* Causes: The main causes are that some group leaders rarely attend class visits, do not attend professional group meetings regularly, do not promote the role of the professional group, give general instructions, and lack inspection and supervision. Therefore, management efficiency is not high, and the results of implementing management measures are only average.
2.3.5. Managing teacher training of professional groups
Version 2.7. Actual status of training staff of professional organization
TT
Management measures | Level of need | Level of implementation | Implementation results | ||||||||
Very necessary | Need | No need | Frequent | Not often | Not implemented | Good | Rather | TB | Weak | ||
1 | Develop teacher training plan according to semester, school year, cycle | 0 0.0% | 56 81.4% | 13 18.6% | 0 0.0% | 24 35.9% | 45 64.1% | 0 0.0% | 14 19.3% | 43 62.1% | 13 18.6% |
2 | Organize for group leaders and teachers to thoroughly understand the requirements for training to improve qualifications. Expertise | 0 0.0% | 41 60% | 28 40% | 0 0.0% | 53 76.5% | 23 33.5% | 0 0.0% | 0 0.0% | 28 40% | 41 60% |
3 | Create conditions for group leaders and teachers to conduct self-training and participate in training work | 30 43.4% | 39 56.6% | 0 0.0% | 17 23.4% | 37 53.8% | 16 22.8% | 0 0.0% | 29 41.4% | 36 51.7% | 5 6.9% |
4 | Check and evaluate, draw experience from the implementation of training to improve qualifications Expertise | 0 0.0% | 31 44.8% | 38 55.2% | 0 0.0% | 69 100% | 0 0.0% | 0 0.0% | 0 0.0% | 50 72.4% | 19 27.6% |
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Virtual results of the column management solution:
- Regarding the level of necessity: The majority of opinions assessed that it is necessary. 43.05% of opinions said that it is very necessary. 40.27% of opinions said that it is not necessary to implement measures to organize professional group leaders and teachers to thoroughly understand the requirements for training to improve professional qualifications.
56.25% of opinions said that there is no need to implement measures to assess and learn from experience in implementing training and self-training to improve professional qualifications.
- Regarding the level of implementation: 23.61% of opinions assessed that the group leader regularly implements measures to create conditions for professional group leaders and teachers to conduct self-training and participate in training work. The majority of opinions assessed that the remaining measures were not implemented regularly by the group leader, or even not implemented at all. 64.58% of opinions said that the group leader did not implement measures to develop teacher training plans by semester, school year, or cycle.
- Regarding the implementation results: In general, the measures implemented by the team leader achieved average results. 40.97% of opinions assessed that the team leader achieved good results in the measures to create conditions for professional team leaders and teachers to conduct self-training and participate in training. The remaining 60.41% of opinions said that the results of implementing measures to organize for professional team leaders and teachers to thoroughly grasp the requirements for training to improve professional qualifications achieved poor results.
* Effective measures : None
*Urgent and effective measures:
- Check and evaluate experience in implementing self-training and professional development (27.77%).
- Develop teacher training plans by semester, school year, and cycle (18.75%).
* Effective measures to prevent and control climate change:
- Organize for professional group leaders and teachers to thoroughly understand the requirements for training and self-training to improve professional qualifications (60.41% of opinions rated as weak).
* Necessary measures that the team leader should take:
- Develop teacher training plans by semester, school year, and cycle (64.58% of opinions assessed that group leaders did not implement this measure).
* Reason
- The group leader has not proactively developed a training plan for teachers at the unit through the activities of the professional group.
- Teachers are not aware of self-training and training to improve their professional qualifications to meet the new requirements of the period when the entire education sector is implementing innovation in teaching methods, innovation in the content of general education programs, and new textbooks.
2.3.6. Current status of management of inspection and evaluation of professional groups and teachers' activities
Version 2.8. Actual situation of the management and inspection of the electric meter
professional organization
TT
Management measures | Level of need | Level of implementation | Implementation results | ||||||||
Very necessary | Need | Are not necessary | Frequent | Are not frequent | Are not perform | Good | Rather | TB | Weak | ||
1 | Check the planning and implementation of specialized action plans. Subject of the group and teacher | 36 52.4% | 33 47.6% | 0 0.0% | 36 52.4% | 33 47.6% | 0 0.0% | 35 51.7% | 14 20.0% | 0 0.0% | 0 0.0% |
2 | Check the standard be taught by the teacher through the lesson plan | 55 79.3% | 14 20.7% | 0 0.0% | 32 46.9% | 29 41.4% | 8 11.7% | 0 0.0% | 7 10.3% | 43 62.8% | 18 26.9% |
3 | Check classroom teaching hours through observation and reflection of students | 0 0.0% | 150 72.4% | 19 27.6% | 0 0.0% | 30 43.4% | 39 56.6% | 0 0.0% | 0 0.0% | 22 32.4% | 47 67.6% |
4 | Check compensation CM industry | 58 83.4% | 11 16.6% | 0 0.0% | 0 0.0% | 69 100% | 0 0.0% | 0 0.0% | 12 17.2% | 47 67.6% | 10 15.2% |
Teachers' tasks through colleagues, thematic activities, writing business initiatives test | |||||||||||
5 | Check all types of CM team files and records Monthly GV | 52 74.5% | 18 25.5% | 0 0.0% | 9 12.4% | 40 57.9% | 21 29.7% | 0 0.0% | 13 18.6% | 35 50.3% | 22 31.1% |
6 | Evaluate the implementation of the team leader's CM plan through activities. check | 0 0.0% | 45 64.8% | 24 35.2% | 0 0.0% | 27 39.3% | 42 60.7% | 0 0.0% | 0 0.0% | 50 72.4% | 19 27.6% |
7 | Evaluate teachers' implementation of plans through group meetings and implementation. class discipline | 69 100.0% | 0 0.0% | 0 0.0% | 0 0.0% | 12 17.9% | 57 82.1% | 6 8.9% | 7 10.3% | 43 62.1% | 8 11.7% |
8 | Evaluating teachers through results student learning | 0 0.0% | 60 86.9% | 9 13.1% | 0 0.0% | 56 81.3% | 13 18.7% | 0 0.0% | 22 32.4% | 23 33.1% | 24 34.5% |
9 | Teacher Evaluation through collective trust | 69 100% | 0 0.0% | 0 0.0% | 52 74.55% | 18 25.5% | 0 0.0% | 38 54.5% | 3 4.1% | 29 41.4% | 0 0.0% |
Virtual data of that stcot: The team leader checks and evaluates the implementation of the professional team's action plan through 9 management measures.
- Regarding the level of necessity: in all 9 management and assessment measures, the survey subjects rated the level of necessity as very high, showing that the assessment opinions all had high percentages (from 54.0% to 100%).
- Regarding the level of implementation: the team leader regularly implements management measures, inspects and evaluates the implementation of the professional team's action plan. The level of implementation is assessed as quite good with opinions from 41.4% to 81.3%.
- Regarding the implementation results: an overview of the management and inspection measures shows that the team leader's performance is at an average level with the percentage of opinions ranging from 50.3% to 72.4% of the average assessment.
* Effective ppt measures:
- Check the professional development of teachers through colleagues participating in thematic activities and writing experience initiatives.
- Check all types of CM group records and teacher records monthly.
- Evaluate teachers' implementation of plans through meetings.
- Evaluate teachers through students' learning outcomes.
- Evaluate teachers through collective trust.
* The ppt measures are practical and effective.
- Check classroom teaching hours through observation and student feedback.
- Evaluate the implementation of the team leader's professional plan through inspection activities.
* The management measures needed to be implemented by the team leader are not yet effective.
- Check teachers' lesson preparation through lesson plans.
- Check classroom teaching hours through observation and student feedback.
- Check the professional development of teachers through colleagues, thematic activities, and writing of experience initiatives.
2.3.7. General assessment of TCM activity management measures of the team leader
Through the survey of the measures that team leaders have used in the management process for professional teams as presented above. It can be said that the effectiveness of those measures is not the same and therefore those measures can be classified into 4 types with different effectiveness as follows:
2.3.7. The measures taken by the team leader were effective.
- Measures to direct professional groups to organize discussions on solutions to implement the program.
- Measures to check that professional groups and teachers correctly and fully implement the program.
- Measures to organize for professional group leaders and teachers to master the regulations on lesson planning, class implementation and methods of analyzing and evaluating a teaching period according to the requirements of innovative teaching methods, teaching closely following knowledge and skills standards.
- Specific regulations on professional records that teachers must follow.
- Measures to direct professional groups to organize teachers to implement innovative teaching methods.
2.3.7.2. The team leader's measures have not achieved the expected results.
- Organizational measures for professional group leaders and research teachers to grasp teaching objectives and program distribution.
- Measures to regulate the information reporting system for make-up and substitute teaching when teachers do not attend class as planned.
- Measures to check teachers' lesson plans and class preparation.
- Direct teachers to innovate ways of testing and evaluating students.
- Organize for professional group leaders and teachers to research and thoroughly understand the requirements for innovation in teaching methods.
- Check and evaluate the experience of implementing self-training and professional development.
- Develop teacher training plans by semester, school year, and cycle.
- Organize experience review and evaluation of the implementation of the teaching program.
- Provide teachers with complete textbooks and reference materials for each subject.
- Provide conditions for teachers to innovate teaching methods.
- Organize for professional group leaders and teachers to thoroughly understand the requirements for training and self-training to improve professional qualifications.
2.4. General assessment of TCM activity management of group leaders of Trung Van High School, Nam Tu Liem District, Hanoi City
2.4.1. Advantages
The heads of professional groups at Trung Van High School in Nam Tu Liem District, Hanoi City have made great efforts in directing the maintenance of discipline and maintaining regular meetings of professional groups. Regarding professional management, the schools ensure that the content of the curriculum is fully taught in accordance with regulations, professional activities are increasingly organized, the quality of education has changed significantly, and comprehensive education is focused on. In recent years, the activities of professional groups at Trung Van High School have had many practical contents, have become organized and have initially been effective in improving the quality of teaching and education in the school. The teaching staff has gradually matured through participating in the activities of professional groups and teaching practice. The heads of professional groups are energetic, enthusiastic, responsible, and the majority of teachers are young, healthy, have the spirit of self-study, self-training, striving to improve their training level, and improve their
high skills; peace of mind at work, solidarity to overcome difficulties and complete tasks well in each school year.
2.4.2. Limitations
In general, the professional group activities of Trung Van High School still have many limitations, many teachers have not promptly grasped the spirit of innovation in general education programs, innovation in teaching methods, so in the process of applying teaching, there are still many difficulties. The least effective measures to manage professional group activities of the group leaders are implementing innovation in teaching methods, the activities have not gone into a specific professional issue to effectively apply in teaching practice. Regarding the training of teachers through professional group activities, the group leaders are interested but the results of implementation are not high.
2.4.3. Causes
Some group leaders have not closely directed professional groups, some activities are still assigned to professional group leaders. The content of directing professional group activities by some group leaders is still general, lacking in professional color. The inspection work of group leaders has not received due attention, has not really done a good job of consulting and promoting professional group activities; the handling of teachers who violate the rules is not resolute, still deferential. Although modern facilities and teaching equipment have been invested, the capacity of the laboratory equipment staff is both lacking and weak. The professional capacity of a few group leaders has not really convinced the teaching staff. The management capacity of professional group leaders is still limited.