Principles of Ensuring Scientific and Purposeful Conduct

Chapter 3

MEASURES TO MANAGE PRIMARY SCHOOL TEACHER TRAINING ACTIVITIES ACCORDING TO PROFESSIONAL STANDARDS IN THUONG TIN DISTRICT,

HANOI CITY

3.1. Principles for proposing measures

3.1.1. Principles of ensuring scientific and objective nature

Ensuring scientificity is reflected in the consistency between measures and forms of primary school teacher training activities according to professional standards with the theoretical system of education and training management science. Ensuring the purpose of measures for primary school teacher training activities according to professional standards helps managers standardize the steps in the process of primary school teacher training activities according to professional standards and organize the implementation of the plan. On the basis of a firm grasp of the plan and educational content, the implementation process must ensure scientificity, know how to flexibly and creatively apply management methods, analyze and synthesize educational results, grasp feedback information from students on content, methods, and forms to adjust and make accurate and timely decisions to serve the management of primary school teacher training activities according to professional standards to achieve high results.

3.1.2. Principles of ensuring systematicity and consistency

The system is many parts or individual impacts but combined together to form a unified entity, inheritance is the consideration, based on the progressive achievements that have been achieved. Due to the nature of management activities, compliance with the principles of systematicity and inheritance is a factor that ensures that management impacts are carried out logically, systematically based on theoretical and practical achievements in managing teacher training work according to professional standards. Management impacts are built in a concentric and increasingly expanding manner, complying with the systematic nature of management functions while supplementing, inheriting and closely linked to the achievements that have been achieved.

The proposal of management measures is also considered from a number of aspects such as: Researching the current status of management measures for teacher training, discovering advantages and limitations, finding causes and solutions; Considering the application of well-implemented and highly effective measures; Adjusting, supplementing, perfecting and developing existing measures.

Inappropriate measures; Propose improvements or changes, eliminate outdated and backward measures; Arrange and link proposed measures to form a unified entity, closely related to each other.

3.1.3. Principle of ensuring feasibility

Requirements and measures for managing primary school teacher training activities according to professional standards must ensure feasibility. Requirements and measures for managing primary school teacher training activities according to professional standards require the Board of Directors to direct effective implementation, in accordance with the actual situation of the school. The feasibility of the measures must be consistent with the circumstances, conditions, and resources of the school, on the basis of strict compliance with the regulations and rules of the Ministry of Education and Training. To achieve these issues, when choosing the goals and content of educational management, it is necessary to ensure that the goals are clear, quantifiable, have results, a specific time limit, and are thoroughly communicated to all relevant members of the school. The measures must be scientifically verified and tested, ensuring objectivity and the ability to be effectively implemented when put into implementation.

3.2. Measures to manage primary school teacher training activities according to professional standards

3.2.1. Measure 1: Raise awareness among primary school administrators and teachers about primary school teacher training activities according to professional standards.

3.2.1.1. Purpose of the measure

The purpose is to influence changes and raise awareness among education managers and primary school teachers about the role and importance of primary school teacher training activities according to professional standards. In particular, special attention is paid to equipping managers and primary school teachers with in-depth knowledge and understanding of the objectives, content, programs, forms, and methods of primary school teacher training.

3.2.1.2. Contents of the measure

Organize propaganda activities to raise awareness among managers and teachers about the Party and State's policies and guidelines on teacher training activities according to professional standards. Increase the participation of individuals, departments in the school, and mass organizations in propaganda to raise awareness among managers and teachers about teacher training activities.

primary school teacher training according to professional standards. Promoting collective strength in propaganda work to raise awareness will help this activity achieve high efficiency.

The management entity should implement specific measures to promote and educate teachers to understand and change their awareness so that they can perform well. At the same time, the management entity should regularly check and closely monitor the implementation of this task so that the management entity can overcome and adjust the limitations when implementing this measure in practice.

3.2.1.3. How to do it

Post all documents, resolutions, and instructions on primary school teacher training activities according to professional standards at the office, school bulletin board... so that teachers can understand and implement them well. Organize teachers to study all documents and resolutions of the Party and State, the Ministry of Education and Training, the Hanoi Department of Education and Training, and the Thuong Tin District Department of Education and Training on primary school teacher training activities according to professional standards. Raise awareness of managers and teachers through professional meetings, party cell meetings, and professional group meetings on primary school teacher training activities according to professional standards. Integrate the topic of raising awareness for teachers and managers on primary school teacher training according to professional standards with other topics in the process of organizing training for teachers and managers in the school. Send teachers to fully participate in training sessions of the Hanoi Department of Education and Training and the Thuong Tin District Department of Education and Training on primary school teacher training activities according to professional standards.

Organize discussion sessions among teachers and managers about the role and significance of primary school teacher training activities according to professional standards, where teachers can present their thoughts and opinions on primary school teacher training activities according to professional standards to thereby raise awareness of teachers and managers about this work.

3.2.1.4. Conditions for implementing measures

The principal directs the supporting departments to fully prepare documents on the policies of the Party and the State, regulations of the education sector, and guidance documents of the Hanoi Department of Education and Training and the Department of Education and Training of Thuong Tin district on primary school teacher training activities according to professional standards.

The principal directs the preparation of adequate facilities and equipment to serve propaganda work such as bulletin boards, banzons, slogans, halls, meeting rooms... to serve propaganda work, dissemination of documents, professional activities, thematic activities... for teachers and managers on this content.

Develop regulations on propaganda and education in schools, in which propaganda and education on the importance and necessity of primary school teacher training according to professional standards is a mandatory content in professional and thematic activities.

3.2.2. Measure 2: Develop a plan to train primary school teachers according to professional standards

3.2.2.1. Objectives of the measure

The objective of developing a plan for primary school teacher training according to professional standards is to provide orientations and strategic visions for teacher development, prepare necessary resources and implementation methods, and at the same time concretize the plan of the superiors on teacher training in accordance with the school situation. Due to the different needs and actual conditions in schools in Thuong Tin district, developing a detailed and specific teacher training plan is an important and necessary task.

3.2.2.2. Contents of the measure

The school needs to develop a teacher training plan that is both general and detailed in terms of teacher training. Because the plan is the legal basis and also an action program to serve the implementation of teacher training in practice. The content of the plan needs to be clear, ensuring scientific nature, convenient in implementation and monitoring of the training process, with timely backup and adjustment plans, thereby improving the effectiveness and quality of management of primary school teacher training according to professional standards. The plan must be disseminated to teachers and functional departments for understanding, on that basis, develop individual plans and implement training plans suitable to the actual situation.

3.2.2.3.How to implement the measure

- Step 1: Survey the current status of primary school teacher quality

It is necessary to survey and evaluate the current situation of primary school teachers, focusing on the following aspects: quantity, structure of teachers, professional qualifications, professional skills, political qualities, ethics, lifestyle of teachers and the need for teachers to participate in training. Evaluate the current situation of teacher training, paying attention to the following contents: organization of apparatus, organization of resource allocation, training and training policies, incentive regimes and the environment in which teacher training activities take place inside and outside the school. Forecast the development situation of the school (class size, number of students, number of teachers); Study the changes in school structure and organization, the innovation situation in programs, content, teaching methods; career transition trends, transfer rates, retirement, resignation and the need to improve the quality of education and training to meet the requirements of professional standards.

- Step 2: Determine the training goals for primary school teachers according to professional standards

Based on the analysis of the environment and the current status of primary school teacher quality, it is necessary to determine the goals of primary school teacher training according to professional standards such as: Training primary school teachers to meet and fully meet professional standards. Professional standards for primary school teachers include three areas: political qualities, ethics, lifestyle; knowledge; pedagogical skills.

On the basis of training primary school teachers to meet and exceed current professional standards, continuing to train teachers to meet professional standards at a higher level is a long-term goal that needs to be pursued in teacher training. This is an important element in the process of building and developing high-quality educational human resources, contributing to improving the quality of education and training in schools.

- Step 3: Determine rich and practical training programs and content

Based on the requirements of professional standards and the framework program for regular teacher training, the school plans to develop a program and content for primary school teacher training according to professional standards that are suitable for the characteristics of the teacher situation and the conditions of the school. Determining the content of the issues that need to be trained for teachers is based on the specific criteria of the prescribed professional standards. The criteria that teachers have not met or are weak in need to be given priority for training, the missing and defective content needs to be supplemented, and continued to develop at a higher level than the content that has reached the level of good or better.

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- Step 4: Determine diverse and effective training methods and forms.

Because the content of primary school teacher training according to professional standards is relatively diverse.

Each content requires different methods and forms of organization to ensure effectiveness. Therefore, managers must choose flexible and creative training methods and forms that meet the needs of primary school teachers and are suitable for the reality of the school they are managing.

- Step 5: Identify resources, subjects, forces participating in training and conditions for conducting training

Prepare necessary conditions and resources for professional groups and teachers to develop and implement training plans well. Prepare plans and plans to implement methods for training primary school teachers according to professional standards. Plan and identify forces, organizations, and social communities to participate in primary school teacher training.

- Step 6: Complete the training plan, issue the plan and organize implementation.

On the basis of collecting all the necessary conditions of the training plan, the managers draft the plan, ask for opinions from experts, teachers and experienced managers on the basis of comments to complete the training plan, submit it to the leader for signature and promulgation. After the plan for primary school teacher training according to professional standards is approved and promulgated by the leader, it needs to be deployed to professional groups, to each manager and teacher so that they can understand and organize effective implementation.

3.2.2.4. Conditions for implementing measures

In order for this measure to be implemented effectively, the Principal must first assign experienced managers with good professional capacity to perform this task. The planning process requires the management entity to regularly check the quality and urge the progress of the plan development. Timely give close instructions and mobilize many forces to participate in the planning in order to

Build an effective teacher training plan according to professional standards, close to the practical conditions of the school.

3.2.3. Measure 3: Innovate the organization of primary school teacher training activities according to professional standards

3.2.3.1. Objectives of the measure

Innovating the organization of primary school teacher training according to professional standards is a process of impact to arrange and allocate resources, build an organizational structure and determine working procedures and mechanisms in the direction of enhancing the effectiveness and efficiency of primary school teacher training according to professional standards. Innovating the organization also aims to ensure that primary school teacher training according to professional standards is always ready to operate in the best conditions.

3.3.3.2.Content of the measure

Measures to innovate the organization of primary school teacher training according to professional standards include some basic contents: (1) Building a streamlined and effective organizational structure; (2) Preparing, arranging, and allocating necessary resources to serve teacher training; (3) Selecting, assigning, and allocating human resources, and arranging appropriate apparatus to ensure effective teacher training activities; (4) Developing regulations, working mechanisms, and creating favorable policies to attract the wide participation of forces in primary school teacher training activities according to professional standards.

3.2.3.3. How to implement the measure

- Regarding organizational structure: Establish a steering committee for teacher training of the school, specialized subcommittees (if necessary).

- Regarding the organization of resources: Arrange and prepare the material conditions, equipment, technical means, provide professional documents to serve the training and self-training of primary school teachers. Prepare the necessary content, means and conditions for teachers to compete in making teaching aids, writing experience initiatives, participating in seminars, teaching conferences, and teaching demonstrations at school. Distribute resources and favorable conditions for teachers sent to study and train to re-train teachers in the whole school and in each professional group. Orient the content, form of organization, and conditions for teachers to participate.

Visit, exchange, research and study at other schools/educational institutions. Arrange and organize time, space, environment, and location for training in a convenient, reasonable, and scientific manner to attract teachers to fully and actively participate in training work.

- Regarding the selection, assignment, arrangement of human resources, and arrangement of appropriate apparatus to ensure effective teacher training activities: Managers decentralize management and determine the relationship between individuals, departments, and professional groups in teacher training work. In which, school managers are responsible for the overall responsibility, and assigned groups, departments, and individuals are responsible for their assigned work areas. Assign, assign tasks, responsibilities, and authorities clearly and specifically to individuals, departments, and organizations participating in teacher training work. Through research, the author proposes the assignment of specific tasks as follows:

Table 3.1. Assignment of tasks for implementing teacher training

STT

Person in charge

Job Description

Note

Principal

General management, assigning work according to management hierarchy to vice principals

Monitor and supervise vice principals on assigned work areas.

Main responsibility

Vice Principal

Organize and carry out assigned work Manage team/block leaders and related teachers

to teacher training