Innovation in Teacher Selection, Use and Transfer According to Job Position Project

Advise the city to develop plans, coordinate with relevant departments and branches to create favorable conditions for implementing the proposed plan according to the job position project.

3.2.1.3. How to implement the measure

To effectively implement the plan, one of the basic requirements is to correctly assess the current status of the current secondary school teaching staff. Therefore, the Department of Education and Training and schools must assess the current status of secondary school teachers and develop secondary school teachers according to the job position plan.

Based on the scale of school and class network development and educational development orientation of secondary school level, the requirements for teachers to meet each job position. Develop solutions to implement the planning for teacher development.

Establish a Steering Committee to implement the planning for the development of secondary school teachers according to the job position project. Deploy the following tasks:

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- Review and evaluate the current status of teachers: quantity; structure; teacher capacity.

- Forecast the demand for secondary school teachers by subject in each school year and time milestones in the following stages and years.

- Urge and inspect schools to develop draft plans for teacher development according to job position projects, submit them to the pedagogical council for comments, completion and promulgation.

3.2.1.4. Conditions for implementing measures

- The work of planning the development of teachers according to the job position project is a content with many related factors, especially the policies and guidelines for the development of education and training in the locality. This requires the principals of secondary schools to coordinate with the Department of Education and Training, the Department of Home Affairs, the Department of Finance and related departments and agencies to unify the policy of building a feasible plan for the development of teachers.

- The construction of a plan for the development of teachers and staff according to the job position project is effective when each school does a good job of constructing the unit's plan for the development of teachers and staff, ensuring accuracy and honesty.

- Secondary schools need to organize the synthesis of planning for each professional group, each teacher, analyze, evaluate and base on the general development planning of the city on the scale of population development, socio-economy, and development policies of the city to build a general planning of the industry to ensure scientific and effective nature in accordance with the development and innovation requirements of the industry, city and country.

3.2.2. Innovation in the selection, use and transfer of teachers according to job position projects

3.2.2.1. Purpose of the measure

- Select and use teachers who meet the competency framework requirements of the job position project. Ensuring pedagogical capacity and professional ethics will result in a good source of teachers, ensuring quality, contributing to building and developing the quality of education in schools, meeting the requirements of the job position project.

- Schools and the city's education sector need to coordinate to continue implementing the city's attraction policy, set out new selection criteria suitable to the high demand of the sector to select excellent graduates, master's and doctoral degrees, etc., ensuring that they fully meet the requirements of professional qualifications, pedagogical capacity, and qualities and ethics of the job position proposal.

- The work of transferring teachers aims to harmonize the quality of education between schools, increase the number of teachers with capacity, good expertise, and the ability to organize educational activities well in schools with difficulties; thereby, creating exchanges and sharing of experiences, discovering and supplementing new factors, building a core team of teachers and stimulating self-study and self-improvement activities to improve the professional qualifications of teachers at secondary schools.

3.2.2.2. Contents of the measure

Count the number, survey and evaluate the work efficiency of teachers selected according to the job position project. Correctly and promptly implement preferential policies according to regulations. At the same time, propose adjustments to attract more effective policies.

Innovate the organization of annual teacher selection (form, content), give autonomy to schools in the selection and use of teachers. School principals play a proactive role in selecting, selecting and maintaining quality teachers; build the school's vision and strategy so that teachers strive to achieve the set goals in secondary education.

The school principal directly manages, arranges, assigns and uses the teaching staff at the unit, creating opportunities for the teaching staff to develop in all aspects: being assigned suitable jobs, participating in training and fostering to improve professional qualifications, having policies and regimes fully and promptly resolved; being informed and participating in school activities according to the provisions of law and being dedicated and working long-term for the development of the school.

There are policies to support funding, create time conditions... for teachers to participate in training, fostering, and self-study. Implement well the commendation, reward, and promotion of teachers who have made important contributions to the development of secondary schools.

Develop relevant standards, policies and procedures for implementing annual teacher transfers between schools to create a legal basis for transferring teachers between units; organize awareness of the purpose and requirements for transferring teachers in the teaching staff and management staff; implement policies and regulations well to create motivation for the team to strive to improve professional qualifications, perfect operational skills, change and adapt to the new environment to meet the requirements of development, in order to organize and implement teacher transfers. Principals need to create favorable conditions for transferred teachers to complete their tasks well, develop their strengths, contribute to improving teaching and educational activities at the school, create conditions for them to strive, contribute better and develop at the new unit.

3.2.2.3. How to implement the measure

Based on the annual staffing quota and on the forecast of the number of teachers in previous years and the job position project, secondary schools develop plans for the development of teachers for secondary education, including the need for teachers in each subject with professional qualifications and pedagogical capacity meeting the requirements of the competency framework according to the job position project. This plan must be included in the human resource development project according to the job position project.

Every year, based on the scale of class development, students, staffing, labor and assigned authority, school principals develop plans to select and recruit additional teachers for the shortage of teachers throughout the school year. To effectively select and select teachers with capacity, professional ethics, dedication and long-term stability in secondary schools, school principals study the regulations on records, processes, procedures and standards of selected people to see if they are suitable for the job position or not.

It is necessary to overcome the limitations in the process of selecting teachers under the form of additional labor contracts during the year. Schools must develop a teacher selection plan for the entire school year, set out teacher quotas for each subject, at specific times during the school year to promptly supplement and replace teachers who retire, quit or transfer jobs.

Secondary schools need to organize an analysis and evaluation of the results achieved by the unit in the past year, focusing on the causes of the existing problems, limiting the impact on the quality of education of each subject. The school principal proposes the number of good teachers of each subject that need to be transferred to support other units.

To attract secondary school teachers to ensure compliance with the city's human resource attraction policy, the Department of Education and Training needs to coordinate with secondary schools to implement the following contents:

- Widely announce the city's attraction policy and the work done and results achieved in recent years.

- Implement a scientific, objective and fair selection process to select the right candidates, suitable for professional tasks.

- Organize workshops to discuss issues related to the reception, use, arrangement, work assignment, policies and evaluation of the work results of the attracted teachers. Thereby, grasp the thoughts and aspirations of teachers to make proposals, adjust and supplement regulations to suit and implement the development of teachers more effectively.

- Assign experienced teachers to guide and help teachers who are attracted but have little experience to improve the quality and efficiency of their work;

The work of selecting and receiving teachers is organized and implemented by schools periodically every year based on the additional needs of secondary schools. The plan for selecting and receiving teachers must be developed and widely publicized by schools to attract those with qualifications and abilities that meet the school's requirements to participate in the recruitment.

School principals need to disseminate basic information about the mission and goals that the school is pursuing to candidates, at the same time, set out criteria for evaluating knowledge, skills, and moral qualities of the job position to be recruited, and have a commitment to creating conditions for teachers to be selected during their work at the unit.

3.2.2.4. Conditions for implementing measures

There is direction and leadership from the City Party Committee, the City People's Committee and the coordination and support of departments and branches in attracting high-quality human resources and transferring teachers.

The Department of Education and Training develops a project to attract high-quality human resources for secondary schools, with a roadmap for each time frame, in accordance with the actual requirements of the schools, and recommends that the City People's Committee approve it.

Secondary schools develop plans and organize the reception and addition of teachers in accordance with current regulations and in accordance with the actual conditions of the unit.

Schools need to properly evaluate the performance of each work content and each subject, identify the causes of limitations and ways to overcome them; propose additional staff and good teachers of each subject that need to be transferred to support the school. Organize dissemination and raise awareness among teachers and educational managers; consensus and responsibility of units and individuals in the transfer work.

3.2.3. Strengthening innovation in training and fostering secondary school teachers according to job position projects

3.2.3.1. Purpose of the measure

Training and fostering work contributes significantly to improving the quality of secondary school teachers in terms of qualifications, professional capacity, and professional ethics, meeting the requirements of innovation in the education and training career in general and according to the job position project in particular. Training and fostering of secondary school teachers in general and secondary school teachers in particular is an extremely necessary task and must be carried out regularly and continuously, and needs to be innovated to overcome limitations and meet new requirements of the education sector in the coming time.

3.2.3.2. Contents of the measure

Faced with the requirements of educational program innovation, new requirements are placed on teachers regarding professional competence and professional ethics. Professional competence is understood as the sum of knowledge, skills, and attitudes that teachers need to have to successfully handle the diversity of teaching and educational situations. Professional competence is formed from training in pedagogical schools, through fostering work and actual classroom practice of teachers.

Professional ethics determine the quality and morality of a teacher. A teacher must love his profession and the people he is performing his duties. If a teacher does not love his profession and people, he cannot successfully perform his educational function. Therefore, the training and fostering of teachers must be based on the model.

Job description in the job position project, requirements of educational innovation and the current situation of secondary school teachers to have appropriate content, programs and forms of organization. Although in the past time, the training and fostering of secondary school teachers has achieved significant results, however, there are still certain shortcomings that need to be innovated to suit the development and requirements for secondary school teachers in the innovation of the education sector. The training and fostering of secondary school teachers in Ha Long city in the coming time must be reflected in the following main contents:

(1) On political ideology, professional ethics

Fostering political theory and Ho Chi Minh's moral ideology through continuing to implement Directive 03 on studying and following Ho Chi Minh's moral example; continuing to carry out emulation movements and major campaigns of the education and training sector such as the campaign "Each teacher is a model of morality, self-study and creativity",... considering this as important content that each teacher must be nurtured, studied, cultivated and trained throughout life on the moral example of Uncle Ho as a teacher before the generation of students and everyone.

Fostering political qualities and professional ethics for teachers according to the standards and criteria of secondary school teacher professional standards. The political qualities and professional ethics of teachers that need to be fostered are shown in the following contents:

- Ethical qualities of a citizen: Having a firm ideological stance, believing in and being exemplary in implementing the Party's guidelines, policies, and the State's laws; believing in and actively participating in educational innovation policies.

- Ethical qualities of a teacher: Dedicated to the profession, conscious of preserving the honor and conscience of a teacher; having a spirit of solidarity, love, and helping colleagues in life and at work; being compassionate, tolerant, generous, and treating students and colleagues kindly; ready to help and protect the legitimate rights and interests of students, colleagues and the community; truly being a moral example for students to follow; performing duties in accordance with the provisions of law; constantly studying and practicing to improve political theory to apply in teaching and educational activities and meet the requirements of assigned tasks.

(2) Regarding professional capacity:

Faced with the requirements of changes in the curriculum, content and methods of general education, teachers are required to be trained and fostered.

to equip and continue to master basic scientific knowledge prescribed in the curriculum of the level of education. On the other hand, foster and improve professional knowledge in accordance with the development trend of science and technology; foster practical skills, scientific research ability; and experience initiatives for educational activities in schools.

(3) Regarding pedagogical competence:

Teachers are equipped in pedagogical schools and must continue to regularly improve their knowledge of pedagogical psychology, age psychology; the ability to organize the teaching and learning process, the educational process, testing and evaluation methods; and innovative teaching methods. This is a basic and important requirement in training. Each teacher must be aware of self-study, self-improvement and self-improvement, considering this a lifelong task of the teaching profession.

Fostering skills in organizing teaching and extracurricular activities; extracurricular activities, social activities and skills in handling pedagogical situations that arise during teaching and educational activities.

(4) Regarding foreign languages, information technology and other supplementary knowledge:

In the era of globalization and international integration, teachers must research, exchange experiences and be able to apply high technology to perform their tasks. Therefore, teachers are required to have a certain level of foreign language proficiency. On the other hand, teachers must have the habit of using and applying information technology and foreign languages in the process of preparing lessons and organizing educational activities. Teachers must be trained in information technology, informatics, how to use, exploit, and search for information from the Internet, use management tools and use information technology (software for management and teaching).

In addition, teachers must be trained in additional knowledge in other fields such as legal knowledge, environmental protection, social evils, and cultural knowledge to help teachers better understand the general situation as well as the educational situation of Vietnam and the world, creating a high sense of community within the team.

Based on the current situation of the Party, retraining and fostering are carried out to improve the professional qualifications of the team. From there, there is a specific plan for training the core team with above-standard professional qualifications, creating a source for the management staff of the units and the whole industry.

3.2.3.3. How to implement the measure

To effectively train and develop teachers according to the job position project, the following contents need to be implemented:

- Raise awareness of managers and teachers about training goals and models according to job positions:

+ Regarding the training and development objectives: Training is a systematic process of imparting knowledge and skills to help teachers perform their functions and tasks. In other words, training is a process that helps teachers who do not yet understand a specific job to understand and perform their job proficiently in the future. Development only applies to teachers who already have the ability to teach but are not yet complete, need to be equipped with additional knowledge or skills, especially for updating the new general education program. Development training according to job position is to equip knowledge and professional processes directly related to the job position of each teacher and each specific job. The goal of development training according to each job position is to create teachers who have the ability to deeply perceive knowledge and capacity appropriate to the teaching profession.

+ Regarding the model: It is necessary to build a training model based on classifying the subjects that need training. Classifying the subjects that need training is very important, because after classification, the implementation of training programs will be focused on the right focus, avoid duplication, save time and money. With this approach, the subjects that need training can be classified according to each job position (specific teaching expertise).

+ Training and development programs can be divided as follows: Training and development for managers; Training and development for teachers...

Innovate training and development methods, linking training and development with the use of teachers after training and development. Each job position in the secondary school system must be equipped with corresponding knowledge and skills. To achieve this goal, secondary schools need to build a system of job positions, and at the same time clearly define what training and development content each job position must receive. Secondary schools can coordinate with external professional agencies or assign

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