Measures to Manage and Develop the Teaching Team

corruption and other training systems. From the perspective of increasing permanent lecturers to ensure initiative in assigning teaching and work at the school, it is necessary to supplement the number of lecturers according to the following rules:

Number of teachers needed is equal to total hours in a year/Standard hours of each teacher; Total hours in a year is equal to the number of hours of all classes in a year.

Sufficient development

number of teachers needed to

guarantee number

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hour

Teaching hours of teachers do not exceed the number of hours prescribed in Circular No. 36/2010/TT dated December 15, 2010 of the Ministry of Education and Training on amending and supplementing a number of articles of the regulations on working regime for lecturers issued together with Decision No. 64/2008/QD-BGDDT dated November 28, 2008 of the Minister of Education and Training and Joint Circular No. 06/2011/TTLTBNV dated

June 6, 2011 of the Ministry

Interior

and Ministry

Education and training "Standard regulations,

Duties, working regime, policies for lecturers at training institutions,

Ministry and agency training

Ministry, agency

government agency, school

Politics of provinces and centrally run cities”;

The standard teaching hour framework is converted from the teaching time fund for each position as follows:

a) Lecturer: 280 standard hours;

b) Main lecturer: 300 standard hours;

c) Senior lecturer: 320 standard hours.

Quality Development

According to the quality assessment standards of Universities and Academies, the quality of the teaching staff is determined according to the following two levels:

Level 1: At least 40% of the teaching staff have a master's degree or higher and know how to apply information technology in their profession, of which 10-25% of the lecturers have a doctorate degree, 10 to 20% of the lecturers have foreign language proficiency to work directly with foreigners.

Level 2: at least 40% of the teaching staff have a master's degree or higher, and over 25% of the teaching staff have a doctorate degree, and over 20% of the teaching staff have foreign language proficiency to work directly with foreigners; promote academic autonomy.

Model based on age structure and professional experience:

According to the spirit of the University and Academy Quality Assessment Standards, the age structure of lecturers is determined according to the following 2 levels:

Level 1 : Average professional experience of lecturers is 1012 years and the percentage of lecturers under 35 years old is 1525%.

Level 2 : Average professional experience of lecturers is over 12 years and the proportion of lecturers under 35 years old is over 25%.

With the faculty team according to the determined scale, we have:

The number of teachers with 10 to 12 years of seniority or more is equal to 20% of the total number of teachers needed.

design

The number under 35 years old is 20% of the total number.

GV required.

Reasonable structure of gender, set

subject, profession

training, teaching ratio

General education instructor with professional course teaching.

In addition, the task of training and fostering inspectors and civil servants

must be consistent with the industry's goal of training staff skills.

Inspectors should ensure that at least 60% of the teaching staff of the Inspectorate School have participated in inspection work and are

training of chief inspectors; the remaining 100% of lecturers must

trained and fostered in inspector skills.

Due to the nature of the profession, there are different ratios between lecturers in general knowledge training departments and professional departments. Female percentage

outline

usually about 70% higher. Business block

usually lower,

accounting for about 60%.

1.2.3. Measures to manage and develop the teaching staff

Measure: According to the Vietnamese Dictionary (1992), "measure" is: a way of doing, a way of solving a specific problem. {37;78}

From the perspective of an educational manager, a measure is a way to influence the management object to achieve the management goal.

Management: Management is understood as the process of transforming information into action.

as well as

turmeric

the art of getting others to work and to regulate

resources of money, property, and people to achieve certain goals. Management activities always aim at goals through people, with technical means and within an organization. When considering the effectiveness of management activities, people give the following four parameters:

1) The quality of a manager is considered through indicators such as the leader's ability to use power, take personal responsibility, and supervise.

use talented people, know how to evaluate each person's status;

reward for merit

2) Management tasks are assessed through indicators such as: effective direction, proper procedures, efficiency, and timeliness;

3) Management relationships are assessed through indicators such as goodwill, altruism, sympathy, teamwork, solidarity, mutual love, and support for colleagues at work, while still maintaining discipline and guidelines;

4) Regarding the management environment, it is considered according to indicators such as leaders knowing how to cooperate, knowing how to protect themselves to avoid risks, knowing how to compete, knowing how to take advantage of opportunities to solve management tasks.

Management is the activities carried out to ensure the completion of work through the efforts of others. Some authors believe that management is an essential activity, ensuring the success of the coordination between individual efforts to achieve group goals. There are also

fake

back to management is effective coordination

activities of

different associates in the same organization…

Although there are many different definitions of management, some characteristics of management can be drawn as:

1) Management is a special type of labor used to control human activities, equipment... according to defined goals and carried out in an organization or social group;

2) Management labor is an important condition, ensuring the existence, operation and development of human social organizations;

3) Management includes elements such as management subject, management object, management goal and management object;

4) In management, the human factor plays a central role in management activities;

5) Management is both a science and an art. Therefore, during the operation, the manager must be extremely creative, flexible and adaptable to direct the organization's activities towards the set goals.

Through analyzing management concepts based on the systems approach, we can understand educational management activities as follows: "Management is the process of planning, organizing, leading and controlling the work of members of a system of units and the use of appropriate resources to achieve set goals".

According to the connotation of this concept, the relationship of the nature of the management process can be modeled according to the content of the diagram as follows:

Diagram 1.1: Relationship of nature of management process

INFORMATION

PLANNING

CHECK

ORGANIZATION

DIRECTION

* Objective of managing the development of teaching staff

The operations of managing the development of the teaching staff are carried out to ensure that the process of developing the teaching staff takes place in a systematic, compatible, objective and effective manner. The result of that work is to have a team of lecturers with sufficient quantity according to type, good physical health, and a mindset ready to perform the tasks of the activity.

dynamic training, steadfast in ideology, politics, ethics, and profound knowledge

profound in specialized sciences, has professional competence and

Vocational pedagogy, skills in organizing and managing the vocational training process, scientific research capacity, skills in using modern teaching aids, willing to take on the task of educating and training a new generation of workers for comprehensive development of the socio-cultural economy.

This general goal must be specific.

materialize into specific goals

body

for each

individual aspects of the training process, capacity building and quality development for the teaching staff that the school principal knows to rely on to build a master plan, a detailed plan for each individual activity and then organize the implementation in a scientific, realistic and direct way in practice. This plan must clearly state the content of the work to be done, the targets to be achieved, the implementation measures, the assignment and the implementation time. To implement the content of the

training and development plan documents as well as self-training and self-development,

The principal must pay attention to providing sufficient human, material, financial and intellectual resources as well as meeting the necessary conditions and means for the process of implementing the task of building and developing the team. Of course, the content of this plan will create a legal basis for the process of managing the development of the school's teaching staff. In practice, directing the implementation of the plan's content, depending on the developments

of practice, the principal can change certain management contents appropriately and know how to promote the role of subjective efforts of each unit and each individual in activities so that the positive psychological atmosphere, self-awareness, enthusiasm, initiative, and creativity in learning are clearly expressed.

Measures to manage and develop teaching staff.

In the concept of management in general and educational management in particular, management measures are a combination of ways of action of the management subject to impact the management object to solve specific problems of the management system in order to make the operating system develop to achieve the goals set by the management subject in accordance with objective laws. From the above concept, we know that management measures in schools are the way for managers to impact the teaching staff to achieve the goals set by the school.

The essence of managing the teaching staff is that the principal carries out directive actions so that the teaching staff knows how to properly perform their training and development tasks. The goal of managing the teaching staff is that the principal knows how to mobilize their best working ability to make them satisfied, feel secure in their work to perform well all training tasks.

self-training, self-development to develop personality

According to Harold Koontz: Managing the teaching staff is done to achieve the goal in which people have time, money, material but with the least dissatisfaction to carry out the task of education and training.

* Principles of managing teaching staff

In the process of using administrative organization, social psychology and material and spiritual stimulation methods to actively solve the tasks of developing the teaching staff, school leaders must solve management tasks in compliance with the following principles:

1) Must ensure the leadership of the Party, the direction of the Board of Directors and the mastery of the masses in developing the teaching staff.

members. The school's Party Committee is built cleanly and strongly, often

regularly issue resolutions on the issue of developing the school's teaching staff to match the training task. Based on the Party Committee's guiding viewpoint, the Principal plans to develop the teaching staff and directly directs the training and fostering of expertise, pedagogical skills, scientific research methods, methods of organizing and managing the teaching process, teaching aids for science subjects, methods of organizing and managing pharmaceutical production, principles and methods of managing community health care activities at the grassroots level. Through that, the Principal organizes discussions on the content in front of the entire staff, employees, and lecturers of the whole school so that they can discuss collectively, democratically, freely contribute opinions, fully understand the tasks of each unit and each individual, thereby generating a positive attitude in implementing self-study, comprehensive self-cultivation to improve the quality and professional capacity of their personality;

2) It is necessary to ensure the scientific, practical and artistic nature in the management of the development of the teaching staff, in compliance with the theory of management science, in accordance with the reality, the team as well as the specific circumstances and conditions of the school, and in terms of art in daily behavior when solving situations of managing the training and development of the teaching staff. The personalities of staff and lecturers are very diverse and complex. Only when understanding them clearly, motivating them to be the most proactive in studying, cultivating their moral qualities, improving their professional qualifications, practicing medical ethics and professional skills in accordance with the theory of management, in accordance with reality and with art, can the principal solve the tasks of managing the development of the team;

3) Must ensure self-awareness, independence, creativity and initiative in planning and effectiveness in managing lecturers. Based on the guiding ideology of management thinking, the principal sets out specific and authentic regulations on studying and fostering professional expertise of lecturers.

so that everyone understands and carries out the task of team development

lecturers to achieve practical results. Once the principal considers the task of managing the development of the teaching staff as the center, he/she will regularly coordinate his/her leadership activities with the Party organization and mass organizations in the school to create a common unity.

on the direction, thinking, and approach in developing the teaching staff.

On that basis, the principal proceeds to create plans and necessary conditions for developing the teaching staff, mobilizing the combined strength of human, material, intellectual and financial resources necessary for studying, professional training and vocational teaching tools for the entire school's teaching staff.

* Elements of faculty development management

The management of the teaching staff includes three basic factors: management of quantity, management of structure of the teaching staff, and management of quality of the teaching staff.

Quantity Management

The management of the teaching staff corresponds to the management of the payroll. It includes determining the total payroll in the present or expected in the future, determining some quantitative characteristics of the teaching staff through the age pyramid, the professional level pyramid. From there, determine the number of lecturers to be recruited, eliminated, transferred or seconded... over time with a specific plan.

Structure management

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