Some experiences of the countries on recruitment, training-fostering and assessment on competency of education managers in high schools

An increasing domestic and foreign attention is paid to recruitment, training and

fostering and assessment on competency of high school education managers

(Principals). Many forms, criteria, standards for selection and assessment are

identified, accordingly, the orientation, even a philosophy of education can be

identified through the use of “leaders”. In this article, the authors desire to give an

overview, in which some methods and models have been used in training, fostering,

assessment and recruitment of high school leaders by some developed countries;

and on this basis, some experiences are given for Vietnam.

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es. Specifically, after taking the duties, the new principal must develop a diagnostic plan for the school and propose to his/her superiors - the Director of Department, the school’s development objective discussed by both parties. After discussion and consensus, those objectives will be formally incorporated into a document called the “Decision on task assignment” (Lettre de Mission), which will serve as a basis for later assessment of the principal. 504 KỶ YẾU HỘI THẢO QUỐC TẾ LẦN THỨ NHẤT VỀ ĐỔI MỚI ĐÀO TẠO GIÁO VIÊN In the United States, the assessment of principals is conducted at the local level by specialized administrators and schools make similar recommendations (Lashway 2003). The Center for School Leadership Developmentof the University of North Carolina recommends the following assessment method: School principals self-assess based on a set of standards that have been developed on a state or national scale. The results of the self-assessment will be discussed with the superiors to identify areas where the principal needs to be improved. The superiors are responsible for helping the principal determine some of his/her career development goals. Each party participating in the assessment has its own strategy, which is the factors that allow measuring the results of the implementation of the set goals. Principals and superiors meet regularly to monitor and evaluate the principal’s progress. In the report” Preparing Teachers and Developing Schools Leaders for the 21st Century» , OCDE, 2012, authorAndreas Schleicher, the representative of the research team, especially noted the model of Slovakia (Slovenia) of Former Yugoslavia, whereby high school principals were assessed on the degree of achievement of the goals set forth in the school project. The results of the assessment can then be used to adjust the principal’s salary. 6.4. A new trend in evaluating principals through school projects Due to the importance of the principal’s strategic role in improving school effectiveness, the assessment of the principal’s competence occupies a very important position in professional development mechanisms and in the practice process. Most European countries have issued a type of assessment conducted by a organization or a system of inspectors. However, in fact in the late years of the 20th century, the assessment of principal has not been systematically implemented in nearly half of the countries on this continent (according to a 1996 survey of EURYDICE). In recent years, with the strengthening of decentralized policy in school management, the assessment of principal has tended to be replaced by the overall assessment of school. Facing the diversity of schools, instead of using the general evaluation criteria and the form, the assessment agency focuses on the goals that have been discussed and negotiated with the school and the school leadership. Therefore, each school’s development project or strategic plan built on the advantages, challenges and available resources is in line with higher goals at local, regional or national levels, becoming an important reference for assessment activities. The progress madeassociated with the contribution of the leadership, the school employees and partnerswill be measured and assessed through the goals set by the school. Currently in many countries, especially in Europe, the concept of school development means the development of a school project (projetd’établissement). The conditions for project implementation are really different, due to the difference of conditions, objectives, motives, organization, etc. of the school (for example, the case of France,). In this context, the school’s assessment results (essentially the assessment of school project of the principal) are also considered as the principal’s assessment. 505Phần 3: TƯƠNG LAI CỦA GIÁO DỤC VIỆT NAM: NHỮNG VẤN ĐỀ VỀ QUẢN LÝ GIÁO DỤC... 7. Conclusion After introducing some of the issues raised for school leadership and managers under the direct influence of the economic, political and social progress of education systems and some innovative solutions in several countries around the world, here are some highlights that need special attention regarding school administration, the following are some highlights that need special attention regarding school administration, recruitment and development of principal career, assessment and training of principal. The issues raised in the following conclusions, although drawn from the practice of developed countries around the world, can be discussed regarding recruitment, training, development of principalcareer and assessmentofprincipalin Vietnam. Regarding school administration: The principal must have the necessary facilities to make the school developed. If being assigned the task of leading change and continuous improvement of the school, the principal must have the necessary means of action, that is, the ability to create and gather a team around and throughout the school and motivate that team. This also means that principal must have the right to recruit their teachers;regarding their career progression,principal also need to have a range of different incentives that can be applied depending on the needs of every school member. Such incentives include improvement of working conditions, assignment of specific rights, remuneration, finance, etc. to perform their functions. Regarding recruitment and career development: Organizing the recruitment and anticipate a career development roadmap. Candidates for leadership positions should be identified as soon as possible among the teachers who are interested or demonstrate appropriate qualifications (for example, the case of Singapore). This allows a well-organized transfer through the performance of tasks that are confined to the field of operations of a professional leader. Supporting and accompanying in preparing the functions for the principal and career start- up with an adaptive training program. It is necessary to be aware of the complex nature of the school principalcareer to provide support and guidance in accompanying the future principal before taking on the duties and in the first years of the principal career. Regarding principal assessment: Assessment associated with the school project The principal assessment system should focus on measuring the competence to implement a school development project with its own characteristics. The assessment is based on self-assessment and a set of competence standards for principal. The assessment of principal must lead to the identification of the principal’s personal development ability with an appropriate retraining program and an encouraging career development perspective. 506 KỶ YẾU HỘI THẢO QUỐC TẾ LẦN THỨ NHẤT VỀ ĐỔI MỚI ĐÀO TẠO GIÁO VIÊN Regarding teacher training: The outline of school management should be included in the teacher training program to make contact with the principal’s function, including pedagogical activity. This is the time to attract the attention of teachers who have interests and ability to work in management activities, and thereby identify potential principals. In this regard, the reforms in recruitment and in the training of school principals that have been implemented in the UK are exerting their effects through a specific training institution (National College of School Leadership). Preparation of future principal career before being recruited This requires that the design of a school principal training program is an ongoing process that begins with initial teacher training and leads to a gradual diversification of a principal’s functions. This also means that the teacher training program is not separate from the school manager training program. Research training and research adoption In the context of continuous innovation to ensure that school performance is always improved, one of the principal training methods applied in developed countries is to train teachers and incumbent principals capable of reviewing their activities through specific researches. This training should be initiated in the initial training stage and continued throughout the professional life, which gives the principal the ability to be autonomous and knowledgeable about his/her activities in practice as well as adapt them continuously in the process of developing the principal career. In summary, the issues posed in this article require a systematic and continuous viewpoint, from the first stage to the last stage, from the awareness of the principal’s activities as a career to the assessment and treatment stage. Some of the highlights in the above conclusiondrawn from the reality of developed countries in the world can help us have innovative viewpoint on the related activities that so far has many concerns. References 1. Nguyen Loc (2015), “Approaches to competencies of education managers”, Proceedings of the Scientific Workshop on education manager training in the context of educational innovation, Hanoi University of Education. 2. Trinh Van Minh, “The new role and competence of high school principals in the 21st century from the perspective of developed countries”, Proceedings of the Scientific Workshop on the topic KHCN-TB.21X/13-18 “Research and proposal of solutions to improve the quality of education managers and teachers for sustainable development in the Northwestern region”; 6-2016. 3. OCDE “ Preparing Teachers and Developing Schools Leaders for the 21st Century” , Research Report, 2012. 507Phần 3: TƯƠNG LAI CỦA GIÁO DỤC VIỆT NAM: NHỮNG VẤN ĐỀ VỀ QUẢN LÝ GIÁO DỤC... 4. Nguyen Van Quoc (2015), “Some opinions on education management careerand the issue of education management career training”, Proceedings of the Scientific Workshop on education manager training in the context of educational innovation, Hanoi University of Education. 5. UNESCO, “Les nouveaux rôles des chefs d’établissementdansl’enseignementsecondaire”, Research Report, Paris, 2006. 6. áoáo) 508 KỶ YẾU HỘI THẢO QUỐC TẾ LẦN THỨ NHẤT VỀ ĐỔI MỚI ĐÀO TẠO GIÁO VIÊN MỘT SỐ KINH NGHIỆM CỦA CÁC NƯỚC VỀ TUYỂN DỤNG, ĐÀO TẠO - BỒI DƯỠNG VÀ ĐÁNH GIÁ CÁN BỘ QUẢN LÝ GIÁO DỤC Ở CÁC TRƯỜNG PHỔ THÔNG Trịnh Văn Minh1 Vũ Thị Thúy Hằng2 Tóm tắt Việc tuyển dụng, đào tạo - bồi dưỡng và đánh giá cán bộ quản lý nhà trường phổ thông (Hiệu trưởng) ngày càng được quan tâm ở trong và ngoài nước. Nhiều hình thức, tiêu chí, tiêu chuẩn lựa chọn, đánh giá được xác định qua đó có thể nhận diện được định hướng, thậm chí cả một triết lí của giáo dục thông qua việc sử dụng người “lãnh đạo”. Trong bài viết này, các tác giả mong muốn đưa ra được một cái nhìn có tính chất tổng quan, trong đó một số cách thức, mô hình đã được một số nước phát triển sử dụng trong hoạt động đào tạo, bồi dưỡng, đánh giá và tuyển dụng những người đứng đầu một nhà trường ở bậc học phổ thông, từ đó có thể rút ra được một số kinh nghiệm cho Việt Nam. Từ khóa: Cán bộ quản lý giáo dục; Tuyển dụng; Đào tạo - bồi dưỡng; Đánh giá; chuẩn Hiệu trưởng. 1, 2 Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội; Email: minhtv@vnu.edu.vn.

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