Management of the faculty teaching activities in the art schools in north viet nam a proposed enhancement program

LIST OF TABLES 1 Frequency, Percentage and Distribution of Teachers and Administrators as Respondents of the Study ……… 26 2 Frequency, Percentage and Distribution of the Students as 3 We

FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM

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A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

ACKNOWLEDGMENT

The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted their time and effort and helped her make this piece of work a reality:

DR WALBERTO A MACARAAN, his adviser for the supervision, guidance,

suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials;

DR CECILIA N GASCON, President of the Southern Luzon State University

in the Republic of the Philippines, for her invaluable contribution and support to the development of Master of Arts in Teaching English Program in Thai Nguyen University;

DR DANG KIM VUI, President of the Thai Nguyen University in the Socialist

Republic of Vietnam for his constant support to Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Republic of the Philippines;

DR NGUYEN VAN BINH, director of the International Training Center, Thai

Nguyen University of Socialist Republic of Vietnam for his enormous pursuit to provide the Vietnamese people an opportunity to grow

through education;

The faculty and research staff of the colleges of Thai Nguyen University and

the respondents of the study for their active involvement and

cooperation which made the conduct of the study possible;

Her family and friends, for the unconditional love and support in one way or

another; and to all who have contributed to make this study a success

NTYN

DEDICATION

This research is wholeheartedly dedicated to my family and to all my relatives, colleagues and friends, and classmates in Thai Nguyen University for giving the researcher endless support, guidance and inspiration

NTYN

TABLE OF CONTENTS

PAGE

TITLE PAGE ……… i

APPROVAL SHEET ……… ii

CERTIFICATE OF ORIGINALITY ……… iii

ACKNOWLEDGMENT ……… iv

DEDICATION ……… vi

TABLE OF CONTENTS ……… vii

LIST OF TABLES ……… ix

LIST OF FIGURES……… xi

LIST OF APPENDICES ……… xii

ABSTRACT ……… xiii

CHAPTER I INTRODUCTION ……… 1

Background of the Study ……….………… 2

Objectives of the Study ……….…… 3

Hypothesis ……… 4

Significance of the Study ……… 5

Scope and Limitation of the Study ……….… 6

Definition of Terms ……… 6

II REVIEW OF LITERATURE ……….……… 9

Research Paradigm ……… ….……… 24

III METHODOLOGY ……… 25

Locale of the Study ……….……… 25

Research Design ……….……… 25

Population and Sampling ……….… ………… 26

Instrumentation ……… ………… …….… 28

Data Gathering Procedure ……… 28

Statistical Treatment …….……… 29

IV RESULTS AND DISCUSSIONS ……….… 31

Teachers and Administrators’ Perception of Faculty’s Teaching Activities ……… 31

Students’ Perception of the Faculty’s Teaching Activities 37 Significant Difference between the Administrators’ and Teachers’ Perceptions ……… 42

Significant Difference among the Students’ Perceptions 47

Proposed Enhancement Program For The Faculty Teaching Activities ……… 54

V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ……… ……… 56

Findings ……….……… ……….… 57

Conclusions ……….… 60

Recommendations ……… …… 60

REFERENCES ……… 62

APPENDICES ……… 63

CURRICULUM VITAE ……… 74

LIST OF TABLES

1 Frequency, Percentage and Distribution of Teachers and

Administrators as Respondents of the Study ……… 26

2 Frequency, Percentage and Distribution of the Students as

3 Weighted Mean Distribution of the Teaching Activities as to

Teaching Plan and Preparation as Perceived by the

Administrators and the Teachers……… 32

4 Weighted Mean Distribution of the Teaching Activities as to

Management of the Programs Perceived by the

Administrators and the Teachers……… 41

5 Weighted Mean Distribution of the Teaching Activities as to

Time Management as Perceived by the Administrators and

6 Weighted Mean Distribution of the Teaching Activities as to

Professional Competencies on the Program as Perceived by

7 Weighted Mean Distribution of the Teaching Activities as to

Methods and Teaching Skills as Perceived by the Students 39

8 Weighted Mean Distribution of the Teaching Activities as to

Peers and Student Relations as Perceived by the Students 41

9 Mean Difference between the Teachers and the

Administrators of Respondent Schools as to Teaching Plan

10 Mean Difference Between the Teachers and the

Administrators of Respondent Schools as to Management of

11 Mean Difference between the Teachers and the

Administrators of Respondent Schools as to Teaching Time

12 Mean Difference among the Students’ Perceptions of the

Teaching Activities as to Professional Competence of

TABLE PAGE

13 Mean Difference among the Students’ Perceptions of the

Teaching Activities as to Methods and Teaching Skills …… 49

14 Mean Difference among the Students’ Perceptions of the

Teaching Activities as to Peer and Students Relationships 50

15 Common Problems in the Management of Faculty Teaching

LIST OF FIGURE

1 Input-Process-Output Model on the Faculty Teaching

LIST OF APPENDICES

ABSTRACT

Title of Research : FACULTY TEACHING ACTIVITIES IN THE ART

SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM

Researcher : NGUYEN THI YEN NGA (ANNA)

Degree Conferred : DOCTOR OF PHILOSOPHY IN EDUCATIONAL

MANAGEMENT Name and Address

of Institution

: Southern Luzon State University Lucban, Quezon, Philippines and Thai Nguyen University, Socialist Republic of Vietnam

Adviser : Dr Walberto A Macaraan

Year Written : 2014

The study aimed at evaluating faculty teaching activities to improve the training quality of art schools in Vietnam as basis for developing enhancement program Specifically, it sought to assess the faculty teaching activities based

on administrators and teachers’ perceptions on teaching plan and preparation, management of program, and time management; evaluate faculty teaching activities based on the students’ perceptions on professional competencies on the program, methods and teaching skills, and peers and student relations; ascertain if there is any significant difference between the administrators and teachers, and among the students’ perceptions of faculty teaching activities; identify the problems met in management of teaching activities; and develop enhancement program based on assessed teaching activities This study was conducted in five universities and colleges of art and culture in North Vietnam, viz: Viet Nam University Fine Arts, Viet Bac College of Art and Culture, Vietnam Dance College, Ha Noi University of Culture, and Thanh Hoa University of Culture, Sports and Tourism Descriptive correlation design was

used among 325 students, teachers and administrators who were requested

to answer the checklist questionnaire in this study Meanwhile, the weighted mean and the chi-square were the statistical tools employed

Based on the problems, it was revealed that respondents disagree that

there exists a degree of competence and skills of the teacher with the lesson (2.38) and the teaching plan is enough to cover topics for the period

(2.46);strongly agree on management of program wherein general items are

rated 3.43, 3.50, 3.44, 3.71, 3.50 and 3.45 respectively; that there are equal and reasonable distributions of time for each topic(3.37), same with students report of rating which are well-spelled out in calendar (3.40); calendars of activities are well- critique and disseminated (3.52); that lectures have been well-prepared for the class (3.55); that instructors inform students of work required (3.41), and that faculty communicate respectfully and politely (3.41) among others It was concluded that administrators and teachers have varying perceptions on teaching activities Students perceive professional competence differently but similar in terms of methods and teaching skills and the peer and the students’ relationship There are several problems encountered in the management of faculty teaching activities, thus enhancement program is proposed However, there is a need to raise an awareness about faculty evaluation activities for the educational leaders in the entire unit and policies for the faculty evaluation activities may be developed using assessment results for promotion, salary increases, bonuses, penalties

or training activities, professional development courses, and the professional considerations regarding personnel decisions

Chapter I

INTRODUCTION

Stepping into 21st century, the Vietnamese education has undergone fifteen (15) years of renovation and has achieved important results such as increased enrollment, diversification of delivery modes and improved school infrastructure The level of mass education has been increased The quality of education began changing positively In the current trends of the educational integration, development and competitiveness, ensuring and improving the quality of education is the task of schools Therefore, schools are interested in investing for quality management and competency-based assessment is an apt quality-driven approach to trainings and human resourcedevelopment

Faculty and other teaching staff have special roles in education as they are the determinants for quality and efficiency of education Teaching process has been seen as a means for learning quality management Conducting all steps in the teaching process means lecturers have to participate in managing teaching quality because there will be no good education without good and quality faculty, thus teaching effectiveness is the core mission of schools

Evaluation of teaching activity is a key to probe into faculty quality to help ascertain their shortcomings for them not only to improve themselves but also increase their effectiveness Effective teaching promotes the intellectual vitality of the university and wider community The primary focus of the activity

is knowledge transmission and skills, insights, and sensitivities development

in the classroom Teaching is not limited to that setting as it includes advising, supervising and mentoring students, the sharing of personal and professional

growth with others, and the presentation of intellectual and moral concerns within the university community

Student evaluation of faculty’s teaching has been compulsory practice

as part of the institutional quality evaluation since academic year 2009-2010 Because there are aspects of teaching performance that cannot be evaluated only by the students, most of the schools regard student evaluation as source

of information for improving teaching effectiveness

Some Vietnamese researchers have studied the faculty teaching issue (Pham XuanThanh’s Quality of a Postgraduate Training in Vietnam: Definition, Criteria and Mesurement Scales, 2007; Nguyen Phuong Nga’s Student faculty evaluations - testing and modeling tools, 2007).In 2000, Vietnam’s Ministry of Education and Training funded a project on common set of questionnaires to evaluate the quality of teaching and their scientific research ability This set includes: 1) Course Evaluation Form (for students); 2) Evaluation of Teaching and Research Activities (for individual faculty) or Self-Assessment; 3) Peer-Assessment (for collegiate assessment); and 4) Class Observation The major parts in the evaluation are ten (10) items which ask the students to evaluate a particular teaching behavior

However generally, there are still no thorough researches generated on evaluation of faculty teaching activities, especially in art schools in Vietnam This makes the present study even more imperative in Vietnam

Background of the Study

Faculty activities assessment takes a long time and many schools are interested in evaluating their faculty The sources of faculty evaluation include:

colleagues, teaching dossier, client feedback, students, managers, employers, classroom visits, observation and self-evaluation of a faculty

Other sources of evaluation may include the student test results, daily diaries, tape recorded work of the faculty or teaching dossier The evidences provided by various resources help improve accuracy of evaluation Although self-evaluation is subjective, it is still important and needed to do Evaluation

of quality of teaching can be done with tools such as the survey questionnaire, interview questions, and observation sheets

Art faculty are qualified educators and, in some instances, some artists instruct students in theoretical and practical knowledge in art theory, history, aesthetics, visual art, ceramics, design and other art-related subjects There are some differences in the areas of evaluation of teaching in art schools In order to effectively improve the teaching quality, art schools have put a lot of continuous effort into researches related to teaching effectiveness However, there is no complete system in Vietnam which can be used as tool to evaluate faculty teaching to improve the training quality of art school

Based on this background, the researcher intends to find other process

of evaluating faculty teaching activities to improve the quality training of the art schools in Vietnam Hence, the management of the faculty teaching activities

in art schools in North Vietnam as basis for proposing enhancement program has been conceived

Objectives of the Study

The main purpose of this aimed at evaluating faculty teaching activities

to improve the training quality of art schools in Vietnam with an endview of developing an enhancement program

Specifically, it sought to attain the following objectives:

1 Assess the faculty teaching activities based on administrators’ and teachers’ perceptions on:

1.1 Teaching plan and preparation;

1.2 Management of the program; and

1.3 Time management

2 Evaluate faculty teaching activities based on students’ perceptions on: 2.1 Professional competencies on the program;

2.2 Methods and teaching skills; and

2.3 Peers and student relations

3 Ascertain if there is any significant difference between the administrators and the teachers evaluation of the faculty teaching activities

4 Find out if there is significant difference among the students’ perceptions in five respondent schools

5 Identify the problems metby the following in the management of teaching activities:

5.1 Administrators;

5.2 Teachers; and

Significance of the Study

This study attempting to evaluate faculty teaching activities to improve the training quality of art school in North Vietnam would be beneficial to the administrators, teachers, students and future researchers:

Administrators Through the results of this study, administrators may

develop evaluation plan as part of the school’s development strategy In the same manner, they may also identify ways to reach the higher standards and correct significant discrepancies Similarly, they may understand and organize subject matter for learning; prompted to conduct annual evaluation of faculty; and oversee faculty evaluation process within the school

Faculty The findings of this study maysuggest a need for professional

growth and development of the individual faculty It may also contribute to the setting of the personal goals of the faculty, provide a systematic opportunity for the individual skill enhancement, enhance self-expectations, and increase

the likelihood of changes in teaching performance Likewise, it could develop strategies to integrate arts into the faculty’s daily classroom instruction

Students Since the study would likely improve the management of the

faculty’s teaching activities in art schools, the students may also be benefitted

in such a way that they may be able to foster more appreciation of the arts, and abilities to express themselves creatively Most importantly, the teachers may engage and support all students in learning

Future Researchers Aside from serving as good source of future and

parallel researches, the study may also be helpful to future researchers who are professtional educators as well Through this study, they may be guided in planning instruction and designing student learning experiences in art school

Scope and Limitations

The primary intent of this study was the evaluation of faculty teaching activities to improve the training quality of five art schools in Vietnam from the year 2013-2014 There were 325 students, teachers, and administrators who were subjected as respondents in this study

Through descriptive method of research, there were three sources of information used to determine the effectiveness of an individual faculty, to wit: students, faculty through self-evaluation, and administrators They were able

to assess the faculty based on teaching plan and preparation; management of the program; and time management as well as professional competencies on the program; methods and teaching skills; and peers and student relations

The study was further limited to ascertaining if there is any significant difference between the administrators and teachers’evaluation of the faculty teaching activities; and among the students’ perceptions in five (5) respondent schools; and identifying the problems met in managing the teaching activities which served as the basis for developing an enhancement program

The time frame of this study covered the period from November 2013

to June 2014

Definition of Terms

For better understanding of the study, the following terms were defined both conceptually and operationally:

Art Schools are the five leading colleges and universities in North Vietnam

which are subjected in the study These are: Viet Nam University Fine Arts (1925), Viet Bac College of Art and Culture (1965), Vietnam Dance College (1996), Ha Noi University of Culture (1959), and the Thanh Hoa University of Culture, Sports and Tourism (1967)

Enhancement Program refers to the output of the present study to improve

the faculty teaching activities

Faculty Teaching Activities is operationally referring to teaching planning

and preparation, management of the program; andtime management It also encompasses professional competencies on program, methods and teaching skills, andpeers and student relations

Management of the Program refers to process of managing related projects,

often with the intention of improving an organization's performance In

the context of the study, it pertains to one of the teaching activities

Methods and Teaching Skills are collectively pertaining to ways and means

by which teachers execute the instructional practice It refers to one of

the parameters on faculty teaching activities

Peers and Student Relations often occur in a context of school environment

and are often influenced by attachment security, the quality of ties to one’s peers may contribute to the explanation of relationship between attachment and academic performance Peer relationships also appear

to affect discipline-specific academic success

Problems Met refer to the lacking elements, needs and frequently occurring

conflicts and obstacles in managing the faculty teaching activities

Professional Competence refers to the capability to perform duties of one's

profession generally, or to perform a particular professional task, with skill of acceptable quality This is a skill one acquires by going through training in the relevant field and participate in activities that promotes one's ability to be competent such as mentorship, career development forums and coaching which provides various experiences to learn from

Teaching Plan and Preparation allows a faculty to anticipate the challenges,

estimate timing, and improve delivery quality In order to properly plan and prepare for an instruction, significant content, diverse perspectives, range of abilities, challenging learning goals, experience and interest of

students, prior knowledge, technology, the developmental differences, variety of instructional strategies, motivation and self-directed learning, suitable resources, and coherence must be considered

Teaching Plan includes what will be taught, when, where and how teaching

will occur, and who will teach and learn

Teaching Skills are defined as a group of teaching acts/ behaviors intended

to facilitate students learning directly or indirectly

Time Management is one of the aspects of teaching — organizing the day,

organizing the classroom, deciding how long and how often to teach various subjects, recording student progress, or keeping time

Chapter II REVIEW OF LITERATURE

This chapter presents the relevant readings in the form of literature and studies which bear significance and similarities in the presnt estudy This also includes the research paradigm that could help the readers to fully understand the context of this study

Faculty Teaching Activities

Education in Vietnam is a subject of public interest in the maintenance, even on many forums in National Assembly session Quality education has always been considered as important issue Education Law Article 15 states:

"The teacher plays a crucial role in ensuring the quality of education

"However, as assessed by Secretariat in Directive 06 40/CT/TW 15th 2004, the quality of teachers at present, there are "limited and inadequate" compared to the high demand of the industrialization and modernization of the country In order to overcome "limitations and shortcomings", the Secretariat directed to urgently develop and improve the quality of teachers, ensuring teachers' standardized, quality assurance, sufficient quantity and uniform in structure, paying special attention to improving political, moral lifestyle, conscientious, skilled teachers

Faculty can have large effects on student achievement, the differences

in achievement gains for students who have the most qualified faculty versus those who have the least qualified are greater than the influences of race and parent education combined Teacher is a deciding factor directly related to

quality of education and training In the policy reform of higher education 2006-2020, Government Resolution 14 emphasized "building faculty and staff

in higher education, management, professional qualifications, quality ethics, teaching style and advanced management "To teach in college, the teachers should not only be good professionals capable of scientific research but also withstrong pedagogical capacity Frazer (2002) ranked in order the key features needed for a good teacher from most important to least which are as follows:

- Having the knowledge and professional skills updated in the most advanced in its field;

- Passionate professional and always eager to share that passion with others; crave for knowledge, be inquisitive, help people with learning and progress, and have self-assessment to adjust their work; sincerely listen and absorb opinions of students and colleagues; and possess high teamwork

- Understand process of acquisition of learners, the characteristics of difficult subjects for each student; know how to promote the positive effects of motor learning on academic performance;

- Having a sense of humor, patience, confidence, diligence, empathy plus the willingness to help students; and

- Proficient use of techniques for teaching and learning assessment Teachers who want to teach well need to perform the following:

1 Understand the social environment where teaching takes place Teachers need to understand the characteristics and basic conditions

of times, the requirements of economic and social environment, revolutionary science and technology in general for human training

2 Teachers need to understand the nature and characteristics of conditions in which teaching takes place

3 Teachers should understand the purpose, objectives and tasks of teaching, this purpose is determined directly by economic environment

- social and environmental training and teaching tasks for all activities

of the school

4 Teachers need to understand the students and their teaching duties as well as directly impact students in their personality (behavior with students)

5 Teachers need to master the content and choose an appropriate teaching, where teachers should base on the requirements of the course, the school and the initial level of students to choose learning content accordingly

6 Teachers need to properly select appropriate methods, means and forms of organization of teaching

7 Teachers need to exploit the internal and external dynamics of the teaching process in order to encourage self-study

8 Teachers need to know the limitations of the confounding factors affecting students, the negative factors, the reactionary forces harming their learning

9 In the process of content selection and application of methods, means and forms of the organizational learning, teachers need to follow the rules and principles of teaching

10 Teachers should guide students’learning and grasp the nature of teaching process

Teaching includes classroom teaching in the organization of activities

in laboratories, academic guidance counseling to students and advising them

on the topics consistent with programs and courses and career opportunities Today with the development of the society, the role of the faculty and students has changed a lot that the collaborative relationships between the faculty and the students are more focused Students tend to be active participants in the teaching-learning process than those who acquire the knowledge passively In this concept, teachers need to use different teaching methods The teachers should be good at learning how to make students understand concept, apply and integrate them Teachers need not only to transmit knowledge to students but also to convert and extend the knowledge (Boyer, 2000) Davis (2003) asserted that effective teaching is not a unitary concept but rather an activity

as a whole Teachers are responsible for creating learning environment but not limited to the scope of the class Menge (2000) describes teaching more clearly as: "The essence of teaching is to create situations in which learning takes place in an appropriate manner; arrange this situation in something that all teachers need to learn to be able to conduct teaching effectively"

Quality teaching begins with a teacher’s formal education, but it grows through a process of the continuous improvement gained through experience, targeted professional development and the insights and the direction provided through thoughtful, objective feedback about teacher’s effectiveness.A key problem is that current measures for evaluating faculty are not often linked to the capacity to teach A reliable and valid system of performance assessment

based on the common standards would provide consistency in gauging faculty effectiveness, help track educational progress, flag areas of need, and anchor

a continuum of performance throughout a teaching career

Evaluation of faculty that measure what faculty actually does in the classroom, and which is found to be related to later faculty effectiveness, are

a much more potent tool for evaluating faculty competence and readiness, as well as for supporting needed changes in faculty education

Faculty Evaluation is the process by which faculty are observed in a school setting and provide with feedback that is reflective of the performance Evaluation occurs during the single lessons and are performed throughout the duration of a school year.Evaluation of teaching can have many purposes, including collecting feedback for teaching improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions, such as reappointment or promotion and tenure Most of the methods described below can be used for all of these functions In general, efforts to collect information for improvement can be informal and focus on the specific areas an individual instructor wishes to develop The information for the job applications involves presenting one’s best work and meeting the requirements outlined in job ads However, when the purpose of evaluation is personnel decision making, it is important to use a comprehensive and systematic process

Because there are many dimensions to pedagogical work, it is best to use multiple measures involving multiple sources of data to evaluate range of instructional activities, which can include: a) instructional delivery (including quality, amount, and level of classroom instruction level); b) course planning

(including development of course materials, course revision, development of new courses); c) grading and assessing student learning (including apt level

of assignments, exams, and grading standards); d) course management; e) oversight of independent studies, honors theses, prelims and dissertations; f) support for student internships, experiential learning, and service learning; g) department and the curricular work (including participation in the curriculum revision, department efforts to focus on teaching); h) advising and mentoring; and i) professional development and innovation around teaching

The purpose ensures the effective teaching and promotes professional learning, instructional skills to improve student learning to encourage highly effective faculty to undertake assignments thus evaluation is required The main aspect of teaching evaluation is assessment of the quality of classroom teaching However, as teaching includes more than just classroom instruction, evaluation of teaching must assess more than classroom performance There are aspects of teaching that the departments and schools may identify

Self-evaluation can help improve the educational experiences of the students, identify professional education to further develop the capacity to teach well, and prepare performance review with the supervisor On the other hand, student evaluation of teaching is a very important and reliable source of information about how teaching supports their learning achievement

Teaching can be defined as helping someone else learns something

To advance this one step further, a good teaching can be defined as being effective in learning something significant Two elements of effectiveness and significance both seem necessary to warrant the label of "good teaching."The

act of teaching can also be viewed as an interactive process that involves a faculty and the students This interaction occurs in a context or environment that can influence the success of that interaction

This definition of good teaching and interactive character of teaching carries a number of implications for evaluation

1 For purposes of evaluation, the primary purpose of teaching is to generate as much significant learning as possible Students and faculty may bring additional purposes to the classroom but, for purposes of evaluation, the main concern is the amount of significant learning generated

2 The faculty is an important but indirect factor in the process of learning This is simply recognition of the fact that it is the student who does the learning; the faculty's role is to help the student in whatever ways possible

3 In higher education, the faculty has primary responsibility for key decisions about a course These decisions include such things as determining scope of a course, identifying the educational goals, selecting reading materials, constructing tests, and assigning grades

4 The quality of the faculty's classroom behavior also has a major effect

on the students' reaction to the course on a day-to-day basis This refers to characteristics such as the clarity of faculty's explanations, the enthusiasm they show for the subject, rapport they develop with students, and degree to which they are organized and prepared for class on regular basis

5 Teaching takes place within several kinds of contexts, all of which can have a significant influence on the quality of the teaching and the learning

In summary, teaching can be viewed as interactive process that takes place within several types of contexts for the purpose of generating as much significant learning as possible.Measures of student achievement used in faculty evaluation:

- Must be based on the student achievement that is directly attributable

to the individual faculty, in subject areas taught by a faculty Student achievement measures must be used with care, ensuring that they accurately reflect a given faculty’s contributions

- Must be based on evaluation instrument that accurately reflect achievements they purport to measure This implies that the evaluation instruments are used by individuals with sufficient expertise to accurately observe and interpret the outcomes under measurement

- Must be created to evaluate the curriculum that is taught This implies that such measures reflect national, state, and local standards and curricula and use clear criteria known to the faculty in advance

- Must be developed and applied in the context of the number of students taught and the instructional time available

- Must take into account, if they are based on growth models, the beginning of achievement from which growth is expected to take place The evaluation instrument must be capable of capturing all levels of achievement, including the very highest levels of mastery

- Must work on a year cycle to allow for appropriate professional development and growth, enabling evaluation to meet its primary goal

of helping faculty to improve their service to students

Successful Art Faculty Evaluation:

- Must include balanced, comprehensive assessment of faculty’s contributions to the student learning through multiple measures These measures can and should collect information such as:

+ Indicators of faculty practice, such as planning and preparation + Indicators of faculty role in maintaining productive classroom environment

+ Indicators that instruction is designed to reach specified goals + Indicators of faculty contribution to the school or district, as well

as to the profession of teaching at large + Indicators those student skills through instruction

- Must include measures of an art student achievement along with the above indicators, as only one element of a faculty’s evaluation For evaluation of art faculty, measurements of student achievement should include evaluation in three general areas of creating, performing, and responding The relative weighing of measures in these three areas should be carefully designed to be commensurate with the nature of class taught and express educational goals for that class

- Must, where the most easily observable outcomes of student learning

in art are customarily measured in a collective manner, limit the use of these data to valid and reliable measures and form only part of faculty evaluation

- Must avoid using school-wide measures other than those directly associated with art achievement If the use of the school-wide measures of attendance, dropout and graduation rates, and/or work habits is mandated, they should form a minimal part of the art faculty’s evaluation

- Must limit the observation-based faculty evaluations to those conducted by individuals with adequate training in art as well as in evaluation

Although different in many ways, all the best faculties that have general characteristics contribute to "deep and lasting influence on thoughts, feelings and actions of the students." Faculty are people who approach take student/ learner-centered They are not only profound knowledge in field of expertise, but also a thorough understanding of the laws of perception takes place in the learning process step-by-step how to help students master the subject school Thanks to the understanding that the instructor is easy to sympathize with the students, know how to help students overcome inevitable difficulties of the course as well as other mental barriers They know how to help students link the old knowledge with new knowledge as well as link knowledge to life through the use of the knowledge learned to solve practical problems These faculty always create favorable learning conditions, but also challenging for the students; their respect and trust that students are willing to share personal experiences to encourage students to lifelong learning In other words, a good faculty help her students learn really (Knight, 2002; Kolis&Dunlap, 2004) by several measures to support the acquisition of knowledge, is actually helping students manually change perception of real life (Ramsden, 2003:31)

An effective teacher should always establish rapport with the students Establishing interpersonal relationships with students is crucial to form a fiduciary and trusting bond with a student Effective teachers should be available outside of class to answer questions and provide the additional help

to students In addition, an effective teacher should show tolerance to differing points of view in class.From the definition of teaching as above, Braskamp and Ory (2000) identified through a variety of indicators to measure research evaluating the teaching faculty in the art school of include: conveying knowledge (through courses, seminars/ conferences), an advice and guidance to the students (monitoring students in the lab, outdoor classes, career counseling,student academic and guide practical experiments and guide research/ thesis), implementation of service learning activities (course design and approval of the program school)

From the concept in this study , effective teaching is understood as a faculty need to perform different teaching methods in accordance with the different objects in the classroom, so that students understand the transmission concepts, apply and integrate them; besides the transmission of knowledge to students, faculty need to convert and extend the ability to apply knowledge learned in daily life

Art teachers are qualified educators and, in some instances, artists that instruct students in theoretical and practical knowledge in the art theory, art history, aesthetics, visual art, ceramics, design and other art-related subjects.The assigned topic or the student-oriented method of teaching involves the teacher as a motivator The teacher's job is to get the students to

express themselves, develop their confidence, abilities and perception in art along with knowledge, skill and attitudes toward art In art history the teachers will teach chronologically starting from prehistory or thematic lessons around periods

Learning-focused evaluation, on the other hand, was grounded in the social cognition perspective According to cognitive learning theory, learning is

a change in an individual’s mental structures and processes that may or may not result in immediate change in behaviour (Eggen&Kauchak, 2006) This notion associates learning with qualitative difference in student’s perceptions

of the world, as opposed to an accumulation of knowledge

Teaching, in turn, was viewed as the facilitation of learning (Kember, 2007) From the standpoint, teaching goes beyond telling, showing, modelling, demonstrating and teaching the skill to be learned, to the position of helping students to construct their knowledge, to understand, analyse a phenomenon and change the way they perceive the world (Trigwell et al., 2004) Teachers are seen to be effective if their students demonstrate the ability to be critical and innovative in the way they think, to arrive at their own conclusions and to develop a personal and ethical position on the key issues (Martin et al., 2000) Students, by and large, are not seen as the passive recipients of knowledge, rather they are active participants of the creation of knowledge The learning-focused evaluation of teaching, while acknowledging importance of measuring content knowledge of the teachers and the teaching techniques they employ

in the classroom, puts more emphasis on measuring student’s expectations, their involvement and perceptions of learning environment; appropriateness of

learning activities, indications of approaches to learning, distribution of work over the duration of course, and time on task (Edstrom, 2008; Pratt, 2007)

The indicators reflect the function to be achieved for specific criteria:

Standard 1 a) Teaching activities Ability to impart knowledge including the implementation of adequate volume and content knowledge of subject charge

of teaching, lectures, scientific content, and suitable objective of the training program, b) Updated information and knowledge relevant modern methods of the learning test results; c) Skills taught include the communication skills, and organization of teaching; d) Improve teaching methods to meet requirements

of high quality training; e) Class management skills to attract the attention of students; f) Advise and guide students; and g) Compiled teaching materials, lectures, and references

Standard 2 Development of professional competencies a) Joining professional activities in school; b) Fostering knowledge and language skills, information and expertise; c) Updating progress development in their own areas of expertise; d) Fostering skills, teaching methods and class management institutions

In accreditation standards of universities by the Ministry of Education and Training of Vietnam issued in 2007, lay down the factors to be considered

in criteria 4.3: Innovative methods of teaching and learning towards developing the capacity of self-learning, self-study and the collective work of the school and standards 5: management staff, faculty and staff with seven criteria

Criterion 5.2: Management staff, faculty is guaranteed the democratic rights in the university; Criterion 5.3: The school has a policy and measures to facilitate management staff and faculty participate in professional activities, domestic and foreign operations; Criterion 5.5: There are sufficient faculty organic (or converted to the number of faculty working full-time) to implement the training programs and the scientific research; faculty structure reasonable; Criterion 5.6: faculty team with professional qualifications, foreign language and computer skills to meet the requirements, training tasks and scientific research; academic autonomy; Criterion 5.7: faculty team with professional work experience and rejuvenation; Criterion 5.8: The school has a plan and reasonable methods to evaluate teaching activities, methods of assessing learning outcomes of students

In a number of studies on the quality of Education University (Bourke, 1986; Rowly, 1996; John, 1998; Ayer, 1999; DETYA, 2000) the authors have made a number of criteria for evaluating the quality of training that could be implementation, application at the University of Education facilities in Vietnam

as follows: a) Clear training objectives; b) Admissions input for reliability; and c) Good program structures and training programs are organized into systems which are closely related to each other;

The program content and the training objectives consistent with each other are as follows : a) Students have positive attitudes toward learning; b) Faculty expertise and enthusiasm; c) Vehicles and learning materials to ensure good performance and learning development ; d) Have management units responsible for teaching activities; e) Ensuring the ideal number of faculty in accordance with the size of the training school; f) Percentage of

faculty and students are reasonable; and g) the number of subjects are sufficient to allow students certain reasonable options

According to Braskamp and Ory (2000) when evaluating faculty , it should be evaluated on four areas: teaching; scientific research and creative activities; services and expertise; and citizen responsibility With regard to the field of teaching, the authors came up with four criteria and indicators to assess the following:

2

Advice and

guidance for

students

- Supervise students in the lab, outdoor classes

- Advice for students (career, academics, private consultants)

- Monitoring support teaching

- Supervision of students in thesis/ dissertation

3 Conduct learning

activities

- Review and redesign of courses

- Approval of the curriculum

- Follow-up materials/ textbooks, computer software

- Guide and distance learning programs

4 Faculty needs

- Evaluation of teaching colleagues

- Reinforcement of teaching methods

- The professional development activities

Some scientists believe that the criteria necessary to evaluate teaching activities include: a) The transmission of knowledge; b) Teaching and class management skills; c) The advice and guidance to student/ graduate student; d) Editor lectures and teaching materials; and e) Qualification development activities, academic

These studies show that the criteria and indicators for assessing the quality of teaching are quite different The evaluation of the quality of teaching

a course requires accuracy and should cover aspects including the following criteria: a) Objectives and content of training program; b) Curriculum structure; c) Equipment and teaching activities; and d) Rating the whole course

OUTPUT

An Enhancement Program on Managing the Faculty

Teaching Activities

Figure 1 Input-Process-Output Model on the Faculty Teaching

Activities

The input of the study includes related readings from printed and online sources regarding teaching activities as to the teaching plan and preparation; management of the program; and the time management; and the professional competencies on the program; methods and teaching skills of teachers; and peers and student relations

The process consists of surveying the respondents using constructs of the study ; finding out the significant difference in the perceptions of the teachers and the administrators; and among students on the faculty teaching activities; and the statistical treatment of data

The output is proposing an enhancement program on managing the faculty teaching activities