Preparing for Essays, Interviews and Demonstration Lessons

Article 11 of the Act provides that the hiring and promotion of public school principals and teachers is by "selection", carried out by the superintendent of the board of education that is the appointing authority. "Competitive examination conducted by the personnel commission" is the rule for general local public employees in local governments with a personnel commission (Local Public Service Act (地方公務員法) Art. 17-2); teachers are an exception. "The principal decides through an interview" is wrong: the principal does not conduct the selection. "Only the ranking of written scores" is also wrong: selection judges suitability as a whole, and the law does not say written scores alone decide.

According to MEXT and the council's policy, the joint implementation covers the first-stage written general education test (general education and teaching profession) and the subject test; the second stage is run by each local government. MEXT lists more careful, character-focused second-stage selection as one benefit. "Both stages common, with pass/fail decided centrally" is wrong: the second stage and final decisions are not shared. "Common essays and interviews" is wrong: essays and interviews are not part of the common questions. "Only the teaching-profession part is shared" is wrong: general education and subject tests are also common.

The guideline revised on 31 August 2022 lists five pillars: (1) qualities needed for the teaching profession, (2) learning guidance, (3) student guidance, (4) support for children who need special consideration or support, and (5) use of ICT, information and educational data. A club-coaching record, a reputation among parents and the number of licenses relate to teaching, but none of them is a pillar of the guideline.

Article 9(1) says teachers must be deeply conscious of their noble mission, continuously strive in research and self-cultivation, and work to fulfil their duties. There is no "only within working hours" limit; the word is "continuously". "Training exactly as in the appointing authority's plan" is wrong: training plans are a system under the Special Act for Education Public Service Personnel (教育公務員特例法), not Article 9. "Teaching only the content in the Courses of Study" is wrong: Article 9 does not define the scope of content taught.

Article 34(1) says employees must not disclose secrets learned in the course of their duties, and the same applies after they leave the job. "Only secrets learned during working hours" is wrong: the rule does not distinguish working hours. "Ends on retirement" is wrong: the duty continues after retirement. "Posting with the principal's permission" is wrong: Article 34(2) requires the appointing authority's permission to state official secrets as a witness etc. under laws, but nothing allows posting on social media with a principal's permission.

The report organises individually optimized learning into individualized instruction (指導の個別化) and personalized learning (学習の個性化), and calls for enhancing it together with collaborative learning so it does not become isolated learning. "Working alone on a device without others" is wrong: the report warns against isolated learning. "Separating low-attaining children into another class" is not how the report defines it. "The same task at the same pace for everyone" is the opposite of responding to each child.

The notice of 29 March 2019 set three viewpoints: knowledge/skills, thinking/judgement/expression, and attitude of engaging in learning proactively. "Interest/motivation/attitude; thinking/judgement/expression; skills; knowledge/understanding" is the older set of four viewpoints. "Knowledge/understanding; skills/expression; interest/attitude" is not the notice's wording. "Knowledge and skills; ability to think, judge and express; motivation to learn and humanity" names the three pillars of competencies in the Courses of Study, slightly different from the viewpoint names (part of "motivation to learn and humanity" is not suited to viewpoint assessment).

The notice says this viewpoint is assessed by including whether the child, within persistent efforts toward gaining knowledge and skills and developing thinking abilities, tries to regulate their own learning. It does not look at formal behaviour such as counting hands raised, neatness of notes or speed of submission, nor does it assess personality or behavioural tendencies.

General Provisions 3-1(4) asks schools to plan activities in which pupils set prospects for learning and reflect on what they learned. "Assess all three viewpoints in every period" is wrong: the provisions ask schools to devise assessment occasions and methods while looking ahead over units. "Leave discussion to the Period for Integrated Studies" is wrong: interactive learning is sought in every subject. "Ignore units" contradicts the provisions, which ask teachers to look ahead over units and blocks of time.

MEXT's material lists the second stage as writing a lesson plan, a demonstration lesson and an oral examination. Multiple-choice tests and written essay tests belong to the first stage, not the second. Group discussion and fitness tests are not listed.