TOM TAT TIENG ANH quản lý đổi mới phương pháp dạy học ở trường trung học phổ thông dựa theo lý thuyết quản lý sự thay đổi

MINISTRY OF EDUCATION AND TRAINING

VIET NAM NATIONAL INSTITUTE OF
EDUCATIONAL SCIENCES
---  ---

LE THI THU HANG

INNOVATIVE TEACHING METHODS
MANAGEMENT IN HIGH SCHOOL
ACCORDING TO THE THEORY OF
CHANGING MANAGEMENT

Specialised subject: Education Management
Code:

9 14 0114

SUMMARY OF DOCTORAL DISSERTATION OF
SCIENCE AND EDUCATION

HA NOI - 2018


This disertation is completed at
Viet Nam National Institute of Educational Sciences

Supervisors 1: Assoc. Prof. Dr. Tran Kiem
Supervisors 2: Dr. Nguyen Anh Dung

Reviewer 1: ....................................................................

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Reviewer 2: ....................................................................
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Reviewer 3: ....................................................................
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This disertation will be defended before the Viet Nam
National Institute of Educational Sciences’ Review Board, 101
Trần Hưng Đạo, Hà Nội
at ..... hour ..... date ..... month .... year.....

This disertation is available at:
- National Library
- Viet Nam National Institute of Educational
Sciences Library


INTRODUCTION
1. Rationale
- The rapid development of the 4.0 revolution coupled with the
globalization of all aspects of economic and social life requires
each individual to learn and study for life.
- Current innovative trends in education: Vietnam's general
education is moving from content-based education to competencebased approach. The requirements of the current education and
training of our country specified in the documents of the Party,
State.
- Current status of quality education and teaching our country has
not met the set target. This is mainly due to the lack of a suitable
management theory as the basis for effective management of

teaching methods.
- The theory of Change Management has been successfully
applied in many areas in the world, including education, suitable
for changing context of Vietnamese education.
Starting from the apparently objective demand as mentioned
above, we chose to study the topic “Management of innovative
upper secondary school teaching methods based on the theory of
change management” in order to improve the teaching quality in
upper secondary schools.
2. Research purposes: Based on theoretical and practical
research, this research aims at assessing the current situation and
proposing measures to modernize teaching and learning in upper
secondary schools based on the theory of change management.
3. Objects and subjects of the study
3.1. Objects of the study: Innovative teaching methods at upper
secondary school
3.2. Subjects of the study: The management of innovative
teaching methods at upper secondary school following the theory
of change management
4. Literature review: The theory of change management consists
of three phases: thawing phase (preparation phase of reforming
teaching methods); Renovation period (stage of organizing and
directing the implementation of the renovation plan); Refreezing
phase (sustainable development results of innovative teaching


methods). If we apply this theory in combination with approaching
management functions, the implementation of teaching method
renovation in high schools will be effective, contributing to the
improvement of the teaching quality in particular and the

education quality in general.
5. Research objectives
5.1. Reviewing the literature
Study the theoretical foundation for management of innovative
teacing methods in upper secondary school and management of
change
5.2. Determining practical basis through research of best practices
in some countries in the world; doing survey on the management
of renovation of teaching methods in high schools in the Red
River delta; evaluating the situation, determining the causes of the
actual situation analysis according to the theory of change
management
5.3. Proposing some measures to manage innovative teaching
methods in high schools based on the theory of change
management
5.4. Surveying and piloting a number of proposed measures
6. Scope of stuy: The research focuses on some methods of
management of innovative teaching methods by high school
principals based on the theory of change management in some
high schools in the Red River Delta during the school year 2013 2014 to 2015-2016.The manager is the principal.
7. Research methodology
7.1. Approaching method: the research mainly bases on the theory
of change management in combination with other approaches like
access to management functions and management content; System
approach, Complex approach.
7.2. Research methods in details: Secondary research; Data
collection methods: survey with questionnaires; observation,
annalysing documents, asking for specialists’ opinions,
experiments; Data analysis methods: statistic analysis.
8. Defence points

8.1. Applying the theory of change management with three stages
in combination with function management approach to manage
teching method renovation at upper secondary school: Preparing


for teaching method renovation; conducting and managing
teaching method renovation; and sustainably developing the
results of teaching method renovation. This is the most innovative
paths in the current context of Vietnam.
8.2. The results of the implementation of teaching method reform
in high school depend on many factors: the perception,
qualifications, capacity and qualities of the principal, teachers and
other members in the school, the consensus of students’ parents
and the community as well as the society. Among these, teacher
plays a decisive role and the principal plays a key role in
promoting or hindering innovation.
8.3. Combining the management of teaching method innovations
based on the three-phase and function management approach in
high schools , principals need to focus on groups of measures:
preparation of teaching method innovations (development of
strategic plans on renewing teaching materials, awareness raising
to create consensus for all members inside and outside the school);
Implementation of the plan to renovate teaching methods
(arranging resources, directing the implementation of professional
activities, removing barriers, supporting the promotion of
renewable teaching); Sustainable development of teaching method
innovation results. These measures are implemented alternatively
or at the same time depending on the stage and specific conditions
of each school.
9. Contributions of the study

9.1. Provide a clarification of the theory of teaching-methodinnovation management in high school following the theory of
change management.
9.2. Assess the current situation of teaching method renovations
and teaching method renovation management in high schools in
some Red River Delta provinces in the perspective of change
management theory. Specìying its shortcomings and causes
analized in terms of the theory of change management.
9.3. Propose scientific and practical measures for the management
of teaching method innovation in three stages of the change
management theory: preparation phase for teaching method
renovation; the stage of implementing the teaching method
renovation; The period of sustainable development results in the


teaching method renovation, contributing to improving the quality
of teaching, and meeting the requirements of high school
education reform in the current period.
Chapter 1: Literature review: The theory of management of
teaching method renovation at upper secondary school and the
theory of change management
1.1. Study issue overview
This section provides a brief overview of management of teaching
method innovation and change management by researchers at
home and abroad. Research results show that, in the context of
fundamental, comprehensive reform of education of Vietnam,
applying the theory of change management to the management of
teaching method renovation in secondary schools is the correct
and urgent research direction.
1.2. Some definitions and theories of teaching methods in
upper secondary schools

1.2.1. Teaching procedures: Teaching and learning is a complex
process, encompassing many elements that are closely related. The
basic elements are: Objective - Content - Method - Vehicle Formats - Evaluation. These elements interact together, forming a
whole body operating in the educational environment and the
socio-economic environment.
1.2.2. Methods: Method understood in the most general sense is
the way to achieve the goal, which is arranged in a certain order.
1.2.3. Teaching Method: Teaching method is a system of targeted
actions in a specific sequence of teachers to organize the learning
activities of students to ensure that the purpose of teaching is
achieved. Each teaching method leads to a certain level of
comprehension and no teaching method is universal.
1.2.4. Management and management functions:
- Management is the impact (management, control, command)
governed by the rules of management within an organization to
make the organization run while achieving the desired results and
its proposed objectives.
- Management functions: planning, organizing, directing,
inspecting. These functions are closely related to each other and
form a closed management cycle.


1.3. The basic theoretical issues of management of teaching
method renovation in upper secondry school based on the
theory of change management
1.3.1. Physiological characteristics of high school students: This
section describes the characteristics of high school students'
psychophysiology to illustrate the fact that teachers need to find
the best teaching methods for each lesson and each student in
order to enable them to promote their own strengths. The school

should be a helping place, evoking the potentials, creating the
conditions for the children learning in different directions.
1.3.2. Teaching methods in high school: High school-level
teaching requires activities for the children to express their
understanding of what they will learn. Teachers need to design
lessons into activities that create conflict between the known and
the unknown which will create excitement, stimulating curiosity
for the children to explore and possess knowledge.
1.3.3. Relationship between teaching methods and elements of
teaching procedures: Teaching method is closely related to
teaching objectives, teaching content, teaching methods, testing
and evaluation and teaching conditions.
1.3.4. Innovating approaches to the elements of teaching
procedures:
Teaching objectives: mainly to get students equipped with
knowledge => to develop qualities and competency
Teaching curricula: Concentration => Decentralization: Ministry,
local, school curricula
Content: Academic, intensive => Integration, streamlining,
selective to meet international integration and reality application.
Teaching method: the teacher transmiting knowledge, students
passively receive => teacher: organise and support; students: selfhelp and active
Teaching activities: Mainly in the classroom => Diversification: +
Outside classes: heritage, business, social work, researching, etc.;
Teaching the whole class => combination of teaching small group
and individual
Assessment: Remember knowledge => Assessing competencey;
Product-oriented => Combination of formative assesssment to
assess students’ progress

Guarantee conditions: from subsidized => active, creative,
practical
1.3.5. Renovating teaching methods: Renovating teaching
methods is the process of applying modern teaching methods and
modern teaching technologies to the schools on the basis of
bringing into play the positive elements of traditional teaching
methods in order to change the learning methods: from the passive
learning, remembering knowledge as the key to active learning,
being active and creative, focusing on fostering self-learning
method, practising skills to apply knowledge to solve practical
issues of life
1.3.6. Management teaching method renovation in upper
secondary school
The approach to the elements of the teaching process changes; as a
result, the management of teaching method renovation also
changes from subsidy, imposition of orders to democratization,
decentralization of management, granting autonomy.
1.4. Management of teaching method renovation in upper
secondary school based on the theory of change management.
1.4.1. Some modern approaches in educational management
This section provides an overview of the contents and advantages
and disadvantages of some modern approaches to educational
management such as: School Based Management, Management by
Objectives (MBO), Total Quality Management (TQM) and
Change Management in education, thereby recognizing the objects
of education, members of the educational organization are the
people with psybiological, social traits ... always moving; The the
natural, cultural and social environment around the school is
constantly changing; The trend of internationalization of areas of

social life has always had complicated developments. The above
context poses the need for educational managers to approach
change management theory.
1.4.2. Content management innovation teaching methods in high
school based on the theory of change management
a) Preparatory phase for teaching method renovation: analyzing
the actual conditions of the school, analyzing the context to put
pressure on change; Make a strategic plan to change, list what to
do and how to do as well as necessary conditions and resources for


the implementation of the plan for renewing teaching and learning.
We also need to identify "what needs to change", propagate and
prepare the mind for all members inside and outside the school are
ready and able to implement the teaching method renovation:
attitude, knowledge, skills to motivation and a sense of security so
that they are ready for change. The results of this phase must
include a survey of the status quo and a plan for renewing teaching
methods.
b) The implementation phase of the teaching method renovation:
Carry out the change according to the appropriate roadmap (in
accordance with the conditions, resources and level of
development of the organization as well as in a specific context
directly related to) with attention to creating motivation and
reducing reaction when making changes. Gradually eliminate
barriers, strengthen the supporting factors, motivate. This is the
implementation phase of the plan.
c) Sustainable development phase of teaching method renovation:
Finding measures to sustain the "change" achieved so that
sustainable development can be achieved with the “newly

achieved”. Building school culture; Assessing the results of the
implementation of plans for renewal of teaching methods
(possibly at stages) and adjust if necessary. The result of
sustainable development period is the formation of habits, the selfconsciousness, the positiveness in the teachers implementing
innovation, etc.
These three stages are not always mechanically separated, at times
they are intertwined.
1.5. The role of high school principals in managing innovative
teaching methods based on change management theory
- A leader and a manager
- Supporters, cheers, catalysts stimulate change
- The person who handled the situation occurred during the change
process
- Who links the resources to the change
- The person who maintains stability in change
1.6. Factors affecting the management of teaching method
renovation


1.6.1. Factors related to the principal: Levels, perceptions,
professional competencies, managerial capacities and the quality
and prestige of the principal influence greatly on the management
of teaching method renovation in high school education.
1.6.2. Factors related to parents, teachers and students
For the parents: being a participant in the leadership and
management of the school plays an important role in the overall
development of the school; For teachers: capacity for organization,
administration, management, guidance are the requirements and
capabilities are increasingly required in teachers; For students:
Renovating teaching methods does not mean renewing teaching

activities of teachers and learning activities of class games, but it
is necessary to focus on innovating self-learning methods of
students.
1.6.3. Factors related to management environment: Policy,
policy on teaching method renovation, assessment; The actual
teaching conditions of the school; Family, social community.
1.7. Criteria for determining the results of innovation
management of teaching methods based on the theory of
change management
Basing on the relationship between components of the teaching
methods, basing on the contents of the three phases of the change
management, the author of the dissertation has developed a
Criteria for determining the results of management of teaching
method renovation at upper secondary school based on theory of
change management. The principal uses this criterion to assess the
current situation in planning and evaluating the process to adjust
the plan if it is not appropriate and measure the outcomes to
evaluate the results of the teaching method renovation
management. Criteria (of the rating scale) consist of 10 criteria
with a total of 23 indicators. Each indicator is rated at three levels,
from level 1 (lowest level) to level 3 (highest level).
Conclusion Chapter 1: The dissertation has reviewed the
literature and research works in and outside the country on
teaching methods, teaching method renovation, management of
teaching method renovation, and change management. Based on
the systematizating concepts of management, education
management, teaching methods, change management, we can see


that teaching method renovation is an objective, natural trend and

an important step in the process of fundamental reform in upper
secondary education nowadays. From the viewpoint that
everything or every phenomenon always keeps moving and
developing, we realise the crucial role of studying the application
of the theory of business management into general management
and management of teaching method renovation in particular. ICM
is planning and directing the implementation of change to achieve
the goal set for that change. Change management means making
plans and directing the change so as to achieve the set goals for
such changes. In other words, change management in education
takes a "dynamic equilibrium" as a fulcrum and a roadmap is an
important characteristic of the change management. To
accomplish this task, the Principal should have a firm grasp of the
theory of change management theory and its management
functions, which will be applied in the management of teaching
method renovation, and propose appropriate and effective
management measures.
Chapter 2: Practical basis of teaching method innnovation
and management of teaching method innnovation in Red
River Delta high schools
2.1. International experience
The dissertation examines the experiences of some countries such
as the United Kingdom, the United States, Singapore, and Japan,
and draws some lessons on the management of innovative
teaching methods in upper secondary schools in Vietnam:a. In the
context of the changing education sector, understanding, planning
and implementation of change play an important role in the
development of the school. Any innovation takes three stages,
each with different lengths for particular school, and these stages
are not always separate.

b. The education reform process is often long and difficult.
Developing long-term and medium-term strategic plans on the
basis of assessing the true state of the school plays a very
important role in the direction, being the guide to help people not
to deviate. A short-term plan that helps people see the initial
results reinforces the belief that innovation will continue, and the


development of a short-term plan will help break the educational
method innovation path appropriate for each stage.
c. Focus on communication to create consensus to all members
inside and outside the school. Having a good understanding and
close involvement of parents, students and the community in the
educational process of the school, the innovation will be
successful.
d. The principals' administration needs flexibility, increasing the
autonomy of teachers and students in the teaching process,
reducing barriers and using incentives to motivate teachers to
reform.
đ. Build schools into lifelong learning and learning communities.
professional groups is where teachers can learn by themselves,
improving their skills to enhance the quality of education.
e. Changes are made continuously without stoping. There should
be measures to sustain and develop the changes achieved,
otherwise the old culture will return.
2.2. Overview of secondary education in Red River Delta:
Education in the Red River Delta occupies an important place in
the national education system. Regarding the quality of education,
with the more favorable socio-economic conditions of the region
over other localities, the quality of education in the region is often

higher than the national level. However, the demand for quality
human resources has not really met the requirements of
globalization and international integration.
2.3. Overview of the survey: Based on the theoretical framework
developed in Chapter 1, the author selects the problem and criteria
to be surveyed, schedules the survey together with anket, conducts
surveys to collect data, processes data, exchanges and consults
experts, compares theories and management practices, thus
identifying the strengths, weaknesses and opportunities and the
challenge of management.
2.4. Current status of innovations in teaching methods in
upper secondary schools: Survey of contents: awareness and
understanding of managers and teachers on innovations in
teaching methods, level of teachers' teaching methods innovation
and students' learning method implementation, student assessment


innovation, reform in professional meeting, teacher observation
and evaluation. Overall results are limited.
2.5. Current status of management of in teaching method
innovation in upper secondary schools:
2.5.1. Preparatory phase for teaching methodology
2.5.1.1. The status of developing the strategic planning for reform
of teaching methods
Schools have plan bust only for the school year and not based on
assessing strengths, weaknesses, opportunities and challenges so
there is no basis, not close to reality. The planning of innovative
teaching methods is mostly superficial, implemented at the request
of the management seniors, serving for the purpose of inspection
and supervision, not really serving school teaching method

innovation.

Diagram 2.6: Awareness on developing strategic planning for
reform of teaching methods

Diagram 2.7: Implementation level of strategic plan development
for reform of teaching methods


2.5.1.2. Status of communication and dissemination of strategic
plans for reforming teaching and learning
The failure to communicate clearly the strategic plan to all
relevant forces inside and outside the organization hinders the
synchronization of resources within and outside the school. The
ratio of the level of performance to the perception of the degree of
need for strategic visioning and planning varies considerably. The
rate of good level evaluating the implementation of the
dissemination of the strategic plan for renewing teaching and
learning activities of the school through communication is still
very low.

Diagram 2.10: communication and dissemination of strategic
plans for reforming teaching and learning
2.5.2. The implementation phase of teaching method innovation
2.5.2.1. Managing resources and establishing pioneer force:
The establishment of the pioneer force is not strong enough. Not
active in exploiting and using the conditions and resources to
support the renovation of teaching methods. Staff arrangement is
not reasonable. The training and enrichment of the teaching staff
quality, especially the inservice training is not really effective.

2.5.2.2. Direct the implementation of professional activities
Regarding the management and directing activities of professional
groups: professional activities on lesson study are still confusing,
not effective in the development of profession for colleagues.
Activities to manage and direct teaching activities of teachers;
Managing, instructing teachers' directions on learning methods for


students; Management and directions on students' testing and
evaluation reform: principals have little professional interest so
teachers are not really supported in their teaching methodologies
and assessments in students' competence orientation, as well as
instructing students how to learn by designing learning activities
for students.
2.5.2.3. Removing barriers, supporting the promotion of teaching
method innovation
Principals do not correctly identify the barriers to innovation
teaching methods and find incentives to motivate teachers to
innovate teaching methods.In general, the activities have been
implemented by the schools, but the quality is not high, not as
effective as expected.
2.5.3. The stage of sustainable development results in the
innovation of teaching methods
Through research and enquiring about the process of
implementing innovative teaching methods in upper secondary
schools, in fact, very few schools are interested in transferring the
changes achieved into the school culture, so as maintaining reform
sustainability. The inspection and evaluation of the
implementation of the plan, the correctness of the roadmap, and
the adjustment of the plan when needed to ensure success and

achieve the set objectives are not considered seriously. The
sustainability of innovation results in schools has not been
properly addressed.
2.6. Factors influencing the management of renovation of
teaching methods in upper secondary schools
- Factors of the management entity (the principal)


- Factors subject to management (teachers and students)

- Factors subject to management environment

2.7. Assessing the current state of teaching method innovation
management according to the change management theory
2.7.1. Advantages: Many teachers are aware of the requirements
of educational objectives to form and develop students' ability so
that the method of lecturing is no longer suitable and needs to be
reformed. Some teachers, being dedicated to the profession, with
pedagogical ability, are actively innovating teaching methods in
the direction of organizing learning activities for students, guiding
students to self-study, working in groups to forge communication


and cooperation capacity. Many educational managers are aware
of the important role of innovating teaching methods in the school.
2.7.2. Existence and Cause: Most schools have not developed a
strategic plan for innovation in teaching methods, identified a
strategic objective, and have a rational roadmap, so there is no
urgency towards reform. Planning is not based on situational
analysis and accurate identification of change, so it is only to cope

with superiors; Attention to communication and propaganda, the
communicating of the school's innovation plan and policy to all
members of the school, the parents and the community is not
highly considered. So, in the face of difficulties, they do not
receive sympathy and support from the society. Besides, the
barriers that are hindering the implementation of innovative
teaching methods are not identified.
Management officials are limited in managing and directing
activities on renovating teaching methods in schools. They are
passive, rigid, dependent on their superiors. Many managers do
not have proper knowledge about innovative teaching methods
and the application of modern management theories to school
management; There is not enough knowledge to support teachers
in implementing teaching methodology reform. They do not
boldly trust subordinate levels, while relying heavy on
administrative management which leads to reducing teachers'
flexibility, limiting the promotion of teachers' creativity and
confidence to motivate teachers actively and objectively to
participate in the process of innovation.
Chapter 2 Conclusion
The analysis of the current state of management of innovation in
teaching methods in the Red River Delta high schools from the
perspective of change management reveals the following
shortcomings: (1) Many teachers and management staff are not
aware of the urgent nature of teaching method innovation for the
existence and development of schools in the current context. (2)
Managers and teachers lack knowledge and skills on teaching
methodology reform. The self-training and self-learning ability of
managers and teachers is still limited. Teacher training is not
regular. (3) Lack of a long-term strategic plan with appropriate

paths and steps. Propaganda and dissemination of strategic plans


on innovation in teaching methods have not been attended to or
convincing enough. (4) The construction of a pioneer force is not
really strong enough for the principal to lead a successful
innovation. (5) Curricula lack flexibility with heavy academic
contents; the examination and assessment of pupils, the inspection
and evaluation of teachers have not kept pace with teaching
method renovations. A lack of suitable resource distribution and
structures, etc. is a barrier to teaching method renovation. (6) No
effective measures have been proposed to change the initial results
in teaching method reform into a school culture that will sustain
the innovation of teaching methodologies.

Chapter 3: Management measures for teaching
method innovation in secondary schools based on
change management theory
3.1. Orientation in proposed measures: Resolution No. 29NQ/TW requires "Continue to strongly reform teaching methods
and learning in the direction of modernization; promoting the
positiveness, activeness, creativeness, application of knowledge
and skills of learners; Overcoming one-way imposed teaching,
memory-based learning. Focus on teaching how to learn, learning
how to think, encouraging self-learning, creating the basis for
learners to stay update and renew their knowledge, skills, capacity
development. Tranform from primarily class-room based learning
to diversified learning organization with attention paid to social,
extracurricular activities, scientific research. Promote the
application of information and communication technology in
teaching and learning. "

3.2. Principles for proposing measures: Ensuring
objectiveness; efficiency; systematic; synchronism; practical
and feasible
3.3. Measure groups
3.3.1. Group of measures to prepare for teaching method
innovation
a) Develop a strategic plan for teaching method innovation
Objective: A clear strategic plan that drives decisions and directs
everyone to action for a common purpose.


Implementation: Identify the current status of the school, identify
changes; Identify strategic goals and specific objectives; Select
solutions and planning.
b) To propagate and disseminate plans on renovating teaching
methods
Objectives: Raise awareness and create urgency about teaching
methodology innovation for members in the school. Create
consensus, support from the community
Implementation: Contents of propaganda: the international and
domestic context; The policy of the Party and the sector on general
education reform in general and renovation of secondary
education in particular; Vision and strategic planning to teaching
method innovation. Forms of propaganda: Using various forums,
on the principle of "Repeat, Repeat and Repeat"; Convinced by the
example of the principal and initial success of the core team.
Propaganda objects: teachers, staff and students, parents, public
organizations, local governments where the schools are located,
enterprises, production and service establishments. Prepare
resources and implement effective communication.

3.3.2. Group of measures to implement teaching method
innovation
3.3.2.1. Arranging and distributing resources for the
implementation of the plan to renovate teaching methods
Objectives: To organize the arrangement of human resources,
prepare material, financial and information conditions for the
implementation of renovation of teaching methods in schools.
Implementation: Establish a pioneer force (Steering Committee for
teaching methodology innovation and leading teachers / core
teachers), create a pioneering team that is strong enough to lead
the successful teaching method innovation; To manage and direct
the exploitation and use of conditions and resources to support the
renovation of teaching methods; Organizing training and
enrichment courses to improve the quality of teachers.
3.3.2.2. Direct the implementation of professional activities
Objectives: Based on the content developed in the plan, the
principal organizes and directs the implementation of necessary
activities according to the developed plan to implement the
innovation of teaching methods successfully.


Implementation: To manage and direct the operation of
professional groups, to build specialized teams into "learning
organizations"; Instruct and direct the teaching activities of the
teachers including preparing the lesson plan and implementing the
lesson plan in the direction of organizing learning activities for
students in accordance with the pedagogical process. To manage
and direct students' learning activities, to train students for profer
learning methods, form and develop their self-learning capacities,
interactive learning capabilities, apply learned knowledge to real

life, students' not being satisfied with knowledge in books, in
school, thus having a need to explore and expand knowledge ... so
that students are helped to have the ability to study for life.
Supervise and instruct student assessments towards comptence
development.
3.3.2.3. Removing barriers, supporting the promotion of teaching
method innovation
Objective: Identify and remove some of the barriers, meeting to
the maximum possible extent in the context, the requirements of
teaching method innovation. Create mechanisms to support and
encourage teachers to innovate teaching methods.
Implementation: Depending on the specific educational institution,
the barriers will vary. Through the real context of renovating
teaching methods in high schools in provinces and cities in the
Red River Delta, there are some basic barriers to be eliminated:
grant autonomy to professional groups and teachers in building
and implementing a school education plan; Reform teacher
assessment and evaluation based on an analysis of student
performance; Encourage, motivate teachers to support changes.
3.3.3. Group of measures for sustainable development for the
results of teaching method innovation
3.3.3.1. Inspecting and evaluating the implementation of the plan
on renovating the teaching method
Objectives: Evaluation and supervision are important functions in
the management process and is also the starting point for decision
making, planning and evaluating the achievement of goals in order
to find good points and limits to adjust the planning, organization,
leading, implementation.

Implementation: No change is complete, as the results of this
change cycle will be the premise for the next cycle of change.
There are three aspects of evaluating a change in a teaching
method innovation plan, its level of performance, its value, and the
extent to which that change is included. For the task of evaluation
and supervision of the implementation of the plan on renovating
the teaching method to be effective, the principal must pay
attention to the following issues: direct inspection of teachers'
activities; Checking through the professional team; Getting
feedback from students.
3.3.3.2. Building a school culture to sustain change.
Objectives: To find ways to maintain the "change" that has been
achieved so that the school can develop sustainably with the "new
ones" that have been formed. Make changes that have been
achieverd into the school culture.
Implementation: Build a positive, healthy school culture that
fosters an atmosphere of openness, democracy, cooperation, trust
and mutual respect. Instruct new staff to receive and follow
changes that their predecessors have achieved and keep them
sustained; Budgeting for continued funding: Resources need to be
maintained to ensure minimum conditions for innovation of
teaching methods; Lesson learned: It is important to look back on
the process of change to draw lessons from oneself, to draw
lessons into a common lesson; Record keeping: The entire record
of the process should be kept from the inception to the
implementation of innovation of teaching methods; Bringing
results of teaching method innovation into the expeted
development direction for the school
3.3. Relationship of the measures
These measures fall into three phases of change management, not

always mechanically separated, sometimes intertwined, sometimes
intermittent at the same time. It is important for managers to
firmly grasp the occurrence of each stage in the change process to
determine appropriate management responsibilities.
3.4. Experimenting and piloting the proposed measures
3.4.1. Experimenting: To investigate the opinions of
administrators and teachers on the necessity and feasibility of the
proposed measures, the author of the dissertation distributed


questionnaires to 100 administrators including DOET officials,
principals, vice principals, heads of professional team and 104
teachers of the surveyed institutes. Survey receipts shall be
processed according to the following calculations: very necessary
or very feasible 3 points; necessary or feasible 2 points; not
necessary or not feasible 1 point.

From the experimenting results of the assay, it is possible to
reaffirm that innovative management measures based on the
change management theory proposed by the thesis are necessary
and feasible and applicable in management practice.
3.4.2. Piloting
Piloting purpose: piloting to verify the necessity and feasibility of
some proposed measures with the aim of increasing the
effectiveness of management of teaching method innovation in
upper secondary schools.
3.4.2.2. Piloting content: The thesis proposes seven measures to
manage teaching methodology innovation under the change
management theorry, but in the scope and conditions of the
research, the author of the dissertation selected to pilot 2 contents:

- Instructing innovation in professional meetings and evaluating
teachers' lessons in the direction of student learning analyzing as a
form of training on the job.
- Instructing the collection of students feedback: helping teachers
adjust teaching methods and the principal take appropriate
management measures.
3.4.2.3. Targets and pilot sites: including teachers and pupils from
some high schools in Hanoi and Hung Yen.


Piloting procedures
Content 1: Directing Professional Innovation Based on Student
Activity Analysis: After experimenting professional activity in the
direction of student activity analyzing, 100% of teachers and
students attended confirmed the following benefits: Helping
teachers practice how to observe and think about students' learning
during class with the ability to quickly and accurately adjust
teachers' teaching and students' learning accordingly; Changing
the way teachers view, think and feel about students in different
contexts; Establishing a habit of listening to each other; training
the way of sharing ideas, thereby completing a friendly,
collaborative and peer learning relationship. Professional teams to
become teachers' miniature training centers.
Content 2: Instructing the collection of students feedback
Results obtained from the feedback of teachers and administrators
of the schools all indicated that the way to get feedback from
students as already implemented was effective for school teachers
and administrators. However, there is a need for guidance and
training so students know how to properly respond and teachers
know how to get positive information to adjust teaching methods.

Thus, it is very effective in managing the innovation of teaching
methods of the school.
Chapter 3 Conclusion: Based on scientific foundation and
educational practices with basic principles, the thesis proposes 7
measures to manage the innovation of teaching methods based on
the theory of change management in high schools in the Red River
Delta. The analysis results of the experimenting and piloting of
innovative management methods based on the theory of change
management in high schools in the Red River Delta proposed in
the thesis are evaluated by experts to be very necessary and
feasible. The proposed measures only really work when they are
applied flexibly, depending on the actual conditions of each school
to choose priorities and develop a suitable and feasible roadmap,
as well as ensuring both systematicness and practicality.
CONCLUSION AND IMPPLICATIONS
1. Conclusion
Innovating teaching methods is a scientific activity that is
governed by many internal and external factors of the activity


itself. The innovation of teaching methods in upper secondary
schools has become increasingly important, however, due to
various reasons, this activity is facing many difficulties and has
not brought about high efficiency.
Based on the theoretical research on the innovation of teaching
methods, the management of teaching method innovation and the
theory of change management, the thesis clarifies the theoretic
rationale for management of teaching method innovation in
secondary school basing on the theory of change management. In
practice, the thesis provides insight into international experiences

with lessons drawn for managing teaching method innovation in
secondary schools in Vietnam; surveying and evaluating the actual
situation of teaching method renovation and management of
teaching method innovation in some provinces in the Red River
Delta. Based on practical research, the thesis has pointed out the
shortcomings and limitations while simultaneously analyzing and
evaluating the causes of the existing issues in teaching method
innovation in upper secondary schools from the perspective of
change management.
From reality combined with theory, the thesis proposes seven
measures to manage teaching method innovation in high school
based on the theory of change management to overcome the
aforementioned. Through the experimenting and piloting of some
measures, the author of the thesis indicates that the proposed
management measures are very appropriate and demonstrates a
superiority in the current context of education in Vietnam with
many innovations on going. It is important to note that each high
school has a different set of characteristics, so identifying the
specific problems of the school they are facing, evaluating the
situation and determininig the exact capibility of the school in the
process of development are essential to providing a roadmap of
innovation that is practical, relevant and feasible. At each school
the problem will be different, it is not possible to apply a universal
change program to all schools.
2. Implications
2.1. For the Ministry of Education and Training
Grant autonomy and flexibilities to localities in the
implementation of educational plans and educational contents.

Renovate State's testing and examinations, inspections and
supervision on education management. Create online environment
for senior high school principals to build learning communities
and share professional, management and leadership experience for
provincial, regional and national principals. Enhance online
activities: teacher and administrator training, learning resources
supplemented, creating learning and sharing spaces for the cohort
of principals
Instructing pedagogical colleges to innovate the teacher training
and enriching to meet the requirements in professional
competence, pedagogical skills and capacity for change
management. Strengthening teacher training in the form of
"training on the job", with support after training of "Mentoring".
2.2. For Departments of Education and Training
- Strengthening the autonomy and flexibility of schools, attaching
importance to accountability of principals. Strengthening
professional management through the internet, creating a shared
and self-study environment for the principals of upper secondary
schools in the whole province or city.
- Attending to succession: In order to sustain the changes and
make them the school culture, it is necessary to pay attention to
the succession of personnel when appointing the leaders of the
institutions. If the succession process is not changed in line with
the new ones, old cultures will come back
- Specificizing the policy of the Ministry to suit the local reality;
Providing training for teachers and inspection collaborators on
innovations in teaching methods; Introducing typical examples,
dissemination of experience; Mobilizing local resources to support
teaching method innovation.
2.3. For High School Principals

- The principal is a pioneer in teaching method innovation. Take
care of the conditions and facilities to serve the renovation of
teaching methods.
- Organizing the collection of feedback from teachers and students
on the quality of teaching and education of each teacher in the
school. Properly assessing the qualification, capacity and
appropriateness of teaching methods of each teacher in the school