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1 INTRODUCTION Reasons for choosing dissertation topic Teacher staff have a very important meaning in the cause of Education and Training Through professional fostering, they will be updated with new knowledge and trends; acquiring new teaching methods; absorb modern forms of teaching organization On that basis, they can foster their own expertise as active and creative management subjects In the past years, professional management and training for teachers has achieved many positive results and made positive contributions to professional and professional activities but the quality and efficiency are not high It still shows a lack of initiative, the budget is mainly dependent on the State; contents, methods and forms of professional training for teachers are still backward; efficiency has not been achieved as expected, has not made professional training activities really become self-fostering activities in the teachers In teaching theory and practice, the renewal of teaching methods and assessment methods requires redesigning the school's teaching and educational programs At the same time, the educational program of each school must take into account the socio-economic conditions, the capacity of teachers, the conditions of facilities, teaching equipment, and trend update in the region and the world It is called the school education program In Hanoi city, professional management activities for teachers also have positive changes, contributing to improving the quality and effectiveness of professional training and retraining management activities.Specifically, it is the change of management form from control to supervision; strong decentralization of management activities towards improving and maximizing the role of school principals; improve the effectiveness and efficiency of state management of state management agencies in the field of education and training; adhere to the specific requirements of the school education program However, the quality and efficiency of professional training for secondary school teachers to meet the requirements of the school education program still has certain shortcomings; not fully meet the requirements of the school education program and the expectations of management levels as well as society So far, there are no authors or scientific work which has mentioned and researched in a specific, detailed and comprehensive way about fostering junior high school teachers to meet the requirements of the education program at school From the above reasons, the author selected the topic: "Professional retraining management for secondary school teachers in Hanoi City to meet the requirements of the school education program" Research purpose and tasks * Research purpose: The dissertation identifies professional retrain management measures for secondary school teachers of Hanoi City to improve the quality of the city's teachers; ensure teachers effectively implement the school education program; contribute to implementing the fundamental and comprehensive renovation of education in Vietnam today * Research tasks The dissertation has surveyed and evaluated the status of professional retraining management for junior high school teachers in Hanoi city to meet the requirements of the school education program; Identify professional retraining management measures for secondary school teachers in Hanoi city to meet the requirements of the school education program; making experiment and testing proposed measures The subject, object, scope of research and scientific hypothesis * Research subject: Professional retraining management for secondary school teachers Research object: Measures of professional retraining management for secondary school teachers in Hanoi City to meet the requirements of the school education program * Scope of research: The research project on professional retraining for secondary school teachers meets the requirements of the school education program based on the current education program of the Ministry of Education and Training; Surveying the practical situation of professional retraining management for secondary school teachers with data from 2014 to 2017; The management subjects in professional retraining and management for secondary school teachers are secondary school managers * Scientific hypothesis If the requirements and professional content for secondary school teachers are determined to meet the requirements of the school education program, at the same time, it is necessary to develop and apply professional retraining management measures for teachers, especially building schools according to organizational models of learning to develop professional skills for teachers; It will improve the quality and efficiency of professional retraining management for secondary school teachers and contribute to the success of the school education program in Hanoi city Methodology and research methods *Methodology: The dissertation uses the following methodology: dialectical materialistic perspective; Historical and logical views; Practical view; System approach perspective; Perspective of capacity access; Perspective of approaching the function * Research methods: The dissertation uses a combination of theoretical, practical research methods and additional research methods, namely: Theoretical research methods Practical research methods: Observation method; active product research methods; survey and survey methods; deep interview methods; expert consultation method; method of summarizing experience; assay method; Test methods and complementary methods: Methods of processing data by mathematical statistics New contributions of the dissertation The dissertation identifies the requirements of the professional capacity of secondary school teachers to meet the requirements of the school education program; analyzes and assesses the situation; points out the advantages, limitations and causes of the situation of professional retraining management for secondary school teachers in Hanoi city; assesses factors affecting professional retraining management for middle school teachers; proposed professional management measures for secondary school teachers in Hanoi to contribute to improving the quality of the secondary school teachers to meet the requirements of the school education program 6.Significances of the dissertation In terms of theory: The dissertation contributes to developing the theory of professional retraining management for teachers; clarifying the content and requirements of professional competence, building a process system and conditions for professional training management for secondary school teachers in Hanoi to meet the requirements of the education program at school In terms of practice: Clarifying the characteristics of professional retraining management for teachers; analyzing and assessing the status of professional retraining management for Hanoi secondary school teachers to meet the requirements of the school education program as a basis for research to find solutions improve methods, improve the status of professional retraining management for secondary school teachers in Hanoi to meet the requirements of the school education program; propose solutions to improve the efficiency of professional retraining management for secondary school teachers in Hanoi to meet the requirements of the school education program in the future Structure of the dissertation The dissertation includes introduction, four chapters (13 periods), conclusions, list of scientific works of the author related to the dissertation, list of references and appendices Chapter OVERVIEW OF RESEARCH ISSUES RELATED TO DISSERTATION 1.1 Scientific research works on professional retraining for teachers The author Michel Develay (1998) mentioned that the issue of teacher training and retraining is very specific and detailed and considers that the issue of retraining is a regular work of the school and each teacher A number of studies by authors in OECD member countries have shown the requirements of a teacher, including: rich knowledge of the scope of the program and the scope of the subject you teach; pedagogical skills; have reflective thinking, self-critical ability; understanding sympathy and commitment to respect the dignity of learners Jaques Nimier argues that psychological training is the duty of all career fields; Each teacher must be trained and trained very deeply while studying at university and when participating in teaching, they must train their psychology themselves In China, the authors conceived that the training and retraining of teachers is really the "important work" of the entire education and training industry; is the foundation for teaching new generation, training people with good moral In France, the authors and education managers believe that teaching is a profession that requires a high professional training and a strong emphasis on training Le Trung Chinh focused on researching the issue of developing high school teachers in Da Nang city in the current context; Identify the orientation of high school education development of Da Nang city based on the socio-economic development orientation and current situation of Da Nang education and training 5 Nguyen Phuoc Bao Khoi gives an opinion on the training of teachers as follows: Combining initial training and continuing training, fostering both professional and professional skills; identify teacher training at the institution through professional activities with specific orientation and active participation of teachers of pedagogical universities that will best overcome limitations of pure experience high school teachers as well as pure reasoning of pedagogical teachers 1.2 Scientific research works on professional retraining management for teachers to meet the requirements of the school education program 1.2.1 Scientific research works on professional retraining management for teachers K.B Everard, Geoffrey Morris and Ian Wilson argue that professional retraining management for teachers is a key issue for effective school management The author Tran Mai Uoc thinks that improving the selflearning capacity of secondary school teachers will be one of the important and necessary factors in both improving professional qualifications, teaching and educational capacity of teachers Ho Canh Hanh evaluated the practical situation of training management of secondary school teachers in the Southeast region, proposed and experimented with solutions to improve the effectiveness of training management for the teachers to meet the need of secondary education in the Southeast Nguyen Duy Hung has built a theoretical basis for research issues After surveying and assessing the current status of quality management for education administrators; proposed solutions to improve the quality and effectiveness of quality management to educate educational managers in order to meet the requirements of current education innovation Nguyen Kieu Oanh deeply studied the management of pedagogical training activities for CDIO university lecturers Nguyen Thi Xuan Mai said that building a school culture according to a learning model is also one of the solutions of professional improvement for teachers which is the solution that principals choose to foster professionalism for teachers 1.2.2 Scientific research works on professional retraining management for teachers to meet the requirements of the school education program Tran Trong Ha has made new and significant contributions to the theory and practice of development of the high school education program, which is a diagram of development of the high school education program Ngo Minh Oanh said that self-study is the way to improve and develop the career of high school teachers Nguyen Thi Thuy said teacher career development is a longterm process starting from the initial preparation in vocational training institutions and continuing until retirement; Since then propose some solutions to improve the self-study environment of high school teachers Nguyen Thi Tho and Nguyen Thi Phuong Thuy affirmed: each teacher must achieve the standard of high school teachers with criteria of teaching capacity Tran Thi Hai Yen has built up a theoretical framework of management to improve teaching capacity for teachers and believes that management of training capacity for high school teachers according to professional standards Ngo Thi Phuong Thao approached the problem of professional retraining management from the direction of solving the problems of the professional team at school This is because the professional teams and their operation have a very important role to develop teaching capacity for secondary school teachers which is the essential content of professional retraining for secondary high school teachers The issues that dissertation to be solved In Vietnam, until now, there are no scientific works and scientific work that study a comprehensive and profound issue to the following issues: First, objectives, content, methods and organizational forms professional retraining for secondary school teachers to meet the school curriculum requirements Secondly, measures to manage professional retraining activities for secondary school teachers to meet the requirements of the school education program have not been fully and comprehensively studied Thirdly, the issue of school education programs directed by the Ministry of Education and Training and implementation guidance has not been adequately studied; has not yet identified the specific requirements of the school education program with secondary school teachers Conclusion of Chapter Most authors determine that professional retraining for teachers plays a very important role in implementing the education and training tasks of the school; directly and indirectly contribute to improving the quality of education of the school; especially contributing to the success of the school education program However, there are still many "gaps" in the field of professional retraining management for secondary school teachers to meet the requirements of the school education program; these are: Objectives, contents, methods and forms of organizing professional fostering activities for teachers, especially secondary school teachers; management activities of professional training for secondary school teachers have not been fully covered; the function of professional retraining management for teachers to meet the school education program requirements; management measures to improve the quality and efficiency of professional retraining management for teachers to meet the school education program requirements Chapter THEORETICAL BASIS OF PROFESSIONAL RETRAINING MANAGEMENT FOR SECONDARY SCHOOL TEACHERS IN HANOI CITY TO MEET THE REQUIREMENTS OF THE SCHOOL EDUCATION PROGRAM 2.1 Professional retraining for teachers to meet the requirements of the school education program 2.1.1 the school education program of secondary school and professional requirements of teachers 2.1.1.1 Concept of education program, school education program, school education program at the secondary school Education program: Education program shows educational goals; prescribing the standard of knowledge, skills, scope and structure of educational content, methods and forms of organizing educational activities, methods to assess educational outcomes for subjects in each class, each level study or training level The secondary school education program: Secondary education aims to help students strengthen and develop the results of primary education; have high school education at the basic level and initial technical and vocational knowledge to continue high school, secondary school, apprenticeship or working Secondary school education program: the school education program is the educational program of each school which is developed and designed on the basis of the education program issued by the Ministry of Education and Training after taking into account the local socio-economic characteristics; requirements on comprehensive education innovation, updating new information and trends in the region and the world; update the achievements of the special scientific and technological revolution on information technology; the capacity of teachers; conditions on facilities and equipment of each school 2.1.1.2 Characteristics of the secondary school education program The school education program has been adjusted the structure of teaching content in the current program and developed a new education plan in each subject, educational activities of schools; highly active, creative and mobile, redesigned to suit a wide variety of students; both focus on the general strength of the students, and highly individualized and maximize the capacity of each student; innovating methods and forms of educational institutions towards student capacity development 2.1.1.3 Professional requirements for secondary school teachers to meet the requirements of school education programs The school education program requires secondary school teachers to change a lot in terms of professional and operational skills Firstly, innovating teaching methods, organizing forms of teaching in a positive direction; having the ability to redesign many teaching contents and subjects in the direction of integrating general and interdisciplinary topics Secondly, teachers change the methods, ways of managing and organizing students in the classroom in the spirit of implementing the school education program Thirdly, teachers must change the way of checking and evaluating Fourly, the school program requires itself that every secondary school teacher must constantly study and practice constantly for the objective requirements of the school education program 2.1.2 Professional retraining for secondary school teachers to meet the requirements of the school education program 2.1.2.1 Concept Profession and professional capacity: The ability to meet and complete specific tasks in a specific science, technology or a career field The professional capacity of secondary school teachers is considered the ability of teachers to meet the requirements of the task of teaching and educating secondary school students; It is formed during the process of studying at the university and in the process of working at the secondary school and through the training and self-fostering process of the teacher Professional retraining: As an additional activity, providing and updating basic science knowledge and skills related to the subjects in the secondary school program to teach all grades meet the requirements of student and requirement of education innovation and integration requirements 2.1.2.2 The elements of professional fostering for secondary school teachers to meet the requirements of school education program Objective: To help the school to complete the tasks and plans assigned to each school year and develop according to the long-term strategy Content: Professional retraining activities for secondary school teachers to meet the requirements of the school education program to implement the following main contents: Compulsory knowledge group; Knowledge of choice; Knowledge meets the requirements of the school education program Methods and forms of professional retraining for teachers: Including the following specific methods: Presentation of reporters; Solve the problems; Project method; Practice introduction; Invite expert trainers; Fostering by subject groups at the school; self-training Professional retraining results for teachers: Demonstrated in the products obtained by professional retraining after the completion of this activity organization The product of professional retraining is the most realistic and objective reflection on the results of professional retraining 2.2 Professional retraining management for secondary school teachers meeting the requirements of school education program 2.2.1 Concept 2.2.1.1 Management: Management is a conscious activity of people to orient, organize, use resources and coordinate the actions of a group of people or a community to achieve the goals in the most effective way in certain context and conditions 2.2.1.2 Professional retraining management for teachers: Professional training management is the activity of educational management subjects to organize and coordinate support activities for teachers; help them master and supplement basic science knowledge, skills related to the subjects in the secondary school program to teach all grades of secondary schools to meet the requirements of student statues, education reform requirements and integration requirements 2.2.1.3 Professional retraining management for teachers meeting the requirements of the school education program: Professional retraining management for teachers to meet the requirements of the school education program is a combination of activities of educational subjects to help the secondary school teachers to meet the requirements of the school education 10 program; contributing to the successful implementation of the school education program through organizing and coordinating support activities for teachers; let them master, supplement and update basic scientific knowledge, practice skills related to the deployment of subjects in the secondary school program in the direction of promoting students' abilities and the integration of knowledge of related subjects, content innovation, teaching methods and innovation of examination and evaluation 2.2.2 The role of subjects in professional retraining management for secondary school teachers to meet the requirements of the school education program 2.2.2.1 The rector's role in professional retraining management for secondary school teachers The principal is the person who determines and evaluates the exact ethical and professional requirements that needed to retrain for secondary school teachers to meet the requirements of the school education program Principals make plans to organize professional training for teachers within the scope of management; direct, organize and test professional retraining activities for secondary school teachers to meet the requirements of the school education program development 2.2.2.2 The role of the professional team leader In the management system of secondary schools, the professional leader is the head of a section or a subject Therefore, this is a person who is really knowledgeable about that area of expertise The professional leader is a person with professional competence, especially the ability to serve teaching and educating students, and has a reputation for teachers 2.2.2.3 Role of state management agencies In reality, the management mechanism of Education and Training of Vietnam, the State management agencies have a huge role, even a decisive role to manage professional retraining for secondary school teachers It has proved through the regular and periodic training for secondary school teachers 2.2.2.4 Role of secondary school teachers Secondary school teachers are particularly important for professional retraining; professional retraining management for teachers; implementing school education programs; being a proactive, active and creative subject in self-training activities for themselves In professional self-training, they are a direct factor to determine the quality and efficiency of fostering 11 2.2.3 The requirements of professional retraining management for secondary school teachers to meet the requirements of the school education program Professional retraining management for teachers must be based on the educational program issued by the Ministry of Education and Training, based on the school's characteristics, local characteristics and teachers in the school Professional retraining for teachers should be based on building teachers into a learning organization to create an environment that motivates teachers to develop careers The relationship between professional retraining for teachers and school building in the direction of "learning organisation" The school of "learning organization" has the following specific models and characteristics: There is a positive cultural atmosphere; have a culture of teaching and learning towards quality; motivating work for all members; relationships in the school friendly; have appropriate policy mechanisms; there are behavioral cultural norms in the school It can be determined: This is a two-way relationship, which affects, interacts with each other, which is the premise for the other to develop; In order to manage professional training for highly effective teachers, it is imperative to build schools in the direction of "learning organisation" When schools are built schools in the direction of "Learning organisation" will help managers improve their professional skills for teachers to take advantage of the highest efficiency 2.2.3.3 Organizing professional activities is a direct factor affecting the professional capacity of teachers to meet the requirements of the school education program For the organization of the implementation of the school education program, the organization of professional activities has an important meaning to the quality and effectiveness of program implementation In professional sessions, teachers need to discuss, agree and identify the following specific contents: How to integrate and integrate the content of the school education program? Diversify the methods and forms of organization to implement the school education program in any direction? How is the role of subjects in the school education program? How should professional retraining for teachers be organized to meet the requirements of the school education program? How professional retraining management for teachers need to be renewed? 2.2.3.4 Managing conditions to support self-training teachers based on the characteristics of each teacher will help teachers perfect their professional competencies 12 The management of supporting conditions for self-fostering teachers must be based on the characteristics of each teacher, namely: the capacity, forte, strengths of teachers; exist, need to be overcome by each teacher; personality, physiology, personality of individual teachers; family circumstances 2.3 Affecting factors of professional retraining management for secondary school teachers meet the school program requirements Professional retraining management for secondary school teachers to meet the requirements of the school education program is influenced by the following factors: situation of the world, country and local context; Requirements for comprehensive education innovation; The revolution of science and technology, especially information technology, the industrial revolution 4.0; The professional capacity of secondary school teachers has not fully met the requirements of the school education program Conclusion of Chapter In the chapter 2, the author presents the results of the study of basic theoretical issues of professional retraining management for secondary school teachers, including tool concepts and clarification of professional retraining management for secondary school teachers to meet the school requirements of school education program In particular, the concept of the school education program has been inherited by the author, synthesizing previous studies In order to manage professional retraining for middle school teachers to meet the requirements of the school education program, we focus on the following research: research and build lessons that are appropriate for the audience in the school educational program; setting up professional retraining forms through lecturing activities and a system of materials for teachers The evaluation of program development capacity through the development of subjects and lessons with interdisciplinary; professional activities among school groups, professional teams on school education program development; Principals of secondary schools and professional leaders; the management of professional retraining activities for secondary school teachers to meet the requirements of the school education program Chapter 13 PRACTICAL BASIS OF PROFESSIONAL RETRAINING MANAGEMENT FOR SECONDARY SCHOOL TEACHERS IN HANOI CITY TO MEET THE REQUIREMENTS OF THE SCHOOL EDUCATION PROGRAM 3.1 The process of surveying the situation The organization of status studies to accurately and objectively assess the practical and professional management issues for secondary school teachers Specifically: Assessing the status of professional training activities for secondary school teachers in Hanoi city; assess the status of professional training management for secondary school teachers in Hanoi city The project organized survey with questionnaires with 486 people, directed to the subjects who are education managers, secondary school teachers in Hanoi city Specifically: managers: 153 people secondary school teachers: 333 people The author uses statistical probability method to process data through table, charting, calculation of specific parameters (average sample, average, variance, deviation standard, T-test, correlation coefficients) The data is processed by specialized statistical software (SPSS) and Excel software to synthesize the comments 3.2 Overview of secondary education and secondary school teachers in Hanoi city 3.2.1 A few features about Hanoi secondary education Hanoi has 147 secondary schools with 100% of students having sessions per day, 97 schools have some classes having sessions per day The content of teaching sessions / day focuses on tutoring weak students, fostering good students In 2014 and the first months of 2015, the city has recognized 38 national standard schools, bringing the total number of standard secondary schools to 312 Schools have also actively implemented "Connecting Schools" in organizing and managing professional activities online, and actively building teaching topics of professional groups, renewing professional activities oriented to teaching and assessment to develop student capacity 3.2.2 Practical situation of secondary school teachers in Hanoi 3.2.2.1 Professional qualifications of Hanoi secondary school teachers 3.2.2.2 Foreign language proficiency of Hanoi secondary school teachers 14 3.2.2.3 Information technology proficiency of secondary school teachers in Hanoi 3.3 Practical situation of professional retraining for secondary school teachers in Hanoi city 3.3.1 Practical situation of content of professional retraining for teachers There are 442/486 respondents (accounting for 91%) identified: The content of professional retraining for secondary school teachers in recent years includes specific contents Most respondents are directly and indirectly involved in professional retraining activities for secondary school teachers who have agreed to determine contents of the above-mentioned professional retraining to be implemented to foster expertise for secondary school teachers In the content of professional retraining, the knowledge block to meet the requirements of the school education program is assessed at the highest level compared to the remaining knowledge blocks There are 440/486 respondents (accounting for 90.5%) assessing the knowledge block to meet the school education program is very necessary Only 425/486 respondents (accounting for 87.4%) rated compulsory knowledge as very necessary and only 412/486 respondents (accounting for 84.8%) rated the elective knowledge block as necessary 3.3.2 Practical situation of methods and forms of professional retraining for secondary school teachers in Hanoi city The effectiveness of professional training methods for secondary school teachers is assessed at other average levels (2.9 points) Comparison between methods shows that: The method of practice guidance is the most appreciated and the Project method is evaluated at the lowest level Professional training for secondary school teachers is assessed at a fair average (average score of 2.9) Comparison between the forms of professional training can be found that solving situations is the most appreciated form of professional training; lowest is the form of professional training organized towards the project 3.3.3 Practical situation of professional fostering effectiveness for teachers The majority of respondents (302/486 accounting for 62.3%) rated professional retraining activities now organized with good results They said: Although there are still some problems, but fairness and evaluation, the professional fostering 15 activities organized by the school and educational management levels are quite good; It is organized relatively scientific, has a unified plan, the method of organization is quite appropriate with the content, location and appropriate time; being supported by a team of junior high school teachers and deeply involved with a high sense of responsibility A department assesses professional fostering activities at a quite and average level Specifically, the corresponding figures are 104/486 respondents accounting for 21.3% and 68/486 respondents 13.9% A small part (12/486 respondents accounted for 2.5%) rated very well 3.3.4 Practical situation of subjects participate in professional retraining for secondary school teachers Subjects participate regularly in professional retraining for secondary school teachers quite frequently (average score is 2.9) This result is also consistent with the interview results Respondents said that such regular participation is due to the compulsory nature of professional retraining 3.4 Practical situation of professional retraining management for secondary school teachers in Hanoi City to meet the requirements of the school education program 3.4.1 General situation of professional retraining management for Hanoi secondary school teachers The management of professional retraining for secondary school teachers of Hanoi city is assessed mostly at a fairly high level (accounting for 89.3%); some respondents rated the average level (9.2%); a small part rated good (1.3%) Particularly, 0.3% rated weak 3.4.2 Practical situation of developing professional retraining plan for Hanoi secondary school teachers All of the criteria for assessing the development of professional retraining plan are evaluated and ranked by most of the subjects 3.4.3 Practical situation of professional retraining for secondary school teachers in Hanoi meets the requirements of the school education program All criteria for assessing the organization of professional retraining activities for secondary school teachers are mostly evaluated fairly well Combining all three criteria above shows that the organization of professional training activities for secondary school teachers is assessed at a fairly high level 16 3.4.4 The practical situation of directing professional retraining for secondary school teachers in Hanoi meets the requirements of the school education program The criteria for evaluating the direction of professional retraining activities for secondary school teachers are assessed mostly at a fairly high level Comparison between possible criteria: The third criterion is close to the fact that the criterion is rated higher than the other two criteria 3.4.5 The practical situation of checking and evaluating professional retraining activities for secondary school teachers in Hanoi city In general, the criteria for assessing the testing and assessment of professional retraining activities for secondary school teachers are ranked at fair level Combining these three criteria shows that: Most respondents rated the testing and assessment of professional retraining activities for secondary school teachers ranked at fair level 3.4.6 Practical situation of managing objectives, contents, methods, methods, facilities and conditions for professional retraining of secondary school teachers in Hanoi city All the criteria for evaluating the management of objectives, content, methods, methods and facilities for professional retraining are evaluated and ranked by most of the subjects Synthesis of criteria is assessed at a good level 3.4.7 Practical situation of factors affecting professional retraining and management of secondary school teachers in Hanoi city The factors that have a significant impact on the professional retraining management of secondary school teachers in Hanoi, this result shows the average score of 2.90 Comparing the influencing factors, it can be seen that the professional capacity of secondary school teachers is the main factor that the participants think is the most influential with a score of 2.99 3.5 Overall assessment of the status of professional retraining management for secondary school teachers in Hanoi city 3.5.1 Advantages Professional retraining for secondary school teachers receiving the attention of the city government; the support of relevant levels, departments and branches which creating synergistic and unified power for Hanoi education and training branch to implement the tasks smoothly and effectively as expected 17 Hanoi is one of the provinces and cities with the highest percentage of teachers meeting the standards Hanoi's teachers are sufficient in quantity, balanced in terms of structure and quality assurance; high spirit and responsibility can fulfill the tasks that the educational management levels set with the highest efficiency Professional retraining for secondary school teachers is one of the strengths of the education and training branch Specific activities, from planning to organizing, directing and inspecting and evaluating professional retraining activities, are carried out very scientifically, professionally and effectively by educational management 3.5.2 Limitations, causes Firstly, professional retraining for secondary school teachers to meet the requirements of the school education program is only at the level and scope of the experimental schools; not yet implemented in a wide range Secondly, the merger and expansion of administrative boundaries create a disparity with the secondary schools in the Hanoi city Thirdly, the existence of the model of public and non-public secondary schools has caused many difficulties for the professional retraining management for secondary school teachers Funding sources for professional retraining for teachers of non-public secondary schools are not estimated from non-business funding; mainly from student fees Conclusion of Chapter Over the past years, the management of professional retraining activities for secondary school teachers has been quite positive, initially investigating and understanding the needs and aspirations of the secondary school teachers However, the management of professional retraining activities for secondary school teachers in Hanoi city is still limited in monitoring activities; no set of evaluation criteria with qualitative nature; the evaluation carries many qualitative factors The organization of professional fostering for secondary school teachers of non-public schools has yet to be resolved to the root of the incident as a concrete illustration of the operation management Professional retraining for secondary school teachers Thus, with the trend of integration with education and training of the region and the world, the management of professional retraining for secondary school teachers also has many favorable opportunities but also poses many challenges Given this situation, the proposal and implementation of professional retraining management measures for secondary school teachers is an urgent and scientific issue of the problem being studied in Hanoi city 18 Chapter MEASURES AND EXPERIMENT OF PROFESSIONAL RETRAINING MANAGEMENT FOR SECONDARY SCHOOL TEACHERS IN HANOI CITY TO MEET THE REQUIREMENTS OF THE SCHOOL EDUCATION PROGRAM 4.1 System of professional retraining management measures for Hanoi secondary school teachers to meet the requirements of the school education program 4.1.1 Determine the need for fostering on the basis of the school education program analysis and the professional capacity of teachers 4.1.1.1 Target This measure aims to: to identify the specific content to conduct professional retraining for secondary school teachers to meet the needs of professional secondary teachers themselves and ensure the items professional retraining of other management subjects on the basis of analyzing the requirements of the school education program and surveying, assessing the professional capacity of secondary school teachers 4.1.1.2 Content and methods In order to implement this measure, it is necessary to implement the following contents and methods: Accurately and specifically analyzing the school education program; Surveying and evaluating the professional capacity of secondary school teachers; Identify the needs of professional retraining secondary school teachers to meet the requirements of the school education program; Summarize, analyze and classify the need for professional retraining of secondary school teachers 4.1.1.3 Conditions of implementation Firstly, the management subjects must have a deep understanding of secondary education, the special characteristics of the whole level as well as the characteristics of each class Secondly, there are methods, ways to determine the needs and aspirations of fostering the professional skills of secondary school teachers correctly and reasonably in the spirit of respecting and meeting the needs of fostering professional skills 4.1.2 Establishing criteria to assess professional capacity to foster secondary school teachers to meet the requirements of the school education program 19 4.1.2.1 Target This measure aims to build a system of criteria for evaluating and pointing out the organizational process of assessing the professional competence of secondary school teachers according to the requirements of the school education program 4.1.2.2 Content and methods This measure includes the following contents and methods: Firstly, establishing and developing a system of criteria to assess the professional competence of secondary school teachers Secondly, determining the relationship of the criteria together; Thirdly, building a process of assessing professional competence for secondary school teachers according to the requirements of the school education program 4.2.2.3 Conditions of implementation Firstly, developing a comprehensive set of criteria, accurately reflecting the requirements of the school education program for secondary school teachers Secondly, developing a process of organizing professional assessment according to the principle of respecting the teachers' self-assessment results and combining internal assessment with external assessment Thirdly, complying with the general regulations on assessment, which are honest, objective, accurate, in the progress, development, respect for the personality of the person assessed 4.1.3 Directing the implementation of professional activities in accordance with the characteristics of the subject to enhance professional skills for teachers 4.1.3.1 Target This measure aims to help secondary school teachers to implement professional activities effectively on the basis of the characteristics of the subject 4.1.3.2 Content and methods Firstly, the organization for teachers to study lessons in accordance with the school education program Secondly, organizing class observation Thirdly, the organization for teachers to participate in semina classes and subject activities 4.1.3.3 Conditions of implementation Firstly, classifying lessons according to the design model of the school education program Secondly, analyze the lesson carefully; comparing similarities and differences with traditional lessons; Thirdly, the role of principals and professional leaders must be 20 promoted strongly and directly; Fourthly, organizing the review, evaluation and self-assessment activities after being scheduled, class observation must be objective, accurate, and motivating and encouraging 4.1.4 Building the school in the spirit of the learning organization to develop professional skills for teachers 4.1.4.1 Target: This measure aims to educate the right awareness and attitude about spirit and responsibility; role and meaning of learning activities; the sense of working together in learning and life for all members of the school in order to build a friendly psychological atmosphere; strive and emulate learning, creativity and self-training 4.1.4.2 Content and methods This measure includes the following specific contents and methods: Firstly, the content and measures for teachers Secondly, the content and measures for students and other members of the school 4.1.4.3 Conditions of implementation Firstly, the principal must be an exemplary example of the sense of self-study and self-training; willing to cooperate and share knowledge and experiences with teachers and other members of the school Secondly, to build a school to become a solidarity and consensus in high awareness and action; The relationships within it must demonstrate and ensure the principles defined in the regulation and organization of the school 4.1.5 Establish a favorable environment for teachers to foster their professional skills to meet the requirements of the school education program 4.1.5.1 Target This measure aims to achieve the goal of building and preparing all the most favorable conditions for self-training of secondary school teachers to meet the requirements of the school education program; including: conditions for human resources, material resources; policy mechanisms; Psychological environment and other conditions 4.1.5.2 Content and methods Firstly, education and equipping with knowledge and skills on professional self-fostering, self-study, self-training for 21 teachers; Secondly, building a library system and resources to best serve teachers' self-fostering activities; Thirdly, motivate teachers to actively participate in self-fostering activities; Fourthly, surveying the self-fostering needs of secondary school teachers; Fifthly, determine the specific requirements of the school education program for secondary teachers; Sixthly, linking professional self-fostering activities with other professional activities in the school; Seventhly, organizing the process of evaluating self-improvement results in a scientific, accurate, objective, public and transparent manner 4.1.5.3 Conditions of implementation: Firstly, the secondary school teachers themselves need to have the right awareness and attitude about professional selffostering; the requirements of the school education program; the need for innovation Secondly, the secondary school principal is really a shining example of self-improvement; leading and orienting professional teams and each participating teacher to foster their professional skills Thirdly, secondary schools need to prepare the best and most favorable conditions for technical and material facilities for teachers to foster the most effective professional skills 4.1.6 Exploiting resources and facilities for professional retraining activities for secondary school teachers to meet the requirements of the school education program 4.1.6.1 Target This measure aims to manage the preparation, mobilization and coordination of all allowable resources for professional retraining management; storing, maintaining and maximizing the function of resources; contribute to improving the quality and efficiency of professional retraining activities and professional retraining management 4.1.6.2 Content and methods Firstly, the principal and management subjects must clearly define the conditions to ensure professional fostering and professional fostering management Secondly, deploying activities of procurement and maintenance of facilities in the whole process (before, during and after) organizing professional training and professional management Thirdly, coordinate and rationally adjust 22 resources of key nature; avoid spreading; maximizing the use of resources Fourthly, organizing and checking the effectiveness of using resources, timely adjusting and supplementing other resources for professional training and professional management Fifthly, mobilize additional resources from outside in a socialized way to enrich resources 4.1.6.3 Conditions of implementation Firstly, each teacher himself must be aware of and have a clear and correct motive for the role, meaning and way of exploiting resources and facilities Secondly, each state management agency should have proper and sufficient awareness about their responsibility in exploiting resources and facilities Thirdly, elaborate specific and detailed plans on the exploitation of resources and facilities associated with the management, maintenance and repair; avoid waste, overlap, costly and fully active in exploitation and use 4.2 Testing professional retraining management measures for Hanoi secondary school teachers to meet the requirements of the school education program 4.2.1 Test of urgency and feasibility Results of testing the urgency and feasibility of proposed measures through the formula: R=1– R=1– R = 0,77 Based on the results R = 0.77, it can be concluded: Between the urgency and feasibility of the measures, there is a positive and very close correlation That is, both urgent measures and very high levels of feasibility 4.2.2 Experimenting the direction of implementing professional activities in accordance with the characteristics of the subject to professional foster for teachers Learning results of students before and after the experiment: After the experiment, the results of academic performance and behavior of students before and after the experiment have changed markedly; That is: 23 After the experiment, the rankings of Good and Rather good are increased, while the results rank the average and weak Development of teachers' professional competencies: The development of teachers' professional competencies is demonstrated through all evaluation criteria In each criterion, after the experiment, the number of teachers rated at a good level increased and the number of teachers rated at Not good level decreased The development of teachers' awareness of professional fostering activities to meet the requirements of the school education program: Teachers' awareness of professional retraining activities meets the requirements of the school education program There has been remarkable progress under the influence of experiment; The number of teachers rated at a good level has increased and the number of teachers assessed at not good level has decreased The development of students' activeness, initiative, creativity and excitement: The activeness, activeness, creativity and excitement of students have made remarkable progress under the impact of experiment; The number of students assessed at good levels increased and the number of students assessed as not good decreased Results of experimental and control classes: The average score of the control class is 3.50 The average grade of the test grade is: 3.53 Comparison of the input results of the two experimental classes and the control showed that the two starting points had similar results, the difference was negligible (respectively 3.53 and 3.50) Conclusion of Chapter In Chapter 4, the author has proposed measures to improve the quality and efficiency of professional retraining for secondary school teachers to meet the requirements of the school education program, including: Determining the need for fostering on the basis of school program analysis and the professional capacity of teachers; Establishing criteria to assess professional competence; Directing the implementation of professional activities in accordance with the characteristics of the subject; Building the school collective in the spirit of learning organization to develop professional skills for teachers; Establish a favorable environment for teachers; Exploiting resources and facilities for retraining activities for middle school teachers 24 The results of scientific empirical analysis are combined with qualitative and quantitative analysis and show: The proposed measures are feasible and effective in the basic secondary education practice of Hanoi City CONCLUSIONS AND RECOMMENDATIONS Conclusion Professional fostering activities for teachers in general and secondary school teachers in particular have a particularly important meaning in implementing the task of improving the quality of education of schools Professional retraining activities for teachers actively and timely supplement new knowledge and skills necessary for teaching and education activities At the same time, this activity also solves limitations, exists in the quality and capacity of teachers in the implementation of teaching, education and management tasks in the new situation The implementation of the school education program is considered a new and indispensable trend of the teaching and education process With this trend, teaching and education activities focus on developing the necessary competencies for students on the basis of integrating and integrating some teaching content with close scientific knowledge, related to each other Since then, the innovation, selection and use of teaching methods and organizational forms of teaching have been seen as an indispensable requirement of modern teaching theory as well as practical teaching at secondary schools today and in the future In the past years, the education and training branch of the whole country in general and Hanoi capital in particular have focused on professional retraining for secondary school teachers in the form of regular professional retraining combined with some other forms Through this work, secondary school teachers have gradually met the requirements and tasks according to the school years; contribute to improving the quality of teaching and caring and educating students However, this work also has some problems that need to be overcome After investigation, research and assessment of the status of professional retraining for secondary school teachers in Hanoi city, combined with the study of modern teaching theory as well as specialties other science, the author has proposed measures to 25 improve the quality and effectiveness of this work The author has experimented with quite satisfactory results Through experiments, it is possible to determine the feasible and effective measures proposed on the participants Recommendations For the Ministry of Education and Training and state management agencies for education and training For principals of secondary school schools For secondary school teachers For non-public secondary schools  ... knowledge to continue high school, secondary school, apprenticeship or working Secondary school education program: the school education program is the educational program of each school which is developed... secondary school teachers to meet the school curriculum requirements Secondly, measures to manage professional retraining activities for secondary school teachers to meet the requirements of the school... education program 2.1.1 the school education program of secondary school and professional requirements of teachers 2.1.1.1 Concept of education program, school education program, school education program