Organizing Reasonable and Effective Use of the Existing Preschool Teaching Staff in the Central Region According to Professional Standards

Professional capacity of the GVMN team, the level of response compared to CNN to have a training plan, BD of the GV team.

- Kindergartens, based on the plan of the Department of Education and Training, organize a survey of the current professional capacity of the Kindergarten teachers of the school according to the requirements of CNN. This can be done in the following steps:

+ Determine the survey objectives and content: The survey objective is to evaluate the level of GVMN's response to CNN. The survey content is based on the standards and criteria specified by CNN. The assessment content requirements must be specific and quantifiable in data processing.

+ Make a survey and evaluation plan, in which it is necessary to clearly define the roadmap, methods, and forms of teacher evaluation.

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+ Organize the force to carry out the work of evaluating teachers (Establish an evaluation council including the Board of Directors; standing pedagogical council; professional groups/teams...).

+ Conduct teacher evaluation according to the process: Teacher self-evaluation  Colleagues/Evaluation team  Board of Directors/Evaluation Council. Evaluation results are the basis for classifying teachers, arranging positions and jobs for teachers, and building a strategy for developing professional capacity for the team of preschool teachers.

+ Report teacher evaluation results to management levels.

+ Notify teachers of evaluation results.

To carry out this work effectively, the assessment requirements must ensure objectivity, fairness and democracy.

* Determine the professional capacity development goals of the GVMN team to meet CNN requirements over time.

The goal of developing professional capacity of preschool teachers is focused on developing professional capacity and pedagogical capacity of teachers. The quality of developing professional capacity of preschool teachers is considered a core part of ensuring the quality of care and education for children in preschools. To do so, developing professional capacity cannot exist separately but requires commitment, sharing and mutual support among teachers to bring the highest quality of care and education for children. In the process of developing professional capacity, preschool teachers need to constantly improve their qualifications.

professional level, pedagogical skills to create positive changes for oneself and the school, aiming to improve teaching and education for children in preschools.

- The Department of Education and Training and preschools, based on the CNN, determine the general goal of the process of developing professional capacity for preschool teachers, which is to make preschool teachers strive and practice to meet the CNN's requirements for professional capacity.

- Develop specific goals to be achieved by GVMN according to the standards and criteria set by CNN GVMN. These goals need to be quantified so that they can be accurately and objectively evaluated during the implementation process.

- Based on the specific goals identified, preschools determine the goals of each specific stage that preschool teachers need to achieve. Determining the goals of each stage needs to be based on the CNN of preschool teachers, local characteristics and the current situation of preschool teachers in each preschool. In which, the current situation of preschool teachers is the most important basis.

- Determining the goals of developing professional capacity for preschool teachers needs to be reflected in the policies and resolutions of the Party organization and school unions; thematic conferences... and thoroughly communicated to all members of the school, especially the teaching staff.

* Develop content for developing professional capacity of GVMN according to CNN

The birth of the GVMN CNN comes from the need to help the GVMN team to be able to respond well to the requirements of society and the education sector in the new era. The GVMN CNN identifies the necessary competencies for GVMN, emphasizing the standards related to professional competence and pedagogical competence for GVMN. Regularly developing professional competence for GVMN is also not outside of that goal. Therefore, the content of developing professional competence for GVMN needs to be based on the GVMN CNN.

Based on the regulations of the National GVMN Center and the current capacity of the GVMN team in the Central region, the content of developing the professional capacity of the GVMN team focuses on the following groups of capacities:

- Professional and technical capacity: Grasp and update the requirements of the CNN, the requirements for innovation in preschool education, organize nurturing, care and education activities to comprehensively develop children according to the Preschool Education Program, including: (1) Developing personal expertise; (2) capacity to develop care and education plans towards developing children's capacity; (3) capacity to develop children's education programs; (4) capacity to organize educational activities to comprehensively develop children; (5) capacity to observe and evaluate children's development; (6) capacity to manage groups and classes...

- Capacity to build an educational environment: Building a safe, healthy, and friendly educational environment in schools, including: (1) Capacity to build a safe, healthy, and friendly educational environment; (2) Capacity to exercise democratic rights in schools...

- Ability to develop relationships between school, family and community:

(1) Capacity to coordinate with parents or guardians of children and the community to improve the quality of child rearing, care and education; (2) Capacity to coordinate with parents or guardians of children and the community to protect children's rights.

- Ability to use foreign languages (or ethnic languages), apply information technology, demonstrate artistic ability in child rearing, care and education activities: (1) Ability to use foreign languages (priority given to English) or ethnic languages of children; (2) Ability to apply information technology in child rearing, care and education activities; (3) Ability to demonstrate artistic ability in child rearing, care and education activities...

Based on the general professional capacity development content for the team of preschool teachers according to CNN, specify the professional development content of preschool teachers in accordance with the characteristics of each locality, each unit and the requirements of preschool education innovation in the current period. Ask for expert opinions on the content of professional capacity development for the team of preschool teachers to evaluate the effectiveness and feasibility, on that basis, adjust it to suit the goals and actual conditions.

Professional development content is only effective when teachers are involved in determining what they need to learn and how to develop and apply the experiences they will learn through professional development activities. Professional development content should provide opportunities for

Teachers understand the fundamental theories of pedagogical knowledge and skills, helping them develop their expertise and pedagogical capacity in the field of preschool education.

* Select measures to implement the GVMN professional capacity development plan

The Department of Education and Training and preschools need to organize a variety of forms and methods of professional development for preschool teachers such as: (1) Observing classes and contributing ideas; (2) participating in the school's innovation process; (3) studying lessons; (4) participating in training; (5) participating in peer mentoring/being mentored; (6) self-directed personal development.

- Training and fostering facilities for teachers need to clearly define the capacity model of teachers according to CNN to adjust and develop training and fostering programs for teachers in the direction of interdisciplinary and cross-disciplinary integration. Develop theoretical and practical learning modules to train and improve professional capacity for teachers. Training and fostering program documents should be developed in a diversified direction, with printed and electronic versions, video clips, CDs, Q&A manuals, etc., focusing on "digitalization", putting documents and information on the Internet to create conditions for teachers to self-study anywhere, anytime.

- Managers direct the enhancement of forms and methods to promote the role of primary teachers such as: teachers participating in the school's innovation process or individuals self-directing their development... However, with these forms and methods, there needs to be clear guidance and a timely monitoring and support system.

- To organize this measure effectively, the Department of Education and Training and preschools need to survey preschool teachers about their needs for professional development in what form and method and evaluate the effectiveness of the forms and methods used. Require the team of lecturers and reporters participating in training to innovate training forms and methods, specialized training, increase practice activities, application, self-study, self-study, and self-experience of preschool teachers.

* Estimated resources to implement the professional capacity development plan for the GVMN team

To facilitate teachers in developing their professional capacity, the Department of Education and Training and the managers of preschools need to invest in facilities and professional activity rooms for professional groups in the school, especially focusing on equipping necessary modern technical means such as interactive boards, computers and projectors, internet connection, etc. The school's internet and computer systems need to ensure that they meet the requirements for online professional development courses. Managers need to attach importance to human resources, which are the team of experts in preschool teacher training courses on professional capacity development or arranging and using core teachers at preschool education facilities. Measures for resource planning need to be closely linked to local realities, characteristics, and professional development requirements of preschool teachers in specific preschools, in line with policies and guidelines on professional development of teachers in general.

3.2.4. Organize the rational and effective use of the existing preschool teaching staff in the Central region according to professional standards.

a. Purpose of the measure

The use of preschool teachers is important in the process of managing preschool teachers. If this work is carried out scientifically, reasonably and effectively, it will promote the capacity and strengths of individual teachers, contributing to the development of the professional capacity of preschool teachers. The use of preschool teachers is both scientific and follows the principles and methods of management, and is also an art in human relations. Therefore, in using preschool teachers, managers need to pay attention to arranging and using teachers in the right preschool major, combining monitoring and detecting other qualifications to exploit the potential of teachers in the activities of raising, caring for and educating children. A strong preschool teacher team in terms of quality will improve the quality of child care and education, meet the practical requirements of the region, and gather the combined strength in implementing the goals of preschool education of the locality.

b. Content and method of implementing measures

* Assign tasks to GVMN according to appropriate criteria (capacity, training expertise, personal wishes...)

According to the recruitment hierarchy, the arrangement of teachers is under the authority of the kindergarten principal. The Department of Education and Training needs to provide guidance so that kindergartens can have a plan.

Plan and arrange teachers in a reasonable and scientific manner, suitable to the requirements, tasks of the school and the capacity of teachers.

- General arrangement of the whole sector: The Department of Education and Training thoroughly instructs preschools to arrange teachers in accordance with the provisions of Circular 06/2015/TT-BGDĐT-BNV, ensuring a moderate and reasonable teacher structure to implement the goals, content, programs and working conditions of preschool teachers. Managers need to agree on the viewpoint of not arranging teachers with political qualities, ethics, and capacity that have not reached the CNN standard to teach in class, and to streamline the payroll according to Decree 113/2018/ND-CP of the Government (or similar current policies) for teachers who have not completed their tasks for 2 consecutive years. Every year, managers need to compare the surplus, shortage, and balance of teachers attending training standard upgrading classes to create a balance of preschool teachers among schools in the area.

- For each kindergarten: The principal assigns and arranges work for kindergarten teachers to ensure the following requirements: correct training level, title standards, compliance with labor norms, regulations on duties and powers of kindergarten teachers according to the kindergarten charter, in accordance with the human resources, ensuring inheritance and stability in the organization. The arrangement and use of teachers must ensure harmony and synchronization in structure, paying attention to the wishes and circumstances of each teacher... The kindergarten principal needs to arrange teachers reasonably in terms of age structure and age to have a transfer of experience, uniformity in professional capacity and pedagogical skills. The arrangement of homeroom teachers must be teachers with good or excellent human resources, capable, dedicated, able to persuade and organize classroom management.

*Organize the implementation of standard hour norms for GVMN according to regulations

Implementing standard hours for preschool teachers according to industry regulations is the basis for preschool teachers to develop plans for child care and education, study plans, and training to improve professional qualifications and skills. Preschool principals need to organize preschool teachers to implement standard hours for preschool teachers according to regulations in Circular No. 48/2011/TT-BGDDT of the Ministry of Education and Training, specifically:

- For teachers teaching groups of children, kindergarten classes have 2 sessions/day, each teacher teaches in class for 6 hours/day and prepares for class hours.

as well as other tasks as prescribed by the principal to convert to ensure working 40 hours/week. For classes with children with disabilities studying in integration, for every 1 child with disabilities/class, each teacher is counted as an additional 0.5 teaching hour/day. Arrange a maximum of 2.2 teachers/class so that the school has teachers to pick up, drop off children and be on duty at noon. The noon duty time for kindergarten teachers who teach directly and kindergarten teachers who do management work at kindergartens is counted in the total prescribed hours.

- For groups of children, kindergarten classes study 1 session/day, each teacher teaches in class for 4 hours/day and performs preparation work for class teaching hours as well as other work assigned by the principal to convert to ensure working 40 hours/week.

In addition, preschool principals need to implement standard hours for teachers working part-time according to the provisions of Circular 08/2016/TT-BGDDT dated March 28, 2016 of the Ministry of Education and Training. In addition to the main task of CSGD in the classroom, preschool teachers also perform professional activities and other activities as assigned by the principal. The conversion of these activities into teaching hours to calculate the number of teaching hours for each teacher is carried out as follows: for teachers mobilized to work as inspection collaborators, the working time of one session is calculated as 04 teaching hours; Teachers mobilized to participate in guidance, training, and professional training organized by the Department of Education and Training, Department of Education and Training, 01 practical teaching period is counted as 01 teaching hour... Joint Circular No. 07/2013/TTLT-BGDĐT-BNV-BTC dated March 8, 2013 of the Ministry of Education and Training, Ministry of Home Affairs, Ministry of Finance on guiding the salary regime for overtime teaching for teachers in public educational institutions.

The organization implementing the standard hour norms for preschool teachers according to the regulations of the industry requires the principal to be fair and impartial, consider the teachers' capacity properly, ensure the teachers' rights properly in order to promote the enthusiasm and positivity of teachers, contributing to improving the quality of education of the school.

* Develop and unify working regulations and coordination between professional groups and teachers according to their functions.

To improve the effectiveness of using GVMN, preschool principals need to develop and unify working regulations and coordination mechanisms between professional groups and

Teachers follow the correct functions, tasks and requirements. Based on the school's educational plan, professional regulations, managers develop and agree on working time, hours, school rules, periodic and ad hoc professional activity plans, based on the activities of professional groups and teams in the kindergarten to use kindergarten teachers. In the kindergarten, the principal regulates the coordination mechanism between professional groups to monitor, supervise and evaluate the implementation of child care and education tasks of each teacher regularly and periodically.

* Disseminate CNN and facilitate GVMN to perform tasks according to CNN

To improve the quality of the National Teacher Training Program according to the National Teacher Training Program, it is necessary for managers of preschool educational institutions to disseminate the content of Circular 26/2018/TT-BGDDT dated October 8, 2018 of the Ministry of Education and Training promulgating regulations on National Teacher Training Program in many forms such as: deploying documents in meetings, on school bulletin boards, via personal emails and on school websites... so that teachers can grasp the content of each level, requirements of the standards and criteria of the National Teacher Training Program. Principals should actively advise superiors to organize professional activities of school clusters on the topic of National Teacher Training Program to help teachers fully understand the National Teacher Training Program. The Department of Education and Training in coordination with preschools needs to organize training sessions on National Teacher Training Program so that preschool teachers have more opportunities to learn from experiences, contributing to improving the quality of preschool education.

Managers need to specify the requirements of the CNN GVMN in many different forms such as: building emulation regulations, professional regulations based on CNN criteria as a basis for teachers to strive. Kindergarten principals need to focus on creating conditions in all aspects for each teacher to perform the task of educating young children, thereby promoting their own capacity and strengths to meet the CNN. In the process of kindergarten teachers performing assigned tasks, school managers discover and nurture good kindergarten teachers, core kindergarten teachers to be the core in consulting, supporting, sharing with colleagues in professional activities, and fostering and developing kindergarten teachers' professional capacity.

Kindergarten principals can organize professional skills training classes for kindergarten teachers in many forms such as inviting experts to report on topics, give talks, coordinate with trade unions and youth unions to organize conferences to share experiences.

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