Circular No. 14/2018/TT-BGDĐT Issuing the Standards for Principals of General Education Institutions

REGULATIONS

Standards for Principals of General Education Institutions

(Issued together with Circular No. 14/2018/TT-BGDĐT dated July 20, 2018 of the Minister of Education and Training)

 

PART I

GENERAL PROVISIONS

 

Article 1. Scope of Regulation and Applicability

1. The standards for principals of general education institutions include: standards for principals of general education institutions (hereinafter referred to as standards for principals), guidelines for using the standards for principals.

2. These regulations apply to principals of primary schools, middle schools, high schools, multi-grade schools, specialized schools, boarding schools for ethnic minorities, and semi-residential schools for ethnic minorities (hereinafter collectively referred to as general education institutions) and related organizations and individuals.

Article 2. Purpose of issuing the principal standards

1. To serve as a basis for principals of general education institutions to self-assess their qualities and capabilities; to develop and implement plans to cultivate qualities and enhance leadership and management skills to meet the requirements of educational reform.

2. To serve as a basis for state administrative agencies to assess the qualities and capabilities of principals of general education institutions; to develop and implement policies to foster the cadre of managers in general education institutions; to select and utilize key cadres of managers in general education institutions.

3. To serve as a basis for training and development institutions for teachers and educational managers to develop and organize training programs to enhance leadership and management skills for the cadre of managers in general education institutions.

4. To serve as a basis for deputy principals who are candidates for principal positions; teachers who are candidates for principal or deputy principal positions to self-assess, develop and implement plans to cultivate qualities and enhance leadership and management skills.

Article 3. Explanation of Terms

In this Regulation, the following terms shall be understood as follows:

1. Quality refers to the ideology, morality, and lifestyle of the principal in performing tasks and duties.

2. Ability refers to the ability of the principal to perform assigned tasks and duties.

3. Standards for Principals of General Education Institutions refers to the system of qualities and capabilities that the principal needs to achieve in order to lead and manage the institution.

4. Basic standard refers to the requirements regarding qualities and capabilities in each field of the standards for principals.

5. Criteria is the requirement regarding the component quality and ability of the standard.

6. Level of criteria refers to the level achieved in developing qualities and capabilities of each criterion. There are three levels for each criterion according to increasing levels: satisfactory, good, and excellent; the higher level includes the requirements of the adjacent lower level.

a) Satisfactory: having the quality and capability to organize and implement assigned tasks in leading and managing general education institutions as prescribed;

b) Good: having the quality and capability to innovate and creatively organize and implement assigned tasks in leading and managing general education institutions with high effectiveness;

c) Excellent: having a positive impact on the innovation of leading and managing general education institutions and the development of local education.

7. Evidence refers to evidence (documents, materials, objects, phenomena, witnesses) cited to objectively confirm the level achieved of the criterion.

8. School Management refers to the process of establishing directions, regulations, and activity plans in the school; organizing teaching and student education activities through mobilizing and utilizing resources, monitoring, and evaluating based on autonomy and accountability to develop the school according to its mission, vision, and educational goals.

9. Evaluation according to the standards for principals refers to the determination of the degree of achievement of qualities and capabilities in leading and managing the school of the principal according to the standards for principals.

10. Key Cadre of Managers in General Education Institutions shall be the principal or vice-principal of a general education institution with good moral character, reputation for leadership and school management; understanding of the educational situation in the new context; having the ability to advise and support colleagues in their work and in activities aimed at developing leadership and management skills.

 

Chapter II

STANDARDS FOR PRINCIPALS OF GENERAL EDUCATION INSTITUTIONS

 

Article 4. Standard 1. Professional Quality

Having professional ethics standards and innovative thinking in leadership and school management; having the ability to develop professional expertise and vocational skills.

1. Criterion 1. Professional Ethics

a) Achieved level: implementing well the regulations on teacher ethics; directing the strict implementation of regulations on teacher ethics in the school;

b) Good level: directing the timely detection and correction of violations of ethics by teachers, staff, and students; proactively creative in building internal rules and regulations on teacher ethics in the school;

c) Excellent level: having a positive influence on educational institution managers regarding organizing and implementing educational ethics activities in the school.

2. Criterion 2. Innovative Thinking in Leadership and School Management

a) Achieved level: having innovative thinking in leadership and school management to develop qualities and capabilities for all students;

b) Good level: spreading innovative thinking to all members of the school;

c) Excellent level: having a positive influence on educational institution managers regarding innovative thinking in leadership and school management.

3. Criterion 3. Ability to Develop Professional Expertise and Vocational Skills

a) Achieved level: meeting the training standard and completing professional development courses as required; having a regular plan for learning and enhancing professional expertise and vocational skills; promptly updating the new requirements of the industry for professional expertise and vocational skills;

b) Good level: innovatively and creatively applying various forms, methods, and selecting content for learning and enhancing professional expertise and vocational skills;

c) Excellent level: guiding and supporting educational institution managers in developing professional expertise and vocational skills to meet the demands of educational reform.

Article 5. Standard 2. School Management

Leading and managing activities within the school to meet the requirements for developing student qualities and capabilities, suitable for diverse learning styles, needs, interests, and readiness levels of each student.

1. Criterion 4. Organizing the Development Plan for the School

a) Achieved level: organizing the planning, guiding the implementation, and supervising and evaluating the execution of the school development plan; directing subject groups and teachers and staff to build plans to implement tasks as prescribed;

b) Good level: innovatively and creatively building plans, guiding the organization of implementation, and supervising and evaluating the execution of the school development plan and subject group plans;

c) Excellent level: guiding and supporting educational institution managers in planning, guiding the organization of implementation, and supervising and evaluating the execution of the school development plan.

2. Criterion 5. Managing Teaching and Student Education Activities

a) Achieved level: directing the construction of teaching and student education plans, organizing the implementation of teaching and student education; innovating teaching and student education methods; assessing student academic performance and discipline according to the requirements for developing student qualities and capabilities under the general education program;

b) Good level: effectively managing teaching and student education activities; ensuring teachers use appropriate teaching and education methods that suit diverse learning styles, needs, interests, and readiness levels of each student; improving student academic performance and discipline;

c) Excellent level: guiding and supporting educational institution managers in managing teaching and student education activities.

3. Criterion 6. Managing School Personnel

a) Achieved level: directing the construction of job position proposals; actively proposing personnel recruitment according to regulations; using teachers and staff according to their professional expertise and vocational skills; directing the construction and implementation of regular training and development plans to enhance the professional capabilities of teachers and staff, and management capabilities for the administrative team and those in the planning scope for principal and vice-principal positions according to regulations;

b) Good level: using teachers and staff according to their professional expertise and vocational skills to ensure efficiency; evaluating the capabilities of the team, creating motivation, and organizing regular training and development of professional capabilities for teachers, and management capabilities for the administrative team and those in the planning scope for principal and vice-principal positions effectively;

c) Excellent level: guiding and supporting educational institution managers in managing school personnel.

4. Criterion 7. Managing Organizational and Administrative Activities of the School

a) Achieved level: directing the construction and implementation of specific regulations on organizational and administrative activities in the school; implementing the division and coordination between subject groups, office departments, and other units to perform tasks according to regulations;

b) Good level: arranging the organizational structure efficiently; delegating authority to departments and individuals in the school to perform tasks well;

c) Excellent level: digitizing organizational and administrative management activities of the school; guiding and supporting educational institution managers in managing organizational and administrative activities of the school.

5. Criterion 8. Managing Financial Activities of the School

a) Achieved level: directing the construction and implementation of internal financial regulations, budgeting, revenue and expenditure, financial reporting, financial auditing, and financial transparency of the school according to regulations;

b) Good level: effectively utilizing financial resources to improve the comprehensive quality of education in the school;

c) Excellent level: legally mobilizing financial resources to improve the comprehensive quality of education in the school; guiding and supporting educational institution managers in managing financial activities of the school.

6. Criterion 9. Managing Physical Facilities, Equipment, and Technology in Teaching and Student Education of the School

a) Level Achieved: Direct the establishment and implementation of the school's regulations on managing physical facilities, equipment, and technology in teaching and educating students; organize the development and implementation of plans for purchasing, inventorying, preserving, and repairing physical facilities and teaching equipment as prescribed.

b) Good Level: Utilize physical facilities, equipment, and technology in teaching and educating students effectively.

c) Excellent Level: Mobilize resources to enhance physical facilities, equipment, and technology in teaching and educating students to improve the comprehensive quality of education at the school; guide and support educational institution management staff on managing physical facilities, equipment, and technology in teaching and educating students.

7. Criterion 10. Quality Management in Schools

a) Level Achieved: Direct the establishment and implementation of the school's self-assessment plan for educational quality as prescribed.

b) Good Level: Direct the establishment and implementation of a plan for improving quality and addressing weaknesses based on the results of the school's self-assessment.

c) Excellent Level: Direct the establishment and implementation of a sustainable quality development plan; guide and support educational institution management staff on quality management in schools.

Article 6. Standard 3. Building an educational environment

Establish a safe, healthy, friendly, democratic educational environment, preventing and combating school violence.

1. Criterion 11. Building School Culture

a) Level Achieved: Direct the establishment and implementation of the school's internal rules and cultural behavior guidelines as prescribed.

b) Good Level: Build exemplary cases of compliance with internal rules and cultural behavior guidelines; promptly identify, prevent, and address violations of internal rules and cultural behavior guidelines at the school.

c) Excellent Level: Create a healthy, friendly cultural environment within the school and guide and support educational institution management staff on building school culture.

2. Criterion 12. Implementing Grassroots Democracy in Schools

a) Level Achieved: Direct the establishment and implementation of grassroots democracy regulations in schools as prescribed.

b) Good Level: Encourage all members to participate in implementing grassroots democracy; protect individuals who openly express opinions; promptly identify, prevent, and address violations of grassroots democracy regulations within the school.

c) Excellent Level: Create a democratic environment within the school and guide and support educational institution management staff on implementing grassroots democracy in schools.

3. Criterion 13. Building Safe Schools and Preventing School Violence

a) Level Achieved: Direct the establishment and implementation of the school's regulations on safe schools and preventing school violence.

b) Good Level: Encourage members to participate in building safe schools and preventing school violence; promptly identify, prevent, and address violations of the school's regulations on safe schools and preventing school violence.

c) Excellent Level: Establish a model of safe schools and preventing school violence and guide and support educational institution management staff on building safe schools and preventing school violence.

Article 7. Standard 4. Developing relationships between schools, families, and society

Organize activities to develop relationships between the school, family, and society in teaching and moral and lifestyle education for students and mobilizing and utilizing resources to develop the school.

1. Criterion 14. Collaboration Between the School, Family, and Society to Implement Teaching Activities for Students

a) Level Achieved: Organize the provision of information about the school's teaching program and plan to parents or guardians of students and related parties.

b) Good Level: Collaborate with parents or guardians of students and related parties to implement the school's teaching program and plan; publicly disclose and transparently provide information about the implementation results of the school's teaching program and plan.

c) Excellent Level: Promptly address feedback from parents or guardians of students and related parties regarding the implementation of the school's teaching program and plan.

2. Criterion 15. Collaboration Between the School, Family, and Society to Implement Moral and Lifestyle Education for Students

a) Level Achieved: Organize the provision of information about the school's internal rules and cultural behavior guidelines to parents or guardians of students and related parties; receive information from families and society about students' morals and lifestyles.

b) Good Level: Collaborate with parents or guardians of students and related parties in implementing moral and lifestyle education for students.

c) Excellent Level: Promptly address feedback from parents or guardians of students and related parties regarding moral and lifestyle education for students.

3. Criterion 16. Collaboration Between the School, Family, and Society in Mobilizing and Utilizing Resources to Develop the School

a) Level Achieved: Organize the timely and complete provision of information about the current status and resource needs for school development to parents or guardians of students and related parties.

b) Good Level: Collaborate with parents or guardians of students and related parties in mobilizing and utilizing resources to develop the school according to regulations.

c) Excellent Level: Use resources for their intended purpose, publicly and transparently, and efficiently; promptly address feedback from parents or guardians of students and related parties regarding the mobilization and utilization of resources for school development.

Article 8. Standard 5. Foreign language proficiency and information technology application

Possess the ability to use foreign languages (preferably English) and apply information technology in school management.

1. Criterion 17. Using foreign languages

a) Achieved level: able to communicate in a foreign language (preferably English) in common situations;

b) Good level: capable of directing the development and implementation of plans to enhance the use of foreign languages (preferably English) for teachers, staff, and students in the school;

c) Excellent level: proficient in using a foreign language (preferably English); creating an environment to develop the ability to use foreign languages (preferably English) for teachers, staff, and students in the school.

2. Criterion 18. Applying information technology

a) Achieved level: able to use some commonly used information technology tools in school management;

b) Good level: able to use software supporting school management;

c) Excellent level: able to create an environment applying information technology in teaching, learning, and school management activities.

 

Chapter III

GUIDELINES FOR USING THE PRINCIPAL STANDARDS

 

Article 9. Requirements for evaluating according to the principal standard

1. Objective, comprehensive, fair, and democratic.

2. Based on the principal's qualities, capabilities, and work process under specific conditions of the school and locality.

3. According to the level achieved in each criterion specified in Chapter II of this Regulation and with authentic, relevant evidence.

Article 10. Evaluation Process and Classification of Evaluation Results According to the Principal Standard

1. Evaluation process

a) The principal self-evaluates according to the principal standard;

b) The school organizes teachers and staff to provide opinions on the principal according to the principal standard;

c) The head of the direct supervising agency shall implement the evaluation and announce the evaluation results of the principal according to the principal standard based on the self-evaluation results of the principal, opinions of teachers and staff, and the actual performance of the principal through verified evidence that is appropriate.

2. Classification of evaluation results

a) Meeting the principal standard at the excellent level: all criteria must be achieved at the good level or higher, with a minimum of two-thirds of the criteria achieving the excellent level, including criteria 1, 2, 4, 5, 6, 8, 10, 12, 13, and 14 achieving the excellent level;

b) Meeting the principal standard at the good level: all criteria must be achieved at the achieved level or higher, with a minimum of two-thirds of the criteria achieving the good level or higher, including criteria 1, 2, 4, 5, 6, 8, 10, 12, 13, and 14 achieving the good level or higher;

c) Meeting the principal standard: a minimum of two-thirds of the criteria must be achieved at the achieved level or higher, including criteria 1, 2, 4, 5, 6, 8, 10, 12, 13, and 14 achieving the achieved level or higher;

d) Not meeting the principal standard: more than one-third of the criteria evaluated have not been achieved or a minimum of one criterion among criteria 1, 2, 4, 5, 6, 8, 10, 12, 13, and 14 has not been achieved (a criterion is considered not achieved when it does not meet the requirements of the achieved level of the criterion).

Article 11. Evaluation cycle and authority according to the principal standard

1. Evaluation cycle

a) Principals self-evaluate once a year at the end of the academic year;

b) The immediate superior administrative agency evaluates principals every two years at the end of the academic year. In special cases, the superior administrative agency decides to shorten the evaluation cycle.

2. Evaluation Authority

a) The Director of the Department of Education and Training shall lead the evaluation of primary school principals, junior high school principals, principals of general schools with the highest grade being junior high school, county-level boarding schools for ethnic minorities, and county-level residential schools for ethnic minorities;

b) The Director of the Provincial Department of Education and Training shall lead the evaluation of secondary school principals, principals of general schools with the highest grade being secondary school, specialized school principals, and provincial-level residential schools for ethnic minorities;

c) The heads of higher education institutions, institutes, and academies shall lead the evaluation of principals of affiliated general schools;

d) The Director of the Cadre Organization Department (Ministry of Education and Training) shall lead the evaluation of principals of affiliated general schools.

Article 12. Core Educational Institution Management Cadres

1. Criteria for selecting core educational institution management cadres

a) Having at least two years of experience as a principal or vice-principal of an educational institution;

b) Being a principal or vice-principal of an educational institution who has been assessed by the competent authority to achieve the good level or higher according to the principal standard;

c) Being selected by the superior supervisory agency to meet the requirements for supporting and advising on the organization and implementation of activities to train and develop the cadre of educational institution managers at the local level;

d) Having a desire to become a core educational institution management cadre.

2. Selection process for core educational institution management cadres

a) The Director of the Department of Education and Training shall select and approve the list of core educational institution management cadres within their authority, and report to the Provincial Department of Education and Training;

b) The Director of the Provincial Department of Education and Training shall select and approve the list of core educational institution management cadres within their authority, compile the list of core educational institution management cadres in the area, and report to the Ministry of Education and Training.

3. Tasks of core educational institution management cadres

a) Supporting educational institution management cadres in the area to develop leadership and school management capabilities according to the principal standard of educational institutions, in accordance with the socio-economic development conditions of the locality and the requirements for reforming general education;

b) Supporting and advising educational institution management cadres in the area to build self-study plans and develop leadership and school management capabilities according to the principal standard of educational institutions;

c) Cooperating with local educational management agencies and training institutions in compiling materials and learning resources; organizing the implementation of teacher and educational institution management cadre training programs in the area;

d) Guiding and supporting teachers and educational institution management cadres during their participation and implementation of online teacher training courses.

 

Chapter IV

IMPLEMENTATION

 

Article 13. Responsibilities of the Ministry of Education and Training

1. The Bureau of Teachers and Educational Management Cadres shall direct, guide, and inspect the implementation of this Regulation; develop plans for training, developing, and enhancing the cadre of educational institution management cadres to meet the requirements for quality and capability according to the principal standard.

2. The Cadre Organization Department shall implement this Regulation within its authority; develop and implement plans for training, developing, and enhancing the cadre of educational institution management cadres under the Ministry of Education and Training based on the evaluation results according to the principal standard.

Article 14. Responsibilities of the Department of Education and Training

1. Direct and organize the implementation of this Regulation within its authority; report to the Ministry of Education and Training on the results of the principal standard assessment before June 30 each year.

2. Develop and implement plans for training, developing, and enhancing the cadre of educational institution management cadres within their authority based on the evaluation results according to the principal standard.

Article 15. Responsibilities of the District Office of Education and Training

1. Direct and organize the implementation of this Regulation within its authority; report to the Department of Education and Training on the results of the principal standard assessment.

2. Develop and implement plans for training, developing, and enhancing the cadre of educational institution management cadres in the area based on the evaluation results according to the principal standard.

Article 16. Responsibilities of General Education Institutions

1. Principals of educational institutions shall self-assess, develop, and implement plans for enhancing leadership and school management capabilities to meet the requirements for educational reform.

2. The principal of a general education institution shall apply the principal standards to direct and organize the evaluation of deputy principals according to criteria appropriate to their assigned tasks.

3. Advise higher-level management agencies and local authorities on management work, enhancing the moral qualities and leadership capabilities of managers in general education institutions based on the assessment results according to the principal standards.