Inspection and evaluation of the previous school year,... The Department of Education and Training develops an inspection and examination plan for the entire school year for high schools . The principals of schools develop an internal inspection and examination plan at the unit.
The inspection and examination plan is specific in terms of time and content . In addition to specific inspections of the implementation of professional regulations and teaching performance of teachers, it is also necessary to inspect and examine factors and conditions for teachers to perform professional tasks such as physical facilities , teaching equipment, management and direction of the principal, and activities of mass organizations in the school in implementing emulation movements of the industry.
In addition to the periodic inspection, examination and evaluation plan, it is necessary to proactively develop a plan to assign implementation for unusual cases and unexpected inspections and examinations .
- Conduct inspection and examination work in the following forms:
(1) Regular inspection and examination: Based on the guidance and direction of the Department of Education and Training, principals of high schools develop inspection and examination plans and conduct them regularly at the unit, including inspection of professional activities of teachers and professional groups at the unit.
(2) Periodic inspection and testing: This is a form of inspection and testing that the Department of Education and Training conducts according to a determined program and plan at the end of the semester and the end of the school year to evaluate the performance of the school and the principal over a semester and a school year.
(3) Unscheduled inspections and checks : To ensure objectivity in assessment.
Depending on the situation or the actual situation, the Department of Education and Training can conduct surprise inspections of schools on a certain subject or activity; the principal can make a surprise inspection of a teacher's professional activity when necessary.
- Through the test results, schools organize teacher evaluation.
on all aspects of work according to the provisions of Decision No. 06/2006/QD-BNV, dated
March 21, 2006 of the Minister of Home Affairs on promulgating the Regulation on assessment and classification of preschool teachers and public general education teachers and assessment and classification of teachers according to the Professional Standards for Secondary School Teachers promulgated under Circular No. 30/2009/TT-BGDDT, October 22, 2009 of the Minister of Education and Training.
b) Implementation organization
- At the beginning of the school year, the Department of Education and Training organizes a conference to summarize and evaluate the inspection and examination work of the previous school year and propose a plan for the new school year. Based on the proposed inspection and assessment plan, the Department of Education and Training Inspectorate develops a detailed plan for each inspection and examination content and provides guidance on the responsibilities and powers of the unit and the subjects of inspection and examination.
- The Department of Education and Training issues documents guiding schools to organize internal inspections and examinations , and evaluate each activity content , professional tasks of each work unit and professional tasks of the teaching staff.
- Annually, based on the direction of the Department, the principals of high schools develop the school's internal inspection plan, including detailed contents on inspection of pedagogical activities of teachers at the unit, ensuring specific content, form, and time of inspection in accordance with the professional tasks of the unit, teachers according to the school year's payroll and the proportion of teachers inspected.
- The Department of Education and Training collects information from different channels, processes that information scientifically to have a basis for accurate and objective conclusions about the results of inspections and checks at schools. Thereby, helping schools to recognize shortcomings and limitations and have ways to overcome them while promoting and expanding the advantages and strengths of the unit.
- The principal needs to collect necessary information sources and have a direction for handling .
scientific, suitable for each teacher's situation to have correct and objective assessment
monitor the performance of each teacher and the entire team. From there, the principal can make adjustments in the management and operation of the unit and help the teachers recognize their limitations, make adjustments to strive to complete their tasks , improve themselves and promote their strengths, strengths , and advantages , contributing to the collective to successfully complete the school year's tasks.
c) Implementation direction
- The Department of Education and Training directs the Department Inspectorate to coordinate with specialized departments to advise and organize the development of inspection and examination plans for schools. The conclusions and evaluations of the inspection and examination results of the Department of Education and Training and school principals must ensure honesty, objectivity, comprehensiveness, science, democracy and fairness.
- The principal directs members to carry out the task of organizing and implementing the program.
Inspections at the unit must be conducted regularly, in many forms; assessment of inspection results must ensure scientific, objective, and accurate results of the activities of the inspected person. Through inspections, it must help teachers and staff improve themselves and strive to improve the quality of work, contributing to improving the quality of education at the unit.
- School principals deploy and thoroughly disseminate to the team of managers and teachers to ensure compliance with the procedures and regulations on teacher evaluation and classification according to regulations through evidence sources consistent with the criteria and standards of Circular 30 /2009/TT-BGDDT of the Ministry of Education and Training and Decision No. 06/2006/QD-BNV of the Ministry of Home Affairs .
- In addition to inspections and examinations at all levels, the Department of Education and Training needs to promote internal inspections of units. Principals need to attach importance to and promote self-inspection and assessment of their units and of each teacher. These results will accurately reflect the efforts of the unit and the teacher themselves, thereby building a plan to strive for improvement in accordance with the actual conditions of the unit and the teacher.
- The principal and teachers themselves, when discovering problems arising in activities, must resolve them quickly and promptly, notify relevant parties, report to leaders at all levels, and direct implementation.
d) Testing and evaluation
- At high schools: Principals, vice principals, heads of professional groups and assigned members are responsible for monitoring and inspecting the implementation of the unit 's plan .
- At the Department of Education and Training: Department leaders, Department Inspectors, Secondary Education Departments ... are responsible for monitoring, checking, and supervising the implementation of the plans of the schools.
Through regular meetings and through directing the activities of the Department to urge , evaluate and comment on the inspection and examination work of the Department and of each school.
e) Implementation conditions
For inspection and examination work to be effective, the conditions that each school and Department needs to have are :
- The leadership team is united, unified and has a correct understanding of the role.
of inspection and control work.
- Each high school must have professional group leaders, a number of teachers with good professional capacity and prestige in the school to advise the principal to do a good job of inspection, examination and evaluation of teachers. A high school is a unit with a good emulation movement that will create conditions for highly effective inspection and examination work.
- The Department Inspectorate and the Department of Secondary Education must have good coordination to carry out their tasks. On the other hand, it is necessary to build a team of inspector collaborators of the Department to advise and carry out inspection and examination work at all high schools.
3.4. Conditions for implementing solutions
- There is attention and direction from the People's Committee of Da Nang city .
High school teacher development work.
- There is financial investment in training and development ; especially in remuneration policies, facilities, and teaching conditions that meet the requirements for each school and teacher to effectively implement the solutions.
- In Education and Training, schools develop plans for teacher development.
Citywide and each school effectively and consider this as
important task in education
- Each teacher has a sense of responsibility for his/her duties and rights, thereby performing well in self-assessment, self-study, training and fostering to improve professional qualifications and skills to meet the requirements of education and training innovation .
3.5. Relationship between solutions
Each of the above solutions has a certain position, importance and scope of impact on the development of high school teachers, but they are organically related to each other in achieving the goal of developing high school teachers in Da Nang city .
Implementing well the planning for the development of the workforce will be the basis for building plans to effectively implement other solutions. At the same time, implementing well the training, fostering, attraction policies, etc. will help the planning of the workforce to be smooth and effective .
Building a team of professional group leaders and good core teachers will help
For each school, the Department directs and organizes well teaching activities and emulation movements, thereby creating favorable conditions for implementing training , fostering and retraining solutions ; advises and closely directs the work of inspection, examination and evaluation of teachers.
If we do a good job of inspecting, checking and evaluating teachers, it will help the school.
The school , for S to build a team of teachers with good moral qualities and pedagogical skills . The reputation of the school and the Department will attract many teachers to work in Da Nang city.
In other words, each of the above solutions is a premise, a condition and also a consequence of the remaining solutions. Therefore, to achieve the goal of building and developing the Party Committee of high schools in Da Nang city to meet the requirements of education and training innovation, it is necessary to synchronously implement the 6 solutions mentioned above.
3.6. Testing
3.6.1. Explore the urgency and feasibility of the proposed solution
3.6.1.1. Purpose of survey
To evaluate the urgency and feasibility of the solutions for developing high school teachers in Da Nang city that the topic has proposed.
3.6.1.2. Survey content
- Build survey content by asking for opinions via questionnaires
(sample).
- Select the referendum subjects in 4 groups, with 300 people
The participants in answering the questionnaire we proposed are:
(1) Experts and state managers (experts on education and training, leaders of the Department of Home Affairs), leaders of the University of Education, Danang University of Foreign Languages : 25;
(2) Department leaders, department leaders of the Department of Education and Training of Da Nang city: 25 people ;
(3) Management staff, professional group leaders of high schools in Da Nang city: 150 people ;
(4) Teachers of high schools in Da Nang city: 100 people.
3.6.1.3. Evaluation method
- Evaluate by level: Urgency level (very urgent, urgent,
not urgent ); feasibility level (very feasible, feasible, not feasible).
- Synthesize and analyze evaluation data according to each survey target group.
3.6.1.4. Survey results
Table 3.1: Results of opinions on the urgency and feasibility of solutions
TT
Solution | Level of urgency (ratio %) | Feasibility (ratio %) | |||||
Very urgent design | Urgent | Not urgent | Very possible exam | Possible | Not feasible | ||
1 | GP1: Enhance decentralization , Delegate autonomy to high schools in developing teachers | 75.2 | 22.7 | 2.1 | 72.4 | 19.8 | 7.8 |
2 | GP2: Building development planning Developing high school teachers until 2020 2020 | 88.6 | 11.4 | 0 | 91.3 | 8.7 | 0 |
3 | GP3: Innovation in selection and use use, transfer GV | 81.3 | 18.7 | 0 | 90.8 | 9.2 | 0 |
4 | GP4: Innovation in training work , teacher training and retraining | 87.4 | 12.6 | 0 | 81.9 | 18.1 | 0 |
5 | GP5: Building and promoting image Enjoy the team of professional group leaders and key teachers in teacher career development | 80.8 | 19.7 | 0.5 | 79.3 | 20.7 | 0 |
6 | GP6: Strengthening teacher evaluation and professional inspection and testing at high schools | 85.4 | 14.6 | 0 | 89.7 | 10.3 | 0 |
Maybe you are interested!
-
Testing the Necessity and Feasibility of Measures to Improve Teaching Capacity in the Field of Science and Technology for High School Teachers -
Current Status of High School Teacher Training According to TQM Approach at Ho Chi Minh City University of Education -
Managing high school teacher training according to the total quality management approach at Ho Chi Minh City University of Education - 19 -
Deviant Behavior of PCT Group in High School Students (%, N=448) -
Current Status of Applying Multiple Intelligence Theory in Teaching History at Olympia Inter-level High School
General comments:
Regarding the urgency of the solutions, the opinions asked were different; only 2.1% thought that solution 1 was urgent and 0.5% thought that solution 5 was not urgent ; the majority of opinions thought that it was very urgent or urgent ; in which the very urgent level , the highest solution was 88.6%; the lowest solution was 75.2%. In general, the very urgent level accounted for a high proportion.
Regarding the feasibility level: All opinions are considered feasible or very feasible. The most feasible opinion is solution 2, accounting for 91.3%; solution 1 has the lowest percentage, also accounting for 72.4%. However, 7.8% of opinions also think that solution 1 is not feasible. In addition , regarding the policy of attracting teachers, through the actual implementation, this solution is also very feasible, attracting many teachers with good professional qualifications and pedagogical capacity to work in Da Nang city .
Based on the results of the opinion poll and the actual implementation of the plan based on the ideas of the solutions, we found that the proposed solutions are very urgent and very feasible.
3.6.2. Testing
3.6.2.1. Test purpose
To verify the suitability, effectiveness and feasibility of the solutions ( the topic is limited to testing only the solution of building a team of professional team leaders ) .
3.6.2.2. Test content
Conducting a pilot project on building a team of professional group leaders at 6 high schools in Da Nang city.
3.6.2.3. Subjects, time and location of testing
- Subjects: The team of group leaders of math , physics, chemistry, biology, literature, history , geography, and English of 6 high schools to serve as a pilot model for professional training and management skills for the team of subject group leaders. The total number of group leaders tested was 48 people.
- Trial implementation period : 2 years, from September 2011 to
September 2013. Next follow-up and replication period in 2014.
- Selected testing unit : Phan Chau Trinh High School, Tran