The subject classroom has posted regulations, weekly activity schedules according to the timetable, updated records, books, descriptions of scientific arrangements and systems of teaching equipment according to the subject program.
The principal directs the equipment staff, library and related departments to create conditions for teachers to use teaching aids optimally to improve the quality of teaching, provide a full range of books and newspapers for teachers to research and use the information technology room to prepare electronic lesson plans. There is a plan to check the use of subject classrooms, Stem workshops, teaching equipment to motivate and encourage teachers to actively use teaching equipment.
* Building modern information technology infrastructure
The principal has a strategic plan to build a modern IT infrastructure for many years, such as buying new computers, building smart classrooms, equipping students with tablets, and installing smart interactive boards in classrooms. Directing the upgrading of the internet network, wifi connection, installing cameras, upgrading the website, and installing utility software. Creating conditions for managers, teachers, and students to use IT infrastructure effectively in management, teaching, learning, and organizing activities to meet the requirements of innovation in implementing the general education plan and developing the natural science program in particular.
IT infrastructure is a valuable equipment, cannot be equipped at the same time but must have a long-term plan, divided into many stages. Based on the school's autonomous funding source, the principal develops a short-term and long-term plan for equipping modern IT infrastructure such as computers, building smart classrooms, equipping tablets for students, installing smart interactive boards for classrooms. The plan must have an implementation roadmap, funding source, installation location, and expected frequency of use by teachers and students. Applying the policy of socializing education, mobilizing many social resources to increase investment in purchasing more modern IT equipment to meet the needs of teaching and learning and educational activities.
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Directing the increased use of modern IT infrastructure in building and implementing school education plans and developing natural science programs; exploiting resources via the internet, establishing a data warehouse for innovative teaching method lecture libraries, question banks, open learning resources, and online student management to exploit IT infrastructure in implementing school education plans and developing natural science programs.
* Proactively seek and exploit resources to serve the development of natural science subjects in secondary schools in Lao Cai city, Lao Cai province.
With current resources, secondary schools have great difficulty in implementing activities to build and implement school plans in general and develop natural science programs in particular. Therefore, schools need to proactively seek and exploit resources to serve these activities. Principals need to proactively advise the Party Committee, government and coordinate with individuals and local organizations to mobilize diverse resources to participate in educational activities and support funding and facilities for schools, build a healthy and safe educational environment, and contribute to the successful implementation of school programs.
Principals need to seek investment from management agencies and localities in educational and training innovation such as building smart classrooms in the smart city construction project; organizing Stem education activities, etc.
3.2.3.3. Conditions for implementing measures
To effectively implement this measure, it is necessary to do a good job of consulting so that education management agencies can allocate resources from the budget appropriately and effectively.
Principals of secondary schools must exploit, search for, and mobilize resources for the development of natural science programs and other educational activities of the school.
The school promotes the strength of collective solidarity, makes good use of the school's human resources in developing the natural science program and organizing other school activities.
3.2.4. Organize training and capacity building for managers and teachers of Natural Sciences on subject curriculum development
3.2.4.1. Objectives of the measure
The objective of the measure is to organize and train teachers to develop natural science programs and manage natural science program development for management staff and secondary schools.
Measures to contribute to improving the effectiveness of developing the Natural Science program in secondary schools in Lao Cai city, Lao Cai province and improving the quality of teaching Natural Science in secondary schools in Lao Cai city, Lao Cai province.
3.2.4.2. Content and method of implementing measures
* Develop and implement training plans
Based on the actual training needs, the school's strategic plan, school year plan, and financial capacity, secondary schools proactively develop annual training plans, including: Objectives, requirements, content, training methods, time, budget, responsibilities of relevant organizations and individuals as a basis for implementing training activities; linking training activities to develop the capacity of natural science subject programs for managers and teachers with regular training activities during the school year. Training can be planned and organized according to the following steps:
Step 1. Identify training needs of each manager and teacher;
Identify and analyze the training needs of the management staff and teachers of natural sciences, providing data to educational management agencies. From there, identify
determine the content and training program for them. Training for managers and teachers must meet the requirements of implementing the development of the natural science program in secondary schools and the innovation of general education, focusing on building school education plans, developing natural science programs in the direction of integrating interdisciplinary topics to ensure standards of knowledge, skills and attitudes in teaching natural science.
On the other hand, the training also aims to prepare management staff to soon access the organization and implementation of the Natural Science program and textbooks in secondary schools in 2019. On that basis, determine the goals and build appropriate training programs.
Step 2. Orientation to select training content, programs, and forms of organization suitable for each manager and teacher;
Depending on their functions and tasks and on the basis of guidance and direction from the Ministry of Education and Training, leaders of the Department and the Department of Education and Training develop content and training programs to improve the capacity to develop school education plans and the capacity to develop subject programs, including natural sciences, for teachers and school managers.
The content of training to improve the capacity of developing natural science programs for managers and teachers must be comprehensive, based on the identified training objectives. In addition, the training content must also come from the needs of managers and teachers of each school.
The training program to improve the capacity of subject program development for school managers and teachers needs to focus on the following main contents:
- School education programs and plans, natural science programs, skills in building topics for teaching natural science in an interdisciplinary direction; skills in determining output standards for natural science.
- Teaching activities of Natural Science in high schools according to the approach of developing students' capacity.
- Skills to analyze school education plans and natural science programs.
- Skills in developing natural science programs based on innovations in technology, objectives, content, teaching methods, and student assessment; Designing subject output standards, designing subject program content, building subject program distribution, methods, and forms of teaching organization.
- Organize professional activities and seminars on the content of developing natural science programs. Organize for managers and teachers to practice skills in developing programs and managing the development of subject programs in building school education plans.
Training for natural science teachers and managers on the process of implementing and developing natural science programs and the principles that need to be thoroughly understood when implementing them, and the requirements for managers and natural science teachers in organizing and implementing natural science program development.
Step 3. Develop budget, propose training time and location;
Expenses for reporters, compilation of training materials, support for teachers participating in training, etc.
Step 4. Submit to competent authority to organize training or approve self-organized training content.
Step 5: Organize training to improve capacity for managers and teachers on developing natural science programs.
To meet the requirements of teaching Natural Science and developing Natural Science program according to the new secondary school program, managers and teachers need to be trained in many diverse and rich forms such as:
+ Regular training: Regular training is carried out in many ways such as: Self-study, self-training in educational practice, participating in seminars, participating in short-term training courses. In which, self-study and self-training are the most basic training methods, through practical management activities, managers and teachers draw their own lessons and overcome their limitations.
+ Concentrated training: To systematically train to improve the qualifications of the management staff who have not been standardized in terms of professional qualifications and skills and need to be trained to meet the requirements of educational innovation. Can be focused on continuous learning or focused in batches, with certificates issued for each batch.
+ Distance learning, online learning with learning materials distributed to learners or via the internet, it is necessary to increase the use of on-site learning methods such as self-study and guided self-study, online learning with elearning...
Training content is implemented based on needs and plans that have been developed and approved.
Step 6: Evaluate training results
Along with innovation in content, methods and forms of training, it is necessary to innovate the assessment of training results for managers and teachers of natural sciences in secondary schools.
Regarding the evaluation content. It is necessary to evaluate on two aspects:
Firstly , awareness of managers and teachers of natural sciences in secondary schools about the issues being fostered;
Second , the ability to apply acquired knowledge and skills to the development and implementation of natural science programs at school.
Regarding assessment forms. Assessment forms can be used, such as:
- Organize a survey to assess teachers' capacity in a centralized manner.
- Evaluation through monitoring by management staff, teachers' performance results.
- Self-assessment of managers and teachers of natural sciences.
The evaluation results are kept in the staff records, serving as a basis for developing plans, training and development plans for staff, rotation plans, and arrangement of use of the staff of general school management.
3.2.4.3. Conditions for implementing measures
The principal of a secondary school must direct the development of content, programs, and plans to improve the capacity to develop natural science programs.
Time, financial resources and testing and evaluation processes must be arranged to ensure that training activities achieve good results.
Managers and teachers must actively participate in training, considering training tasks not only as a right but also as their regular obligation to meet the requirements of educational innovation.
3.2.5. Develop a system of documents to guide and direct the development of the Natural Science program.
3.2.5.1. Objectives of the measure
The objective of this measure is to specify the process of steps in developing a natural science program to guide and direct program development activities to help teachers carry out the process of building an interdisciplinary integrated topic associated with local life practices. At the same time, it helps natural science teachers organize teaching of interdisciplinary integrated topics that have been built in secondary schools effectively and evaluate students' learning outcomes realistically. At the same time, it helps managers know how to control program development activities and implement teaching of the program after development.
3.2.5.2. Content and implementation
The process of developing interdisciplinary integrated topics is an important factor in developing interdisciplinary integrated topics for subjects and groups of subjects in general high schools and for natural sciences in general. Therefore, the Principal needs to develop a system of guiding documents to direct the professional team to guide teachers in implementing the process of developing the natural sciences program. The guidance content must clearly show the following contents.
The process of building an interdisciplinary integrated topic includes the following steps: Step 1: Research the theory of integrated teaching.
Step 2: Analyze the program and textbooks of Natural Science to find similar teaching contents in Physics, Chemistry, Biology and Earth Science, which are closely linked to each other in the current subjects of the program; contents related to current local and national issues and possibly hot issues of global concern to build integrated topics/lessons.
Step 3: Identify the integrated topic, including the name of the lesson and the subject area, and the contribution of those subjects to the lesson. Estimate the time for the integrated topic.
Step 4: Determine the objectives of the integrated lesson, including: knowledge, skills, attitudes, and orientation of capacity formation and development for students.
Step 5: Develop the main content of the integrated lesson. Based on the expected time, goals, even psychological characteristics and regional factors to develop appropriate content.
Step 6: Develop a set of guiding questions and instructions on supplementary resources and technical means for students to implement the content of integrated topics.
Step 7: Develop criteria to evaluate the content of the integrated topics and their effectiveness in forming and developing students' capacity in teaching and learning. Propose improvements to suit reality.