Circular No. 20/2018/TT-BGDĐT Issuing the Standards for the Professional Competence of Teachers in General Education Institutions

CIRCULAR

Issuing regulations on professional standards for teachers at general education institutions 

Pursuant to Decree No. 69/2017/NĐ-CP dated May 25, 2017 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 07/2013/NĐ-CP dated January 9, 2013 of the Government amending point b Clause 13 Article 1 of Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;

At the proposal of the Director of the Department of Teachers and Educational Management Staff;

The Minister of Education and Training issues this Circular on issuing regulations on professional standards for teachers at general education institutions.

Article 1. This Circular sets forth regulations on professional standards for teachers at general education institutions..

Article 2. This Circular takes effect from October 10, 2018.

This Circular replaces Decision No. 14/2007/QĐ-BGDĐT dated May 4, 2007 of the Minister of Education and Training on issuing regulations on professional standards for primary school teachers and Circular No. 30/2009/TT-BGDĐT dated October 22, 2009 of the Minister of Education and Training on issuing regulations on professional standards for junior high school teachers and senior high school teachers.

Article 3. The Director of the Office, the Director of the Department of Teachers and Educational Management Staff, the heads of units related to the Ministry of Education and Training, the directors of provincial Departments of Education and Training, the heads of units and individuals related to this Circular shall be responsible for its implementation.

REGULATIONS

Professional Standards for Teachers at General Education Institutions

(Issued together with Circular No. 20/2018/TT-BGDĐT dated August 22, 2018 of the Minister of Education and Training)

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

1. Regulations on professional standards for teachers at general education institutions include: professional standards for teachers at general education institutions (hereinafter referred to as professional standards for teachers), guidelines for using professional standards for teachers.

2. These regulations apply to primary school teachers, junior high school teachers, senior high school teachers, general education schools with multiple levels, specialized schools, boarding schools for ethnic minority students, and semi-boarding schools for ethnic minority students (hereinafter collectively referred to as general education institutions) and relevant organizations and individuals.

Article 2. Purpose of issuing professional standards for teachers

1. To serve as a basis for teachers at general education institutions to self-assess their moral qualities and abilities; to build and implement plans to cultivate moral qualities and improve professional skills to meet the requirements of educational reform.

2. To serve as a basis for general education institutions to assess the moral qualities and professional abilities of teachers; to build and implement plans to develop teachers' professional capabilities to meet the educational goals of the school, locality, and the education sector.

3. To serve as a basis for state management agencies to study, establish, and implement systems and policies for developing teacher teams at general education institutions; to select and utilize core teacher teams at general education institutions.

4. To serve as a basis for teacher training and development institutions to develop and organize training and development programs for teachers' moral qualities and professional skills at general education institutions.

Article 3. Explanation of Terms

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

1. Quality is the ideology, ethics, and lifestyle of teachers in performing their duties and tasks.

2. Ability refers to the capacity of teachers to perform tasks and responsibilities.

3. Professional Standards for Teachers at General Education Institutions is the system of qualities and abilities that teachers need to achieve to perform teaching and educational tasks for students in general education institutions.

4. Basic standard is the requirement regarding qualities and abilities in each field of the professional standards for teachers.

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

6. The level of criteria is the degree achieved in developing each criterion's quality and ability. There are three levels for each criterion according to increasing degrees: satisfactory, good, excellent; higher levels include requirements of adjacent lower levels.

a) Satisfactory: Possesses qualities and abilities to organize and carry out assigned teaching and educational tasks for students as prescribed;

b) Good: Possesses qualities and abilities to self-study, self-train, and proactively innovate in carrying out assigned tasks;

c) Excellent: Has a positive impact on students, colleagues, parents, or guardians of students in achieving the educational goals of general education institutions and promoting local education development.

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

8. Evaluation based on professional standards for teachers is the determination of the degree of achievement of teachers' qualities and abilities according to the provisions of professional standards for teachers.

9. Core teachers at general education institutions are teachers at general education institutions who have good moral character; understand the situation of education; possess strong professional skills; have credibility within the school community; have the ability to advise, consult, support, lead, and share with colleagues in professional activities and in the development of professional capabilities.

10. Digital learning materials are digitized information resources stored for teaching and learning purposes.

Chapter II

PROFESSIONAL STANDARDS FOR TEACHERS

Article 4. Standard 1. Teacher's Quality

Adhering to regulations and cultivating teacher ethics; sharing experiences and supporting colleagues in cultivating ethics and establishing a teacher style.

1. Criterion 1. Teacher Ethics

a) Achieved level: Strictly implement regulations on teacher ethics;

b) Good: Having a spirit of self-study, self-training, and striving to improve teacher ethics;

c) Excellent level: Be a model in teacher ethics; share experiences and support colleagues in cultivating teacher ethics.

2. Criterion 2. Teacher Style

a) Satisfactory: Having work habits and methods suitable for the work of teachers at general education institutions;

b) Good: Having a sense of self-training to create a model teacher style; having a positive influence on students;

c) Excellent: Being a model of teacher style; having a positive influence and supporting colleagues in forming a teacher style.

Article 5. Standard 2. Professional Development

Mastering expertise and being proficient in professional skills; constantly updating and improving professional skills to meet the requirements of educational reform.

1. Criterion 3. Personal Professional Development

a) Level achieved: Meeting the training qualification standards and completing all required specialized knowledge courses; having a plan for regular study and development of professional skills.

b) Good level: Proactively researching and promptly updating requirements for specialized knowledge reform; creatively applying various forms, methods, and selecting content for professional skill enhancement.

c) Excellent level: Guiding and supporting colleagues and sharing experiences on developing professional skills to meet educational reform requirements.

2. Criterion 4. Developing teaching and education plans oriented towards student quality and ability development.

a) Level achieved: Able to develop teaching and education plans.

b) Good level: Proactively adjusting teaching and education plans to fit the actual conditions of the school and locality.

c) Excellent level: Guiding and supporting colleagues in developing teaching and education plans.

3. Criterion 5. Using teaching and education methods oriented towards student quality and ability development.

a) Level achieved: Applying teaching and education methods that develop student qualities and abilities.

b) Good level: Proactively updating and flexibly and effectively applying teaching and education methods to meet reform requirements and fit actual conditions.

c) Excellent level: Guiding and supporting colleagues with knowledge, skills, and experience in applying teaching and education methods oriented towards student quality and ability development.

4. Criterion 6. Assessing and evaluating according to the orientation of student quality and ability development.

a) Level achieved: Using assessment methods to evaluate student learning outcomes and progress.

b) Good level: Proactively updating and creatively applying various forms, methods, and tools for assessing and evaluating according to the orientation of student quality and ability development.

c) Excellent level: Guiding and supporting colleagues with experience in effectively implementing assessment and evaluation of student learning outcomes and progress.

5. Criterion 7. Advising and supporting students.

a) Level achieved: Understanding student groups and being familiar with regulations on advising and supporting students; integrating advisory and support activities into teaching and education.

b) Good level: Effectively implementing appropriate measures for advising and supporting students in teaching and education activities.

c) Excellent level: Guiding and supporting colleagues with experience in effectively implementing advisory and support activities for students in teaching and education.

Article 6. Standard 3. Building an educational environment

Implementing the establishment of a safe, healthy, democratic educational environment, preventing and combating school violence.

1. Criterion 8. Building school culture.

a) Level achieved: Fully complying with school internal rules and cultural behavior norms as prescribed.

b) Good level: Proposing effective measures to implement school internal rules and cultural behavior norms as prescribed; timely and effectively addressing violations of these rules within the scope of responsibility (if applicable).

c) Excellent level: Being a role model, sharing experiences in building a healthy cultural environment in the school.

2. Criterion 9. Implementing democratic rights in the school.

a) Level achieved: Fully implementing regulations on democratic rights in the school, organizing students to exercise democratic rights in the school.

b) Good level: Proposing measures to promote student, self, parent, or guardian, and colleague democratic rights in the school; promptly identifying, reporting, preventing, and handling cases of violation of democratic regulations (if applicable).

c) Excellent level: Guiding and supporting colleagues in exercising and promoting student, self, parent, or guardian, and colleague democratic rights.

3. Criterion 10. Implementing and building a safe school, preventing and combating school violence.

a) Level achieved: Fully implementing school regulations on safe schools and preventing school violence.

b) Good level: Proposing measures to build safe schools and prevent school violence; promptly identifying, reporting, preventing, and handling cases of violation of safe school and anti-violence regulations (if applicable).

c) Excellent level: Being a model in implementing and building safe schools and preventing school violence; sharing experiences in building and implementing safe schools and preventing school violence.

Article 7. Standard 4. Developing relationships between school, family, and society

Participate in organizing and implementing activities to develop relationships between school, family, and society in teaching and moral education for students

1. Criterion 11. Establishing cooperative relationships with parents or guardians of students and related parties

a) Achieved level: Fully comply with current regulations concerning parents or guardians of students and related parties;

b) Good level: Establish healthy, trusting relationships with parents or guardians of students and related parties;

c) Excellent level: Propose measures to strengthen close cooperation with parents or guardians of students and related parties to the school.

2. Criterion 12. Coordination among school, family, and society to implement teaching activities for students

a) Achieved level: Provide timely and complete information about students' academic performance and discipline at school; information about the curriculum, teaching plans, and educational activities for parents or guardians of students and related parties; receive information from parents or guardians of students and related parties about their academic performance and discipline;

b) Good level: Proactively coordinate with colleagues, parents or guardians of students and related parties in implementing guidance, support, and encouragement measures for students' learning, curriculum, and educational activities;

c) Excellent level: Timely address feedback information from parents or guardians of students and related parties regarding the process of learning, discipline, and implementation of curriculum and educational activities for students.

3. Criterion 13. Coordination among school, family, and society to implement moral and lifestyle education for students

a) Achieved level: Participate in organizing and providing information about school rules and cultural behavior norms for parents or guardians of students and related parties; receive information from parents or guardians of students and related parties about students' morals and lifestyles;

b) Good level: Proactively coordinate with colleagues, parents or guardians of students and related parties in implementing moral and lifestyle education for students;

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

Article 8. Standard 5. Using foreign languages or ethnic languages, applying information technology, and utilizing technological equipment in teaching and education

Able to use foreign languages or ethnic languages, apply information technology, and utilize technological equipment in teaching and education.

1. Criterion 14. Using foreign languages or ethnic languages

a) Achieved level: Can use simple communication terms in a foreign language (preferably English) or a second foreign language (for foreign language teachers) or ethnic language for positions requiring ethnic language use;

b) Good level: Can exchange information on simple, familiar daily topics or simple, familiar topics related to teaching and education (preferably English) or know a second foreign language (for foreign language teachers) or ethnic language for positions requiring ethnic language use;

c) Excellent level: Can write and present simple paragraphs on familiar topics in teaching and education (preferably English) or a second foreign language (for foreign language teachers) or ethnic language for positions requiring ethnic language use.

2. Criterion 15. Applying information technology, exploiting and using technological equipment in teaching and education

a) Achieved level: Use basic software applications and technological equipment in teaching and education and student management as prescribed; complete training courses on exploiting and applying information technology and technological equipment in teaching and education as prescribed;

b) Good level: Apply information technology and digital learning materials in teaching and education activities; update and effectively use software; exploit and use technological equipment in teaching and education activities;

c) Excellent level: Guide and support colleagues to enhance their ability to apply information technology; exploit and use technological equipment in teaching and education activities.

Chapter III

 GUIDELINES FOR USING THE TEACHER PROFESSIONAL STANDARDS

Article 9. Request for Evaluation According to the Professional Standards of Teachers

1. Objective, comprehensive, fair, and democratic.

2. Based on the teacher's moral 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 Professional Standards of Teachers

1. Evaluation process

a) Teachers self-evaluate according to the professional standards of teachers;

b) General education institutions organize to collect opinions from colleagues in specialized departments regarding teachers being evaluated according to the professional standards of teachers;

c) The head of the general education institution implements evaluation and announces the evaluation results of teachers based on the self-evaluation results of teachers, opinions of colleagues, and practical implementation of tasks through authentic evidence, appropriately.

2. Classification of evaluation results

1. Meeting the professional standards of teachers at an excellent level: All criteria must reach a good level or higher, with a minimum of two-thirds of the criteria reaching an excellent level, including the criteria stipulated in Article 5 of this Regulation reaching an excellent level;

2. Meeting the professional standards of teachers at a good level: All criteria must reach a satisfactory level or higher, with a minimum of two-thirds of the criteria reaching a good level or higher, including the criteria stipulated in Article 5 of this Regulation reaching a good level or higher;

3. Meeting the professional standards of teachers at a satisfactory level: All criteria must reach a satisfactory level or higher;

d) Not achieving the early childhood teacher profession standard: There are criteria that have not been achieved (criteria are considered not achieved when they do not meet the requirements of the achieved level).

Article 11. Evaluation Cycle According to the Professional Standards of Teachers

1. Teachers self-evaluate once every year at the end of the academic year.

2. The head of the general education institution organizes evaluations of teachers once every two years at the end of the academic year.

3. In special cases, with the consent of the superior management authority, the school may shorten the evaluation cycle of teachers.

Article 12. Core Teachers in General Education Institutions

1. Selection Criteria for Core Teachers in General Education Institutions

a) Must be a teacher in a general education institution with at least five years of direct teaching experience at the same educational level up to the time of selection;

b) Must have been classified and evaluated according to the professional standards of teachers at a good level or higher, where the criteria stipulated in Article 5 of this Regulation must reach an excellent level;

c) Possess the ability to design and implement model lessons, organize seminars, workshops, and training sessions on teaching methods, techniques, and educational content related to professional activities and training for colleagues within the school or other schools in the area;

d) Possess the ability to use foreign languages, apply information technology, utilize technological equipment in teaching and education, develop digital learning materials, and train teachers;

e) Have the desire to become a core teacher in a general education institution.

In cases where the number of teachers meeting the conditions specified in points a, b, c, d, and e of Clause 1 of this Article exceeds the requirements of the superior management authority, priority will be given to selecting core teachers based on the following criteria: having a qualification level above the standard training level; being classified and evaluated according to the professional standards of teachers at an excellent level; being recognized as a provincial-level outstanding teacher or having particularly outstanding achievements in teaching and education; having research products or innovative solutions in teaching and education that are widely recognized and utilized in the school and local area.

2. Selection Process for Core Teachers in General Education Institutions

a) General education institutions select and propose core teachers and report to the superior management authority;

b) The Director of the Department of Education and Training selects and approves core teachers within their authority; reports to the Department of Education and Training;

c) The Director of the Department of Education and Training selects and approves the list of core teachers within their authority; reports to the Ministry of Education and Training as required.

3. Responsibilities of Core Teachers in General Education Institutions

a) Support and advise colleagues within the school or other schools in the area in developing professional qualities and capabilities according to the professional standards of teachers, suitable for the conditions of the school and locality;

b) Support and advise colleagues within the school or other schools in the area on issues related to ensuring and improving the quality of teaching and education for students; participate in compiling specialized subject materials and guidance materials (for teachers and students); organize guidance for student research projects according to the requirements of the head of the general education institution and the management authority;

c) Guide and support colleagues within the school or other schools in the area on activities related to building and implementing school education plans, subject teaching plans; on the implementation of online teacher training courses; on enhancing the professional capabilities of the teaching staff within the school or other schools in the area; participate in annual teacher training and enhancement programs organized by the department (at the district, provincial, or ministry level);

d) Advise and consult the direct management level on the construction of school education plans suitable for specific local conditions to ensure teaching and education goals, quality, and enhance the professional capabilities of the teaching staff; participate in organizing and reporting on professional matters at specialized conferences and regular professional meetings of the school or other schools in the area;

e) Implement connections and cooperation with teacher training and enhancement institutions, research units, and organizations applying and transferring educational science (especially applied pedagogy);

Chapter IV

IMPLEMENTATION

Article 13. Responsibilities of the Ministry of Education and Training

The Bureau of Teachers and Educational Management Directives guides, monitors, and inspects the implementation of the provisions of this document; develops plans for training, enhancing, and developing the teaching staff of general education institutions to meet the requirements of professional qualities and capabilities according to the professional standards of teachers.

Article 14. Responsibilities of the Department of Education and Training

1. Direct and organize the implementation of this Regulation within their authority; update and report to the Ministry of Education and Training the results of teacher evaluations according to the professional standards of teachers before June 30 each year.

2. Develop and implement a training, enhancement, and development plan for the teaching staff of general education institutions according to their authority based on the results of teacher evaluations according to professional standards.

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

1. Direct and organize the implementation of this Regulation according to their authority; update and report to the Department of Education and Training the results of teacher evaluations according to professional standards.

2. Develop and implement a training, enhancement, and development plan for the teaching staff of general education institutions according to their authority based on the results of teacher evaluations according to professional standards.

Article 16. Responsibilities of General Education Institutions

1. The head of a general education institution directs and organizes the evaluation of teachers according to professional standards; updates and reports to the higher-level management agency the results of teacher evaluations according to professional standards.

2. Develop and implement a training, enhancement, and development plan for the teaching staff of general education institutions according to their authority based on the results of evaluations according to professional standards.

3. Advise the higher-level management agency and local authorities on management work, enhancing the moral qualities and professional skills of the teaching staff of general education institutions based on the results of evaluations according to professional standards.