.40 ≤ | Very necessary | Good |
1.6 ≤ < 2.40 | Necessary | Pretty good |
< 1.6 | Unnecessary | Not good |
The following are the results of a study on the current status of management of teaching capacity development activities for teachers at high schools in Ly Nhan district.
2.5.1. Current status of management of teaching capacity assessment activities of teachers according to Professional Standards
Every year, high schools in Ly Nhan district organize teacher evaluation according to Professional Standards once at the end of the school year. The survey results with 50 questionnaires are listed in the following table:
Table 2.19. Survey on the current status of managing teacher evaluation activities according to the Standards
TT
Content | Level of awareness | Level of implementation | |||||
∑ | 1 | Rank | ∑ | 2 | Rank | ||
1 | Conduct teacher evaluation and classification according to the correct procedure. | 124 | 2.48 | 1 | 82 | 1.64 | 3 |
2 | Teachers self-assess objectively, comprehensively, scientifically and democratically. | 116 | 2.32 | 4 | 76 | 1.52 | 5 |
3 | Team, Principal evaluates and objective, comprehensive, scientific and democratic comments | 117 | 2.34 | 3 | 83 | 1.66 | 2 |
4 | The evaluation results reflect correctly Teaching capacity of teachers | 121 | 2.42 | 2 | 77 | 1.54 | 4 |
5 | Statistics of evaluation results, teacher classification, and storage of evaluation results in staff records | 114 | 2.28 | 5 | 92 | 1.84 | 1 |
Average score of the levels | 2.37 | 1.64 | |||||
Through the survey of the results of teacher evaluation according to the Standards of Ly Nhan district high schools in the 2015-2016 school year, we found the current situation of teacher evaluation management as follows: The school's Board of Directors gave each professional group leader a document guiding teacher evaluation according to the Standards, gave preliminary instructions to the group leaders on the method of implementing teacher evaluation according to the Standards, and the professional group leaders implemented it in the professional groups. The school has not made any moves to build a reference system. Teachers rely on each individual's perception to apply the Standards according to their own understanding. And the evaluation of teachers according to the Standards is conducted as follows:
Step 1. Teachers self-assessment: the school has conducted self-assessment by teachers according to the Standards (shown through the teacher's assessment form). Specifically, teachers self-review the standards and criteria to see which criteria they have achieved, to what extent, with evidence or not, and still score and classify themselves from there to draw out strengths, weaknesses, directions for improvement and directions for promotion. The results of teachers' self-assessment are as follows:
Table 2.20. Results of teaching capacity classification according to the 2015-2016 school year standards (teacher self-assessment)
Classification
Total point | High School Ly Nhan | High School Nam Ly | High School Bac Ly | High School Nam Cao | Total | ||
SL | % | ||||||
Excellent | 26 – 32 | 35 | 15 | 35 | 15 | 100 | 41.8% |
Rather | 21 – 25 | 40 | 41 | 27 | 22 | 130 | 54.4% |
Tb | 8 – 20 | 5 | 2 | 0 | 2 | 9 | 3.8% |
Least | Under 8 | 0 | 0 | 0 | 0 | 0 | 0.0% |
(Source: Summary report of Ly Nhan district high schools)
Step 2. Professional group assessment: Teachers present their self-assessment results to the group, then group members comment and give feedback on the results that their colleagues have self-assessed. Basically, teachers agree with their colleagues' self-assessment results, unless there is clear evidence, they will have objections. Then the professional group summarizes the results and submits them to the Board of Directors.
Table 2.21. Results of teaching capacity classification according to the 2015-2016 school year standards (Assessment by professional team)
Classification
Total point | High School Ly Nhan | High School Nam Ly | High School Bac Ly | High School Nam Cao | Total | ||
SL | % | ||||||
Excellent | 26 – 32 | 35 | 22 | 32 | 17 | 106 | 44.4% |
Rather | 21 – 25 | 40 | 34 | 30 | 20 | 124 | 51.9% |
Tb | 8 – 20 | 5 | 2 | 2 | 9 | 3.8% | |
Least | Under 8 | 0 | 0.0% | ||||
(Source: Summary report of Ly Nhan district high schools)
Step 3. Principal evaluation: after receiving the evaluation results from teachers and professional groups, the principal organizes a meeting of the emulation council. The members of the emulation council include the Party cell secretary, principal, vice principal, head of professional groups, union president, and people's inspector. The emulation council reviews the self-evaluation results of each teacher (teacher self-evaluation form) and the evaluation and classification results of the professional group (teacher evaluation form of the professional group and summary form of teacher classification of the professional group), reaches a consensus, and finally the principal makes a decision to evaluate and classify each teacher in the school.
Table 2.22. Results of teaching capacity classification according to the 2015-2016 school year standards (Principal's assessment)
Classification
High School Ly Nhan | High School Nam Ly | High School Bac Ly | High School Nam Cao | Total | ||
SL | % | |||||
Excellent | 35 | 16 | 26 | 12 | 89 | 37.2% |
Rather | 40 | 40 | 36 | 25 | 141 | 59.0% |
Tb | 5 | 2 | 2 | 9 | 3.8% | |
Least | 0 | 0.0% | ||||
(Source: Summary report of Ly Nhan district high schools)
Chart 2.3.Rate of teachers' teaching capacity classification according to Professional Standards
Thus: there is no consistency in the assessment of teaching capacity of high school teachers in Ly Nhan district between the teacher assessment records according to Professional Standards and management practices, interviews, and investigations. The reasons are:
Regarding teachers' self-assessment: most teachers do not deeply understand the requirements of the Standards; many teachers' self-assessment is not close to reality, and they give themselves quite high scores compared to what they have achieved, leading to difficulties for the team and the school board if they do not perceive it fairly and accurately; the biggest difficulty for teachers is finding evidence for the criteria and standards, stemming from the fact that when striving, they do not know what to do and how to do it to meet the requirements of the Standards.
Regarding the assessment of the professional team: when assessing colleagues, due to lack of preparation of evidence, teachers do not have an accurate basis for assessment, so their opinions are subjective and unconvincing, the assessment results of the team are not much different from the self-assessment results of the teachers; the fear of having to assess colleagues leads to higher assessment of colleagues than the actual results that colleagues have achieved.
Regarding the principal's assessment: in reality, the school's Board of Directors has only been able to manage some aspects of teachers' activities, mainly through class observation and collecting teachers' and students' comments through survey forms. The Board of Directors has not been able to oversee all teachers' activities as required by the Standards. The evidence corresponding to each requirement of the criteria has not been clearly defined and has not been made public.
transparency. These reasons make the Board of Directors' assessment still emotional and one-sided.
From the analysis, we all realize that practical measures are needed to solve the above situation. Only then can we ensure that the training of teachers is in accordance with the quality management process.
2.5.2. Current status of content management for teaching capacity development
Table 2.23. Survey on management of teaching capacity building content
TT
Content | Level of awareness | Level of implementation | |||||
∑ | 1 | Rank | ∑ | 2 | Rank | ||
1 | Capacity building for preparation lesson planning | 98 | 1.96 | 5 | 76 | 1.52 | 6 |
2 | Fostering planning capacity subject teaching plan | 105 | 2.10 | 4 | 78 | 1.56 | 5 |
3 | Fostering planning capacity lesson plan; | 120 | 2.40 | 3 | 120 | 2.40 | 2 |
4 | Training teaching organization capacity classroom learning | 128 | 2.56 | 1 | 119 | 2.38 | 3 |
5 | Fostering the capacity to test and evaluate learning outcomes | 126 | 2.52 | 2 | 123 | 2.46 | 1 |
6 | Capacity building for lake management teaching | 97 | 1.94 | 6 | 99 | 1.98 | 4 |
Average score of the levels | 2.25 | 2.05 | |||||
Comment: through table 2.23 we see:
Regarding the level of awareness: contents 1, 2 and 6 are considered necessary by staff and teachers. Contents 3, 4 and 5 are considered very necessary. This shows that the work of raising awareness about Teaching Capacity Development in the classroom, Testing Capacity Development, Assessment of Learning Outcomes and Lesson Planning Capacity Development has been implemented very effectively by the school.
Regarding the level of implementation: content number 1 and 2 are assessed by staff and teachers as not being well implemented; content number 2, 4 and 6 are assessed as being quite well implemented; content number 3 and 5 are assessed as being well implemented.
Through investigation and practical survey, we found that: Ly Nhan district high schools pay great attention to fostering the capacity to plan lesson teaching; the capacity to organize teaching in class; the capacity to test and evaluate learning outcomes. The cadres and teachers all believe that these are the most important capacities in the system of teaching capacities, which determine the quality of the teaching process. Content of fostering the capacity to prepare plans and the capacity to plan teaching
The subject has not received attention for training, the subject teaching plan only stops at the records for testing and does not serve to improve the quality of teaching.
2.5.3. Current status of building a team of reporters
Table 2.24. Survey on the current status of building a team of reporters
TT
Content | Level of awareness | Level of implementation | |||||
∑ | 1 | Rank | ∑ | 2 | Rank | ||
1 | The school builds a plan to develop a team of reporters. | 116 | 2.32 | 3 | 78 | 1.56 | 5 |
2 | The school sent reporters for training and development. | 118 | 2.36 | 2 | 92 | 1.84 | 1 |
3 | The reporting team must have Good capacity to meet the requirements of teacher training courses. | 123 | 2.46 | 1 | 80 | 1.60 | 4 |
4 | Training activities by the team The five reporters involved have a good effect on teachers. | 115 | 2.30 | 4 | 89 | 1.78 | 2 |
5 | Maximize the role of the team five reporters | 114 | 2.28 | 5 | 88 | 1.76 | 3 |
Average score of the levels | 2.34 | 1.71 | |||||
Comments: Through table 2.24 we can see:
Regarding the level of awareness: the contents of building a team of reporters are all perceived by staff and teachers as necessary and very necessary. This shows that the awareness of staff and teachers about building a team of reporters has been significantly improved. In particular, the content of the team of reporters must have good capacity to meet the requirements of teacher training classes is perceived at a very necessary level, proving that staff and teachers have recognized the importance of this content for the results of the process of fostering teaching capacity.
Regarding the level of implementation: contents 2, 3, 4, and 5 in building a team of reporters have been implemented quite successfully, and have been evaluated by the majority of teachers as quite good. Notably, the content of the School sending reporters for training and development has the highest ranking in terms of implementation level.
Through surveys and practical investigations, we found that: to implement activities to improve teaching capacity for teachers, from the Department of Education and Training to schools, a network of reporters is built. At the Department level, the reporters are taken from schools in the province, this team will participate in training courses of the Ministry of Education and Training and then deploy to teachers of schools at conferences organized by the Department of Education and Training. At present, the school has also built a core team of teachers, who are group leaders.