Management methods include administrative - organizational methods, psychological - educational methods and methods of stimulation using economic and spiritual factors...
1.3.2. Position, role and function of primary school principal in management
The principal of a primary school is the head of the school appointed and recognized by a competent state agency. The principal of a primary school assumes the role of a leader who guides the school to always change for sustainable development; the role of a manager who makes the school always operate stably to achieve its goals. According to the charter of a primary school, the principal of a primary school has the following duties and powers: [9]
Functions and duties of primary school principal:
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1. The principal of a primary school is the person responsible for organizing and managing the activities and educational quality of the school. The principal is appointed by the Head of the Department of Education and Training for public primary schools and recognized by the Head of the Department of Education and Training for private primary schools according to the appointment or recognition process of the principal by the competent authority.
2. A person appointed or recognized as a primary school principal must meet the standards of a primary school principal.
3. The term of office of a primary school principal is 5 years. After 5 years, the principal is evaluated and may be reappointed or re-accredited. For public primary schools, the principal may manage a primary school for no more than two terms. Each principal may only manage one primary school.
4. After each school year and each term of office, the Primary School Principal is evaluated by the school's staff, teachers and competent authorities on the management of school activities and educational quality according to regulations.
5. Duties and powers of the Principal:
a) Develop school development plans; plan and organize the implementation of teaching and education plans; report and evaluate implementation results to the School Council and competent authorities;
b) Establish professional groups, office groups and advisory councils in the school; appoint group leaders and deputy group leaders;
c) Assign, manage, evaluate, classify; participate in the recruitment and transfer process; reward and discipline teachers and staff according to regulations;
d) Administrative management; effectively manage and use the school's financial resources and assets;
e) Manage students and organize educational activities of the school; receive and introduce transfer students; decide on rewards, discipline, approve assessment results, classification, list of students promoted to the next grade, retained in the next grade; organize inspections, confirm the completion of primary school program for students in the school and other subjects in the school's area of responsibility;
g) Attend training courses on politics, expertise, and management skills; participate in teaching an average of 2 periods per week; enjoy allowances and preferential policies according to regulations;
h) Implement grassroots democracy regulations and create conditions for political organizations
- social activities in schools to improve the quality of education;
i) Implement socialization of education, coordinate organization, mobilize social forces to participate in educational activities, promote the role of schools in the community.
j) The primary school principal has full qualities and capacity according to professional standards with 06 standards and 18 criteria: [9]
Standard 1. Professional qualities: Professional ethics; Innovative thinking in school leadership and management; Ability to develop personal expertise and skills.
Standard 2. School administration: Organizing and developing school development plans; Managing teaching and learning activities, educating students; Managing school personnel; Managing school organization and administration; Managing school finances; Managing facilities, equipment and technology in teaching and educating students of the school; Managing educational quality in the school.
Standard 3. Building an educational environment: Building school culture; Implementing grassroots democracy in schools; Building safe schools, preventing school violence.
Standard 4. Developing relationships between schools, families and society: Coordination between schools, families and society to carry out teaching activities for students; Coordination between schools, families and society to carry out moral and lifestyle education for students; Coordination between schools, families and society in mobilizing and using resources to develop schools.
Standard 5. Use of foreign languages and information technology: Use of foreign languages; Application of information technology.
1.3.3. Content of managing Vietnamese language teaching activities in the direction of developing capacity for primary school students
1.3.3.1. Managing goals and plans for teaching Vietnamese language in the direction of developing capacity for primary school students
To effectively manage the implementation of the Vietnamese language teaching objectives in the direction of developing the capacity of primary school students, the principal should first direct the professional team to disseminate the Vietnamese language teaching objectives to teachers in each grade. Teachers must understand the importance of determining teaching objectives. If a teacher does not grasp the teaching objectives, it is like a boat in the middle of the ocean without a direction to the shore. Based on the general requirements of education and the specific requirements of the Vietnamese language department, based on the instructions for implementing the school year's tasks of the management levels and the specific situation of the school, the Vietnamese language group, and each individual to propose a suitable plan. The principal must be the one to guide teachers in the planning process, helping them to determine the right goals and find measures to achieve those goals. Managing the planning of departments as well as each teacher in the school is a job that requires the principal's close attention. The principal guides teachers through the planning process, helping them identify the right goals and find ways to achieve them.
1.3.3.2. Managing the content and curriculum of Vietnamese language teaching in the direction of developing capacity for primary school students
In order to effectively manage the implementation of the Vietnamese language teaching program and content, teachers must focus on managing the Vietnamese language teaching program and plan; assigning Vietnamese language teaching tasks; and preparing Vietnamese language lesson plans for teachers. First of all, from managing the Vietnamese language teaching program and plan, teachers must direct the professional team to do a good job of disseminating the Vietnamese language teaching program and plan in all grades. Teachers must understand the curriculum framework as a basis for developing teaching plans.
In a school with many subjects and many teachers, the Principal has a lot of work to do. The Principal cannot do everything directly, the important thing is to organize the Deputy Principals and the Centers in charge of carrying out the tasks assigned by the Principal. In managing the program and teaching plan, the Principal should also coordinate and assign tasks to the team leader to manage the implementation of the program and teaching plan for Vietnamese. It is possible to conduct regular and periodic inspections, but it is also necessary to conduct surprise inspections. The inspection results are an important basis to help the Principal promptly take measures to support teachers in making adjustments to achieve the set goals.
In addition to managing the program and plan for teaching Vietnamese, to contribute to effectively managing the implementation of the Vietnamese teaching content program, using the "right person for the right job" is very important, it greatly determines the quality of teaching. If the assignment of teaching Vietnamese is not reasonable, it will make a strong team "weak". To manage the assignment of teaching Vietnamese, ensuring maximum use of the strengths of human resources, the Head of the Department must first direct the Deputy Head of the Department to coordinate with the Head of the Department to come up with a method of assignment to ensure stability in the Vietnamese group so that all members understand that the assignment is objective and fair.
However, to achieve the goal of using “the right person for the right job”, the Head of School needs to direct the professional department to develop a process of assignment based on work efficiency, professional qualifications and aspirations of each teacher. Taking effectiveness as the first priority, it is necessary to prioritize professional assignment based on teaching efficiency of the previous school year to assign key classes, then to the standards of qualifications and finally to meet aspirations. It is necessary to ensure that professional assignment is not influenced by personal relationships.
Managing the content and curriculum of Vietnamese language teaching in the direction of developing students' capacity in primary schools plays a very important role in the process of implementing the teaching and educational tasks of teachers in primary schools. The management staff participating in managing teachers with Vietnamese language teaching activities in primary schools includes: principals, school boards, subject groups and teachers themselves. Along with managing and developing the teaching staff well, managing the teaching activities of teachers is a prerequisite that greatly affects the quality of Vietnamese language teaching in primary schools. The content of managing the teaching staff with Vietnamese language teaching activities in primary schools mentioned here is management in terms of expertise, teaching skills, management of program implementation, teaching content; Manage stages and steps of the literature teaching process (manage teaching preparation; manage teaching assignments; manage the implementation of teaching activities; manage the testing and evaluation of teachers' learning outcomes for students...).
1.3.3.3. Managing forms and methods of teaching Vietnamese language in the direction of developing capacity for primary school students
Currently, administrators often focus on instructing teachers to implement active teaching methods. However, with the current goals, administrators need to instruct teachers and students to innovate teaching and learning methods in the direction of communication practice, focusing on practicing listening, speaking, reading and writing skills. Specifically: organizing students to work independently or in groups when learning different types of Vietnamese lessons; organizing fun lessons, in which games and stories (with accompanying illustrations) are used as a means to support the formation, consolidation and expansion of knowledge for students.
To effectively manage the implementation of forms and methods of teaching Vietnamese language in the direction of developing capacity for primary school students, the school needs to do a good job of managing innovation in methods, forms of teaching organization and conditions to support teaching Vietnamese language.
First, to manage the innovation of forms and methods of teaching Vietnamese language in the direction of developing capacity for primary school students to achieve management goals, the school needs to organize dissemination to teachers about the curriculum and orientation.
towards teaching according to the competency approach of the Ministry of Education and Training. Only when teachers understand why it is necessary to innovate teaching methods towards developing students' competencies will they be proactive in learning, researching and implementing.
When the teaching staff has a correct and complete understanding of innovative teaching methods towards capacity development, the school organizes training courses, creating opportunities for teachers to study, improve, and master the theoretical basis as well as methods of teaching to develop students' capacity.
Next, the Head of Department needs to direct the subject group to guide teachers in designing Vietnamese lessons in a competency-based approach. Experience shows that teachers who are confused in designing lessons do not have enough confidence when teaching, which greatly affects the success of the lesson.
Once teachers have grasped the necessary operations when designing lessons, to help teachers speed up the progress of perfecting lesson plan design skills, the teacher needs to direct the subject group to design lesson plans, organize demonstration lessons, observe lessons, and draw lessons. That will help gather good ideas from many members into the same lesson plan. Drawing lessons after demonstration lessons also needs to pay attention to orienting teachers to focus on studying students' lessons. In other words, the teacher directs the subject group to organize activities according to lesson study.
A very important step is to promptly commend and reward teachers who actively innovate teaching methods towards competency-based approaches. Those who are commended will see that their efforts and hard work have been duly rewarded, while those who have not been commended will try harder to achieve their goals.
1.3.3.4. Managing testing and evaluating the results of teaching Vietnamese language according to the orientation of developing capacity for primary school students
Managing the testing and evaluation of Vietnamese teaching results in primary schools includes two distinct groups of tasks, which are managing the testing and evaluation of teachers' teaching results and managing the testing and evaluation of students' learning results. In order to manage the testing and evaluation of teachers' teaching results to truly bring positive impacts on teaching, the teacher must do well right from the periodic testing according to regulations such as checking lesson plans and personal records, checking the implementation of discipline through teaching schedules and lesson books. This task can be assigned to the support department.
The work of the Vice Principal and the Center for Teaching and Learning, but also needs to be checked at scheduled times. This not only helps teachers to be self-aware and proactive in complying with the regulations of the industry and the school, but also helps the Principal to strictly implement administrative discipline in the school. In addition, the Principal also needs to regularly check the organization of professional group activities, and should guide professional groups to innovate activities according to lesson research because it helps to maximize the role of each member, gathering collective intelligence. Organizing professional activities with a high sense of responsibility has a great influence on the positive change in implementing innovative teaching methods according to the competency approach.
Managing the testing and assessment of students' learning outcomes according to the competency approach must start with directing the subject group to organize training on testing and assessment of students' learning outcomes. Through training, teachers fully grasp the requirements and methods... to implement innovation in testing and assessment of students' learning outcomes according to the competency approach. In addition, directing the development of the process of creating and approving test questions is also very necessary, it helps to carry out the testing and assessment process in a more scientific and professional manner. When the organization of testing follows a certain process, it will be the basis for all individuals participating in the task to comply with.
1.3.3.5. Managing teaching facilities, equipment and conditions to support teaching Vietnamese language in the direction of developing capacity for primary school students
To effectively manage the facilities and conditions supporting the teaching of Vietnamese language in the direction of developing the capacity of primary school students, the school needs to do a good job of managing the innovation of teaching methods, forms of organization and conditions supporting the teaching of Vietnamese language. To manage the conditions supporting the teaching of Vietnamese language to achieve the desired results, first of all, the school must proactively develop a plan to ensure the facilities, technical means, and teaching aids to serve the teaching of Vietnamese language specifically for each school year. With limited funding, it will be difficult to build and purchase a lot, but try to meet the essential needs to support teaching. In other words, the plan must be suitable for the school's conditions and highly feasible. Finally,
It is necessary to reward and encourage teachers to use technical means and teaching aids effectively. The reward may not be of great value but it also has a positive effect on the responsible use of teaching aids.
1.4. Factors affecting the management of Vietnamese language teaching activities in the direction of developing capacity for students in primary schools
1.4.1. New development directions and goals of educational tasks
In the context of the current trend of globalization and international integration, which has created profound changes in all areas of social life for all countries, including ours, the demand for education has set new requirements for teaching and management of teaching activities, to meet the requirements of education and training for the cause of industrialization and modernization of the country. Innovating teaching methods in a modern direction, taking learners as the center, enhancing knowledge, aesthetic and spiritual values for students. Therefore, in the future, the goal of building and developing general education in general and primary education in particular will have new developments. These are major goals, dominating and strongly and comprehensively affecting the educational process in general, directly teaching and managing teaching activities in general and teaching Vietnamese in primary schools in particular; At the same time, it sets higher requirements for teachers' teaching process and students' learning of Vietnamese to meet the new development of current primary education tasks.
1.4.2. Program, content, plan and legal documents on management of Vietnamese language teaching activities in the direction of developing capacity for students in primary schools
Management documents, regulations, and rules... in the management of Vietnamese language teaching activities in primary schools are both legal tools in managing all activities and clear regulations for organizations and teachers in performing tasks, in checking and evaluating these activities of teachers, ensuring that the educational and teaching activities of schools are increasingly more systematic and effective. Currently, the Vietnamese language program in primary schools issued by the Ministry of Education and Training is still heavy, not very practical, and the teaching materials for practicing words and sentences in books