Forms and Methods of Training Teaching Capacity for High School Teachers

- Managers need to clearly understand the specific characteristics of teachers' pedagogical work: they are both pedagogues, organizers, and participants in socio-political activities. Teachers' means of labor, a special type of tool, are their own personality and intellectual qualities. In the process of labor, teachers must use their knowledge and exemplary style to influence students' emotions and intelligence to help them acquire knowledge, form and perfect their personalities. Know how to apply interdisciplinary knowledge to solve some practical situations and serve as a basis for approaching the innovation of textbook programs after 2018. Therefore, the content of teacher capacity training must be comprehensive as required by teachers, must have "enough virtue, enough talent".

1.3.4. Forms and methods of training teaching capacity for high school teachers

Usually takes the following forms:

- On-site training: Training is organized right at the school where the teacher is working.

- Centralized training: Organize training by course or by period, by cycle at pedagogical schools or BDGV facilities.

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- Distance training: Through textbooks, documents or information technology means to support on-site training.

- In addition to the above forms, self-improvement is currently being promoted. Self-study and self-improvement to implement the motto "continuous learning, lifelong learning" is a global strategy being launched by the United Nations.

- Training is a type of teaching and learning activity. The internal factor in teaching is self-study, the internal factor in training is self-training. But just knowing how to study is not enough, but also knowing how to study together. In training, self-training will be most effective when there is guidance from the organization's instructor and the right influence of management. Concentrated training is only effective when it is properly managed and must be based on the learner's self-awareness and self-training.

- The training method must be a teaching method for adults, who already have pedagogical methods, so the training method must be flexible.

Active, suitable, should lean towards self-study, self-research methods based on guidance on exploiting many information channels. Currently, exploiting advances in science and technology in training is being encouraged.

1.3.5. Testing and evaluating teaching capacity development activities for high school teachers

Testing is an indispensable activity when conducting capacity building. Leadership without testing is considered as no leadership. It is thanks to testing that leaders promptly discover weaknesses to adjust, strengths to encourage and promote.

Evaluation is the process of forming opinions and judgments about work results based on the information obtained, comparing with the set goals and standards to propose appropriate decisions to improve the situation, adjust, and enhance the quality and efficiency of work.

Decision No. 06/2006/QD-BNV dated March 21, 2006 of the Ministry of Home Affairs stated: "The purpose of assessment is to clarify the capacity, qualifications, work results, political qualities, ethics, and lifestyle as a basis for educational management levels to arrange, use, appoint, train, foster, and implement policies and regimes for teachers". Whether management activities are effective or not depends on the above activities. Principals and teachers must base on scientific foundations, standardization, and objective and accurate assessment of results to know the actual level of teaching capacity. From there, each person can adjust their own activities to suit the goals of the plan.

In addition, we need to understand that the ultimate purpose of assessment inspection is to help teachers overcome their limitations and promote their strengths. To do that, according to Circular 30/2004/TT-BGDDT of the Ministry of Education and Training: "Inspection does not only stop at accurate and objective assessment, but also has the task of advising teachers and pointing out measures to improve quality". We should avoid giving false assessments because of favoritism and emotion, which will make the person being assessed unable to see their real shortcomings in order to make adjustments, which will reduce the competitiveness of teachers and easily cause discouragement for good and active teachers.

Testing and evaluating the results of teachers' teaching capacity training through the lessons learned after each training session and through checking teachers' records.

members, professional activities of the Group. In particular, school leaders check lesson plans and observe classes to see how teachers apply them to evaluate teachers' teaching ability.

- In addition to the inspection work of the Department of Education, the school will conduct inspections of the implementation of innovation twice per semester through checking CM records, inspecting pedagogical activities, conducting surprise inspections of teaching periods, checking the quality of test questions, test results and comparing test results between classes.

- The professional team conducts regular monthly inspections and reports the results to school leaders at joint meetings.

- Strengthen class observation, give feedback on innovative teaching methods and assessment. Conduct inspections of teachers' general test organization, invigilation, and grading.

- Check teachers' evaluation and classification of students at the end of each semester.

- At the end of each semester and school year, organize a preliminary and final review of the plan implementation to correct limitations and promote strengths in the coming time.

- The results of the assessment and training of capacity, innovation in teaching methods and assessment in the direction of capacity development are one of the criteria for evaluating and classifying teachers at the end of the school year.

1.4. Managing activities to foster teaching capacity for high school teachers to meet the requirements of educational innovation

1.4.1. New requirements in the management of teaching capacity development activities for high school teachers

Managing the activities of developing teachers' teaching capacity is a management activity of the school principal. Facing the trend of educational innovation that is taking place strongly, the management activities of the principal also need to have changes to suit the practical situation:

First: in the work of training planning: Planning is the first step of the management cycle. The main content is: determining the formation of goals for training activities, choosing the best options and measures that best suit the actual conditions to carry out training activities with good results.

To complete the plan for managing the training of teachers' teaching capacity, the Principal needs to carefully study the new general education program and the Party and State's viewpoints on education, and identify the system of competencies that need to be trained for teachers. Review the capacity of the school's teachers to develop a training plan that is feasible and highly effective.

Second: In organizing and implementing training activities: organization is a function carried out after planning to transform the training goals and objectives set out in the plan into reality. Thanks to that, the relationship between school units and related departments in training activities is linked into a unified and tight apparatus and managers can coordinate resources to serve training work better and better. The working method of managers is decisive for transforming the training management plan into reality.

The organization of training needs to closely follow current guidelines on teacher training and must be based on the practical situation of the educational institution to organize it appropriately, economically and effectively.

+ Directing the implementation of teacher training activities: Directing is a function clearly expressed in the content of the management concept. After planning and structuring the apparatus, the Operation and Control stage is the core system of the directing function. The content of this function is to connect members in the organization, gather and motivate them to strive to complete the assigned tasks, to achieve the goals of the training activities.

In order for teacher training activities in general and teaching capacity training for teachers in particular to be effective, the school principal needs to closely direct and monitor the teacher training process to make timely decisions to ensure that the training activities achieve the set goals.

+ Inspection: is a basic and important function of management in general and in the management of teacher training activities in particular. According to information theory, inspection aims to establish an inverse relationship and is an indispensable step in management. Inspection is for management. To manage well, we must inspect well. Through inspection and evaluation

To achieve the results of training activities, to promptly adjust the content, methods and forms to be suitable and in the right direction.

Managing the activities of developing teaching capacity for teachers is managing the activities of teacher training, which is an educational management activity. The functions of managing training activities include: Developing training plans, organizing and implementing the plans, managing the direction of implementing training tasks, and checking and evaluating training results.

Managing training activities in general, and training teaching capacity in particular, is a process in educational management activities, a process of conscious impact of the educational management subject on the management object, creating opportunities for teachers to participate in teaching, education and learning activities inside and outside the school to update and supplement knowledge, professional skills, foster professional sentiment to improve teaching quality and capacity to meet the requirements of educational innovation.

1.4.2. Content of management of activities to foster teaching capacity of high school teachers

Capacity building is carried out by the typical activity of teaching. Therefore, the management of capacity building activities is essentially the management of the teaching and learning process taking place in specific training programs and courses. The basic contents of the management of teaching capacity building activities are:

1.4.2.1. Managing the implementation of goals and content of teacher training capacity building

Management of implementation of training objectives and content focuses on the following contents:

- The goal of training teaching capacity is understood as the result, the expected product of the training process. Managing training goals is the process of implementing the impacts of the management subject on the components of the training process and establishing relationships, operating the relationships of those components according to the orientation of the determined training goals.

- The content of teaching capacity training must be developmental, close to practical needs and requirements of current high school education development.

Manage the sequence of training in teaching capacity in each subject, in each year, for each subject, the number of hours for each subject throughout the year; Manage the training program for each subject (time distribution, regulations on training forms,

testing, review, practice, etc.), regulations on training objectives, skills, methods, teaching aids and testing and assessment of training results.

- Directing the implementation of regulations and requirements on lesson planning. Directing and guiding professional groups during professional activities to unify lesson planning in terms of objectives, content, methods, forms, etc.

- Fostering knowledge of teaching technology; Improving teachers' teaching methods, including enhancing the effective use of facilities, teaching aids, and application of IT and communication in the teaching and learning process.

- Teachers need to be trained and fostered to improve their qualifications and awareness in all aspects to meet the requirements of educational innovation; Master the training plan and program.

- Raise awareness of self-study and self-improvement for teachers and develop plans for self-study and self-improvement of teaching capacity for the teaching staff.

Therefore, it is necessary to: Manage the full and correct implementation of the content of the training program to improve teaching capacity for high school teachers.

Manage the development and implementation of teaching capacity building programs for high school teachers.

Manage the inspection and evaluation of the implementation of the teaching capacity development program for high school teachers.

1.4.2.2. Managing teacher capacity building forms.

Competency training management is the process of planning and implementing training methods to serve training goals.

Capacity building can be implemented in the following ways: First , capacity building through self-study of teachers combined with collective activities on expertise and profession at the school's subject group, inter-school or school cluster. Second , concentrated capacity building aims to guide self-study, practice, systematize knowledge, answer questions, guide difficult regular training content for teachers; meet the needs of teachers in regular training; create conditions for teachers to have the opportunity to exchange about expertise, profession and practice skills. The duration and number of teachers studying in each concentrated training class are regulated by the Department of Education and Training but must ensure the requirements on purpose, content.

Content and methods are specified in the regular training program and regular training documents. Third , capacity building in the form of distance learning (via the Internet).

1.4.2.3. Managing methods to foster teachers' teaching capacity

Competency training management is the process of planning and implementing training methods to serve training goals.

To implement the training contents prescribed by the Department and the school, each year depending on the specific situation of each school's staff, the principals of high schools have applied the following training methods:

* Direct training method.

* Indirect training method

* Training method of assignment

* Method of assigning good teachers to help new teachers.

1.4.2.4. Managing the testing and evaluation of teacher capacity development results

When conducting inspection and evaluation of capacity building activities, it is necessary to check the number and subjects participating in the training. Check the progress of the implementation of the plan, content, form, organizational conditions and effectiveness of this work. Then, evaluate the results of the training activities based on comparison with the set objectives, thereby proposing appropriate measures to improve the current situation to enhance quality and efficiency. Inspection and evaluation of capacity building activities cannot lack the following activities:

- Inspecting teachers' pedagogical activities is a regular activity carried out during the school year to comprehensively inspect teachers. This activity is carried out by inspectors of the Department of Education and Training. In addition, each school year, the school must conduct a comprehensive inspection of one-third of the total number of teachers in the school. The subjects of inspection are teachers who are preparing to receive a salary increase, teachers in the probationary period, and teachers who, during the teaching process, the school finds that they need to be inspected in terms of expertise or teacher records.

- Check and evaluate the results after training through mid-semester, year-end teaching results and competitions. Mid-semester, year-end teaching results and

Teacher competitions are one of the information channels that reflect the actual results after training. Through these results, the Principal will know which teachers have applied the knowledge they have been trained well in teaching, thereby making timely adjustments and corrections to make training activities more effective and practical.

- Check the capacity building activities of teachers through observation, demonstration lessons, and experience initiatives. Teachers can basically grasp the capacity building activities of teachers through the results of observation, demonstration lessons, and experience initiatives. If teachers have a good self-development process, the results achieved through teaching lessons will be at a good level or higher, the experience initiatives will be classified as good and can be widely applied. On the contrary, if the self-development process is not good, the results will only be at an average level or lower.

- Check and review the team in terms of quantity, qualifications, and structure to make appropriate adjustments. Understanding the team in terms of quantity, qualifications, and structure will help the Principal continue to promote the strengths and supplement the weaknesses of the team.

- Check and evaluate the results achieved through competitions organized by the Department of Education and Training. Through the results achieved through competitions organized by the Department of Education and Training such as: Creative teaching aids, innovative teaching methods, excellent teacher competitions, etc., the Principal can partly evaluate the capacity and level of investment of teachers in the above competitions.

- Check and evaluate the material facilities serving capacity building activities. The material facilities serving capacity building activities have important contributions to the quality of this activity. Therefore, checking and evaluating the material facilities is necessary to create the most favorable conditions for the training activities to take place smoothly and satisfy those participating in this activity.

1.5. Basic factors affecting the effectiveness of managing teaching capacity development activities for high school teachers in the current period

1.5.1.Policy mechanism

Including legal documents, policies of the country, locality and management levels; specialized documents applied to each specific field of operation of the school. They are the legal basis for the work.

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