New Requirements for Management of Teaching Capacity Development for Secondary School Teachers

In terms of capacity development, teachers play an important role in the education system. Teachers are the decisive factor in the quality and effectiveness of education.

It can be said that teachers are the ones who directly shape the level of competence and also the ones who influence human personality. Therefore, teachers must ensure both professional qualifications and soft skills in teaching. So what are the necessary competencies of teachers?

Each teacher himself will need to prepare and meet two basic capacity requirements: requirements for pedagogical skills, professional qualifications and requirements for soft skills used in teaching. The teacher capacity model includes: Teaching capacity; educational capacity; assessment capacity and innovation capacity. In which, teaching capacity is considered the most important specialized capacity. To carry out the task of organizing and guiding learners to acquire new knowledge, teachers must have teaching capacity and be experts in teaching.

Based on the requirements of the new general education program for fostering teaching capacity of secondary school teachers, the following issues need to be studied:

- The goal is to foster teaching capacity for secondary school teachers to meet the new general education program.

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- Training content for secondary school teachers to meet the new general education program.

- Forms and methods of training teaching capacity for secondary school teachers to meet the new general education program.

- Test and evaluate the training of teaching capacity for secondary school teachers to meet the new general education program.

1.3.2.2. New requirements for management of training teaching capacity for secondary school teachers

Managing the development of teachers' teaching capacity is a management activity of managers. Facing the trend of educational innovation that is taking place strongly and the requirements of the new general education program, the management activities of managers also need to change to suit the practical situation. To achieve the goal, managers need to identify and implement management tasks to develop teaching capacity for secondary school teachers, which include:

- Raising awareness among teachers and managers about the importance and necessity of fostering teaching capacity for secondary school teachers to meet the new general education program;

- Assess capacity, determine training needs and goals to foster teaching capacity for secondary school teachers to meet the new general education program;

- Develop content and training programs to improve teaching capacity for secondary school teachers to meet the new general education program;

- Develop a plan to improve teaching capacity for secondary school teachers to meet the new general education program;

- Diversify the way of organizing training to improve teachers' teaching capacity to meet the new general education program;

- Direct the implementation of the plan to improve teachers' teaching capacity to meet the new general education program;

- Check and evaluate the management of training teaching capacity for secondary school teachers to meet the new general education program.

Based on the above analysis and explanation, in our opinion, the requirements of the new general education program for managing and fostering teaching capacity for secondary school teachers include:

- Develop a plan to improve teachers' teaching capacity to meet the new general education program;

- Organize training to improve teachers' teaching capacity to meet the new general education program;

- Directing the implementation of training in teaching capacity for teachers to meet the new general education program;

- Check and evaluate the implementation of management work to foster teaching capacity for teachers to meet the new general education program.

1.4. Content of training on teaching capacity for junior high school teachers to meet the new general education program

1.4.1. Objectives of training teaching capacity for junior high school teachers

Teaching capacity development must aim at the basic goal: Teaching capacity development is to improve professional qualifications to raise awareness, equip, supplement, and update knowledge and professional skills, to promote and improve the quality of education, train quality human resources, and serve the process of industrialization and modernization of the country.

Resolution No. 29 - NQ/TW dated November 4, 2013 of the Party Central Committee on fundamental and comprehensive innovation in education and training clearly stated: "Strongly innovate the goals, contents, methods of training, retraining, fostering and evaluating the learning and training results of teachers according to the requirements of improving quality, responsibility, ethics and professional capacity".

Based on the Party's leadership ideology in line with the general trend of countries in the world and the reality of Vietnam, fostering teaching capacity for secondary school teachers to meet the new general education program is a very important issue in every general school in general and secondary school in particular. Carrying out this activity well helps teachers:

- Understand and apply the Party's innovation viewpoints to teaching practice; Clearly perceive one's role, function and tasks in educational activities;

- Have good teaching capacity, meeting the requirements of educational innovation;

Good management of capacity building activities for secondary school teachers will help managers have a team of teachers who are solid in their expertise, complete assigned tasks well, and are able to meet the new general education program in the coming period; help managers forecast the need for continued professional development of teachers to have timely advice to leaders at all levels on training, fostering, and recruiting a team to meet the requirements of educational innovation.

Good management of capacity building for secondary school teachers will help managers be proactive in building and implementing plans, mobilizing resources for training work for each school year; choosing training forms suitable to the needs of the teaching staff and the actual situation of the unit so that training is highly effective.

1.4.2. Content of training on teaching capacity for junior high school teachers

To meet the new general education program according to professional standards, teachers need to master their expertise and be proficient in their profession; regularly update and improve their professional and technical capacity to meet the requirements of educational innovation. To meet the new general education program, teachers need to have the following teaching capacities:

- Integrated teaching capacity.

- Ability to teach differently.

- Teaching capacity according to Stem education.

- Ability to teach through experience.

- Ability to develop subject programs.

- Ability to test and evaluate students according to the direction of developing students' abilities.

- Ability to use teaching methods oriented towards developing students' capacity.

The content of teaching capacity development is to continue to equip previously trained knowledge, update and develop new knowledge, skills and new teaching methods to achieve the teaching objectives set in the new period with new requirements. Therefore, the content must be suitable to the requirements, goals and meet the needs of educational innovation.

- Professional knowledge training for teachers.

- Training in teaching skills.

- Training on classroom management during the teaching process of teachers.

- Training on assessing students' learning outcomes fairly and objectively.

- Develop pedagogical capacity, teaching capacity and student education, with special attention paid to innovation in teaching methods, basic contents of the new general education program, new textbooks, enhancing skills to apply information technology and use teaching aids to increase teaching effectiveness. Foster professional training in subject methods, interdisciplinary integration, regular teaching conferences to gain professional experience, organize guidance for teachers to participate in educational scientific research, and summarize educational experience.

- Managers need to clearly understand the specific characteristics of teachers' pedagogical work: they are both pedagogues, organizers, and participants in socio-political activities. Teachers' means of labor, a special type of tool, are their own personality and intellectual qualities. In the process of labor, teachers must use their knowledge and exemplary style to influence students' emotions and intelligence to help them acquire knowledge, form and perfect their personalities. Know how to apply interdisciplinary knowledge to solve some practical situations and serve as a basis for approaching the innovation of textbook programs after 2018. Therefore, the content of teacher capacity training must be comprehensive as required by teachers, must have "enough virtue, enough talent".

1.4.3. Forms of training teaching capacity for junior high school teachers

Usually takes the following forms:

- Online training.

- On-site training: Training is organized right at the school where the teacher is working.

- Centralized training: Organize training by course or by period, by cycle at pedagogical schools or BDGV facilities.

- Distance training: Through textbooks, documents or information technology means to support on-site training.

- In addition to the above forms, self-improvement is currently being promoted. Self-study and self-improvement to implement the motto "continuous learning, lifelong learning" is a global strategy being launched by the United Nations.

- Training is a type of teaching and learning activity. The internal factor in teaching is self-study, the internal factor in training is self-training. But just knowing how to study is not enough, but also knowing how to study together. In training, self-training will be most effective when there is guidance from the organization's instructor and the right influence of management. Concentrated training is only effective when it is properly managed and must be based on the learner's self-awareness and self-training.

1.4.4. Methods of fostering teaching capacity for junior high school teachers

The training method must be a teaching method for adults, who already have pedagogical methods, so the training method must be flexible and appropriate. The teaching method includes the following methods:

- Direct Training Method.

- Indirect training method.

- Method of training and assignment.

- Method of assigning good teachers to help new teachers.

- Training methods according to course plans.

- Concentrated training method.

- Regular training method.

- Online training method.

- Training method through experiential activities.

Should lean towards self-study and self-research methods based on guidance on exploiting many information channels. Currently, exploiting advances in science and technology in training is being encouraged.

1.4.5. Testing and evaluating the teaching capacity development for junior high school teachers

Testing is an indispensable activity when conducting capacity building. Leadership without testing is considered as no leadership. It is thanks to testing that leaders promptly discover weaknesses to adjust, strengths to encourage and promote.

Evaluation is the process of forming opinions and judgments about work results based on the information obtained, comparing with the set goals and standards to propose appropriate decisions to improve the situation, adjust, and enhance the quality and efficiency of work.

Decision No. 06/2006/QD-BNV dated March 21, 2006 of the Ministry of Home Affairs stated: "The purpose of assessment is to clarify the capacity, qualifications, work results, political qualities, ethics, and lifestyle as a basis for educational management levels to arrange, use, appoint, train, foster, and implement policies and regimes for teachers". Whether management activities are effective or not depends on the above activities. Principals and teachers must base on scientific foundations, standardization, and objective and accurate assessment of results to know the actual level of teaching capacity. From there, each person can adjust their own activities to suit the goals of the plan.

In addition, we need to understand that the ultimate purpose of assessment is to help teachers overcome their limitations and promote their strengths. To do that, according to Circular 39/2013/TT-BGDDT of the Ministry of Education and Training: "Inspection does not only stop at accurate and objective assessment, but also has the task of advising teachers and pointing out measures to improve quality". We should avoid giving untrue assessments because of favoritism and emotion, which will make the person being assessed unable to see their real shortcomings in order to make adjustments, which will reduce the competitiveness of teachers and easily cause discouragement for good and active teachers.

The examination and evaluation of the results of teachers' teaching capacity development are carried out through the report after each training session, through the examination of teachers' records, and the professional activities of the Group. In particular, school leaders examine lesson plans and observe classes to see how teachers apply them, thereby evaluating teachers' teaching capacity.

- In addition to the inspection work of the Department of Education and Training, the Department of Education and Training will conduct inspections of the implementation of innovation work twice per semester through checking CM records and inspections.

Check pedagogical activities, surprise checks of teaching periods, subject tests, test results and compare test results between classes.

- The professional team conducts regular monthly inspections and reports the results to school leaders at joint meetings.

- Strengthen class observation, give feedback on innovative teaching methods and assessment. Conduct inspections of teachers' general test organization, invigilation, and grading.

- Check teachers' evaluation and classification of students at the end of each semester.

- At the end of each semester and school year, organize a preliminary and final review of the plan implementation to correct limitations and promote strengths in the coming time.

- The results of the assessment and training of capacity, innovation in teaching methods and assessment in the direction of capacity development are one of the criteria for evaluating and classifying teachers at the end of the school year.

1.5. Content of management of training in teaching capacity for junior high school teachers to meet the new general education program

1.5.1. Subject of management in fostering teaching capacity for junior high school teachers to meet the new general education program

1.5.1.1. Department of Education and Training in managing and fostering teaching capacity for junior high school teachers to meet the new general education program

According to Circular 11/2015/TTLT-BGD-BNV dated May 29, 2015 of the Ministry of Education and Training and the Ministry of Home Affairs, it stipulates: “The Department of Education and Training is a specialized agency under the People's Committee at the district level; assisting the People's Committee at the district level in performing the state management function of education and training in the locality and performing a number of tasks and powers as assigned or authorized by the People's Committee at the district level, the Chairman of the People's Committee at the district level and according to the provisions of law”.

The Department of Education and Training, with its state management function for primary education, directly manages junior high schools in general and manages the training of teaching capacity for junior high school teachers to meet the new general education program of schools.

1.5.1.2. Secondary school principals in managing and fostering teaching capacity for secondary school teachers to meet the new general education program

The principal of a secondary school is responsible for organizing and managing the school's activities and educational quality. The principal is appointed by the Chairman of the District People's Committee.

Issue a decision to appoint for a 5-year term for public secondary schools under the management of the District.

According to the Charter of Junior High Schools, High Schools and Multi-level General Schools; Issued together with Circular No. 12/2011/TT-BGDDT dated March 28, 2011 of the Minister of Education and Training, stipulating the duties and powers of the Principal:

a) Building and organizing the school apparatus;

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

c) 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;

d) 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;

d) Managing teachers and staff; managing expertise; assigning work, checking, evaluating and classifying teachers and staff; implementing rewards and discipline for teachers and staff; recruiting teachers and staff; signing labor contracts; receiving and transferring teachers and staff according to State regulations;

e) 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;

g) Managing school finances and assets;

h) 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;

i) Direct the implementation of emulation movements and campaigns of the industry; implement them publicly for schools;

k) Receive advanced training, professional development, and enjoy benefits and policies according to the provisions of law.

Accordingly, the Principal of the secondary school manages the training of teaching capacity for secondary school teachers to meet the new general education program.

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