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THAI NGUYEN UNIVERSITY UNIVERSITY OF EDUCATION CHEETHAO XIONG YER MANAGE THE FOSTERING OF TEACHING COMPETENCIES FOR HIGH SCHOOL TEACHERS IN THE LAO PEOPLE'S DEMOCRATIC REPUBLIC Major: Educational Management Code: 9140114 DISSERTATION SUMMARY THAI NGUYEN - 2020 The dissertation was finished at: THAI NGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION Supervisor: Assoc Prof Dr Nguyen Thi Tinh Reviewer 1: ……………………………………… Reviewer 2: ……………………………………… Reviewer 3: ……………………………………… The dissertation will be defended in the university committee: THAI NGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION Time: ……………… Date: ………………………… The dissertation can be found at: National Library of Vietnam; Thai Nguyen University - Learning Resource Center Library of University of Education THE AUTHOR’S PUBLICATIONS RELATED TO THE DISSERTATION TOPIC Cheethao XIONGYER (2018), "Current situation of demand for fostering teaching competencies of high school teachers of Lao PDR", Journal of Educational Management, No 12, December 2018, Hanoi Cheethao XIONGYER, Nguyen Thi Tinh (2019), "Teaching competence of high school teachers of Lao People's Democratic Republic", Journal of Educational Management Science, No 01 (21), March 2019 Cheethao XIONGYER (2019), "Manage the fostering of teaching competencies for high school teachers of Lao People's Democratic Republic", Journal of Education & Society, Special issues, August 2019 INTRODUCTION Reason for choose the research topic Teachers are the determining factor of the education quality, so paying attention to fostering teaching and educational competencies for teachers in general and high school teachers in particular are the management contents of the Director of the Departments of Education and the Principal of high schools in order to improve the quality of education in general and the quality of high school education in particular The general education of the Lao PDR is undergoing renovation; however, the teaching competencies of high school teachers has many shortcomings and does not meet the teaching requirements in schools compared to neighboring countries and other countries around the world Therefore, the issue of fostering teaching competencies for teachers to meet the requirements of innovation and the managing the fostering of teaching competencies for high school teachers of Lao PDR is an urgent issue now to accelerate the renovation of high school education in Lao PDR Recently, the Lao PDR has conducted fostering courses to foster teaching competencies for high school teachers and conduct management measures to improve their operational efficiency; however, the implementation reality shows that there are still many shortcomings Therefore, it is necessary to conduct researches on managing the fostering of teaching competencies for teachers in a new context to find measures of organizing teaching competencies building activities for teachers effectively Therefore, the author chooses the topic: "Manage the fostering of teaching competencies for high school teachers in the Lao People's Democratic Republic" Research Aims On the basis of theoretical research and surveys, assess the situation of fostering and managing the fostering of teaching competencies for high school teachers of Lao PDR; propose some management measures to foster teaching competencies for high school teachers in order to improve the quality of teachers to meet the requirements of improving and ensuring the quality of high school education in Lao PDR Research object and subject 3.1 Research object: The process of fostering teaching competencies for high school teachers 3.2 Research subject: Measures to manage teaching competencies building activities for high school teachers of Lao PDR Scientific hypotheses Fostering teaching competencies for high school teachers contributes to improving the quality of teachers, meeting the requirements of educational renovation The activities of fostering teaching competencies for high school teachers of Lao PDR have been paid attention and have gained remarkable achievements However, in the implementation process, there are still shortcomings If measures to manage teaching competencies building activities for high school teachers of Lao PDR are proposed scientifically and synchronically, based on the competence, fostering needs and available resources, the teaching competencies of teachers will be improved, contributing to the successful implementation of educational innovation in Lao PDR Research tasks 5.1 Study the theoretical basis for managing the fostering of teaching competencies for high school teachers 5.2 Investigate and evaluate the situation of fostering and managing the fostering of teaching competencies for high school teachers of Lao PDR 5.3 Propose management measures to foster teaching competencies for teachers of high schools in Lao PDR and test some proposed measures Scope of the research Investigate the status of teaching competencies and the management of teaching competencies building activities for high school teachers in Lao PDR and assess within the secondary schools in the role of the managing subject - Director of Lao Department of Education and Sports The author of the dissertation conducted a survey on high school teachers in the three provinces with the regional representation of high schools in Lao PDR Research methodology and specific research methods 7.1 Research methodology Study the management of teaching competencies building activities for high school teachers from the viewpoint of systemic approach, regarding management of fostering activities for high school teachers as a component in developing high school teachers of the Department of Education and Sports relating to other components such as the current competence of teachers, teacher professional standards, requirements on renovating high school education programs, mechanisms and policies for teachers, financial facilities for fostering, etc Study the management of teaching competencies building activities for high school teachers of the Lao People's Democratic Republic based on the teachers' competence and competence fostering needs The fostering objectives, program contents and activities must be based on the fostering needs and teaching competencies of the teachers to meet the requirements of implementing high school education program under the renovation orientation of Lao PDR in the current period Study the management of teaching competencies building activities for high school teachers in association with the practice of general education renovation and high school education renovation of Lao PDR, with the reality of high school teachers and high school education in each region of Lao PDR Therefore, all teacher training activities must be suitable to the subjects, meeting the requirements of renewing high school education of the Lao PDR in the current context 7.2 Specific research methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods i) Anket survey ii) Interview iii) Observation iv) Product research v) Expert method vi) Assaying and testing 7.2.3 Group of supplementary methods The points to be protected Management of teaching competencies building for high school teachers needs to be conducted based on the competence and fostering needs to identify fostering objectives, contents, programs, methods, organizing forms, conditions, and, at the same time, objective and subjective factors affecting the training management process, in which the management competence and the active participation of teachers in fostering play a decisive role Activities of fostering high school teachers and managing activities of fostering teaching competencies for high school teachers of Lao PDR have been paid attention to and implemented, but there are still some points that need to be overcome: fostering contents, programs, forms of organization, assessment of fostering results and conditions for fostering In order to manage teaching competencies building for high school teachers in Lao PDR to meet the requirements of educational renovation, it is necessary to synchronize management measures such as: perfect the set of teaching competencies criteria for high school teachers to meet the requirements of educational renovation; organize the development of competence-based retraining programs; mobilize resources to ensure fostering conditions and directing the renovation of fostering methods and forms; develop a team of key teachers; organize the evaluation of teachers’ teaching competencies according to the set of criteria in order to motivate fostering activities New contributions of the research The dissertation has: - systematized the theoretical basis for fostering and managing the fostering of teaching competencies for high school teachers based on competence, needs and contextual analysis - generalized the situation of fostering and managing the fostering of teaching competencies for high school teachers in Lao PDR and identified the limitations in teaching competencies, contents of fostering programs, competence of managing fostering activities for teachers in Lao PDR and factors influencing the fostering activities - proposed a set of teaching competencies criteria for teachers to meet the requirements of educational innovation and a system of management measures to foster teaching competencies for high school teachers in Lao PDR based on their competence, fostering needs and fostering resources These measures, which are systematic and synchronous, help improve teaching competencies for high school teachers of Lao PDR 10 The structure of the thesis Apart from the introduction, conclusion and recommendations, the thesis content consists of chapters: Chapter 1: Theoretical basis for managing the fostering of teaching competencies for high school teachers Chapter 2: Current situation of managing the fostering of teaching competencies for high school teachers in Lao PDR Chapter 3: Measures of managing the fostering of teaching competencies for high school teachers in Lao PDR Chapter THEORETICAL BASIS FOR MANAGING TEACHING CAPACITY BUILDING ACTIVITIES FOR HIGH SCHOOL TEACHERS 1.1 Literature Review Studies on teacher development have been done by many domestic and foreign authors in different perspectives: (i) Research on teacher training management in the direction of developing teachers according to competency-based approach (ii) Research to determine the position and role of teachers and lecturers in improving the quality of education and training in schools and determine the competence to be developed for teachers and lecturers as well as professional standards of general education teachers and vocational teachers (iii) Research on developing teachers in the approach of human resource management and the theory of human resource development There has not been a systematic study on fostering teaching competencies for high school teachers and managing teaching competencies fostering activities for high school of Lao PDR based on teachers’ teaching competencies and fostering needs 1.2 Basic concepts of the research topic 1.2.1 Teaching Teaching is a process in which with the organization, direction and guidance of teachers, students are self-conscious, positive and proactive in self-organizing learning activities to accomplish teaching objectives and tasks 1.2.2 Teaching competence Teaching competence is the ability to carry out teaching activities based on the mobilization of a combination of knowledge, professional skills and pedagogical skills, personal qualities to implement the stages of the teaching process to implement effectively teaching objectives and tasks set in the real context 1.2.3 Fostering teaching competencies for high school teachers Fostering teaching competencies for high school teachers is perfecting the results of basic training, improving professional qualifications, pedagogical skills and personal qualities for teachers; is guiding teachers on maintaining and perfecting the results of current and ongoing professional and professional work; is forming a higher level of knowledge, professional skills for high school teachers to meet the requirements of high school education innovation in the current context 1.2.4 Managing teaching competencies fostering activities for high school teachers Managing teaching competencies fostering activities for high school teachers is the process of implementing management functions in order to effectively implement the fostering objectives, program contents and plans to help teachers improve competence to meet the requirements of teaching innovation and social requirements 1.3 Basic issues on fostering teaching competencies for high school teachers 1.3.1 The requirements of innovating education and teaching competencies of high school teachers Facing the requirements of the 4.0 revolution and the requirements of renovating the country in the integration period, the school must shift from knowledge-based teaching to teaching based on developing learners’ competence Students not only learn subject knowledge but also learn methods of thinking and methods of mastering knowledge; and at the same time, learn social skills and skills of developing personal competence In this context, the core objective of the high school is to educate and develop students' diverse qualities and competencies, prepare for them to develop lifelong learning ability, meeting the requirements of revolution 4.0 and the need for industrialization - modernization, international integration, and sustainable development of the country, with the following goals: learning to know, learning to do, learning to live together, and learning to self-affirm 1.3.2 The objectives of fostering teaching competencies for high school teachers Strengthen, supplement and develop teaching skills; supplement new, advanced and missing knowledge in teaching 1.3.2 The content and process of fostering teaching competencies for high school teachers 1.3.2.1 Contents of fostering teaching competencies for high school teachers i) Competence in developing curriculum ii) Competence in designing and organizing lessons in the orientation of developing students’ competence iii) Competence in applying IT in designing and organizing teaching iv) Competence in selecting, applying and coordinating teaching methods and forms to activate student learning activities v) Competence in using equipment and facilities in teaching vi) Competence in organizing and controling students’ learning activities in teaching vii) Competence in testing and assessing in teaching 1.3.2.2 The process of fostering teaching competencies for high school teachers The process of fostering teachers and lecturers should comply with the following steps: Step 1: Survey the fostering needs of teachers Step 2: Determine the fostering contents, programs and organizing forms Step 3: Mobilize resources for fostering activities Step 4: Organize activities of fostering teaching competencies for teachers Step 5: Assess the fostering results 1.3.3 Methods and forms of fostering teaching competencies for high school teachers 1.3.3.1 Fostering methods Lecturing to raise problems, teaching to raise problems, discussion, group work, project-based learning, case study, professional practice, modeling and imitating, self-fostering and self-study 1.3.3.2 Forms of fostering Mass fostering; in-place fostering; e-learning fostering; combining direct fostering and online fostering; organizing seminars to improve the teaching competencies for teachers, organizing sharing and exchange forums in the professional community; organize classroom observation, advise and support colleagues about teaching competencies, organize provincial teaching contests for teachers of all subjects 1.3.4 Evaluate the results of fostering teaching competencies for high school teachers - Check the preparation work of the lecturers - Check resources for fostering - Check the process of participating in fostering of high school teachers 11 through self-study manual documents; classroom observation; good teaching competitions The forms that are not conducted regularly are: online fostering; direct fostering in combination with online fostering; organizing seminars to share experiences on teaching; oberve classroom, consult and support colleagues, etc The fostering methods which dominate in orientation of developing competencies for learners have not been given due attention to 2.2.4.3 Actual situation of assessing the results of fostering teaching competencies for high school teachers in Lao PDR The evaluation results show that the testing and assessment of fostering results focus on three contents: Evaluate teachers' achievement papers; get feedback from teachers about the effectiveness and relevance of fostering activities, practice designing lesson plans The contents that have not been assessed adequately are: test the fostering results with multiple-choice questions; assess with essays; assessment through teaching organization practice 2.2.5 Difficulties in fostering teaching competencies for high school teachers in Lao PDR General comment: Teachers still face many difficulties in fostering activities for many different reasons, so managers need to pay attention to these issues in order to select measures to motivate teachers to effectively participate in fostering activities 2.3 Current situation of managing the fostering of teaching competencies for high school teachers in Lao PDR 2.3.1 Awareness of administrators and high school teachers about fostering teaching competencies for teachers According to the survey results, high school administrators and teachers are fully aware of the role and meaning of fostering teaching competencies for teachers; however, their awareness of some contents is not sufficient, favoring the improvement of teaching quality and career development in general or just supplementing subject knowledge and skills 12 2.3.2 Make a plan to foster teaching competencies for high school teachers of Lao PDR No Contents of the plan for fostering teaching competencies for teachers Investigate teachers' needs for fostering teaching competencies Analyze and assess the need for fostering teaching competencies of high school teachers Determine objectives and contents of fostering programs Determine the organization form, time and place of fostering Prepare materials and resources for fostering teachers Determine mechanisms for monitoring fostering activities Identify the criteria for the results of teacher fostering activities Determine mechanism of coordination among units in the province in fostering teaching competence for teachers Mobilize resources to organize fostering activities Degree of implementing the plan contents Average 31 69 84 55 2.68 31 69 71 68 2.74 0 68 102 69 4.00 41 98 95 4.18 0 55 105 79 4.10 69 84 55 31 3.20 0 68 102 69 4.00 0 35 99 105 4.29 53 68 49 69 3.56 2.3.3 Organize fostering teaching competencies for high school teachers of Lao PDR No Contents of implementing the functions of organizing fostering activities for teachers Establish a steering committee for organizing fostering Build a coordination mechanism between the Department and the schools in implementing teacher fostering activities Coordinate with departments and agencies to mobilize resources for fostering teachers Form a team of core teachers to support teachers' innovation Develop fostering contents and programs based on the results of the need survey and the assessment of teachers’ teaching competencies Invite good professionals to foster teaching competencies for teachers Develop mechanism to support teachers participating in fostering activities Organize seminars on teaching innovation to create an environment for teachers to learn Degree of implementation Average 0 35 99 105 4.29 46 68 35 53 37 2.86 31 69 84 55 2.68 25 59 51 68 36 3.21 28 69 68 66 2.82 41 98 95 4.18 55 105 79 4.10 84 55 31 3.20 0 69 13 10 11 12 Promote teachers 'self-fostering role and develop criteria for evaluating teachers' self- fostering results Provide fostering resources and support facilities for teachers Organize good teaching competitions to create a shared learning environment among teachers Organize seminars on in-depth topics 0 68 102 69 4.00 13 35 99 92 4.13 0 32 101 106 4.31 26 69 84 31 29 2.86 2.3.4 Direct the activities of fostering teaching competence for high school teachers of Lao PDR No 10 11 Contents of directing the fostering of teaching competencies for teachers Investigate teachers' needs for fostering teaching competencies Build fostering contents and programs Develop a team of lecturers Prepare documents and facilities for fostering Diversify forms of fostering Promote teachers' self-fostering role Organize lesson study and colleague support Organize good teaching competitions at all levels Organize seminars on teaching competencies of teachers and developing teaching competencies for teachers Apply IT in fostering Evaluate fostering results Degree of implementation Avergae 26 65 84 55 2.82 0 0 91 67 80 95 68 77 3.90 4.04 49 71 68 51 3.51 31 62 68 33 45 33 103 103 2.95 4.29 25 54 71 68 21 3.03 0 29 107 103 4.31 51 66 32 45 45 2.86 23 49 49 71 71 48 68 48 51 3.21 3.51 2.3.5 Evaluate the results of implementing the plan for fostering teaching competence for high school teachers in Lao PDR The inspection and evaluation of the fostering plan implementation of the Lao Departments of Education and Sports has not been done well; the contents of inspection and evaluation have not been conducted regularly 2.4 Situation of factors affecting the management of fostering teaching competencies for high school teachers of Lao PDR From the evaluation results, the most influential factors to the management of fostering teaching competencies for high school teachers of Lao PDR are: 14 - Attitude and competence of teachers participating in fostering achieved an average score of 4.42 points - The management competence of the Department of Education and Sports got an average of 4.40 points - Competence of lecturers, lecturers participating in fostering courses got 4.37 points Monitoring and evaluation mechanism; mechanisms and policies for teachers when participating in retraining; facilities, finance for teacher fostering, etc 2.5 General evaluation of the situation 2.5.1 Achievements and strengths of fostering activities and the management of fostering teaching competencies for high school teachers of Lao PDR Activities of fostering teachers in general and fostering teaching competencies for high school teachers of Lao PDR schools in particular are always concerned by all management levels from the grassroots level to the school Management levels from the Department of Education and Sports to high schools were concerned about fostering: the tasks of planning; organizing the plan implementation; directing; examining and evaluating teaching competencies building activities for high school teachers have been conducted and have initially brought about efficiency 2.5.2 Shortcomings of fostering activities and the management of fostering teaching competencies for high school teachers in Lao PDR - Regarding activities of fostering teaching competencies for high school teachers: Fostering contents have been implemented but not yet synchronized; the contents of competence-based teaching, integrated teaching, differentiated teaching, online teaching, and competencebased assessment have not been paid attention to The organizational forms of fostering teaching competencies for high school teachers have been conducted by the Lao Department of Education and Sports but they are not synchronical There are only forms used very frequently: direct fostering; fostering through self-study manual documents; classroom observation; good teaching competitions The main methods of fostering are lectures, self-fostering, self-study and practice; other methods have not been given adequate attention 15 - Regarding the management of fostering teaching competencies for high school teachers: The work of making planning for fostering teaching competencies for high school teachers in Lao PDR has been done, but it only focused on fostering contents, forms, location and time The organization of fostering activities has been implemented in all contents, but there are still shortcomings in some areas that need to be overcome: assess teachers' teaching competencies and assess fostering needs; organize seminars and workshops to support teachers in improving teaching competencies; build teams of key teachers, counsel and support colleagues to develop teaching competencies The tasks of directing activities of fostering teaching competencies for teachers has been done by the Department of Education and Sports but they are not been synchronical The inspection and evaluation of the fostering plan implementation of the Lao Departments of Education and Sports has not been done well; the contents of inspection and evaluation have not been conducted regularly; therefore, they can not create motivation for fostering activities 2.5.3 Reasons Conclusion for chapter The management of fostering has been implemented synchronously in all contents at all stages in the fostering process However, there are some limitations in the planning stage; for example, the fostering contents are not based on the results of the demand survey; there is no comprehensive and synchronous plan in mobilizing resources for fostering The organization work is still limited in such contents as assessing teaching competencies of teachers and investigating fostering needs The direction work is also limited in the contents of directing the survey on fostering needs, directing the organization of workshops on teacher competence and teaching competencies development for teachers, lesson study seminars; IT applications in teaching, diversifying forms of fostering, etc The evaluation of fostering activities and the implementation of fostering plans is not effective and can not create a motivation for the fostering course to improve quality These are practical grounds for proposing measures to manage teaching competencies building activities for high school teachers of Lao PDR in the current context 16 Chapter MEASURES OF MANAGING THE FOSTERING OF TEACHING COMPETENCIES FOR HIGH SCHOOL TEACHERS IN LAO PDR 3.1 Principles for proposing measures to manage the fostering of teaching competencies for high school teachers of Lao PDR 3.1.1 The principle of ensuring the fostering goal, which is to develop teaching competencies for high school teachers 3.1.2 The principle of ensuring practicality 3.1.3 The principle of promoting the autonomy, self-discipline and selffostering of teachers in fostering activities 3.1.4 The principle of ensuring efficiency 3.1.5 The principle of ensuring teachers’ professional development 3.1.6 The principle of ensuring modernity, openness and flexibility 3.2 Measures for managing the fostering of teaching competencies for high school teachers in Lao PDR to meet the requirements of improving teacher quality 3.2.1 Organize completing the set of teaching competencies criteria for high school teachers in Lao PDR to meet the requirements of educational renovation 3.2.1.1 The objective of the measure Take the teaching competency criteria set as a basis for developing criteria and tools for assessing and self-assessing teaching competencies of teachers, surveying fostering needs and developing teaching competence building programs for teachers 3.2.1.2 Contents of implementing the measure Define the basis for building the teaching competency criteria of high school teachers Define the standard framework of teaching competencies of high school teachers Based on the set of teaching competencies criteria, the Director of the Department directs a group of experts to specify the component teaching competencies of teachers and formulate criteria and indicators in each component teaching competency 3.2.1.3 Method of implementing the measure The Director of the Lao Department of Education and Sports must perform the following tasks: - Establish a group of experts to study and formulate the teaching competency criteria of teachers according to appropriate regional conditions 17 - Direct the research team to analyze professional standards and requirements on teaching competencies of high school teachers, trends of high school education renovation - Direct the group of research experts to analyze each component teaching competency to define their criteria and indicators - Direct and guide high schools to use the competency framework to self-assess the teaching competencies of teachers, and then identify needs and content of fostering and self-fostering to improve teaching skills for teachers 3.2.1.4 Conditions for implementing the measure 3.2.2 Organize the development of a teaching competence building program for high school teachers of Lao PDR in a competencebased approach 3.2.2.1 The objective of the measure Identify the right needs for fostering teaching competencies of high school teachers on the basis of which develop a teaching competencies fostering program for teachers that meet the current high school education renovation requirements 3.2.2.2 Contents of implementing the measure (1) Analyze needs for fostering teachers’ competence; (2) Defining aims and objectives of fostering teaching competencies for teachers; (3) Design contents of fostering curriculum; (4) Implement fostering activities according to the defined methods and organizational forms; (5) Evaluate the fostering results to find out the shortcomings and continue to improve the fostering activities 3.2.2.3 Method of implementing the measure The development of a teaching competencies fostering plan for high school teachers must be based on the actual competence of the teaching staff and the teachers' fostering needs in terms of contents and forms To develop a teaching competencies fostering plan for high school teachers, managers of the Lao Department of Education and Sports need to perform the following tasks: - Determine goals to be achieved in fostering activities - Determine fostering process and contents to achieve the goals; - Identify resources and measures to achieve the goals 3.2.2.4 Conditions for implementing the measure 18 3.2.3 Organizing the mobilization of resources to ensure conditions for fostering teaching competencies for high school teachers of Lao PDR 3.2.3.1 The objective of the measure Assist Department of Education and Sports in ensuring necessary conditions for fostering teaching competencies for teachers in high schools, creating favorable conditions for teachers to participate in fostering to motivate and encourage teachers to actively participate in fostering courses 3.2.3.2 Contents of implementing the measure Manage the mobilization of resources and financial resources in the state budget to invest in strengthening material facilities for teacher fostering activities in the mass and in-place forms; Direct the implementation of socializing of investment sources in upgrading facilities and IT to facilitate activities of fostering teaching competencies for teachers; The Director of the Department instructs the principals of the schools to build a mechanism of emulation and commendation to motivate and encourage good teachers to join the team of key teachers and support colleagues 3.2.3.3 Method of implementing the measure The Director of the Department of Education and Sports should: enhance the training and fostering of a team of key teachers; build a team of lecturers meeting the requirements of renewing the fostering work; strengthen material facilities and funding for fostering teaching competencies Direct schools to properly and promptly implement policies; direct the school principals/professional leaders to build a good working environment in fostering teaching competencies 3.2.3.4 Conditions for implementing the measure 3.2.4 Direct the renewal of methods and organizational forms of fostering teaching competencies for high school teachers in Lao PDR 3.2.4.1 The objective of the measure To improve the effectiveness of fostering activities, create an environment to promote the active participation in fostering and selffostering of high school teachers 3.2.4.2 Contents of implementing the measure Organize professional activities with lesson study; Organize regular classroom observation; Organize good teaching competitions; Organize a connected school model and professional activities in school 19 clusters to create an environment for teachers to learn from colleagues; Promote the role of each teacher in self-study and self- fostering 3.2.4.3 Method of implementing the measure Guide high schools to conduct professional activities in the direction of lesson study; Organize teaching festivals; Self-study, Selftraining; Professional activities by topic in the school or school cluster; Visit and learn experiences from other schools; mass fostering, e-learning fostering; Assign the tasks of counseling and support colleagues; Study applied pedagogical science; online fostering, etc 3.2.4.3 Conditions for implementing the measure 3.2.5 Develop a team of key teachers who will support the development of teaching competencies for colleagues 3.2.5.1 The objective of the measure Develop a team of key teachers in each high school who will advise and support their colleagues in innovating and developing teaching competencies 3.2.5.2 Contents of implementing the measure - Develop a plan for training and fostering competence for key teachers of the Department of Education and Sports - Develop a system of documents defining the functions and duties of key teachers in the school and school clusters - Compile a system of documents to foster key teachers for units in the department - Create an environment for key teachers to promote their influence on their colleagues in professional activities 3.2.5.3 Method of implementing the measure - Principals need to form, train and foster a team of key teachers - Organize training courses for key teachers and managers based on the topics and contents of fostering teaching competencies - Renew and perfect the allowance policy for key teachers in activities of fostering and supporting colleagues - Build a good working environment for key teachers 3.2.5.4 Conditions for implementing the measure 20 3.2.6 Organize the assessment of teachers' competence according to teaching competencies criteria set to serve as a basis for fostering high school teachers of Lao PDR 3.2.6.1 The objective of the measure High school principals need to develop processes and methods of assessing the status of teaching competencies of teachers in high schools 3.2.6.2 Contents of implementing the measure The Director of the Department of Education and Sports directs principals of the high schools to raise the awareness of administrators and teachers about the criteria of the required teaching competencies of teachers Based on the teaching competencies criteria of teachers, the Director of the Department of Education and Sports establishes a group of experts to set up a set of tools to evaluate the teaching competencies of teachers according to the built-up competency criteria Identify organizational processes of assessing teaching competencies of teachers 3.2.6.3 Method of implementing the measure Department of Education and Sports of Laos must perform the following tasks: - Direct high school principals to encourage each teacher voluntarily apply teaching competencies criteria according to standards for selfassessment Each year, the Director of the Department directs principals to organize for teachers to self-assess - Direct principals to prepare documents related to the assessment: High School Professional Teacher Standards; criteria for assessing teaching competencies; materials for training assessors; materials for guiding assessors; set of assessment cards - Direct principals to instruct professional leaders in organizing exchanges within the professional group to make comments on teaching tasks on the basis of self-discipline, no tension, with the spirit of the learning community, assessing mainly by making comments 3.2.6.4 Conditions for implementing the measure 3.3 Relationship between the measures The above mentioned measures all have a certain role, position and importance and they have a dialectical relationship with one another 21 3.4 Test the feasibility and necessity of the measures to manage the fostering of teaching competencies for high school teachers of Laos 3.4.1 Test the necessity and feasibility of the proposed measures The test results show that administrators and teachers all agreed that all the measures are necessary and highly feasible, mainly at level or higher 3.4.2 Experiment with some measures 3.4.2.1 Experiment purpose To confirm the feasibility and effectiveness of the proposed measures to manage the fostering of teaching competencies for high school teachers 3.4.2.2 Experimental hypothesis If the methods and organizational forms of fostering teaching competencies for teachers are implemented in combination with developing a team of key teachers to support colleagues in developing teaching competencies, then the teaching competencies of high school teachers will be improved 3.4.2.3 Scope, participants and time of the experiment a Experiment participants: Select and conduct experiments on 02 schools (28 teachers each) with 56 high school teachers in Vientiane Province of Lao PDR b Experiment Time: Summer Semester and Semester I, academic year 2018 - 2019 (from 7/2018 to 05/2019) 3.4.2.4 Experiment contents, procedure and criteria for measuring experiment results Experiment with two of the proposed measures: Direct the innovation of fostering methods and organizational form, and Develop a team of key teachers in consulting and supporting colleagues to develop teaching competencies Table 3.2 Results of investigating the competence of designing integrated lessons before the experiment High Schools Nam Hon High School Lak 52 High School Total Scores of designing integrated lessons 10 10 0 0 19 15 13 0 X 5.21 5.21 5.21 Table 3.3 Results of investigating the competence of designing 22 differentiated lessons before the experiment Scores of designing differentiated lessons 10 10 0 0 13 19 15 0 High Schools Nam Hon High School Lak 52 High School Total X 5.39 5.32 5.36 Phase 2: Conducting the first experiment 3.4.2.5 Handle the experiment results 3.4.2.6 Assess the experiment results i) The first experiment results: Table 3.4a: Results of investigating the competence of designing integrated lessons after the first experiment Scores of designing integrated lessons X High Schools 10 6.64 Nam Hon High School 6.38 Lak 52 High School 12 17 17 6.50 Total Comment: Analysis of the post-experiment results shows that the average score of 6.50 is on average and higher than the pre-experiment result, which is 5.21on average T-test results are as follows: Table 3.4b T-test results on the competence of designing integrated lessons before and after the experiment No Scores N X SD P 10 Before the 19 15 13 0 56 5.21 1.09 experiment 0.00 After the 12 17 17 56 6.50 1.13 experiment ii) The second experiment results: The second experiment results for 56 teachers of the two high schools are shown in Table 3.5 Table 3.5.a Results of investigating the competence of designing differentiated lessons after the second experiment High schools Nam Hon High School Lak 52 High School Total Scores of designing differentiated lessons 10 8 7 0 16 15 15 X 7.43 7.29 7.36 The statistical results in Table 3.5a show that the average score of the second experiment results is 7.36, higher than the pre-test result of 5.36 23 T-test results are as follows: Table 3.5b T-test results on the competence of designing integrated lessons before and after the experiment No Before the experiment After the experiment 13 19 15 16 Scores 15 15 10 N X SD P 56 5.36 1.01 0.00 56 7.36 1.11 After the experiment, the competence of designing differentiated lessons was improved and this difference was statistically significant (P = 0.00