Circular No. 25/2018/TT-BGDĐT Issuing Standards for Principals of Early Childhood Education Institutions

CIRCULAR

Issuing regulations on standards for principals of preschool 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 standards for principals of preschool education institutions.

Article 1. Attached to this Circular are regulations on standards for principals of preschool education institutions.

Article 2. This Circular takes effect from November 23, 2018.

This Circular replaces Circular No. 17/2011/TT-BGDĐT dated April 14, 2011 of the Minister of Education and Training on issuing regulations on standards for kindergarten principals.

Article 3. The Director of the Office, the Director of the Department of Teachers and Educational Management Staff, the Heads of units under the Ministry of Education and Training, the Directors of Departments of Education and Training, the Heads of units and individuals concerned shall be responsible for implementing this Circular./.

REGULATIONS

Standards for principals of preschool education institutions

(Issued together with Circular No. 25/2018/TT-BGDĐT dated October 8, 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 preschool education institutions include: Standards for principals of preschool education institutions (hereinafter referred to as standards for principals) and guidelines for using the standards for principals.

2. These regulations apply to principals of kindergartens, primary schools, nurseries within the national education system (hereinafter collectively referred to as preschool education institutions) and related organizations and individuals.

Article 2. Purpose of issuing the principal standards

1. To serve as a basis for kindergarten principals to self-assess their character and capabilities; to develop and implement plans to cultivate character and enhance management skills to meet educational reform requirements.

2. To serve as a basis for state administrative agencies to assess the character and capabilities of kindergarten principals; to establish and implement systems and policies for developing a cadre of kindergarten managers; to select and utilize core managerial staff at kindergartens.

3. To serve as a basis for training and development institutions for teachers and educational administrators to build and develop programs to train and enhance the character and management skills of kindergarten managerial staff.

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 and develop their character and management skills.

Article 3. Explanation of Terms

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

1. Character refers to the thoughts, morals, and work style of the principal in performing tasks and duties.

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

3. Kindergarten Principal Standards refer to the system of character and competence that the principal must achieve to lead and manage the kindergarten.

4. Criteria refer to the requirements regarding character and competence in each field of the principal standards.

5. Indicators refer to the requirements regarding components of character and competence within the criteria.

6. Indicator level refers to the degree achieved in developing character and competence for each indicator. There are three levels for each indicator, increasing in order: basic level, good level, and excellent level; a higher level includes all requirements of the adjacent lower level.

a) Basic level: Possesses character and competence to organize and carry out assigned tasks in managing the kindergarten according to regulations.

b) Good level: Possesses character and competence to innovate and creatively organize and carry out assigned tasks in managing the kindergarten.

c) Excellent level: Has a positive impact on the innovation of kindergarten management and local education development.

7. Evidence refers to proof (documents, materials, objects, phenomena, witnesses) cited to objectively confirm the degree achieved in indicators.

8. School management refers to the process of establishing and implementing directions, regulations, and plans for school development.

9. Standard-based assessment refers to the determination of the degree of achievement in character and management skills of the principal according to the principal standards.

10. Core kindergarten management staff refers to kindergarten principals and deputy principals with good moral character, reputation in school management; understanding of the new educational context; having the ability to advise and support colleagues in their work and in activities to develop leadership and management skills.

PART II

KINDERGARTEN PRINCIPAL STANDARDS

 

Article 4. Standard 1. Professional Quality

Having a professional ethics standard and innovative thinking in school management, with a scientific working style; having the ability to develop professional skills and expertise.

1. Criterion 1. Professional Ethics, Working Style

a) Achieved level: Implementing well the regulations on teacher ethics, having appropriate working styles and methods suitable for the job; directing the organization to strictly implement regulations on teacher ethics in the school;

b) Good level: Continuously self-cultivating professional ethics, maintaining the quality, reputation, and honor of teachers; having awareness to cultivate a scientific working style; promptly identifying and correcting violations of ethics by teachers and staff; actively creative in building internal rules and regulations in the school;

c) Excellent level: Being a model in the school regarding professional ethics; having a positive influence and supporting preschool education institution managers in implementing regulations on teacher ethics and scientific working styles in the school.

2. Criterion 2. Innovative Thinking in School Management

a) Achieved level: Having innovative thinking in school management;

b) Good level: Spreading innovative thinking to all members in the school;

c) Excellent level: Having a positive influence on preschool education institution managers regarding innovative thinking in school management.

3. Criterion 3. Development of Professional Skills and Expertise

a) Achieved level: Meeting the training qualification standards and completing specified professional development courses; having a regular plan for learning and developing professional skills and expertise; timely updating requirements for professional development in the industry;

b) Good level: Proactively self-studying, updating knowledge, enhancing professional skills and expertise to meet reform requirements and improve the quality of childcare, health care, and comprehensive child development;

c) Excellent level: Supporting preschool education institution managers in developing professional skills and expertise to meet and enhance the quality of childcare, health care, and comprehensive child development.

Article 5. Standard 2. School Management

Managing activities in the school to meet the requirements of improving educational quality and comprehensive child development, suitable for the psychological characteristics and needs of children in the school.

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

a) Achieved level: Organizing the development and monitoring, evaluating the implementation of the school development plan according to practical conditions; directing subject teams, teachers, and staff to build plans for childcare, health care, and comprehensive child development as prescribed;

b) Good level: Innovatively organizing the development of plans; supervising and evaluating the implementation of the school development plan and subject team plans;

c) Excellent level: Supporting preschool education institution managers in organizing, supervising, and evaluating the implementation of the school development plan.

2. Criterion 5. Managing Childcare and Health Care Activities

a) Achieved level: Organizing and implementing plans for childcare and health care activities; assessing children's physical and health development according to regulations;

b) Good level: Reforming the management of childcare and health care activities, ensuring teachers carry out activities suitable for diverse needs and towards comprehensive child development; children's physical and health development results improve;

c) Excellent level: Guiding and supporting preschool education institution managers in managing childcare and health care activities.

3. Criterion 6. Managing Educational Activities for Children

a) Achieved level: Organizing and implementing plans for educational activities for children; assessing children's physical, language, cognitive, emotional-social, and aesthetic development according to regulations;

b) Good level: Effectively innovating the management of educational activities for children; ensuring teachers carry out educational activities suitable for each child's development and educational reform requirements; children's comprehensive development in physical, language, cognitive, emotional-social, and aesthetic areas improves;

c) Excellent level: Guiding and supporting preschool education institution managers in managing educational activities for children.

4. Criterion 7. Managing School Personnel

a) Achieved level: Organizing the development of job position proposals; proactively proposing personnel recruitment according to regulations; using teachers and staff according to their professional qualifications; evaluating and classifying teachers and staff; organizing and implementing regular training and development plans to enhance professional skills for teachers and staff, and management skills for administrative cadres and those in the planning scope for principal and deputy principal positions; implementing policies and incentive systems correctly;

b) Good level: Efficiently utilizing lean personnel; creating motivation for continuous professional skill development for teachers and management skills for administrative cadres and those in the planning scope for principal and deputy principal positions effectively;

c) Excellent level: Supporting preschool education institution managers in managing school personnel.

5. Criterion 8. Managing School Organization and Administration

a) Achieved level: Organizing and implementing specific regulations on school organization and administration; assigning and coordinating between subject teams, office departments, and other units to perform tasks according to regulations;

b) Good level: Efficiently organizing and streamlining the organizational structure; delegating authority to units and individuals within the school to perform tasks well;

c) Excellent level: Digitizing school organization and administrative management activities; supporting preschool education institution managers in managing school organization and administration.

6. Criterion 9. Managing School Financial Affairs

a) Achieved level: Establishing and implementing internal expenditure regulations, preparing budgets, conducting income and expenditure activities, financial reporting, financial auditing, and financial transparency in accordance with the provisions for the school;

b) Good level: Effectively utilizing financial resources to enhance the quality of childcare, care, and education for children;

c) Excellent level: Legally mobilizing financial resources to improve the quality of childcare, care, and education for children; supporting preschool education facility managers in financial management;

7. Criterion 10. Management of School Infrastructure, Educational Materials, and Teaching Equipment

a) Achieved level: Establishing and implementing the school's regulations on infrastructure, educational materials, and teaching equipment; organizing procurement plans, inventory, maintenance, repair, and usage of infrastructure, educational materials, and teaching equipment in accordance with the provisions;

b) Good level: Efficiently utilizing school infrastructure, educational materials, and teaching equipment to enhance the quality of childcare, care, and education for children;

c) Excellent level: Legally mobilizing resources to strengthen infrastructure, educational materials, and teaching equipment to improve the comprehensive quality of education at the school; supporting preschool education facility managers in managing infrastructure, educational materials, and teaching equipment within the school;

8. Criterion 11. Management of Childcare, Care, and Education Quality in the School

a) Achieved level: Establishing and implementing self-assessment plans for childcare, care, and education quality in accordance with the provisions;

b) Good level: Establishing and directing the implementation of plans to improve childcare, care, and education quality, addressing weaknesses based on self-assessment results;

c) Excellent level: Establishing and directing the implementation of plans for sustainable educational quality development; supporting preschool education facility managers in ensuring educational quality management;

Article 6. Standard 3. Building an Educational Environment

Creating a safe, healthy, friendly, and democratic educational environment to prevent school violence.

1. Criterion 12. Building School Culture

a) Achieved level: Establishing and implementing school rules and conduct guidelines in accordance with the provisions;

b) Good level: Establishing exemplary models of rule compliance and conduct; promptly identifying, preventing, and handling violations of school rules;

c) Excellent level: Creating a safe, healthy, friendly school environment and supporting preschool education facility managers in building school culture;

2. Criterion 13. Implementing Democracy in the School

a) Achieved level: Establishing and implementing democratic regulations in the school in accordance with the provisions;

b) Good level: Promoting the rights of members and organizations in the school to enhance childcare, care, and education quality; protecting individuals who publicly express opinions; proactively identifying, preventing, and promptly handling violations of democratic regulations in the school;

c) Excellent level: Supporting preschool education facility managers in implementing democratic regulations in the school;

3. Criterion 14. Building a Safe School and Preventing School Violence

a) Achieved level: Establishing and implementing the school's plan for building a safe school and preventing school violence;

b) Good level: Having innovative and effective measures for building a safe school and preventing school violence, creating a green, clean, and beautiful school; promptly identifying, preventing, and handling acts of school violence and violations of safe school regulations;

c) Excellent level: Supporting preschool education facility managers in building a safe school and preventing school violence.

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

Organizing activities to develop relationships between schools, families, and society in nurturing, caring for, and educating children, and mobilizing and utilizing resources to develop schools.

1. Criterion 15. Collaboration between schools, families, and localities in activities of nurturing, caring for, and educating children

a) Achieved level: Organizing communication about the goals and tasks of preschool education, actively disseminating scientific knowledge on nurturing, caring for, and educating children; disseminating the school's programs and plans for nurturing, caring for, and educating children to parents or guardians of children and related parties;

b) Good level: Collaborating with parents or guardians of children and related parties to implement programs and plans for nurturing, caring for, and educating children and exercising children's rights; publicly disclosing information about the results of implementing programs and plans for nurturing, caring for, and educating children and building the educational environment of the school; organizing staff, teachers, and employees to participate in local activities; advising the local party committee and administration on developing preschool education in the area;

c) Excellent level: Supporting preschool education facility managers in collaborating between schools, families, and localities in activities of nurturing, caring for, and educating children.

2. Criterion 16. Collaboration between schools, families, and localities in mobilizing and utilizing resources to develop schools

a) Achieved level: Organizing timely provision of comprehensive information about the current status and resource needs for developing schools to parents or guardians of children and related parties; collaborating with parents or guardians of children and related parties in mobilizing and utilizing resources to develop schools according to regulations;

b) Good level: Advising and proposing solutions to localities and educational management agencies for mobilizing resources to develop schools; using resources for development purposes, transparently and effectively; promptly addressing feedback from parents or guardians of children and related parties regarding mobilization and utilization of resources for school development;

c) Excellent level: Sharing experiences and supporting preschool education facility managers in collaborating between schools, families, and localities in mobilizing and utilizing resources to develop schools.

Article 8. Standard 5. Using foreign languages (or ethnic languages) and information technology

Possessing the ability to use foreign languages (preferably English) or ethnic languages in areas with ethnic minorities; applying information technology in school management.

1. Criterion 17. Using foreign languages

a) Achieved level: Able to understand and speak simple sentences in a foreign language (preferably English) or communicate in ethnic languages in areas with ethnic minorities;

b) Good level: Organizing the development and directing the implementation of plans to enhance the ability to use foreign languages (preferably English) for staff, teachers, and employees in the school or communicating in ethnic languages in areas with ethnic minorities in developing relationships between schools, families, and society;

c) Excellent level: Writing and presenting simple paragraphs on familiar topics in a foreign language in professional activities related to nurturing, caring for, and educating children (preferably English) or fluently using ethnic languages in areas with ethnic minorities; sharing experiences with preschool education facility managers on using foreign languages (or ethnic languages).

2. Criterion 18. Applying information technology

a) Achieved level: Able to use some common information technology tools in managing preschool education facilities;

b) Good level: Able to use software to support the management of preschool education facilities;

c) Excellent level: Creating an environment for applying information technology in nurturing, caring for, and educating children and school management; sharing experiences with preschool education facility managers on applying information technology.

Chapter III

GUIDELINES FOR USING THE PRINCIPAL STANDARDS

 

Article 9. Requirements for evaluation 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. Based on the level achieved of each criterion specified in Chapter II of this Regulation and with authentic evidence that is appropriate.

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 management agency implements the evaluation and announces the evaluation results of the principal according to the principal standard based on the principal's self-evaluation results, opinions of teachers and staff, and the practical implementation of the principal's tasks through authentic and appropriate evidence.

2. Classification of Evaluation Results

a) Achieving the principal standard at an excellent level: All criteria achieve a good level or higher, with a minimum of two-thirds of the criteria achieving an excellent level, including criteria 1, 4, 5, 6, 7, 9, 11, 13, 14, and 15 achieving an excellent level;

b) Achieving the principal standard at a good level: All criteria achieve a satisfactory level or higher, with a minimum of two-thirds of the criteria achieving a good level or higher, including criteria 1, 4, 5, 6, 7, 9, 11, 13, 14, and 15 achieving a good level or higher;

c) Achieving the principal standard: All criteria evaluated achieve a satisfactory level or higher;

d) Not achieving the principal standard: There are criteria that have not been evaluated satisfactorily (criteria are not evaluated satisfactorily when they do not meet the satisfactory level requirements of the criteria).

Article 11. Cycle and Authority for Evaluation 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 primarily conducts evaluations of preschool education institution principals within their authority;

b) The Director of the Provincial Department of Education and Training primarily conducts evaluations of directly subordinate preschool education institution principals within their authority;

c) Heads of other units primarily conduct evaluations of directly subordinate preschool education institution principals.

Article 12. Core Management Staff of Preschool Education Institutions

1. Selection Criteria for Core Management Staff of Preschool Education Institutions

a) Having at least two years of experience as a principal or deputy principal of a preschool education institution;

b) Being a principal or deputy principal of a preschool education institution who has been evaluated by those with authority to reach a good level or higher according to the principal standard;

c) Being selected by the superior administrative agency to meet the requirements for supporting and advising on organizational activities and implementing training programs for the management staff of preschool education institutions in the locality;

d) Having a desire to become core management staff of preschool education institutions.

2. Selection Process for Core Management Staff of Preschool Education Institutions

a) The Director of the Department of Education and Training selects and approves the list of core management staff of preschool education institutions within their authority, reporting to the Provincial Department of Education and Training;

b) The Director of the Provincial Department of Education and Training selects and approves the list of core management staff of preschool education institutions within their authority, compiles the list of core management staff of preschool education institutions in the area, and reports to the Ministry of Education and Training.

3. Tasks of Core Management Staff of Preschool Education Institutions

a) Supporting management staff of preschool education institutions in the area to develop leadership and school management capabilities according to the principal standard, in line with local socio-economic development conditions and requirements for preschool education reform;

b) Supporting and advising management staff of preschool education institutions in the area to build self-study plans and develop school management capabilities according to the principal standard;

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

d) Guiding and supporting teachers and management staff of preschool education institutions during their participation in online teacher training courses.

 

Chapter IV

IMPLEMENTATION

 

Article 13. Responsibilities of the Ministry of Education and Training

The Ministry of Education and Training (the General Department of Teachers and Educational Managers) directs, guides, and supervises the implementation of the provisions of this document; develops plans for training, developing, and enhancing the quality and capability of preschool education institution management staff 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, capacity building, and development of the management staff team for preschool education institutions in the locality based on the results of the principal standard assessment.

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, capacity building, and development of the management staff team for preschool education institutions in the locality based on the results of the principal standard assessment.

Article 16. Responsibilities of Preschool Education Institutions

1. The principal of preschool education institutions shall self-assess according to the principal standard, develop and implement a study plan to enhance school management capabilities in response to educational reform requirements.

2. The principal of preschool education institutions shall apply the principal standard to direct and organize the evaluation of deputy principals according to appropriate criteria based on assigned tasks.

3. Advise higher-level management agencies and local authorities on management work, capacity building, and enhancing the quality and capability of preschool education institution management staff based on the results of the principal standard assessment./.