Managing the Capacity Building Activities for Teaching Mathematics According to the New General Education Program for Teachers in Secondary Schools

1.4. Managing activities to foster teaching capacity for Mathematics according to the new general education program for teachers in secondary schools

1.4.1. Develop a plan to improve the capacity to teach Mathematics according to the new general education program for teachers in secondary schools . To develop a plan to improve the capacity to teach Mathematics for teachers in secondary schools.

In order to train secondary school students according to the 2018 general education program, the school principal must perform the following tasks:

Principals need to analyze the context, determine the needs and goals of professional development, and the content of professional development for math teachers.

In the knowledge blocks of the Mathematics education program in secondary schools including: Arithmetic and Algebra; Geometry and Measurement; Probability and Statistics and Applications, the Principal discusses with the professional team to specify the topics that need to be trained to propose training needs to the Department of Education and Training and the Department of Education.

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- Training, and at the same time determining the content organized by the Principal and professional team for teachers at the school or by school cluster.

Secondary school principals need to plan math teaching and learning in the following forms:

Training Math teaching skills for teachers according to the plan of the Ministry, Department and Department of Education and Training.

Training Math teachers according to the plan of the school group and the school cluster to coordinate and implement.

Math training plan for teachers according to the school's plan is implemented by core math teachers to organize Math training for teachers at secondary schools.

Training plan for teachers in Mathematics according to the SHCM plan (activities in groups, at school, exchange with school clusters; tutoring form (Intentional from the stage of assigning teaching by grade level, Official assignment of people to help with specific cases...); Training form via online forums (Group website, exchange, download documents...); self-training, with supervision from TCM.

Online training plan, self-training of teachers and results to be achieved in mathematics teachers.

The more specific the plan is, the easier it is to implement. The plan for training teachers' teaching capacity must be proactively implemented by the Principal and the Center for Teaching and Learning in coordination with teachers and departments in the school. The plan must be developed democratically, mobilizing teachers to participate so that they can jointly determine goals and choose implementation measures, then the implementation of the plan will be more convenient. The Center for Teaching and Learning needs to coordinate with other departments to determine resources for the tasks to be included in the plan. On the other hand, in planning to train teachers' teaching capacity in Mathematics according to the 2018 general education program, it is necessary to rely on the results of periodic assessment of teachers' teaching capacity based on the required capacity to implement the 2018 general education program in general and the Mathematics teaching program in particular, paying attention to two types of training: training organized by managers and self-training of each Mathematics teacher.

The training plan must have a plan to evaluate the results achieved in teaching Math according to the 2018 education program of teachers and the expected products of the plan.

- The principal must develop a plan to allocate appropriate resources to the selected tasks, especially human resources and financial resources. Clearly identify who is in charge and who participates in each task; and the location where each task will be performed.

1.4.2. Organizing activities to foster the capacity to teach Mathematics according to the new general education program for teachers in secondary schools Organizing activities to foster the capacity to teach Mathematics for teachers in secondary schools is a great effort.

The process of arranging, allocating work, authority and resources to the TCMs, members of the school in implementing the Math NLDH BD plan for teachers so that they can achieve the goals effectively. Corresponding to

Each different goal requires a different organizational structure. Thanks to effective organization, human resources and other resources can be better coordinated. Organizing the implementation of the plan to foster mathematics teaching capacity for secondary school teachers includes the following main tasks:

- The principal establishes a training organization to improve teaching capacity for teachers in general and improve teaching capacity for math teachers in particular to implement the 2018 general education program, with the principal as head of the committee and the vice principal in charge of professional matters as deputy head of the committee. The principal organizes the building of the training force (selecting reporters, key teachers, experts... and assigning tasks according to the plan); Classifying teachers, organizing training groups/classes according to corresponding contents;

The principal assigns tasks to the professional team and the head of the professional team, and responsibilities of each teacher regarding the tasks and content of training to improve teaching capacity for Math teachers in secondary schools according to the 2018 secondary education program: Identify new and difficult points of the 2018 Math curriculum in each grade; research Math lessons in the direction of experience; Teach Math in the direction of interdisciplinary and intra-subject integration; Teach Math in the direction of STEM education; Teach Math in the direction of differentiation; Evaluate the results of teaching Math in the direction of developing students' capacity; Organize demonstration teaching hours according to the new program to advise and support colleagues.

- Form relationships between departments and individuals in charge of operations related to BDGV activities.

- Clearly define the functions, tasks, powers and responsibilities of departments and members.

- Establish a coordination and support mechanism in implementing responsibilities (division of labor) between departments, TCMs and key members in the school. To effectively organize the implementation of the BDNLDH plan for Math teachers according to the proposed 2018 education program, there must be clear operating regulations.

- Each TCM must also organize the implementation of the Math BDNLDH plan for teachers. The organization of the implementation plan must clearly show the roadmap for implementing the goals, content of the Math BDNLDH for teachers, forms of organizing activities and results to be achieved, conventions, clear assignment and coordination of responsibilities in the TCM.

The principal assigns the task of preparing resources to conduct training to improve teaching capacity for Math teachers, improve capacity for core Math teachers, organize school clusters to coordinate in training Math teachers' teaching capacity. Send core Math teachers to participate in training activities organized by the Ministry of Education and Training and the Department of Education and Training and assign core Math teachers the task of retraining teachers at the school.

The principal builds a mechanism to monitor and evaluate the results of training in mathematics teaching capacity of teachers in secondary schools, and has sanctions for teachers who have not actively trained to improve their capacity.

1.4.3. Directing activities to foster teaching capacity of Mathematics according to the new general education program for teachers in secondary schools

Directing and managing the training of teaching capacity for teachers of secondary schools is the process of influencing, influencing, and connecting members of the school organization, gathering and motivating them to complete certain tasks according to the plan for training teaching capacity for teachers in Mathematics that has been set out to achieve the set goals or the intervention of the Principal in the entire process of managing the training of teaching capacity for teachers in Mathematics at secondary schools to ensure that the implementation of the plan is carried out in the right direction, on schedule, gathering, leading and coordinating forces in the implementation process effectively.

- The principal must thoroughly understand the operating principles in implementing the plan to improve the teaching capacity of Mathematics for teachers in secondary schools according to the new general education program.

- Appropriately use management methods in the process of implementing the BDGV plan (appropriately combine administrative, socio-psychological, and economic methods in the management process)

- Give orders and clearly communicate information to subordinates to assign tasks to individuals and departments to implement according to the Math teaching plan that has been established for teachers and guide the implementation.

The principal guides the professional team to send core math teachers to attend concentrated training according to the training program to improve math teaching capacity for teachers of the Ministry, the Department of Education and Training and the Department of Education and Training.

Direct the professional team to guide core math teachers to train and guide colleagues to improve their math teaching capacity at the school or school cluster.

The principal directs the professional team to conduct professional activities to analyze the new program, and distribute the Math teaching program to each grade level according to the following durations: Teaching theory, teaching experience; teaching problem solving; teaching integrated topics; teaching Math in the STEM direction, etc. Through this form of activity, it helps Math teachers to better understand the requirements of the new teaching program and to self-improve and improve their capacity to teach more effectively.

The principal directs the professional team to select new content; difficult content in the fields of Arithmetic - Algebra; Geometry and Measurement; Statistical Probability and Application in the Mathematics education program in secondary schools for seminar lesson study, pilot teaching, consulting and supporting colleagues to improve their professional capacity in teaching Mathematics.

The principal directs the professional team to guide teachers to coordinate with teachers of Natural Sciences, Technology, and Information Technology to discuss and analyze the program to select and design interdisciplinary teaching topics, teaching in the direction of STEM education.

- The principal directs the implementation of the training plan such as ensuring training conditions and implementing the work in the cooperative relationship between teachers - teachers, teachers - TCMs, TCMs with each other, between the board of directors - TCMs - teachers and between secondary schools in clusters of schools. Timely adjust the work content when there are unreasonable things that are not suitable to the reality during the implementation process.

- The principal directs the implementation of monitoring, consulting, and training activities to ensure that the Math teaching capacity development plan for teachers at each level is implemented in the right direction and with quality; Urges, encourages, and motivates Math teachers during the process of participating in the training to improve their Math teaching capacity according to the 2018 education program.

1.4.4. Check and evaluate the implementation of the action plan to foster teaching capacity for Mathematics according to the new general education program for teachers in secondary schools.

Checking the activities of BD NLDH subject of Mathematics for teachers in secondary schools is the process of forming judgments about the results of BD based on the information collected compared with the set goals and standards in order to propose appropriate decisions to improve the current situation, adjust, enhance the quality and effectiveness of BD NLDH subject of Mathematics for teachers. Testing and evaluation is to create a reverse information channel, thanks to which the Principal and the head of the professional group have information to evaluate the results of BD NLDH subject of Mathematics for teachers and correct and adjust the activities in the right direction to achieve the goals.

- To evaluate the results of Math training for teachers, the Principal must establish clear standards and evaluation criteria (based on the identified Math training objectives and established plans).

The principal must build a testing force, determine the testing content and design testing tools. Select and use appropriate testing methods that can easily measure the level of completion compared to the set criteria.

The principal must specify the content of the inspection of BDNLDH activities in Mathematics for teachers in all stages: Planning training; organizing training; directing the implementation of training activities; evaluating training results.

- Regularly check to collect complete and authentic information and evidence about BDGV and make accurate assessments about BD.

- Use assessment results actively to adjust training according to expected goals for each TCM and each teacher.

1.5. Factors affecting the management of activities to foster teaching capacity of Mathematics according to the new general education program for teachers in secondary schools

1.5.1. Subjective factors

The principal's management capacity affects all stages of teacher capacity development. First of all, it is the planning of activities to develop teachers' capacity to teach Mathematics in secondary schools. The principal must see the position and role of the TCM in developing teachers' capacity to teach Mathematics. The professional group is the best place for teachers to train and self-train. From there, the manager can build a plan that is appropriate for the job. Next, the principal's capacity will affect the organization of training activities. This capacity will affect the assignment of forces to participate in training when defining functions, tasks, powers, responsibilities and coordination mechanisms between them. At the same time, the principal's capacity also has a great impact on the direction, implementation and inspection of training activities. On the other hand, the principal's practical attention to training activities to develop teachers' capacity to teach Mathematics is extremely important and necessary. This attention helps BD to take place according to plan and promptly resolve difficulties in the implementation. Moreover, the Principal's timely encouragement, motivation, and rewards and punishments for BD activities will create great motivation for each teacher participating in BD. Each member participating in BD activities, in addition to performing their work duties, also wants to affirm their competence with colleagues and superiors.

The qualifications and competence of the professional group leader have a great influence on the activities of BD capacity building for teachers in Mathematics. The group leader and the TCM collective are the ones who understand best the circumstances and BD needs of each member in the group, so they will have practical advice to build the BD plan. The professional group leader is also the one who works closely with the members in the group to implement the BD plan. The qualifications and competence of the professional group leader will create a real and effective professional activity atmosphere.

The management relationship between the Principal and the professional team leader . In schools, if management is assigned, decentralized, and the coordination mechanism is clear, it will ensure good operation of all school activities. The same is true in implementing the activities of BDNLDH in Mathematics for teachers. The Principal is the one who holds the overall responsibility and also gives direct direction to the TTCM in implementing the task of fostering teachers' capacity for teaching Mathematics. The Principal also needs to listen to the advice and suggestions of the TTCM on the tasks and methods to foster teachers and create conditions for the TCM to perform, then the effectiveness of implementing the task of BDNLDH in Mathematics for teachers will be improved.

Capacity for training and self-training of teachers in training and self-training of teaching capacity in Mathematics: Training and developing teaching capacity for teachers must first come from the subject of teaching - that is, from the teacher. There are many factors related to the teacher that affect the behavior of training teaching capacity such as conscience and responsibility, awareness and innovative thinking, positive attitude towards innovation, desire and determination to innovate, capacity, experience, innovation habits, love of innovation and creativity.

1.5.2. Objective factors

Mechanisms and policies for teachers participating in training: Mechanisms and policies for teachers participating in training have a great influence and are decisive factors in the development of the capacity of Math teachers. Where there are opportunities

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