Circular No. 26/2018/TT-BGDĐT Issuing the Standards for Early Childhood Education Teachers' Professional Competence

CIRCULAR

Issuing regulations on the professional standards for kindergarten teachers

 

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 to issue regulations on the professional standards for kindergarten teachers.

Article 1. These regulations on the professional standards for kindergarten teachers are promulgated together with this Circular.

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

This Circular replaces Decision No. 02/2008/QĐ-BGDĐT dated January 22, 2008 of the Minister of Education and Training issuing regulations on the professional standards for kindergarten teachers.

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 are responsible for implementing this Circular.

                                                                                                                                                                          

REGULATIONS

Professional Standards for Kindergarten Teachers

(Issued together with Circular No. 26/2018/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 professional standards for kindergarten teachers include: Professional standards for kindergarten teachers, guidelines for using the professional standards for kindergarten teachers.

2. This regulation applies to kindergarten teachers at kindergartens, groups, classes, preschool schools, and other organizations and individuals related to these institutions within the national education system (hereinafter referred to collectively as preschool educational institutions).

Article 2. Purpose of issuing the professional standards for kindergarten teachers

1. To serve as a basis for kindergarten teachers to self-assess their qualities and abilities; to develop and implement plans to cultivate qualities and improve professional skills to meet the requirements of educational reform.

2. To serve as a basis for preschool educational institutions to assess the qualities and professional abilities of kindergarten teachers; to develop and implement plans to train and develop the professional capabilities of teachers to meet the educational goals of the institution, locality, and the education sector.

3. To serve as a basis for state management agencies to study, build, and implement policies to develop the kindergarten teacher workforce; to select and utilize core kindergarten teachers.

4. To serve as a basis for training and development institutions to build and develop programs and organize training and development of the qualities and professional capabilities of kindergarten teachers.

Article 3. Explanation of Terms

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

1. Quality refers to the ideology, morality, and work style of teachers in performing tasks and responsibilities.

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

3. Professional standards for kindergarten teachers is the system of qualities and abilities that teachers need to achieve to fulfill the task of nurturing, caring for, and educating children in preschool educational 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. Level of criteria is the level achieved in developing qualities and abilities 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 level: Having qualities and abilities to perform assigned tasks in nurturing, caring for, and educating preschool children as prescribed;

b) Good level: Having qualities and abilities to proactively innovate in performing tasks and educational objectives of preschool educational institutions;

c) Excellent level: Having creative qualities and abilities in nurturing, caring for, and educating children; having a positive influence on children, colleagues, parents, or guardians of children; sharing knowledge, skills, and experiences in nurturing, caring for, and educating children and implementing children's rights.

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

8. Assessment according to professional standards for teachers is the determination of the degree of achievement of qualities and abilities of teachers according to the provisions of the professional standards for kindergarten teachers.

9. Core kindergarten teachers are kindergarten teachers with good moral qualities, respected in the school teaching staff collective, knowledgeable about educational conditions; having good professional skills; having the ability to advise, consult, support, lead, and share with colleagues in professional activities and in activities to develop professional capabilities.

Chapter II

PROFESSIONAL STANDARDS FOR KINDERGARTEN TEACHERS

 

Article 4. Standard 1. Teacher's Quality

Adhere to regulations and cultivate teacher ethics; share experiences and support colleagues in cultivating ethics and establishing a teaching style.

1. Criterion 1. Teacher Ethics

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

b) Good level: Have self-study and self-cultivation awareness, striving to improve teacher ethics qualities;

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

2. Criterion 2. Work Style

a) Achieved level: Have work style and methods suitable for kindergarten teachers' tasks;

b) Good level: Have self-cultivation awareness, creating a scientific, respectful, and close work style with children and their parents;

c) Excellent level: Be a model in a scientific, respectful, and close work style with children and their parents; have a positive influence and support colleagues in forming a teaching style.

Article 5. Standard 2. Professional Development

Master preschool pedagogical expertise; regularly update and enhance professional capabilities to meet educational reform requirements, organize nurturing, caring, and comprehensive development education activities for children according to the Preschool Education Program.

1. Criterion 3. Personal Professional Development

a) Achieved level: Meet training standards as prescribed. Participate and complete all required professional knowledge training courses;

b) Good level: Implement appropriate study and training plans based on personal conditions; update professional knowledge, adapt new teaching methods, and organizational forms of childcare and education to improve child care and education quality;

c) Excellent level: Share experiences, guide, and support colleagues in personal professional development.

2. Criterion 4. Plan Development for Comprehensive Childcare and Education

a) Achieved level: Develop childcare and education plans for children according to the Preschool Education Program, suitable for the developmental needs of children in groups and classes;

b) Good level: Proactively and flexibly adjust childcare and education plans towards comprehensive child development, suitable for practical school and class conditions and local culture;

c) Excellent level: Participate in developing school education programs; support colleagues in building childcare and education plans towards comprehensive child development, suitable for practical school and class conditions and local culture.

3. Criterion 5. Child Nutrition and Health Care

a) Achieved level: Implement nutrition and health care plans for children in groups and classes; ensure living routines, nutritional regimes, hygiene, safety, and disease prevention according to the Preschool Education Program;

b) Good level: Proactively and flexibly innovate nutrition and health care activities to meet different developmental needs of children and practical school and class conditions;

c) Excellent level: Share experiences and support colleagues in implementing nutrition and health care activities to improve children's physical and mental health.

4. Criterion 6. Comprehensive Child Education

a) Achieved level: Implement education plans in groups and classes, ensuring comprehensive child development according to the Preschool Education Program;

b) Good level: Innovatively change teaching methods, flexibly carry out educational activities, and adjust appropriately to meet different children's needs and practical school and class conditions;

c) Excellent level: Guide and support colleagues in adjusting and innovating educational activities to enhance comprehensive child development quality.

5. Criterion 7. Observation and Evaluation of Child Development

a) Achieved level: Use observation and evaluation methods to timely adjust childcare and education activities;

b) Good level: Actively and flexibly apply various evaluation methods, forms, and tools to objectively assess child development, thereby making appropriate adjustments to childcare and education plans;

c) Excellent level: Share and support colleagues on experience in applying observation and evaluation methods of child development. Participate in external evaluation activities at preschool education facilities.

6. Criterion 8. Group and Class Management

a) Achieved level: Properly implement requirements for child management, material resource management, and record-keeping for groups and classes as prescribed;

b) Good level: Have innovative ideas in group and class management activities suitable for practical school and class conditions;

c) Excellent level: Share good experiences and support colleagues in managing groups and classes according to regulations and practical conditions.

Article 6. Standard 3. Building an educational environment

Building a safe, healthy, friendly educational environment; implementing democratic rights in schools.

1. Criterion 9. Building a safe, healthy, friendly educational environment

a) Achieved level: Strictly implementing regulations on a safe, healthy educational environment free from violence for children; adhering to school rules and codes of conduct.

b) Good level: Proactively identifying and promptly reporting, proposing, and implementing measures to prevent risks that may endanger children, preventing and combating school violence, correcting behaviors violating school rules and codes of conduct.

c) Excellent level: Sharing and supporting colleagues in organizing the construction of physical and social-cultural environments ensuring safety, healthiness, and friendliness for children.

2. Criterion 10. Implementing democratic rights in schools

a) Achieved level: Implementing regulations on children's rights; regulations on personal, colleague, and parent or guardian democratic rights according to school democratic regulations.

b) Good level: Proposing measures to protect children's rights; promoting personal, parent or guardian, and colleague democratic rights in schools; detecting, preventing, and promptly proposing measures to handle violations of school democratic regulations (if any).

c) Excellent level: Guiding, supporting, and coordinating with colleagues in implementing regulations on children's rights; promoting personal, colleague, and parent or guardian democratic rights according to school democratic regulations.

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

Participating in organizing and implementing the development of cooperative relationships with parents or guardians of children and the community to enhance the quality of child care, nurturing, education, and protection of children's rights.

1. Criterion 11. Cooperating with parents or guardians of children and the community to improve the quality of child care, nurturing, and education

a) Achieved level: Building close, respectful, cooperative relationships with parents or guardians of children and the community in caring for, nurturing, and educating children.

b) Good level: Promptly cooperating with parents or guardians of children and the community to improve the quality of care, nurturing, and comprehensive education activities for children.

c) Excellent level: Sharing and supporting knowledge and skills in caring for, nurturing, and educating children to parents or guardians of children and the community. Proposing solutions to strengthen cooperation between schools and families and communities.

2. Criterion 12. Cooperating with parents or guardians of children and the community to protect children's rights

a) Achieved level: Building close, respectful, cooperative relationships with parents or guardians of children and the community in implementing regulations on children's rights.

b) Good level: Actively cooperating with parents or guardians of children and the community to protect children's rights.

c) Excellent level: Sharing and supporting knowledge and skills in implementing regulations on children's rights to parents or guardians of children and the community. Proposing solutions to strengthen cooperation with parents or guardians of children and the community to protect children's rights; promptly addressing information from parents or guardians related to children's rights.

Article 8. Standard 5. Using foreign languages (or ethnic languages), applying information technology, demonstrating artistic ability in childcare, care, and education activities for children

Able to use one foreign language (preferably English) or ethnic language in areas with ethnic minorities, apply information technology, and demonstrate artistic ability in childcare, care, and education activities for children.

1. Criterion 13. Using foreign languages (preferably English) or ethnic languages of children

a) Achieved level: Able to use simple words and sentences in communication in one foreign language (preferably English); or communicate normally in ethnic language in areas with ethnic minorities;

b) Good level: Exchange simple information in one foreign language (preferably English) related to childcare, care, and education activities for children; or communicate fluently in ethnic language in areas with ethnic minorities;

c) Excellent level: Write and present simple paragraphs on familiar topics in one foreign language (preferably English) in professional childcare, care, and education activities for children; or use ethnic language fluently in areas with ethnic minorities.

2. Criterion 14. Applying information technology

a) Achieved level: Able to use basic application software in childcare, education activities for children, and group/class management;

b) Good level: Build some electronic lessons; able to use simple technological devices to serve childcare, education activities for children;

c) Excellent level: Share and support colleagues to enhance their ability to apply information technology in childcare, education activities for children, and group/class management.

3. Criterion 15. Demonstrating artistic ability in childcare, care, and education activities for children

a) Achieved level: Demonstrate simple artistic abilities such as drawing, music, dance, and literary arts in childcare, education activities for children in groups and classes;

b) Good level: Creatively apply various forms of simple artistic activities such as drawing, music, dance, and literary arts in appropriate childcare, education activities for children in kindergartens. Organize festival, ceremony, and artistic activities for children in kindergartens;

c) Excellent level: Create an educational environment rich in artistic elements in groups, classes, and kindergartens; share and support colleagues to demonstrate artistic abilities in childcare, care, and education activities for children and build an educational environment rich in artistic elements in groups, classes, and kindergartens.

Chapter III
GUIDANCE FOR USE

 STANDARD OF EARLY CHILDHOOD TEACHER PROFESSION

 

Article 9. Requirements for evaluation according to the early childhood teacher profession standard

1. Objective, comprehensive, fair, and democratic.

2. Based on the qualities, capabilities, and work process of teachers under specific conditions of early childhood education institutions and localities.

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 early childhood teacher profession standard

1. Evaluation process

a) Teachers self-evaluate according to the early childhood teacher profession standard;

b) Early childhood education institutions organize peer reviews from specialized teams regarding teachers being evaluated according to the early childhood teacher profession standard;

c) The head of the early childhood education institution conducts the evaluation and announces the evaluation results of teachers based on the self-evaluation results of teachers, peer opinions, and the actual performance of teachers through authentic, relevant evidence.

2. Classification of evaluation results

a) Achieving the early childhood teacher profession standard at an excellent level: All criteria achieve levels from good upwards, with at least two-thirds of the criteria achieving an excellent level, including criteria 1, 3, 4, 5, 6, 7, 8, and 9 achieving an excellent level;

b) Achieving the early childhood teacher profession standard at a good level: All criteria achieve levels from achieved upwards, with at least two-thirds of the criteria achieving levels from good upwards, including criteria 1, 3, 4, 5, 6, 7, 8, and 9 achieving levels from good upwards;

c) Achieving the early childhood teacher profession standard at an achieved level: All criteria achieve levels from achieved upwards;

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. Cycle of Professional Standards Evaluation for Kindergarten Teachers

1. Kindergarten teachers shall self-evaluate according to the cycle once a year at the end of the academic year.

2. The head of the kindergarten education institution shall organize the evaluation of kindergarten teachers according to the cycle every two years at the end of the academic year.

3. In special cases as required by the supervisory authority, the kindergarten education institution may shorten the teacher evaluation cycle.

Article 12. Core Kindergarten Teachers

1. Criteria for selecting core kindergarten teachers

a) They must be kindergarten teachers with at least five years of direct experience in performing childcare and educational tasks for children in kindergarten institutions up to the time of selection;

b) They must be evaluated according to the professional standards of kindergarten teachers and achieve a good level or higher, among which criteria 1, 3, 4, 5, 6, 7, 8, and 9 must reach an excellent level;

    c) They must have the ability to design and implement model educational activities, organize seminars, workshops, and training on innovating content, methods, and forms of organizing childcare and early childhood education for colleagues within their school or learning cluster;

d) They must have the ability to use foreign languages, apply information technology, and utilize technological equipment in organizing childcare and educational activities for children and training teachers;

e) They must express a willingness to become core kindergarten teachers.

2. Selection process for core kindergarten teachers

a) The kindergarten education institution selects and proposes core kindergarten teachers and reports to the directly supervising management agency;

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

3. Responsibilities of core kindergarten teachers

a) Support and advise colleagues in the kindergarten education institution or other kindergarten institutions in the area on issues related to ensuring and improving the quality of childcare and early childhood education; compile specialized training materials and guidelines (for teachers, parents, guardians of children); organize guidance for student practical teaching and internships; connect with preschool education lecturers from relevant departments to exchange knowledge on nurturing, caring for, and educating young children;

b) Guide and support colleagues in the school or other schools in the area regarding activities to build and implement school education plans; plans for nutrition and health care activities, plans for educational activities for children in groups and classes; implementation of online teacher training courses; participation in training and capacity building programs for teachers in the school or other schools in the area; participate in annual teacher training and development programs as required by the sector (at the department, provincial, or ministry level);

c) Advise and consult the direct management level on the work of building school education plans suitable for the specific conditions of the school and class and the socio-economic situation of the locality to ensure the goals and quality of childcare and early childhood education and improve the professional competence of the teaching staff; participate in organizing and reporting on professional matters at specialized conferences and professional meetings of the kindergarten education institution or other kindergarten institutions in the area.

Chapter IV

IMPLEMENTATION

 

Article 13. Responsibilities of the Ministry of Education and Training

The Bureau of Teachers and Educational Management Officers shall direct, guide, and inspect the implementation of the provisions of this document; develop plans for training, development, and enhancing the professional quality and capacity of kindergarten teachers according to the professional standards for teachers.

Article 14. Responsibilities of Provincial Departments 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 evaluating kindergarten teachers according to the professional standards for teachers before June 30 each year.

2. Develop plans for training, development, and enhancing the professional quality and capacity of kindergarten teachers under their management based on the results of evaluations according to the professional standards for teachers.

Article 15. Responsibilities of District Departments of Education and Training

1. Direct and organize the implementation of this Regulation within their authority; report to the Provincial Department of Education and Training the results of evaluating kindergarten teachers according to the professional standards for kindergarten teachers.

2. Develop plans for training, development, and enhancing the professional quality and capacity of kindergarten teachers under their management based on the results of evaluations according to the professional standards for teachers.

Article 16. Responsibilities of Kindergarten Education Institutions

1. The head of the kindergarten education institution shall direct and organize the evaluation of kindergarten teachers according to the professional standards for teachers; report to the directly supervising management agency the results of evaluating kindergarten teachers according to the professional standards for kindergarten teachers.

2. Develop plans for training, development, and enhancing the professional quality and capacity of teachers based on the results of evaluations according to the professional standards for kindergarten teachers.

3. Advise the higher-level management agency and local authorities on the management and enhancement of the professional quality and capacity of kindergarten teachers based on the results of evaluations according to the professional standards for teachers./.