Evaluation of the Implementation of Learning and Professional Activities at High Schools according to the Call of the Department of Education and Training

interested in implementing innovation in teaching and education methods. The activity "Studying and living in foreign languages, information technology, using teaching technology equipment" has an average score of 3.76, classified as "fair" and ranked 5th lowest among the 5 contents. Specifically, see data table 2.8:

Table 2.8. Evaluation of the implementation of learning and professional activities at high schools according to the summons of the Department of Education and Training

Learning and professional activities at high school	Level of implementation
Learning and professional activities at high school	Average	DLC	XH	Level
Learning content and professional activities at school
1	Study and practice politics, qualities and ethics teacher virtue	4.33	0.63	3	Good
2	Study and live in professional and technical fields according to Professional Standards Requirements	4.21	0.52	4	Good
3	Study and practice about school year tasks and development local education development	4.42	0.60	2	Good
4	Study and activities on innovation in teaching and education	4.59	0.53	1	Good
5	Study and practice foreign languages, information technology, and use teaching technology equipment	3.76	0.52	5	Rather
Forms of study and professional activities at school
1	Seminars and talks within the school	4.02	0.53	3	Rather
2	Listen to reports (from experts, from staff) assigned school…)	4.07	0.52	2	Rather
3	Meetings and activities in groups	4.14	0.50	1	Rather
SHARED		4.17	0.54		Rather

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To clarify the above issue, the author interviewed 5 teachers on the content: "Teacher, please tell me whether studying and professional activities on foreign languages, information technology, and using teaching technology equipment at the school where you are working are carried out regularly? And how are these activities carried out?" , the interview results showed that all 3 teachers said that these activities are carried out regularly in professional group activities but are mainly carried out in conjunction with other group activities.

The results of the study of professional activity records at 5 surveyed schools showed that in the system of plans to direct professional activities for the 2017-2018 school year, there was no separate plan for this activity; this activity was integrated into

The part on implementing teaching experience (criteria for using IT and teaching equipment) and the foreign language criteria are only mentioned in the end-of-year teacher evaluation criteria.

The data in Table 2.8 also shows that the 3 surveyed contents on the form of organizing learning and professional activities at school have not received due attention, all 3 contents are assessed to have a level of implementation at "fair" level.

So, to carry out this activity well, school leaders need to diversify the forms of professional activities at school and should develop a plan to effectively use foreign language knowledge, information technology and proficient equipment skills for teachers.

2.3.2.3. Current status of implementing observation activities and drawing experience from observation hours

Conducting surveys of 40 managers and 75 teachers at 5 high schools in Tra On district, Vinh Long province on 4 contents and 2 forms of observing and drawing experience from observing classes at school, the specific survey results are shown in Table 2.9 as follows:

Table 2.9. Evaluation of the implementation of observation activities and lessons learned from observation

Observation activities and learn from experience	Level of implementation
Observation activities and learn from experience	Average	DLC	XH	Level
Training content, experience gained through project activities hours and experience hours
1	Lessons learned about political awareness and character Teacher qualities shown in class	3.92	0.56	4	Rather
2	Gain experience in professional and technical skills Professional Standards Requirements	4.28	0.58	3	Good
3	Lessons learned from innovation in teaching and education	4.47	0.62	2	Good
4	Experience in applying IT, using technology devices in class	4.56	0.59	1	Good
Form of observation
1	Observe each other's study time in specialized groups and teams. subject	4.26	0.48	2	Good
2	Observe classes at school, school cluster, province level...	4.28	0.65	1	Good
SHARED		4.29	0.57		Good

From the data in Table 2.9, it can be seen that the majority of survey participants rated this activity at the level of "good" implementation . Of the four training contents, experience gained through observation and experience gained from observation, 3/4 were rated as good.

performed well. The content " Learning from experience in applying IT, using technology equipment in teaching hours " had the highest average score of 4.56 and was ranked 1st, however, there was one content that was rated at " fair " level, which was the content "Learning from experience in political awareness, teacher qualities shown in teaching hours" with an average score of only 3.92.

The results of the study of professional activity records at the 5 surveyed schools showed that the observation and experience sharing forms of the schools did not include the content of "Experience sharing on political awareness and qualities of teachers demonstrated in teaching hours". The monthly meeting plans of the council and professional group of the schools mentioned the content of activities on "political and ideological work", but it was only a form of propaganda and information. This content was not specified in professional activities through the experience sharing of the teachers' observation hours.

Table 2.9 shows that the average score for the implementation of both training content, experience sharing through observation activities, experience sharing from observation hours and form of organization of observation hours is 4.29, reaching a good level. This is an important professional activity of the school, managers need to continue to perform this activity well to create conditions for teachers to improve their teaching capacity and organize teaching activities well and effectively in the classroom.

2.3.2.4. Current status of implementing specialized activities (school and group level)

Conducting surveys of 40 managers and 75 teachers at 5 high schools in Tra On district, Vinh Long province on the content and form of thematic activities (school and group level), the specific survey results are shown in table 2.10.

Table 2.10. Evaluation of the implementation of thematic activities (school and group level)

Status

Specialized activities (school and group level)	Level of implementation
Specialized activities (school and group level)	Average	DLC	XH	Level
Content of thematic activities (school and group level)
1	Topic content as directed by superiors	4.14	0.60	2	Rather
2	The subject content is set by the school itself.	4.15	0.59	1	Rather
Form of organizing the topic (school level, group level)
4	Listen to the topic report	4.26	0.61	2	Good
5	Organize teaching demonstrations and draw on specialized experiences	4.25	0.45	3	Good
6	Organize a conference for all teachers to implement the topic	4.32	0.50	1	Good
SHARED		4.21	0.56		Good

Table 2.10 shows that: All survey participants showed that all 3 forms of organizing thematic activities (school and group level) were evaluated at a very high average score with scores from 4.25 to 4.32, all at the level of implementation classified as "good", however, the 2 contents of thematic activities (school and group level) had an average score of 4.14 and 4.15 at the level of classification as "fair", showing that the content of thematic activities has not attracted and appealed to all participating teachers.

Conduct interviews with 5 managers and 5 teachers on the content: " Do you think the content of the thematic activities directed by superiors and proposed by the school itself is really practical for you?". The interview results show that managers and teachers all believe that the content of the thematic activities in general schools is not open but depends a lot on the professional direction of superiors. However, schools are also very interested in this activity and always prioritize building implementation plans to improve the quality of professional activities at school.

According to CBQL2, "The content of professional activities according to school-level and group-level topics is often divided as follows: topics on professional knowledge, on innovation in teaching methods and testing and evaluating students' learning outcomes, topics on improving teachers' pedagogical skills and topics on improving teachers' qualities and professional ethics, etc." The implementation of these topics is not uniform in professional groups in the school, each group will be assigned to report on 1 school-level topic/school year. Through these school-level thematic activities, the groups will exchange expertise, learn from each other's implementation experiences and will implement them widely in the school. Although this implementation meets current needs, in-depth research for each subject of each topic has not been given attention, so there will be professional groups that do not perform well and effectively the topics they are not assigned to research and implement.

2.3.2.5. Current status of self-study and self-improvement activities of teachers

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Conducted survey of 115 respondents at 5 high schools in the area

Tra On district, Vinh Long province on the content and form of self-study and self-learning activities

Teacher training, specific survey results are shown in table 2.11.

Table 2.11. Evaluation of teachers' implementation of self-study and self-improvement activities

Self-study and self-improvement activities of teachers	Level of implementation
Self-study and self-improvement activities of teachers	Average	DLC	XH	Level
Self-study and self-improvement content
1	Self-study, self-improvement in politics, qualities, ethics teacher virtue	4.10	0.60	3	Rather
2	Self-study, self-improvement of expertise and profession according to Professional Standards Requirements	4.10	0.57	3	Rather
3	Self-study, self-improvement in teaching and education innovation	4.12	0.62	2	Rather
4	Self-study, self-improvement in foreign languages, information technology, history use of technology equipment	4.38	0.59	1	Good
Self-study and self-improvement
5	Self-study documents, textbooks, books, newspapers...	4.29	0.64	1	Good
6	Self-attend training courses, self-study online Internet	4.17	0.63	2	Rather
SHARED		4.20	0.61		Rather

Table 2.11 shows that the average score of teachers' self-study and self-training activities is 4.20, which is rated as "fair" . Of the four activities, only the content "Self-study and self-training in foreign languages, information technology, and use of technological equipment" has an average score of "good" at 4.38, ranked 1st, followed by the content "Self-study and self-training in innovation in teaching and education" ranked 2nd with an average score of 4.12. The remaining two contents have equal rankings, "Self-study and self-training in professional skills and skills according to the requirements of professional standards" and "Self-study and self-training in politics, qualities, and ethics of teachers" with an average score of 4.10, all three contents are rated as "fair". The specific survey results are shown in Table 2.11 below.

Through studying the records of 5 schools participating in the survey (reports on foreign language and IT proficiency and equipment and technology data), it shows that the number of teachers with foreign language and IT proficiency from grade A or higher is over 90%. This result coincides with the evaluation results of this activity in the data table 2.11 above.

In the two forms of self-study and self-improvement of teachers, the form of "Self-study of documents, textbooks, books, newspapers..." has an average score of 4.29, higher than the other form.

“Self-attending training courses, self-studying via the internet” with an average score of 4.17. This shows that it is not suitable for the actual foreign language and computer skills of the teacher.

Conduct interviews with 5 teachers at 5 schools with the content "How do you evaluate the form of self-study and self-development activities of teachers at the unit?" Teacher 2 who teaches History frankly admitted: " I have a B level of foreign language and IT, but when participating in remote training, or in the process of self-study and self-research related to online software applications, I often encounter many difficulties. " This shows that, even though there are certificates and qualifications according to regulations, the actual application of that knowledge is not always successful. Therefore, management levels need to pay attention and create conditions for teachers to regularly use knowledge that has been practically applied in teaching and must encourage regular use, along with providing adequate equipment and means for teachers to be more convenient in self-study, self-development and effectively apply that knowledge in practical work.

2.3.2.6. Summary of survey results on the current status of implementing regular training activities for teachers at high schools in Tra On district, Vinh Long province

Synthesizing the survey results using questionnaires for 115 survey subjects (management staff and teachers) in 5 high schools, the evaluation results in table 2.12 show:

All 40 managers surveyed at 5 high schools in Tra On district assessed the implementation level of 5 contents of BDTX for teachers at the "good" level, specifically: "Learning and professional activities at school" had the highest average score of 4.61, ranked 1st; "Specialized activities (school and group level)" was ranked 2nd with a lower average score of 4.46; "Self-study and self-training activities of teachers" had an average score of 4.45, ranked 3rd; "Observing and drawing experience from observed classes" was ranked 4th and had an average score of 4.39; "Concentrated training activities according to the call of the Department of Education and Training" was assessed at the lowest level with an average score of 4.24. This shows that managers have a very optimistic assessment of the contents of BDTX for teachers at the units. These contents need to continue to be implemented to achieve higher efficiency.

Table 2.12. Summary of assessment of the level of implementation of regular training activities for teachers at high schools in Tra On district, Vinh Long province

BDTX activities for teachers at high schools	Level of implementation
	CBQL			GV			Synthetic
	Average	DLC	XH	Average	DLC	XH	Average	DLC	MD
1	Training activities concentrate on the summons of the Department of Education and Training	4.24	0.55	5	3.40	0.71	5	3.82	0.63	Rather
2	Learning activities, professional activities at school	4.61	0.45	1	3.91	06.7	3	4.26	0.56	Good
3	Observation activities and experience of the hour	4.39	0.46	4	4.15	0.66	1	4.27	0.56	Good
4	Thematic activities (school level, group)	4.46	0.44	2	4.15	0.74	1	4.31	0.59	Good
5	Self-study activities teacher training	4.45	0.45	3	3.70	0.59	4	4.08	0.52	Rather
SHARED		4.43	0.47		3.86	0.67		4.14	0.57	Rather

The above summary results are illustrated more clearly in the following Chart 2.1:

Chart 2.1. Summary of assessment of the implementation level of professional development activities for teachers at high schools, Tra On district, Vinh Long province

The evaluation results in Table 2.12 also show that: for all 5 contents for the survey subjects who are teachers, all 75 people rated the implementation level of BDTX activities for teachers at the level of "fair" , with an average score from 3.40 to 4.15. Of which, the 2 activities with the lowest rank are "Self-study and self-training activities of teachers" with an average score of 3.0, ranked 4 and "Concentrated training activities according to the call of the Department of Education and Training" was rated at the lowest level with an average score of 3.40. Therefore, when developing measures to manage BDTX activities for teachers, managers need to pay more attention to the 2 activities with quite low ratings as mentioned above.

From chart 2.1, comparing the evaluation results of 2 subjects (management staff and teachers) participating in the survey at 5 high schools on professional development activities for teachers, some notes can be drawn: Schools need to have specific measures to simultaneously promote professional development activities that have been well implemented in schools and develop measures so that "Self-study and self-improvement activities of teachers" and "Concentrated professional development activities as summoned by the Department of Education and Training" can be implemented more effectively.

2.3.3. Current status of conditions for regular training activities for teachers at high schools in Tra On district, Vinh Long province

Conducted a survey of 115 respondents in 5 high schools in Tra On district, Vinh Long province on the current status of conditions for professional development activities for teachers in high schools. The survey results in table 2.13 show: Table 2.13. Assessment of conditions for professional development activities for teachers in high schools in Tra On district, Vinh Long province

Conditions for BDTX activities for teachers at high schools	Level of implementation
	CBQL			GV			Synthetic
	Average	DLC	XH	Average	DLC	XH	Average	DLC	XH
1	School facilities (rooms, facilities, equipment, library,…)	3.60	0.49	1	2.93	0.25	2	3.27	0.37	2
2	The school's financial conditions serve its activities. BDTX movement for teachers	3.38	0.49	2	3.35	0.60	1	3.36	0.55	1
SHARED		3.49	0.49		3.14	0.43		3.31	0.46

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