Competency Modeling Of Class Teachers’ In Secondary Vocational School

Recently, competency and competency model which are focused issues of human resource management has attracted more and more attention from educators and it is gradually applied in educational fields. The emergence of various teacher’s competency models and competency assessments has provided a new vision to manage education organization and construct high-quality teacher group. But there are few research results about secondary vocational school. The class teacher, as a leader of student’s healthy growth, the professional level has direct influence on comprehensive development of students and the development of moral education in secondary vocational schools. This study is based upon the current situation in Shanghai and aims to break through the "bottleneck" in moral education team building in secondary vocational schools by way of construction of secondary vocational school class teacher’s competency model. Hoping this research could provide more specialized methods and support for selection, evaluation, performance assessment, cultivation and development of class teachers in secondary vocational schools in Shanghai.The main part of this research is modeling research. In order to build the competency model of class teacher in secondary vocational school, author uses research achievements of enterprise executives’competency model, government regulators’ competency model, teachers’competency model and class teachers’ competency model in middle school for reference and take psychology, management science, sociology, ergonomics theories, the fundamentality and the particularity of class teachers in secondary vocational school into consideration. Besides, author has built 4 guided workshops, collected 33 performance reports, completed 28 interviews, finishing recording 3823.6MB (26625 words), issued 400 questionnaires through various of ways, like investigation of class teacher’s performance reports, Behavioral Event Interview(BEI), and modeling workshops. Based on that, class teacher key tasks (professional abilities) behavior manual, class teacher competency (comprehensive quality) behavior manual and 12 key tasks for secondary vocational school class teachers are structured. These 12 key tasks include teacher-student relationship building, student’s behavior formation, focusing on student psychology, determining class plans and objectives, establishing class regulations, assembling a team of student leaders, class culture construction, campus emergency, organizing themed class meeting, vocational guidance, family-school communication, and self-growth. Furthermore, these 12 key tasks generate 9 core competences, which includes talent cultivation, responsibility, trust building, team construction, coordinate ability, information gathering and analysis, care and respect, adaptability to changes, learning abilities.Secondly, in order to verify the competency model concluded in this research, a fully covered assessment has been proceeded in three vocational schools in Shanghai. It turned out that the order of competency factors is consistent either from dean’s perspective or from teacher’s self perspective. Meanwhile this paper also analyses and discusses the different levels of secondary vocational school class teacher’s competency and come to a conclusion that has great meaning for follow-up study.The research results have shown that the competency model of class teacher in secondary vocational school is a multi-dimensional structure which could be reflected through behaviors. And it has practical guiding significance on providing class teachers with multiple growth paths, prediction and evaluation of class teacher’s performance. The results of this study creatively put forward the concept of class teacher’s learning map and 360 performance evaluation program. They are designed for meeting the personalized growth needs of class teacher and guaranteeing the sustainable healthy development of class teachers, respectively. Likewise, they also provide strong support for class teacher’s professional development and professional construction of the class teachers in secondary vocational schools.