Management Methods, Organization Forms of Tcm Activities Based on "Lesson Research" Approach

1.3.3. Management of methods and forms of organizing TCM activities based on the "lesson study" approach

In the management of professional activities according to NCBH, the content of managing methods and organizing TCM activities based on the NCBH approach is very important. Based on the approved and approved SHCM plan based on the NCBH approach, the Head of the Professional Group organizes, arranges, and assigns groups of teachers and individuals to register or assign to conduct NCBH. The organization and arrangement of personnel in lesson research, if done well, will create a comfortable atmosphere and reduce pressure for teachers when registering to study lessons. Normally, teachers should be encouraged to register for lesson research themselves or choose teachers with a lot of experience... On the other hand, the direction and operation of SHCM based on the NCBH approach is also one of the contents that determines the results of the SHCM session based on the NCBH approach. Therefore, this content needs to be paid special attention and closely directed by school management levels.

Organize and direct the preparation of demonstration lessons. Directly support or assign someone to support the group of teachers in designing lessons and teaching demonstrations. Demonstration teachers need to be rotated so that all teachers can demonstrate their professional abilities; Creative ideas and experiments in adjusting active teaching methods should be encouraged; Absolutely do not let teachers teach in advance, practice with students first and then teach again during the SHCM session.

Organize and direct demonstration teaching – class observation. Remind teachers to stand in an observation position, not to talk, not to affect the teacher and students (not to sit in the same chair with students, not to borrow textbooks from students, etc.); Instruct teachers on how to observe and take notes focusing on students; Assign people to film and record the class (focus on the key activities of the lesson, typical situations, etc.)

Organize, direct reflection and discussion about the lesson. Use recorded images to observe and analyze the lesson; Guide teachers' opinions to focus on issues of concern, promptly adjust when critical and imposing opinions appear; Encourage teachers to share and express opinions about the lesson.

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learning; Actively listen and take notes, ask questions to exploit and analyze the lesson; Encourage teachers to find solutions to improve the quality of the lesson; Summarize the issues that need attention and solutions for each teacher to think for themselves and learn from experience (absolutely do not summarize or conclude how the lesson content should be taught)

Organize and direct the application of SHCM results based on the NCBH approach to daily teaching practice. Based on the noted issues and solutions that have been summarized, the Head of the Subject Group encourages teachers to apply the lessons that teachers have learned through NCBH to practical lessons in the classroom and encourages teachers' assessments and feedback to be able to organize the next SHCM sessions or review the content of the lessons that have been implemented.

1.3.4. Managing the conditions for ensuring TCM based on the "lesson study" approach

One of the contents to help SHCM activities based on the NCBH approach to develop sustainably is to build an environment - creating motivation for the teaching staff in NCBH. To build an environment - creating motivation for the staff and civil servants of the school, it is necessary to identify and understand the basic factors that create motivation for members to work in order to create those factors suitable to the conditions of the school. To build an environment - creating motivation for the teaching staff in SHCM based on the NCBH approach, it is necessary to focus on the following basic contents:

Building a professional group into a learning organization . Helping teachers realize the benefits of SHCM activities based on NCBH approach is also a very important activity to improve their own skills. Therefore, in SHCM sessions according to NCBH, the Head of the Professional Group needs to create a comfortable atmosphere for teachers to share about their expertise and profession. From there, help all members of the group to progress together. On the other hand, the Head of the Professional Group also needs to set an example, take the lead in self-study and self-improvement...

Create opportunities for teachers to participate in professional group activities in general and SHCM activities based on NCBH approach in particular, promoting the role of autonomy.

of teachers in the subject . Always create opportunities for all teachers to participate in lesson research. Especially encourage young teachers to register to build teaching plans in the direction of lesson research.

Encourage teachers to contribute, demonstrate their talents and creativity. Assign clear responsibilities when implementing SHCM based on the NCBH approach. At the same time, encourage teachers to apply new teaching methods and techniques or create teaching aids to include in lessons. In addition, there should be activities to affirm the achievements of each teacher/teacher group in implementing SHCM based on the NCBH approach such as: Encouraging and rewarding individuals/groups with high achievements in the NCBH process; setting typical examples for individuals/groups with progress in the SHCM process based on the NCBH approach...

1.3.5. Managing the evaluation of TCM results based on the "lesson study" approach

Testing and evaluating professional activities based on the lesson study approach is an activity to review the level of achievement of professional activities based on the lesson study approach in aspects such as: the level of awareness and interest of students after each lesson study hour; the improvement of teachers' professional capacity... and compare it with the goals of SHCM based on the lesson study approach. This is an activity that plays a very important role in educational institutions in general and professional groups in schools in particular. Thanks to that, the quality of teaching and learning of the school is gradually improved. The philosophy of testing and evaluating SHCM based on the lesson study approach is not to classify teachers/teacher groups but to improve the quality of teaching and learning of the school. Specifically, the work of testing and evaluating SHCM based on the lesson study approach includes the following basic contents:

Check and evaluate the implementation of lesson study steps. Changing the habit from traditional SHCM to SHCM based on NCBH approach will cause many difficulties for teachers, or many teachers do not fully understand the implementation of steps in NCBH. Therefore, the Head of the professional group needs to regularly check the implementation of steps in NCBH to ensure that SHCM based on NCBH approach is carried out according to the correct process and effectively. At the same time,

Answer teachers' questions during the implementation of SHCM based on the NCBH approach. It is necessary to consistently follow the plan and ensure the correct implementation of SHCM techniques based on the NCBH approach.

Test and evaluate the effectiveness of NCBH on students' awareness and interest in learning activities. The ultimate goal of SHCM based on the NCBH approach is to improve the quality of teaching and learning in schools (especially increasing students' interest in learning). Therefore, it is necessary to test, evaluate and collect feedback from students after putting the research lessons into daily teaching practice. From there, it is possible to adjust or re-research the lesson if the lesson is not effective.

Check and evaluate the effectiveness of NCBH in improving teachers' professional skills and colleague relationships. The purpose of SHCM based on the NCBH approach is not only to improve students' learning efficiency and interest, but also to improve teachers' professional skills and improve their colleague relationships. Therefore, it is necessary to regularly review, collect and observe the improvement of teachers' professional skills and colleague relationships in the group to make appropriate adjustments and impacts. In addition, the Head of the Professional Group can discuss with teachers the difficulties they are facing in the SHCM process based on the NCBH approach of their group and find solutions... Check and evaluate the conditions to ensure SHCM based on the approach

NCBH. Regularly review and check the conditions to ensure SHCM based on NCBH approach such as: The number of teachers observing in demonstration classes should not exceed 25 people. Do not teach in advance, do not practice for students before teaching demonstrations...; Advise the Board of Directors to have a plan to supplement and repair facilities serving SHCM according to NCBH; Arrange tables and chairs appropriately so that participants can stand above, on both sides of the classroom...

1.4. Duties and powers of the principal of a secondary school

1.4.1. Roles and responsibilities of secondary school principals

Article 19 of the Charter of general schools, secondary schools and multi-level general schools clearly stipulates the duties and powers of the Principal of secondary schools and multi-level general schools as follows:

- Building and organizing school apparatus;

- Implement the resolutions of the School Council as stipulated in Clause 3, Article 20 of this Charter;

- Develop school development plans; develop and organize the implementation of school year task plans; report and evaluate implementation results to the School Council and competent authorities;

- Establish professional groups, office groups and advisory councils in the school; appoint group leaders and deputy group leaders; propose members of the School Council to submit to competent authorities for decision;

- Manage teachers and staff; manage expertise; assign work, inspect and evaluate teachers and staff; carry out commendation and discipline work for teachers and staff; recruit teachers and staff; sign labor contracts; receive and transfer teachers and staff according to State regulations;

- Manage students and student activities organized by the school; review and approve student assessment and classification results, sign and confirm transcripts, sign and confirm completion of primary school programs for primary school students (if any) of multi-level general schools and decide on rewards and discipline for students;

- Manage school finances and assets;

- Implement the State's policies and regimes for teachers, staff and students; organize the implementation of democratic regulations in school activities; carry out the socialization of school education;

- Direct the implementation of emulation movements and campaigns of the industry; implement publicly for schools;

- Receive advanced training, professional development, and enjoy benefits and policies according to the provisions of law [5].

1.4.2. Management functions of secondary school principals

Management function is the form of existence of management impacts. Management function is a management activity through which the management subject impacts the management object to achieve certain goals. There are many ways to classify the management functions of the principal of a secondary school, but most often focus on the following 4 main management functions:

Planning function

This is an important function, a legal basis that regulates the actions of the entire school. Planning is understood as a record of basic goals, a specific action program planned in advance with work content, time, implementation methods... Planning work includes:

+ Collect complete and accurate information to serve as a basis for planning.

+ Determine resource calculation goals and forecast plans.

+ Build a plan with specific steps and action plans.

Organizational function

Includes the following five steps:

+ Make a list of tasks that need to be completed to achieve the goal.

+ Division of labor: Divide the entire work into groups of tasks for members or departments to perform.

+ Combine tasks logically and efficiently.

+ Establish a coordination mechanism, creating a link of activities between members or departments to facilitate achieving goals easily.

+ Monitor and evaluate the effectiveness of the organizational structure and make adjustments if necessary.

Steering function (control)

This is the function that demonstrates the principal's ability. After planning and organizing, the principal must direct the process of activities to achieve the set goals. The direction function is the principal's method of influencing teachers and students in the school to make the school operate according to plan. The principal must be a person with decision-making skills.

decision and organize the implementation of decisions. In the process of directing, it is necessary to be flexible, creative, not too rigid, according to the plan, and be able to change the plan promptly to suit the practical situation (adjustment). This requires the principal to be proactive, creative or in short, have good management capacity.

Test function

This is an important function throughout the management process. Inspection aims to assess the status of the system, comparing it with the expected goals. Inspection aims to promptly detect errors in the operation process so that timely adjustments can be made. Inspection acts as a feedback channel on the effectiveness of management decisions.

The above functions are closely related, forming a management cycle. During operation, all of the above functions require information. Information is the basis for planning, information is the material that creates relationships between departments in the school, information conveys directives (forward information) and feedback (reverse information) on the school's activities; information from the organization's performance results helps the principal review the school's level of goal achievement.

1.5. Factors affecting the effectiveness of TCM operation management based on the "lesson study" approach

1.5.1. Objective factors

Policies and guidelines for educational management at all levels. Policies and guidelines for educational management at all levels greatly influence school management activities in general and professional group management in particular. This factor strongly influences activities and management decisions in schools. Currently, the Ministry of Education and Training is implementing the "Project for fundamental and comprehensive innovation in education and training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration". At the same time, it also identifies that innovation in professional activities in general schools plays a key role in improving the quality of teaching and learning in schools, contributing to the implementation of the

implement the objectives set out in the project. Therefore, the Ministry directed and issued many documents to innovate professional activities in schools such as: Official Letter 4099/BGDĐT-GDTrH "Guidelines for implementing Secondary Education tasks in the 2014-2015 school year"; Plan 80/KHBGDĐT on "Organizing the implementation of innovation in professional activities in secondary schools, high schools and continuing education centers"...

The attention and close direction of the school principal. SHCM based on the NCBH approach is a professional activity model that is quite new to many secondary schools. Therefore, the principal's attention and direction of this activity plays a very important role. Because the principal is the person who has the highest decision on the quality of SHCM based on the NCBH approach. If the principal regularly pays attention and directs SHCM activities according to NCBH, it will contribute to ensuring that the SHCM process according to NCBH takes place according to the correct procedure, at the same time, encouraging the teaching staff to voluntarily register to participate in NCBH.

School facilities. One of the factors that significantly affects the quality of SHCM activities based on the NCBH approach is the facilities. In order for NCBH to achieve the highest efficiency, it requires a number of supporting means, such as: a spacious classroom system, recording equipment, video recording, computers, projectors, etc. The more complete and modern the school facilities are, the better they support SHCM activities based on NCBH to achieve higher efficiency.

1.5.2. Subjective factors

Competency of the Professional Group Leader. In SHCM based on the NCBH approach, the role of the Professional Group Leader is very important. Because, the Professional Group Leader is the person who directly manages the professional group, directly directs the activities of teachers in the NCBH process. Therefore, the competence of the Professional Group Leader directly affects the results of SHCM sessions based on the NCBH approach, specifically focusing on a number of competencies such as: supervision capacity, control of SHCM activities...

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