Table: 2.18: Survey of opinions of school administrators and teachers on the content of teacher development
TT
Content of house management activities school | Level of implementation | |||||
Very effective fruit | Effective fruit | Confused | Less effective fruit | Few effective | ||
1 | Construction planning team development | 55 (36.67%) | 59 (39.33%) | 20 (13.33%) | 12 (8.00%) | 4 (2.67%) |
2 | Recruitment process and use the team | 40 (26.67%) | 65 (43.33%) | 23 (15.33%) | 20 (13.33%) | 2 (1.34%) |
3 | Training, retraining, foster | 45 (30.00%) | 35 (23.33%) | 51 (34.00%) | 15 (10.00%) | 4 (2.67%) |
4 | Check, evaluate | 70 (46.66%) | 55 (36.67%) | 10 (6.67%) | 10 (6.67%) | 5 (3.33%) |
5 | Regime and policies for teachers with academic titles, degrees, and research topics science | 35 (23.33%) | 52 (34.67%) | 40 (26.67%) | 15 (10.00%) | 18 (12.00%) |
6 | Compensation policy in training and development nourish | 35 (23.33%) | 64 (42.67%) | 15 (10.00%) | 20 (13.33%) | 16 (10.67%) |
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2.4.1. Team development planning work
The 6th Conference of the 9th Party Central Committee on personnel organization pointed out: "Personnel organization work still has many weaknesses. The staff, in terms of both quantity and quality, has many aspects that do not meet both immediate and long-term requirements and are not on par with the period of promoting industrialization and modernization."
In the planning of teacher development, Hai Ba Trung District high schools only make plans to recruit teachers for each school year without developing a strategic plan and a plan to develop teachers in the medium term of 3-5 years or 5-10 years. School principals often base on enrollment targets, the number of students trained in the year, the number of existing teachers, and the conditions of facilities, etc. to make plans to supplement teachers for the new school year. The planning has cleverly applied two models of teacher development management, which are:
- The top-down model of teacher development, in which the principal is primarily responsible for identifying needs, designing implementation and evaluating teacher development activities based on the school's plan; thereby outlining measures for planning, training, fostering and motivating teacher development.
- The model of developing lecturers from the bottom up, in which individuals and groups of faculties and departments point out the strengths, limitations and development needs of each individual, faculty and department. From there, they set their own needs and voluntarily participate in the process of developing lecturers under the management of the school's leaders.
2.4.2. Deploying the work of selecting and using the teaching staff
Teacher selection is an important task to develop quantity, synchronize structure, and improve the quality of teachers in the high school system.
The selection of staff is carried out according to a step-by-step process.
after:
- Every year, based on the established plan, the Principal of the school
The school conducts the selection of teachers for the subjects that are lacking. The selection is mainly for new graduates to work as contract teachers at the school. The number of teachers selected for contract teaching is usually equal to or less than the number of teachers needed to be recruited.
There is almost no surplus recruitment because schools do not have the funds to pay. Besides, some departments do not have new student teachers to select.
- Because high schools are units under the Department of Education and Training, the recruitment of civil servants is conducted according to the regulations of the Department of Education and Training - Department of Home Affairs. The recruitment is not carried out continuously every year but takes place in batches according to the regulations of the City People's Committee.
- Recruitment authority is different between the two recruitment rounds:
+ Phase 1: Department of Education and Training organizes recruitment for schools, schools are in charge of receiving teachers;
+ Phase 2: New schools are assigned to directly recruit teachers based on the number of staff assigned by the City People's Committee for each unit, the Department of Education and Training is in charge of supervision.
- The recruitment method is: Exam, selection or a combination of both depending on each school and each department.
In reality, the current work of selecting teachers still has many shortcomings. High schools that directly use teachers are not allowed to recruit, but only participate in giving opinions on appointment to civil servant positions, so there are shortcomings in the team, there are teachers who do not really meet the recruitment requirements, but are still assigned to teach, there are subjects where teachers are redundant in one school but lacking in another.
Many subjects are still lacking teachers, so the number of teaching hours of some teachers is still over 20 periods/week, in addition to having to do other jobs, so there is a lack of time for preparing lessons, grading papers, and self-studying to improve professional qualifications, which also significantly affects the quality and efficiency of work.
During the last school year, some high schools in Hai Ba Trung District boldly arranged for newly graduated teachers to teach 12th grade in basic science subjects such as Math, Literature, and Chemistry. At first, these teachers were very shy.
and somewhat confused, but with the encouragement of the Board of Directors, the support of professional group leaders, and colleagues, after one year, these teachers' professional skills were affirmed and they were confident in teaching activities.
2.4.3. Organizing training and fostering of teachers
- Training, standard training, standard upgrading; regular training, periodic training; training to innovate general education, training to change textbooks are carried out according to the plan of the Department of Education and Training, schools are the implementing units.
- The training and self-training contents carried out at schools are:
+ Training on professional administrative regulations;
+ Training on new content, programs and textbooks;
+ Training on innovative teaching methods;
+ Foster innovation in student assessment and evaluation methods;
+ Training in the use of teaching aids and equipment;
+ Professional training on the work of the head teacher;
+ Report on topics and write teaching experience initiatives,...
- Forms of training and development: advanced courses according to the university's prescribed program, full-time or part-time; training courses organized by subject at the Department or training at units according to prescribed content.
+ Organize training and education at schools through professional groups: Group-based thematic activities; classroom demonstrations, teaching conferences, experience-sharing sessions; scientific seminars, writing of experience initiatives, etc.
+ Self-improvement: through class observation, self-study of documents,...
Table 2.19: Statistics on the number of teachers participating in training courses from 2008 - 2009 to present
Unit: person
School year
Compensation | ||||
Expertise profession | Believe learn | Foreign language | Compensation management knowledge | |
2008 – 2009 | 102 | 20 | 25 | 5 |
2009 - 2010 | 180 | 15 | 36 | 15 |
2010 - 2011 | 212 | 19 | 32 | 12 |
Total | 494 | 54 | 93 | 32 |
(Source: Hanoi Department of Education and Training)
- From the statistics table, it can be seen that schools have focused on training teachers who do not have enough qualifications to meet the standards. Professional training: innovation of content, programs and new textbooks is focused on by schools.
- However, training and fostering for teachers still reveals many shortcomings and limitations, such as:
+ Training to improve standards; training in IT and foreign languages has not been given due attention. The number of teachers who attend training above the standard every year is very small; the number of teachers who receive training in IT and foreign languages every year is very limited.
+ Socialization and orientation work for young teachers has not been given attention, leading to the phenomenon of teachers often making unnecessary mistakes in their work.
+ Training on management skills for professional team leaders and leading teachers has not been focused on, so their management capacity is limited.
+ Teachers' self-training and scientific research are still formal, impractical, and not very effective.
2.4.4. Organizing inspection and evaluation of teachers
In order to develop the teaching staff in the school, the examination and evaluation of the professional expertise as well as the ethics of teachers are always considered important and put first. Every year, after each semester, schools often conduct examinations and evaluations of the teaching quality as well as the professional qualifications of teachers through class observation, professional activities and scientific activities. In addition, schools also develop student evaluation forms for teachers of each subject.
Through the inspection and evaluation of high schools in Hai Ba Trung District in the past 3 years, some observations can be drawn:
- The evaluation and classification of teachers in high schools basically ensures objectivity, transparency, democracy, and accurately reflects the capacity and qualities of teachers. It clarifies the advantages and disadvantages, strengths and weaknesses in political qualities, ethics, lifestyle, capacity and work efficiency, and development potential of teachers. Thereby, it helps school principals arrange, use, appoint, train, foster and implement policies for teachers in a relatively reasonable and effective manner.
- However, the work of evaluating and screening candidates still reveals shortcomings and limitations:
+ There is no standard scale with common standards and criteria for teacher evaluation. There is no unified content and evaluation method for schools in the district. Therefore, it creates different results in teacher evaluation between schools.
+ Evaluation in some schools is still formal and mainly supportive, so it does not accurately reflect the capacity and qualities of teachers.
2.4.5. Implementing policies and regimes for employees
The living conditions of staff and teachers greatly affect the quality of activities and development of the school. Therefore, leaders must always pay attention to the policies and benefits for staff and teachers.
Over the years, the school has mobilized all possible resources to have the best policies for staff and teachers. Staff and teachers in the school are equipped with full and modern working and teaching tools and equipment, and always work in a favorable environment.
Teachers and school administrators are civil servants and public employees who receive salaries from the State budget and according to general regulations, their salaries are increased every 3 years. At the same time, they also enjoy all benefits such as: preferential allowances, salary increases, sick leave, retirement benefits according to regulations. In addition, the education sector has fully implemented the commendation and reward policies for teachers and staff of schools, and proposed the State to award the following titles: Medal for the cause of education; Excellent teacher; Emulation fighter at all levels; Excellent teacher at all levels;...
However, this policy is still limited in that it only attracts teachers on the payroll, while there is no satisfactory treatment policy for teachers who are not on the payroll or teachers with master's or doctoral degrees. Therefore, only less than 20% of respondents believe that the above treatment policy is effective.
To develop the team of teachers, staff, and managers at all levels in high schools, it is necessary to pay attention, calculate, and adjust reasonable policies and regimes, thereby attracting capable and qualified people to serve the school long-term.
2.4.6. General assessment
2.4.6.1. Strengths
- Teachers of Hai Ba Trung District High Schools have strong political qualities, good moral character, love their jobs and are devoted to their students.
- The majority of teachers are young, well-trained, quick-witted, receptive to new things, and have a sense of improvement. This is an advantage for current educational innovation activities.
- Most of the teachers have qualified qualifications, are enthusiastic in teaching, have a high sense of responsibility, are willing to overcome difficulties, and are creative in their work. A group of teachers, about 30%, have solid professional qualifications and are the backbone of the professional work of the schools.
2.4.6.2. Weaknesses
- The current number of teachers is still far short of the regulations, especially teachers in social sciences.
- Subject structure, age structure, and gender structure are still unreasonable, contributing to making the shortage of teachers in schools more serious.
- The quality of teachers still has many limitations and shortcomings that cannot meet the requirements of current educational innovation:
+ There is still a large number of teachers who have not met training standards.
+ Professional and technical quality is uneven among schools and departments. The percentage of excellent teachers at all levels is only about 30%, this percentage tends to decrease when implementing the innovation of the general education program. The percentage of teachers classified as average is quite high, nearly 23%, in reality this percentage is even higher because the evaluation and classification of schools is still lenient, mainly supporting and encouraging.
+ The foreign language and computer skills of most teachers are low, so their ability to receive information and knowledge about domestic and international education is very limited; therefore, they cannot meet the requirements of educational innovation and international integration trends.
2.4.6.3. Causes of limitations
- Objective reasons
+ Due to the implementation of innovation in the content of the high school curriculum and textbooks from the 2006-2007 school year and the increase in the ratio of high school teachers from 2.1 teachers/class to 2.25 teachers/class, the number of teachers in the whole district is lacking and the quality of teachers has not met the requirements of innovation.