14:50, 10/07/2024
Please provide me with guidelines on evidence for evaluating primary, lower secondary, and upper secondary school teachers in Vietnam according to Circular 20/2018/TT-BGDDT - Ha Thi My (Dak Lak)
Article table of contents
Guidelines for Evidence for Evaluating Standards for Primary, Lower Secondary, and Upper Secondary School Teachers in Vietnam in 2020 - Illustrative Photo
Regarding this issue, Lawnet responds as follows:
Currently, teacher professional standards for primary, lower secondary, and upper secondary schools are stipulated in Circular 20/2018/TT-BGDDT regarding professional standards for teachers in general education institutions. To ensure the implementation of an efficient, practical, and positively impactful evaluation of teacher standards in primary, lower secondary, and upper secondary schools, on October 01, 2018, the Ministry of Education and Training issued Official Dispatch 4530/BGDDT-NGCBQLGD guiding the implementation of Circular 20.
Enclosed with this Official Dispatch is Appendix I, which stipulates examples of evidence for evaluating teacher standards in primary, lower secondary, and upper secondary schools according to Circular 20, specifically as follows:
| Criteria | Level of Achievement | Example of Evidence |
|
Standard 1: Teacher Virtue Adhere to regulations and practice teacher ethics; share experiences, support colleagues in ethical practices, and establish an exemplary teacher style. |
||
| Criterion 1. Teacher Ethics |
Achieved: Strictly comply with teacher ethics regulations | Teacher assessment and classification form (evaluation and classification form for public employees)/conclusion of inspection rounds (if any)/minutes of subject group meetings/professional group meetings/school council acknowledging the teacher's strict adherence to teacher ethics regulations, without violating extra tutoring regulations; or personal self-criticism with confirmation from the school's Party cell/evaluations of party members with confirmation from the residence Party cell acknowledging good moral and lifestyle (if a party member); or parents' meeting minutes acknowledging the teacher's strictness and appropriate conduct with students. |
| Fair: Have a spirit of self-study, self-improvement, and strive to enhance teacher ethics | Teacher assessment and classification form (evaluation and classification form for public employees)/minutes of subject group meetings/professional group meetings/school council/personal self-criticism with confirmation from the school's Party cell/evaluations of party members with confirmation from the residence Party cell (if a party member) acknowledging the teacher's strict adherence to teacher ethics regulations, without violating extra tutoring regulations, and having a spirit of self-study, self-improvement, and strive to enhance teacher ethics; or documents assigning tasks to teachers/decision assigning tasks/pictures of teachers visiting student homes to encourage them to attend school. | |
| Good: Being an exemplary model in teacher ethics; sharing experiences, supporting colleagues in practicing teacher ethics | - Teacher assessment and classification form (evaluation and classification form for public employees) acknowledging the teacher's excellent task completion; or receiving the emulation soldier title (if any); - Letters of appreciation or praise from parents/colleagues/professional groups/school board organizations/persons reflecting positively on the teacher's exemplary ethics; or the teacher reporting on special topics/exchanging opinions, discussing in professional group meetings/school board about experiences in practicing and enhancing teacher ethics; or pictures/examples of teachers and the school overcoming difficulties (due to natural disasters...) to achieve educational goals and plans. |
|
| Criterion 2. Teacher Style |
Achieved: Have a manner and way of working suitable for a general education teacher | - Not wearing inappropriate attire, not making offensive remarks, not engaging in activities that violate teacher ethics; - Teacher assessment and classification form (evaluation and classification form for public employees)/minutes of subject group meetings/professional group meetings/school council/results of class management/records of task completion... acknowledging a suitable manner and style of working for teaching and education tasks. |
| Fair: Have a sense of self-training to build an exemplary teacher style; positively influence students | - Not wearing inappropriate attire, not making offensive remarks, not engaging in activities that violate teacher ethics; - Teacher assessment and classification form (evaluation and classification form for public employees)/minutes of subject group meetings/professional group meetings/school council/parents' results of class management/records of task completion... acknowledging a suitable manner and style for teaching and education tasks, and having the spirit of self-training to build an exemplary, scientific working style, positively impacting the curriculum/class under their management; or students' academic results showing progress. |
|
| Good: Being an exemplary model in teacher style; positively influence and support colleagues in forming a teacher style | - Teacher assessment and classification form (evaluation and classification form for public employees) acknowledging the teacher's excellent task completion; or receiving the emulation soldier title; - Certificates/minutes of meetings/acknowledging opinions from colleagues/professional groups/school board/superiors/parents acknowledging the teacher's exemplary style in teaching and education tasks; - Academic results of students in the assigned class under their management showing progress/surpassing set goals; or the teacher sharing experiences in professional group meetings/school council on methods and steps to develop a suitable teacher style. |
|
| Standard 2. Professional and Skill Development Proficient in professional knowledge and skills; regularly update, enhance professional and skill capacities to meet the educational reform requirements. |
||
| Criterion 3: Personal Professional Development |
Achieved: Meet training level standards and fully complete required professional training courses; have a plan for regular learning and professional development | - Graduation certificate for the specific level of each educational stage; - Diplomas/certificates/training completion certificates meeting regulations. |
| Fair: Actively researching, quickly updating requirements for innovation in professional knowledge; creatively applying suitable forms, methods, and content for learning and developing personal professional capacities | - Graduation certificate for the specific level of each educational stage and diplomas/certificates/training completion certificates meeting regulations; - Annual personal plan for regular training showcasing creative and suitable applications of forms, methods, and content for learning and development. |
|
| Good: Guiding, supporting colleagues, and sharing experiences in personal professional development to meet educational reform requirements | - Graduation certificate for the specific level of each educational stage and diplomas/certificates/training completion certificates meeting regulations/annual personal plans for regular training showcasing creative and suitable applications of forms, methods, and content for learning and development; - Minutes of specialized observational hours/exchanging opinions/suggestions/solutions/initiatives for task and professional development within the school/as per the request of the Department of Education and Training/SO GDĐT that are acknowledged. |
|
| Criterion 4: Drafting teaching and education plans towards developing students' qualities and capacities | Achieved: Drafting achievable teaching and education plans | - Teaching and education plan approved by the professional group/professional group/the school's board; - Teacher assessment and classification form (evaluation and classification forms for public employees)/records of lesson plans, lesson schedules.../minutes of professional group/professional group/the school's board inspections confirming adherence to the teaching and education plan. |
| Fair: Actively adjusting the teaching and education plan to fit the school's and local conditions | - Teacher assessment and classification form (evaluation and classification forms for public employees)/records of lesson plans, lesson schedules.../minutes of professional group/professional group/the school's board inspections confirming the adjustment plan/method, creative solutions, adjusted work implementation according to the teaching and education plan fitting local conditions; - Academic progress of assigned teaching/students under their management showing progress. |
|
| Good: Guiding, supporting colleagues in drafting teaching and education plans | - Teaching and education plan approved by the professional group/professional group/school board and the significant academic progress of assigned teaching/students under their management surpassing goals set for the school year; - Minutes of professional group/professional group/school council meetings (or opinions acknowledged from colleagues/professional groups/the school's board/superiors) acknowledging the teacher's contribution in exchanging guidance, supporting colleagues, proposing effective measures for drafting and implementing teaching and education plans; or the teacher conducting special topic reports/sharing effective methods for drafting teaching and education plans suitable for subject requirements, the school's plans, and the academic situation of students. |
|
| Criterion 5: Using teaching and education methods towards developing students' qualities and capacities | Achieved: Applying teaching and education methods to develop students' qualities and capacities | - Teaching and education plan clearly demonstrating goals, content, requirements, teaching, and education methods applied for developing students' qualities and capacities approved by the professional group/professional group/the school's board; - Observational session evaluation sheets rated average (achieved) or higher/specialized activity minutes acknowledging the teacher applying teaching and education methods for developing students' qualities and capacities. |
| Fair: Actively updating, flexibly, and effectively applying teaching and education methods to meet innovation requirements, fitting practical conditions | - Observational session evaluation sheets rated fair or higher/acknowledging opinions from colleagues/professional groups/the school's board/superiors/parents acknowledging the teacher flexibly applying effective teaching and education methods meeting innovation requirements, fitting practical conditions of class/school; - Academic progress of assigned teaching/students under their management showing improvement. |
|
| Good: Guiding, supporting colleagues in knowledge, skills, and experiences in applying teaching and education methods to develop students' qualities and capacities | - Observational session evaluation sheets rated good or higher acknowledging the teacher effectively applying teaching and education methods meeting innovation requirements, fitting practical conditions of the class/school; - Significant academic progress of assigned teaching/students under their management, surpassing set goals; - Minutes of meetings/specialized activities acknowledging the teacher's sharing, discussing, guiding experiences in applying teaching and education methods to develop students' qualities and capacities; or special topic reports on measures/solutions related to teaching methodologies recognized by the school/Department of Education and Training/SO GDĐT; or certificates of merit/awards for exemplary teaching. |
|
| Criterion 6: Assessment according to students' development in qualities and capacities | Achieved: Using assessment methods for students' academic progress and improvement | - Teaching and education plan clearly demonstrating goals, content, requirements, assessment methods for students' development, approved by the professional group/professional group/the school's board; - Observational session evaluation sheets rated average (achieved), acknowledging appropriate assessment methods for students. |
| Fair: Actively updating, creatively applying various forms, methods, tools for assessment towards students’ development in qualities and capacities | - Observational session evaluation sheets rated fair or higher/acknowledging opinions from colleagues/professional groups/the school's board within acknowledging appropriate assessment methods fitting conformable requirements and towards students’ qualities and capacities development; - Academic progress of assigned teaching/students respectively showing improvement. |
|
| Good: Guiding, supporting colleagues in effectively applying assessment methods for students' academic progress and improvement | - Observational session evaluation sheets rated good or higher; - Year-end academic progress of students significantly improved, surpassing set goals; or parents' meeting minutes acknowledging students' willful progress in academic and behavioral performance; - Teacher opinions/reports suggesting, sharing various assessment methods within professional group/professional group/school council. |
|
| Criterion 7: Advising and supporting students |
Achieved: Understand the students and thoroughly understand regulations on advising and supporting students; integrating advising, supporting students in teaching and education activities | - Teaching and education plan demonstrating integrated suitable advising content, methods, forms fitting students, positively impacting the students’ academic and behavioral activities approved by the professional group/professional group/the school's board; - Observational session sheets/extra-curricular activities/specialized sessions/class activities rated average (achieved) or higher, acknowledging appropriate measures applied for students’ conditions. |
| Fair: Effectively implementing advising and supporting measures suitable for different types of students in teaching and education activities | - Observational session sheets/extra-curricular activities/class sessions rated fair or higher or parents' meeting minutes acknowledging effective advising and supporting measures aligned with different types of students; - Academic progress of students showing improvement including integrated students’ progress (if any); or the results of mobilizing ethnic minority students to attend class (if any). |
|
| Good: Guiding, supporting colleagues in effectively implementing students' advising and supporting activities in teaching and education | - Observational session sheets/specialized sessions rated good or higher acknowledging effective application of advising and supporting measures suitable for different types of students; - Significant academic progress of students surpassing set goals including integrated students’ academic progress (if any), or the results of mobilizing ethnic minority students to attend class (if any); - Discussions/reports within professional groups/specialized sessions/initiative catalog acknowledging effective advising measures, psychological and career guidance, supporting students confirmed by the school, higher management; or opinions acknowledging teachers’ exchanges, suggestions, experiences in maintaining attendance/mobilizing ethnic minority, underprivileged students attending class. |
|
| Standard 3. Building Educational Environment … |
||
>>> View the complete suggestions for evidence assessing the standards for primary, lower secondary, and upper secondary teachers in Vietnam in 2020 HERE.
Note: The examples of evidence for assessing teacher standards mentioned above are merely suggestions. The selection and use of evidence during the assessment process need to be appropriate to the actual conditions of the school and locality, ensuring compliance with the regulations as stipulated in Circular 20/2018/TT-BGDDT.
Nguyen Trinh
- Key word:
- Upper Secondary School Teacher
- teacher
- Vietnam
