Teachers, the focus is on improving professional qualifications, teaching methods, education and improving professional ethics according to professional standards.
3.2.2.2. Content and implementation method
- Statistics and evaluation of team status.
- Develop training and development content and programs.
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- Develop a plan for training and fostering: Teacher training: Training above-standard professional qualifications (university, graduate). Training in political theory (intermediate, advanced). Teacher training: Fostering political qualities, ethics and lifestyle for the teaching staff; fostering knowledge and pedagogical skills for teachers. Organizing teaching demonstration activities, teaching conferences, inter-school and cluster activities. Organizing competitions for excellent teachers, writing competitions for innovative experiences and making teaching aids. Strengthening self-study and self-improvement activities of teachers.
- Implement teacher training and development plans.
- Check and evaluate the implementation of the teacher training and development plan after each activity and at the end of each school year.
3.2.2.3. Implementation conditions
Every Vietnamese teacher at the primary level must be aware, renew their thinking and identify the need to practice lifelong learning. All teachers participate in the annual training and development program during the summer. There is a specialist in charge of training and development of teachers from the Department of Education and Training to develop specific training and development plans and monitor this process. There is a Steering Committee for teacher training and development at the city level.
Establish a mechanism for close coordination between the Department of Education and Training, specialized departments under the Department of Education and Training, and the Gia Nghia City Continuing Education Center in implementing training. Have a policy of comprehensive innovation in training and development. Innovate and unify the content, programs, methods, and assessment methods in training and development. Prepare adequate equipment, facilities, and classrooms for training and development. Ensure policies and regulations for training and development of teachers, and have regular funding to support learners in improving their qualifications. Have funding to annually send teachers to visit typical educational institutions.
3.2.3. Directing the implementation of innovation in professional group activities, encouraging teachers' teaching activities towards capacity development.
3.2.3.1. Objectives of the measure
The professional team is the place to deploy and implement all professional policies of the school, and at the same time is the department that directly manages, organizes and operates all professional activities of teachers in general and teaching activities towards approaching students' competencies in primary schools in particular. Therefore, innovating the activities of the professional team plays an important role in improving the effectiveness of managing teaching activities towards approaching competencies.
Managing and directing innovation in CM group activities, especially oriented towards lesson research, that is, creating conditions for teachers to learn together from the actual learning of students, teachers to design lesson plans together, observe, reflect, analyze students' learning activities and share experiences. At the same time, make comments on the impact of lectures, questions, problems that arise, learning tasks that teachers, etc. have on students' learning. On that basis, teachers can share, learn from each other, gain experience and adjust the content and teaching methods in daily lessons effectively. That is a favorable foundation for implementing management and teaching of Vietnamese language in the direction of approaching students' competencies.
3.2.3.2. Content and method of implementing measures
Right from the beginning of the school year, the principal must decide to establish a professional team and appoint team leaders and deputy team leaders. This is a necessary task according to regulations that the principal must do, which helps stabilize the organization and facilitates the direction and implementation of the school's tasks.
The head of the professional group builds a draft plan for the group's activities based on the school's general plan. The plan must have targets to strive for, assign responsibilities to each specific individual, and then directly approve the plan, paying special attention to the topics of activities to be carried out. In particular, the practice of the topic needs clear instructions to conduct lesson research in the direction of competency-based teaching.
After approving the plan, the principal directs the implementation of the group's activity plan, mainly organizing professional activities. Professional activities based on lesson research have specific differences in organization as follows: members choose a specific lesson together, each person prepares a lesson plan
teaching plan for that lesson; members discuss, select the best design ideas, focus on building a unified lesson plan and assign a teacher to practice teaching, the whole group attends; tables and chairs for participants are arranged around the classroom to facilitate observation of student activities; experience drawing focuses on researching and analyzing student activities (studying the lesson) from which to adjust the teacher's teaching methods accordingly. By organizing activities like this, ideas for designing student activities will be gathered into a lesson plan, experience drawing focuses on researching and analyzing student activities from which to adjust the teacher's teaching methods. This is a solid foundation for building and implementing a Vietnamese lesson plan in the direction of approaching student competencies.
To control the professional group activities, the most effective way is for the principal to attend the meetings. The principal's presence and exemplary performance have a strong impact on the sense of construction in professional activities, contributing significantly to improving the quality of the meetings, making professional activities much more practical. On the other hand, attending professional activities also helps the principal have more information to evaluate the ability of each teacher.
At the end of each semester and each school year, the principal directs the preliminary and final review of the CM group, based on the implementation of professional regulations and the emulation results achieved by each individual, to evaluate and classify each member and promptly commend teachers who actively implement innovative teaching methods according to lesson research, achieve many achievements, and excellently complete their tasks.
3.2.3.3. Implementation conditions
The principal needs to organize training on organizing group activities according to the study for group leaders, and provide timely support when requested. It is also necessary to trust and delegate authority to the group leader, respect and listen to the suggestions of the CM group during the implementation process.
3.2.4. Directing teachers to increase the effective use of technical means and teaching aids for Vietnamese language in the direction of developing students' capacity.
3.2.4.1. Objectives of the measure
Teaching according to the competency approach requires material conditions to implement. Therefore, to manage well the teaching of Vietnamese according to the competency approach
For students, schools must ensure the best conditions for organizing teaching and learning activities. Teaching facilities, teaching equipment, especially modern teaching equipment (computers, projectors, software, etc.) are also an indispensable element of the teaching and learning process. They both support and motivate both teachers and students to be proactive and active in performing teaching tasks, solving Vietnamese language problems in the most effective way.
Managing the use of technical means and teaching aids for Vietnamese language in the direction of developing students' capacity with the primary goal of fully providing and improving the effectiveness of using technical means and teaching aids for Vietnamese language.
3.2.4.2. Content and method of implementing measures
Based on the necessary needs for teaching and learning, based on the situation of facilities, equipment, teaching aids, based on the current financial conditions of the school, the principal develops and implements a plan to upgrade facilities, purchase equipment, teaching aids to ensure teaching and learning in the direction of approaching students' capacity. Often the needs are quite large but financial conditions are limited, so it is necessary to choose the most important items, the most essential facilities, equipment, teaching aids (projectors, laptops) to build, upgrade, and purchase first. It is necessary to consult with the locality and launch the socialization of education to concentrate funding sources.
Direct the department in charge of facilities, equipment, and teaching aids to develop an action plan, develop a borrowing and return process, disseminate regulations on the use of facilities, equipment, and teaching aids, and approve them with the principal.
With new and modern teaching aids, it is necessary to organize training for teachers on techniques, skills to use and exploit all the utilities. Reality shows that in many schools, the situation of equipment and teaching aids being damaged quickly is partly due to teachers and staff not knowing how to use and preserve them according to the instructions, and partly due to lack of responsibility in using and preserving them. Therefore, in addition to training in techniques and skills, it is also necessary to educate awareness of protecting public property and set regulations on compensation for misuse and irresponsibility in use.
Organize a tool making contest, launch a campaign to contribute and support tools to the common tool storage among teachers. This also contributes significantly to adding simple but convenient tools (rulers, auxiliary boards, compasses, set squares, etc.) to actively serve teaching.
Instruct staff in charge of teaching equipment to promote a sense of responsibility, coordinate and create favorable conditions for all teachers to voluntarily and effectively use modern teaching equipment, apply IT, and exploit the Internet to serve teaching.
In addition, the principal must directly inspect and regularly urge the inspection of the use of teaching aids and equipment during class hours to promptly prevent the situation of not using or ineffectively using teaching aids.
At the end of the school year, it is necessary to direct the inventory of equipment and teaching aids, and propose additional needs for the new school year. At the same time, organize a summary of equipment and teaching aids work and commend teachers who are enthusiastic in participating in competitions to make teaching aids, create teaching aids, contribute many teaching aids, actively apply IT in teaching and use teaching aids effectively.
3.2.4.3. Implementation conditions
First of all, it is necessary to concentrate financial resources to serve the construction, upgrading of facilities, purchasing of equipment, and teaching aids. In the condition that it is not possible to meet all the requirements for facilities, equipment, and teaching aids at the same time, it is necessary to effectively manage and use the existing teaching aids, while paying attention to exploiting the creative potential of teachers and students in making simple teaching aids themselves.
3.2.5. Directing the implementation of innovation in testing and evaluating the results of teaching Vietnamese language in the direction of developing students' capacity
3.2.5.1. Objectives of measures
Testing and evaluating teaching results is the final step of the teaching process, and at the same time, it is also the step that helps to adjust teaching activities to be more appropriate and effective. The testing and evaluation method has a great impact on the teaching activities of teachers and the learning activities of students. Testing and evaluating teaching results must take the goal of the progress of teachers and students as the top priority. Innovation in managing testing and evaluating teaching results of Vietnamese language according to the approach of students' competencies must be implemented in both testing and evaluating the teaching quality of teachers and testing and evaluating the learning results of students. It is not simply a matter of recording
The current situation, accurately and objectively reflects, and more importantly, proposes ways to improve and adjust teachers' teaching methods, helping students adjust their learning methods and activities to improve teaching quality.
3.2.5.2. Content and method of implementing measures
* For the work of checking and evaluating teachers' teaching activities
Right from the beginning of the school year, the principal must propagate and raise awareness among teachers about the role, goals and significance of assessment and evaluation activities. At the same time, train and organize teachers to study and research guiding documents on assessment and evaluation of teaching results according to the competency approach. Teachers must understand that how testing and evaluation is conducted will determine how teaching and learning will be directed. If assessment and evaluation is directed towards developing students' competencies, teaching and learning will become much more positive.
Based on the requirements of teaching and learning to approach the capacity and actual conditions of the school, the principal develops an inspection and evaluation plan. At the same time, select personnel and perfect the organization by deciding to establish the school's Professional Inspection Board, including the principal, vice principal, TTCM, key teachers, representatives of mass organizations, and assign responsibilities to each member. Implement the Board's program of activities in a very specific manner regarding the contents of inspection and evaluation, the inspection and evaluation process for each content, etc.
The specialized inspection board builds an inspection and examination process to ensure transparency and democracy. The inspection process needs to clearly stipulate everything from the decision to inspect, the announcement of the inspection schedule and inspection contents to the inspected person, to the implementation of the inspection plan according to the process, the synthesis, reporting, and announcement of inspection results so that the team can voluntarily comply.
The principal directs the Inspection Board to carry out the inspection plan in the school. Inspections can be carried out according to a regular weekly or monthly plan, but occasionally the principal also needs to conduct surprise inspections (lesson plans, teaching schedules, teaching plans, grade books, etc.).
In addition, the quality of teachers' teaching is also reflected through students' learning outcomes after a learning process, so students' learning outcomes are also a basis for evaluating teachers' teaching effectiveness.
After each test or each test period, a preliminary summary, final evaluation, and professional experience must be conducted. This helps each teacher and student to self-evaluate and self-adjust to improve teaching methods in order to improve teaching quality.
Records of teachers' professional inspections and examinations must be carefully kept as a basis for evaluation of subsequent inspections. After each inspection, the results of teacher evaluation and classification must be fully announced publicly, as a basis for competitive classification. On that basis, the school principal has a method of using and training teachers effectively in the management of teaching activities.
* For testing and evaluating student learning outcomes
The principal must direct the professional department to base on the guidance documents on assessment and evaluation of the Ministry of Education and Training, on the knowledge and skills standards, on the examination and testing regulations and orientations for assessment and evaluation of students' learning outcomes according to the competency approach to develop the assessment and evaluation process. The process must clearly stipulate from the creation of questions, the approval of questions, the quantification of objective essay and multiple-choice content, the construction of a test bank, the organization of tests to the marking, correction, return of papers, analysis and classification of test results, evaluation and storage of test results.
Next, the principal directs the professional department to disseminate the testing process to teachers and strictly implement the testing and evaluation process. Violations of the testing and evaluation process are also the basis for evaluating and classifying teachers.
When organizing a test, it is important to note that the test questions must be randomly selected from the question bank, and teachers must not be assigned to supervise the students in their class. The marking must be done in 2 rounds, in which the second round assigns the teaching teacher to mark and match the scores according to regulations. Correcting the test must be done seriously, and teachers must help students recognize the right and wrong in their work to learn from their own experience. Writing comments, returning the test, getting the parents' signatures, and reporting the test results must be directed to be carried out on schedule.
At the end of the school year, the principal needs to organize a summary of the experience of innovation in assessment and evaluation, and adjust the process to be more suitable for implementation in the following school year. At the same time, commend and encourage individuals who have performed well in the requirements of the assessment and evaluation process, ensuring the quality of teaching and learning.
3.2.5.3. Implementation conditions:
The principal must direct the development of a scientific, appropriate, detailed, and specific assessment and evaluation process because it is an important basis that has a decisive meaning for the effectiveness of assessment and evaluation, influencing the teaching activities of teachers and the learning activities of students.
3.2.6. Directing the implementation of innovation in teacher evaluation activities through Vietnamese language teaching results
3.2.6.1. Objectives of measures
The results of teaching Vietnamese subject accurately reflect the teaching effectiveness of teachers. If the evaluation of teachers is only based on the implementation of working hours, implementing administrative procedures, not leaving early and coming in late... then the teacher is only considered to have completed the task. However, in teaching today, schools really need teachers who are always ready to excellently complete all assigned tasks. Therefore, in addition to evaluating teachers based on the implementation of administrative procedures, principals must pay special attention to evaluating teachers based on work efficiency.
The purpose of evaluating teachers through teaching results in schools is to contribute to creating a fair evaluation environment that values work efficiency, promotes and encourages volunteerism, self-awareness and always tries to perform all professional tasks responsibly, achieving the set goals. It is also an effective measure to promote innovation in teaching methods to improve the quality and effectiveness of teaching in schools.
3.2.6.2. Content and method of implementing measures
In order for teacher evaluation through teaching results to truly become an effective measure, promoting teachers to compete to improve the quality and effectiveness of teaching, principals need to develop evaluation regulations, including specific criteria for implementing innovation in teaching methods towards competency-based approaches, especially teacher evaluation standards based on achieved teaching results. It is necessary to set important standards for principals and teaching staff to strive to achieve during the school year. Those standards help the school's emulation council to compare with the achievements of each individual and group in the unit to promptly reward and encourage. It is not only an objective, fair, and public measure that helps the group avoid unnecessary conflicts,