Solution 5: Build and Promote the Influence of Team Leaders

Each teacher must proactively develop a self-study and self-improvement plan . The school and the Department of Education and Training are responsible for advising, guiding, and creating favorable conditions for teachers to implement their proposed personal plans . In addition, the school principal , in coordination with the specialized departments of the Department of Education and Training, can organize groups for teachers to exchange and analyze knowledge in the process of self-improvement . Self-study and self-improvement are forms of training that require leaders, especially school principals , to pay close attention to how to build them into habits for teachers, becoming their regular, lifelong task. Being aware of this, teachers will have plans and forms of self-study and self-improvement suitable to each individual's individual conditions, suitable to the general plan of the unit, of the industry, and meeting the practical requirements, as well as the long-term development.

For regular training:

The Department of Continuing Education assigns the Department of Continuing Education to develop plans and training programs for teachers in the entire sector, including high school teachers. The content of regular training combines the content of regulations of the Department.

Ministry of Education and Training with content related to local socio-economic development. Regular training is carried out periodically, depending on the content and scale to determine the time and regulations on training conditions, training cycle . Training can be provided for each school unit or divided by subject for all high school teachers in the whole city.

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Some other forms of training:

- Organizing seminars and lectures: Schools, clusters of schools or by subject (of teachers in the whole city) organize seminars, by topic or lectures. Through seminars to discuss specific topics such as innovation in teaching methods , teaching aids; student management and education; limiting student dropouts , etc. From there , help teachers gain more knowledge and experience in

teaching and educational activities. With the form of exchange, the workshop will help teachers to self-evaluate and evaluate themselves , thereby having a direction to strive for, it will turn the process of subject-based training into a process of self-training.

Organize teaching conferences for teachers to fully demonstrate their pedagogical and teaching abilities.

In addition to their professional skills , teachers also learn from their colleagues ' experiences and are honored in the emulation movement for excellent teaching of the school and the industry .

- Summarize writing experience initiatives, research scientific topics.

Every year, the Department of Education and Training launches a movement to write and apply innovative experiences and register to research a number of topics related to team building and school building. All innovative experiences are selected and classified as good, fair, and satisfactory. Initiatives classified as good will be sent to the City Science Council for further evaluation and classification.

However, any innovative experience in classification must be recognized.

Consider specifically the content and form to gain experience.

Summarizing the writing and applying experience initiatives movement is a form of training for teachers to improve their professional qualifications and skills. Through conferences summarizing and launching the writing and applying experience initiatives movement with related topics to raise awareness, especially helping teachers to improve their professional skills and pedagogical skills.

On the other hand , for each topic, individuals or groups of individuals register for research topics; school leaders and the Department of Education and Training create conditions in terms of time and material for teachers to carry out.

- Study tours: A form of training that has a good impact and creates interest in teachers and managers is to go on study tours in other provinces and schools. Depending on each topic , choose the school to visit , choose the target (teachers of which subject,...) to visit.

After the visit , there was discussion, summary and lessons learned .

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c) Implementation direction

Based on the established plan, the Department of Education and Training closely directs school principals to carry out the training and development activities of the Department; organizes the implementation of training and development plans of the school, of each subject and self-development work of teachers. In the direction, it is necessary to pay attention to the following contents:

- Training and development work must be conducted periodically, regularly and continuously; avoid the situation of only doing it once and then not mentioning it again.

- The role of professional groups in high schools is very important; under the direction of the school principal and the professional department of the Department of Education and Training, professional groups are the units that manage and organize the implementation of training work with the best results.

- The Department of Education and Training directs the Secondary Education Department to establish a core team of core teachers of each subject, managers, Ho Chi Minh Communist Youth Union officials, and Trade Union officials to participate in training activities in different fields.

- The Department of Education and Training directs each school and school cluster to organize training (possibly after-hours training classes) on foreign language and computer knowledge, depending on specific conditions .

- The Department of Education and Training coordinates with the City Education Trade Union to regularly launch in the team to respond to the emulation movements of the industry , the contest for excellent teachers, the movement to write innovative experiences, make and use teaching aids , set examples of self- study movements in school groups and at the entire high school level .

d) Testing and evaluation

Assign tasks to strengthen inspection and evaluation of the implementation of training and development plans . Through inspection, adjust inappropriate activities to achieve training goals.

Inspection is a particularly important step in implementation.

planning in particular and in the management cycle in general.

Based on the plan, carry out inspections at each content and level with different inspection methods. Inspections are conducted regularly or suddenly ; inspections from preparation to implementation, etc.

On the other hand, it is necessary to clearly define the purpose and requirements of each training content so that teachers can self-check and evaluate their self-study and self-training process and compare it with the requirements of the training work.

The test results must be compared with the set objectives and with the regulations of the Professional Standards ( according to Circular No. 30/2009/TT -BGDDT) for supplementation and adjustment (if necessary).

e) Implementation conditions

To effectively carry out training and fostering of teachers in high schools, it is necessary to have a number of necessary conditions regarding human resources, facilities and funding, including:

- Human resources: It is necessary to develop human resources for training and fostering, including the staff of teachers of pedagogical schools, the team of educational managers and teachers in the industry. The staff and lecturers of pedagogical schools are the core force, deciding the quality of training and fostering of teachers of high schools.

The Department of Education and Training establishes a Steering Committee for training and development every year and every stage, selecting competent and responsible people to participate in the Steering Committee . The Steering Committee will help the Department of Education and Training develop plans,

Direct the implementation of the annual teacher training and development plan and implement projects approved by the City People's Committee related to high school teacher training and development .

Consider selecting and encouraging teachers to participate in training and development classes.

Encourage teachers to self- train, self- improve their qualifications , expertise, and career, and to cultivate their qualities and professional ethics .

- Financial and material resources

The Department of Education and Training closely coordinates with relevant departments, branches and units (Department of Finance, Department of Planning and Investment, Department of Home Affairs, City Training Council, Center for Development of High-Quality Resources of Da Nang City...) to develop plans on funding sources and conditions on facilities to serve the training and fostering of teachers at high schools.

The Department of Education and Training and schools need to effectively exploit funding sources to organize training and fostering classes, support teachers to attend school and prepare conditions in terms of facilities, documents, ... to serve training and fostering work, demonstrated through the following funding sources:

(1) Funding source from the city's investment budget for industry and school activities;

(2) Funding sources from organizations, unions, projects of the Ministry of Education and Training, cooperation programs of training institutions abroad, sponsoring units ... ;

(3) Funding sources are voluntarily paid by individual teachers during training, self-improvement ,...

- The Department of Education and Training advises the City People's Committee on organizing training, retraining and fostering classes for high school teachers throughout the city. On the other hand , it recommends that the City People's Committee have appropriate policies and regimes for teachers participating in standard upgrading training programs at some domestic universities.

and abroad to serve as the core for training and development work during the period.

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- Schools must proactively develop plans and organize the implementation of training and development plans for teachers at the unit. School principals must build a movement of self-study and self-development among teachers, build the unit into a learning organization, and a culture of lifelong learning.

3.3.5. Solution 5: Building and promoting the influence of team leaders

Expertise and core teachers in teacher professional development

3.3.5.1. Purpose and meaning

- Building a team of professional team leaders with good moral qualities, professional and management capacity, helping the principal direct and manage professional activities, creating changes in the activities and tasks of the professional team; thereby, motivating each individual and the professional team to strive to achieve the set goals.

- Building core teachers in departments to be the core of expertise in schools and the whole city, implementing professional work, providing professional training for teachers, building test banks, exam questions, nurturing excellent students, etc.

A strong team of professional group leaders and core teachers will contribute significantly to directing and implementing professional activities and training teaching methods for teachers, helping this team meet the requirements of general education and industry innovation.

3.3.5.2. Content

To build and develop a team of professional group leaders, key teachers need to do the following:

- Do a good job of resource planning through task assignment.

in groups and general school activities.

Planning the team of professional group leaders is one of the management activities of the school. It helps the principal find development measures for each professional group, teaching staff and management staff of the unit. Planning the team of professional group leaders is associated with building standards and procedures for appointing professional group leaders. An important task is to discover positive factors, with capacity, prestige and prospects to carry out the planning work .

- Develop a training plan to foster a team of group leaders and key teachers to raise awareness of local and national education and training development policies and guidelines; improve knowledge, professional qualifications, and management skills for professional group leaders.

Through training and fostering, schools are able to prepare core teachers and human resources for the implementation of the process of appointing professional team leaders and managers of units, while also helping this team improve their professional qualifications, have professional ethics, strong political qualities, and management capacity, meeting the requirements of the Professional Standards for Secondary School Teachers.

- Carry out the work of appointing and dismissing the team of group leaders. Every year, based on the regulations in the School Charter and the guiding documents of the Department of Education and Training, the principals of high schools are responsible for appointing and dismissing the team of professional group leaders at the unit. In order to have a team of group leaders that meets the requirements of management and professional work, it is necessary to select new factors with capacity and prestige to appoint new professional groups; boldly dismiss (not re-appoint) group leaders who have lost their prestige and capacity in the team, have aspects of work that are no longer satisfactory , do not promote their role before the collective or are disciplined . Dismissing the right person at the right time is a necessary measure.

The team of professional group leaders is always screened and supplemented , contributing to perfecting the organizational structure in each unit , creating conditions for teachers to strive, contribute and develop.

- Review and select teachers with professional competence in each subject.

Learning through assessment and classification according to Professional Standards, through competitions, seminars, through emulation movements, etc. in each school in the city , supplementing the core teaching staff of each subject in the whole industry.

3.3.5.3. Implementation

a) Build a plan

- Based on the current situation of the team of group leaders and core teachers of each subject, the principals of high schools conduct an assessment and analysis of the level, management capacity, age, gender, etc. to forecast the quantity and quality of the team of subject group leaders and core teachers needed by the unit to meet the development requirements of the school in each school year and for the following years and stages.

- The Department directs high school principals to develop plans for developing the team of professional group leaders and core teachers of the unit. The plan must pay specific attention to the quantity and quality of group leaders and teachers of each subject, in accordance with the school's development plan and the requirements for educational development in the city . On that basis, the Department of Education and Training develops a development plan for the entire sector.

- The Department of Education and Training develops a plan to send for training and fostering the team of professional team leaders and core teachers in accordance with the development requirements of the unit and the whole industry . The training and fostering program and content must follow each time frame, service conditions, and necessary budget.

b) Implementation organization

- The Department directs the review and assessment of the current status of the team of professional group leaders and key teachers of each subject:

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