Improving the professional competence of the teacher. Improving the professional competence of the teacher, as a means of improving the quality of education in preschool

Professional competence is one of the indicators of the quality work of a teacher. Improving one's professional level is the first duty of every teacher. The paper presents the experience of working to improve the professionalism of teachers and educators in a correctional boarding school of the 8th type in Nolinsk

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“Improving the professional competence of a teacher as a condition for improving the quality

education and upbringing

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Lushchikova E.G., Deputy director for water resources management

MKS (K) OU VIII type of Nolinsk

"National Doctrine of Education in Russian Federation"is the conceptual basis for the reform and further development of the education system in Russia for the period up to 2015. It is in the field of education that those people are trained and educated who not only form a new information environment of society, but who themselves have to live and work in a new environment.

The concept of modernization of education determined the main directions and stages of an important process of development of our society - "training of a new generation of pedagogical staff and the formation of a fundamentally new culture of pedagogical work", training of highly qualified teachers and the necessary information culture.

Priority there is an increase in the professional level of teachers and the formation of a teaching staff that meets the needs of modern life. Today, the demand for a highly qualified, creative, socially active and competitive teacher who is able to educate a socialized personality in a rapidly changing world has increased.

Recently, phrases have been heard more and more often: quality of life, quality of education, social success.. Improving the quality of education is one of the main tasks declared by the Modernization Concept Russian education. Of course, without the introduction of innovative technologies, modern teaching aids, increasing the prestige of the teaching profession, identifying and disseminating advanced pedagogical experience, this cannot be achieved. As it is impossible to achieve without increasing the professionalism of each teacher.

Our school works with children with disabilities. In addition, every year an increasing number of children with a complex defect structure come to school. The main requirement for the qualification characteristics of a teacher of a correctional school is the presence of a secondary or higher vocational education and the corresponding special retraining according to the profile of activity of a correctional institution of the VIII type.

The school administration is working to increase the quality of human resources. In total, 45 teachers work at the boarding school. An analysis of the quality of the staff of teachers shows that 2 teachers have the highest category, 26 - the first qualification category, 7 - the second category and 10 people do not yet have a category. These are either newly arrived teachers, or teachers who have changed positions within the educational institution itself.

Work is underway to implement the "Personnel" program, designed until 2015. It includes work to improve the qualifications of teachers within each methodological association, and much attention is paid to the continuity of professional education of teachers. If in 2010 only 1 teacher underwent professional retraining, which accounted for 2% of the total number of teaching staff, then in 2012 there were already 8 people, which is 15% of the total number of teachers. At the moment, 18 people have a higher defectological education, and have already undergone professional retraining, which is 40% of the total number of teachers. The social pedagogue continues his studies in the specialty "Oligofrenopedagogy". 89% of teachers are provided with advanced training courses.

The regular participation of school teachers in the subject-methodical Olympiad of employees of educational institutions of the Kirov region in the direction of "correctional pedagogy" once again confirms the high qualification of our teachers. In the 2011 - 2012 academic year Pogudina T.A. became a winner, and Bokova N.V. winner in the nomination "Teacher-defectologist".

Competitions of pedagogical skill play an important role. They give the teacher the opportunity to become significant in the professional community through the assessment of his pedagogical activity by this society, the realization of his professional "I" in a competitive environment, and to improve his professional level.

In the current academic year, teachers actively participated in professional competitions at various levels, presenting their work experience. So the teacher Chusovitina I.N. participated in the district competition "Teacher of the Year 2012" and became a winner in the nomination "Teacher of additional education".

Teacher of music and singing Sudnitsyna N.A. participated in the district competition "My best lesson using ICT" and became the winner in the nomination "Teacher of a correctional educational institution."

Speech therapist Bokova N.V. became a diploma winner of the regional competition of pedagogical ideas "Open Lesson".She was awarded a 1st degree diploma. Teachers gain experience that they can apply in their teaching activities both in the process of training and education, and for further professional development.

One of the indicators of the quality of education and upbringing is the use by teachers and educators in the educational process of new methods and technologies. In particular, the teachers of our school are actively mastering computer technology, exploring the possibility of using an interactive whiteboard in the classroom and classes in a correctional school. 47% of teachers use computer technologies in lessons and classes.

Since 2009, the school has been working on a single psychological and pedagogical topic "Development of creative abilities as a condition for the socialization of pupils of the correctional School VIII kind." Using a variety of methods and techniques to develop the creative abilities of children with intellectual disabilities, using new technologies and the successful experience of other teachers, teachers and educators worked on the development of additional practical skills and abilities of students based on their psychophysical characteristics and individual capabilities.

The efforts of teachers are not in vain. Students delight us with their achievements. Pupils of the boarding school regularly take part in regional competitions children's creativity and the work of our children does not go unnoticed. In 2010, Nikolay Sedlov, a 3rd grade student, was awarded a diploma for participating in the regional drawing competition dedicated to the 100th anniversary of the Russian Olympic Committee. Making crafts for the exhibition as part of the regional competition "Best in Profession" also gives children the opportunity to show their creativity and practical skills.

Members of the school team in zonal competitions among students of correctional schools in polyathlon, in cross-country skiing become winners in the individual championship and prize-winners in the team championship. The soloists of the choir circle "Do-mi-solka" have repeatedly become winners of the "Nolinskie Zvezdochki" competition.

Once again, the boarding school took part in the district competition " beautiful school". Most of the work to create comfort in the school premises was done by the hands of our pupils.

The ultimate goal of special education is:

achievement by the student of the maximum possible independence and independent life as a high quality of socialization and a prerequisite for self-realization in a rapidly changing world.

In this regard, we can cite data that almost all boarding school graduates continue their education in vocational schools and subsequently successfully find employment.

Thus, the positive results of the school's activities are positive changes in the development of the personality of each student: his educational achievements, good breeding, mental functions, creative abilities, health. Working on the formation of a socially adapted personality of a school graduate, successfully integrated into society, the teacher has to pay much attention to self-improvement and self-education, preparation for lessons and extracurricular activities. The older the students, the more labor costs. As you develop your own experience, labor costs decrease. But the huge waste of psychological, temporal, moral and material forces and energy pays off in the end result.

Sections: Working with preschoolers

The relevance of the issue of increasing the professional competence of teachers is due to the accelerating process of moral depreciation and obsolescence of knowledge and skills of specialists in modern world. According to American scientists, 5% of theoretical and 20% of professional knowledge is updated annually, which a specialist should possess.

Today, creatively organized methodological work that implements the concept of lifelong education is of particular importance for improving the competence of teaching staff.

The work of improving professional competence should become a process of continuous development of the human personality, its ability to make judgments and take various actions. It should provide the teacher with an understanding of himself, contribute to the fulfillment of a social role in the process of labor activity. Therefore, we consider the work to improve professional competence as the main means of managing the quality of education in a preschool institution. The quality of education is a social category that determines the effectiveness of the educational process in a preschool educational institution, its compliance with the needs and expectations of society in the development of children and the professional competence of teachers.

The problem of the quality of education is the subject of research by such scientists as P.I. Tretyakov, E.V. Litvinenko, I.V. Gudkov, N.S. Mitin and others. the level of knowledge, skills and abilities of pupils, the third - on the totality of properties and results, the fourth - on the ability of educational institutions to meet the established and predicted needs of the state and society.

The development strategy of a preschool institution, which ensures the quality of education, requires a clear definition of such concepts as the professional development of a teacher, professional training of a teacher, professional competence of a teacher.

By definition, P.I. Tretyakova professional development of a teacher- professionalization of a person (disclosure of his essential forces in the profession) in the course of formative subjective influences, characterized by a systematic and dynamic personality and activity transformations of the subject of labor.

Professional training of a teacher is a specially organized process of professionalization and the result of the subject's mastery of a system of professional and pedagogical knowledge, technologies of professional activity, experience in the creative implementation of activities and a motivational and value attitude to pedagogical culture.

Professional competence includes knowledge about all components of the educational process (goals, content, means, object, result, etc.), about oneself as a subject of professional activity, as well as experience in applying professional activity techniques and a creative component, professional and pedagogical skills . Professional competence can be considered as the sum of particular competencies that form a new quality of a teacher's personality.

The study of the professional competence of a teacher is one of the leading activities of a number of scientists (V.N. Vvedensky, V.G. Vorontsova, E. Vtorina, I.A. Zimnyaya, N.V. Kuzmina, A.K. Markova, S. G. Molchanov, L. A. Petrovskaya, G. S. Sukhobskaya, T. I. Shamova)

In the structure of the teacher's professional competence, along with others, there are technological component, which, according to L. K. Grebenkina, can be called technological competence.

Knowledge of technologies, methods, means, forms of activity and conditions for their application;

Proficiency in computer technology;

Ability to creatively apply this knowledge;

Ability to design educational educational process;

Ability to analyze the effectiveness and results of their activities.

Main factors of development of professional competence, according to E.N. Nikiforova are:

Acquisition of new knowledge and functional improvement of skills and abilities;

The subjective meaning of the desired results.

Tasks methodical work in general can be formulated as follows:

Raising the level of theoretical and psychological training of teachers;

Formation of an innovative orientation in the activities of the teaching staff based on the study, generalization and dissemination of advanced pedagogical experience;

Study of new educational programs, educational state standards;

The study of new regulatory documents, instructive teaching materials providing assistance to teachers in self-education,

Assistance in mastering information and communication technologies.

Therefore, the improvement of professional competence fully coincides with the objectives of methodological work.

To improve the efficiency of methodological work, the teaching staff of the preschool educational institution is divided into three groups, the teachers of which differ in their level of competence.

First group. Teachers have high pedagogical abilities, they are the main conductors of new technologies, developers of diagnostic tools. United in creative groups.

Second group. Teachers who improve pedagogical skills. Various seminars are organized for them on emerging issues.

Third group. Teachers at the stage of formation of pedagogical skills. The group consists of young teachers. To work with them, mentoring and a young specialist school were organized.

The selection of differentiated active and innovative methods of working with personnel makes it possible to improve the professional competence of teachers.

According to K.Yu. Belaya, it is important to determine the real indicators of work to improve the professional competence of teachers, to formulate evaluation criteria. We consider them to be:

1) the skill of teachers, expressed in improving the qualification categories of educators;

2) the growth of creative activity of teachers in the methodological work of the city, region;

3) indicators of children's health;

4) the level of development of children.

Based on the foregoing, a methodological work plan was developed to improve professional competence, which includes several areas: increasing the competence of teachers in the process of self-educational work; in the process of mastering information and communication technologies; improvement of the teacher's project culture as part of professional competence.

Improving the professional competence of teachers in the process of self-educational work

The training of specialists in the field of preschool education is of particular importance, which is explained by the special requirements that are imposed on the teacher of a preschool educational institution in the context of the modernization of education. The study and analysis of psychological and pedagogical literature shows that self-development and self-education occupy an important place in the professional growth of a teacher (V.I. Andreev, Yu.K. Babansky, T.I. Ilyina, V.G. Maralov, L.M. Mitina , E.P. Milashevich and others)

The range of problems facing a modern teacher is so wide that a high professional, creative, research potential is required from him in order to find a solution to problems in the available psychological, pedagogical and methodological literature. Therefore, it becomes relevant to provide psychological and pedagogical support to the teacher, manage his self-development, provide a system of methodological work aimed at creating an integral educational space that stimulates this development.

Self-education is an important link in an integral system of methodological work, a complex and creative process of independent comprehension by educators of the methods and techniques of working with children.

To guide the work of teachers, a program was created, the topics of which were built in accordance with the requests of educators. Its main components:

1. Self-determination of teachers, taking into account their functions (specialist, educator, taking into account the category): my functions, my appointment in this position.

2. Organization of the pedagogical process based on a humanistic approach to raising a child (implementation of the program content of work with children and the degree of mastery of skills and abilities).

3. Knowledge of the criteria of their pedagogical activity.

4. Reflection of pedagogical actions at different time intervals (what do I get? how? in what way?).

The program was reflected in the planning of work for the academic year.

External events were used as incentives to support the activity of teachers with an undeveloped position of self-development: studying at courses, attending various seminars, methodological associations, getting to know the experience of other teachers, etc. The opportunity to participate in innovative activities helps to stimulate interest in the work.

For teachers with active position self-development is a great incentive - work on trust, the opportunity to exchange experience with colleagues, an offer to work in depth in one or another area of ​​educational work within the kindergarten.

Only a system of events that implies an active form of learning and the interaction of teachers in kindergarten- workshops, trainings, consultations, conversations allows minimizing such obstacles as one's own inertia and inability to allocate one's time.

We believe that it is difficult to overestimate the importance of self-education for improving the professional competence of a teacher. Self-development of a teacher is the central link in the successful development of a preschool institution, the system of preschool education as a whole and the teacher himself, his level of professional and technological competence, because it is the teacher who ensures the effective functioning and development of the educational institution.

Project culture of a teacher as a part of professional competence

The project activity of preschool teachers is one of the methods of developmental learning and self-education, aimed at developing research skills (problem posing, collecting and processing information, conducting experiments, analyzing the results) contributes to the development of creativity and logical thinking; combines the knowledge gained in the course of the methodological activities of the preschool educational institution and in advanced training courses.

The purpose of the project activity is to create conditions for innovative activities in the preschool educational institution, the use by teachers of the knowledge, skills and abilities acquired in professional activities (on an integration basis).

The tasks of preparing a teacher for project activities:

• development of planning skills (clear formulation of the goal, determination of the main steps to achieve the goal, deadlines and means);
• improving the skills of selecting and processing information (selection of the necessary information and its correct use);
• development of expert-analytical skills (creativity and critical thinking);
• development of prognostic skills (intended result of activity);
• formation of a positive attitude towards project activities (initiative, enthusiasm, commitment to perform work in accordance with the established plan and schedule.

When using design technologies, it is very important to use research methods that provide for a certain sequence of actions:

• determination of the relevance of the problem and the tasks of project activities arising from it;
• putting forward a design hypothesis;
• search for design research methods (monitoring procedures, experimental observations, statistical methods);
• discussion of ways to design the final results (presentations, defense, creative responses, views, etc.);
• collection, systematization and analysis of the obtained data;
• summing up the final, material results, their presentation (video film, album, logbook, report, newspaper, etc.);
• formulating conclusions, and putting forward new problems for research;
• dissemination of pedagogical experience (internship sites, pedagogical readings, open days, etc.)

Development by teachers of projects and mini-projects, topics that are chosen independently depending on the creative direction of activity. At the final stage of the activity, a presentation is made. The purpose of the presentation is:

• providing teachers with opportunities for public speaking, self-expression;
• increasing motivation, interest in professional activities; prestige of project implementation;
• teaching teachers how to present their work;
• training of teachers in the technology of project activities.

The result of project management for preschool teachers is self-knowledge and orientation towards the values ​​of self-development, a qualitative change in relations in the team, the desire to interact with the installation of openness, mutual assistance, the removal of conflict and irritability in the team, process control depending on the professional level of the team.

Consequently, management activities for the development of a project culture in the educational process contribute to the cohesion of the teaching staff, the harmonization of relations with pupils and their parents. Project management has a qualitative effect on increasing the professional and personal potential, the level of qualification and professionalism of teaching staff.

Mastering information and communication technologies

As practice shows, it is already impossible to imagine a modern kindergarten without new information technologies. This is a completely new section of work for a large number of teachers. The currently available domestic and foreign experience of informatization of the educational environment indicates that it allows to increase the efficiency of the educational process, contributes to the improvement of the professional competence of teachers.

In the course of the work, we encountered a problem - teachers experience difficulties in using a computer in the educational process due to the fact that they have different levels of information and computer competence (hereinafter referred to as ICT competence).

We conducted a survey of teachers, using the developments of E.V. Ivanova, received the division of teachers into several groups in mastering ICT technologies.

Group 1 (the level of work on the computer is zero, there is no motivation) - if the high quality of education is achieved by traditional forms of education, then there is no need to solve pedagogical problems with the involvement of information and computer technologies.

Reasons for the personal interest of the teacher in increasing the level of ICT competence

• saving time in the development of didactic materials;
• shifting the emphasis on the presentability of the design of materials;
• transition to a new level of pedagogical skill.

Group 2 (level of computer work - basic, motivation - low) - technologies are so diverse and dynamic that they require more time (and not only) costs than traditional forms of education (lectures, seminars, etc.). For example: teachers prefer to look for the necessary information in the library (64%), because they get lost when organizing the search for relevant information. Group 1 and 2 teachers need effective increase in motivation, tk. Opportunities for personal and professional growth open up.

Group 3 (level of work on a computer - zero, motivation - high) - information and computer technologies make it possible to realize an individual teaching style and personal professional growth, but there is no idea about the possible forms of introducing them into the educational process.

Group 4 (level of computer work - basic, motivation - high) - there is a direct relationship between the success of pedagogical activity and the level of ICT competence of the teacher, so there is a need for continuous development of information culture.

In order to interest teachers, we established interaction with nearby school No. 5, agreed to hold an annual seminar on improving the computer literacy of teachers with a teacher of computer science, who, taking into account the individual characteristics of teachers and the pace of assimilation of the material, taught them the basics of computer literacy.

After the study, we once again conducted a survey, including the following criteria in the questionnaire:

• is able to create text and graphic documents;
• knows how to form queries to the database using information languages;
• familiar with the use of a computer as a pedagogical technical tool;
• is able to develop and apply electronic didactic and pedagogical software;
• knows how to use informatization tools and information technologies in the educational process;
• knows how to present pedagogical information with the help of informatization tools.

As a result of the activities carried out, we have received a significant shift in the mastery of ICT technologies by teachers.

Now the methodological service of the preschool institution faces the following tasks:

• systematization, updating and replenishment of information resources of the educational process;
• development and testing of technologies for multimedia support of the educational process;
• expanding the use of information and computer technologies in the educational process;
• development of a system for organizing advisory methodological support in the field of improving the information competence of teachers;
• creation of a bank of computer training programs, didactic and methodological materials on the use of information technologies in the work of the preschool educational institution;
• the creation of a comprehensive integrated model of information and methodological support for the educational process of preschool educational institutions, on which the preschool institution is currently working.

In the course of methodological work to improve the professional competence of teachers, we have revealed a direct dependence of the quality of education and upbringing in a preschool institution on the level of professional, technological competence of teaching staff. The higher the level of professional competence of teachers, the higher the level of quality of education in preschool educational institutions. This dependence was revealed in the process of implementing a specially organized methodological work that implements the concept of lifelong education.

Improving the professional competence of a teacher

Every time has its signs. The present time is a time of change. And, first of all, these changes are connected with the life of the school, with the increased requirements for the learning process. If earlier education was given for a long time and was intended to ensure the uninterrupted professional activity of a person in any one industry or field of activity, now we are talking about the formation of a fundamentally new education system that involves constant renewal. Moreover, the key characteristic of such education is not only the transfer of knowledge and technology, but also the formation of creative competencies.

The professional development of a teacher is a complex, multifaceted process of a person entering the profession, characterized by an ambiguous contribution of personal and activity components with the leading role of the teacher's personality.

The teacher's professional competence model should contain knowledge about all components of the educational process (goals, content, means, object, result, etc.), about oneself as a subject of professional activity. It should also include experience in applying the techniques of professional activity and a creative component.

Professional pedagogical skills, which are a combination of the most diverse actions of a teacher, correlate with the functions of pedagogical activity, to a large extent reveal the individual psychological characteristics of a teacher, testify to his professional competence.

Given that it is at school that emotional and social formation personality, special requirements are placed on the teacher, who is called upon to ensure this formation. The school is teachers who are open to everything new, who understand child psychology and the peculiarities of the development of schoolchildren. Therefore, it is quite obvious that today, more than ever, a teacher needs not only to teach in a new way, but also to learn in a new way. First of all, to learn new pedagogical thinking, to learn to be in a constant creative search for approaches and techniques that ensure co-authorship, cooperation with students in all work.

The main task of a modern school is to reveal the abilities of each student, to educate a personality ready for life in a high-tech world. Therefore, it is not surprising that the part of the presidential address, which is devoted to the strategy for the development of Russian education, was widely discussed by teachers. The main emphasis in the President's message was placed on school education, since it is precisely this that is the defining and longest stage in the life of every person. According to the President, the education sector is not a set of services, but, above all, a space for the formation of a moral, harmonious person, a responsible citizen of Russia.

Therefore, the teacher is in a constant creative search for an answer to the question: “How to teach a student?” The tasks facing the teacher today are fundamentally different from those that were carried out by him quite recently. It is not enough for a modern teacher to transfer ready-made knowledge to his students, to give an orientation for memorizing them. The very first task of educational policy at the present stage is to achieve the modern quality of education, its compliance with the actual and future needs of the individual, the development of his cognitive and creative abilities. To achieve these goals, the teacher needs to formulate them through the student's learning activities and work on organizing the learning process in order to achieve maximum results. And setting different goals and involves the use of different methods and techniques of training. Therefore, the teacher needs to have a lot of techniques, methods and strategies in his arsenal, since he has to solve problems of different levels. But we should also not forget that the forms of teaching used should vary according to the age, level of preparedness of students, and their interests. The presence of a culture of educational work suggests that high demands are placed on students, but at the same time they are not afraid to take risks, expressing any idea.

A modern teacher should identify the best qualities inherent in a child, encourage children to get joy from the acquired knowledge, so that after graduating from school they are clearly aware of their place in society and can work for its benefit, and are also ready to participate in solving promising problems. tasks of our society.

The teacher must be a professional in his field, and professionalism is determined by the purposeful formation of such qualities as self-improvement, erudition and a high work culture. The professional growth of a teacher is impossible without a self-educational need. For a modern teacher, it is very important never to stop there, but to go forward, because the work of a teacher is a great source for unlimited creativity. For a modern teacher, his profession is an opportunity for self-realization, a source of self-satisfaction and recognition. A modern teacher is a person who is able to smile and be interested in everything that surrounds him, because the school is alive as long as the teacher in it is interesting to the child. And no matter from what positions we approach the question of the role of the teacher in modern society, we recognize it as a key one. After all, the teacher is the main link, the basis and soul of the education system. Society expects from the teacher a high level of effort, dynamics of thought, initiative, perseverance and full dedication to teaching and educating the future generation.

In the conditions of modernization of education at the present stage, one of the central tasks is to improve the social status of a teacher, to draw up a legislative framework for regulating the status of teachers.

One of the tasks of Russian legislation in the field of education is to clearly define the rights and obligations of teachers, create appropriate conditions for their fruitful activities, legal and social protection. This task was once again confirmed by the President of the Russian Federation Vladimir Vladimirovich Putin: “The main goal that we set as part of the modernization of education is, first of all, the growth of the quality of school education. The solution of this particular task is subject to work on updating the material and educational base of schools, on improving professional qualifications, the prestige of teaching work, including through its fair, well-deserved payment. What should be the teacher of the new school? Is he ready to meet modern requirements for the learning process?

The status of a teacher is an indicator of the effectiveness of the state and social structure. The professional development of a teacher is of paramount importance in the development of society as a whole: the personality of the teacher, as well as his professional knowledge, is the value capital of society. The teacher is able to convey to the students only those value orientations that are inherent in him.

Therefore, one of the directions is the development of teacher potential. Much attention is paid to organizing continuous professional development of teachers, improving the forms and methods of teaching, and increasing the professional competence of teachers. The professional competence of a teacher is understood as a set of professional and personal qualities necessary for successful pedagogical activity. Professionally competent can be called a teacher who is sufficiently high level carries out pedagogical activity, pedagogical communication, achieves consistently high results in teaching and educating students. The development of professional competence is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

Work in methodical associations, creative groups;
- research activities;
- self-educational activity;
- innovative activity, development and use of new pedagogical technologies;
- translation of own pedagogical experience, etc.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence.

Competence in pedagogical activity at a boarding school reflects the teacher's ability to organize interaction with children, communicate with them, manage their activities and evaluate its results. This is manifested in the preparation and conduct of classes, in the ability of the teacher to manage the class (group). The teacher tries to organize the work of each child, create a working mood and a business environment. All this increases the interest, attention, educational and cognitive activity of students (pupils). This behavior of the teacher allows you to find an approach to individual students (pupils), taking into account their individual abilities, to help express themselves positively.

In the classroom, the teacher combines various forms of collective and individual work, organizes independent work students (pupils), reduces the same type of exercises. Creates a situation of active communication - not only a monologue, but also a dialogue that allows the student (pupil) to express himself, show initiative, independence in the ways of choice cognitive activity, types of training tasks, type and forms of didactic material.

And as it is said in the draft “Concepts of the Spiritual and Moral Education of Russian Schoolchildren”: “It is impossible to be an effective teacher without revealing to the students his “creed”, the principles of his attitude to events and people, the elements of his life experience. The valuable role of the teacher is unique. The teacher as an exemplary citizen is a servant of the temple, carrying his cross to his Golgotha ​​in front of the eyes of the children and not expecting an earthly reward.

This is the image of an ideal teacher - educator for all time. Therefore, raising the professional level of a teacher and forming a pedagogical corps that meets the needs of modern life is a necessary condition for the work of a boarding school in the Russian education system, a condition that must meet the level of modern education quality.

One of the features of personnel management is the increasing role of the employee's personality, namely, to his level of professional competence. One of the factors influencing the level of motivation is the process of developing the professional competence of the staff. The professional competence of personnel is a set of professional knowledge, skills acquired in the process labor activity personnel who contribute to the performance of functional duties with high productivity. The process of its development and improvement is understood as a purposeful activity of an employee to acquire certain competencies in accordance with modern working conditions and professional requirements.

Motivation and the development of personnel’s professional competence to achieve results that affect it serve as links that unite all levels of motivation into a single system that can ensure the attraction and retention of talented employees, as well as the rational use of their personal and group potential.

The development of professional competence is conventionally presented within the framework of three vectors:

The process of developing professional competence in modern conditions is purposefully implemented through training technologies that initiate active educational and cognitive activity of an employee, motivation, organizational culture, professional identity, develop his personal qualities, and allow building an individual trajectory for the development of professional competencies of employees.

Modern conditions dictate the need for a transition to a system model of programmatic development of the professional competence of the personnel of organizations. The new systematic approach provides for: 1) modernization of the traditional system of educational development of professional competence; 2) the formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of the organization's personnel, as well as the implementation of projects for the socio-cultural and motivational development of the professional competence of employees.

Modernization of the traditional system of educational development of professional competence defines three major areas:

1. Implementation of an integrated mechanism for interconnecting the needs of an economic organization in a particular system of employee competencies and optimizing educational programs for the formation of professional competence.

2. Readiness for a continuous search for new, economically relevant knowledge, competent implementation of information processes, which is the basis of the employee's professional competencies.

3. Qualified professional activity implies the need to develop not only formal professional knowledge, skills, but also motivational potential.

The formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of employees of the organization includes three major subsystems:

1. Development and implementation within the framework of an economic organization of an independent project aimed at enhancing the process of mastering and updating the professional experience of an employee.

2. Formation of a socially transparent system of social assessment and prospects for the development of professional competence of employees of the organization.

3. Ensuring the compilation of a generalized socio-professional portrait of various groups of workers, determining the range of their professional interests, problems and motivations, as well as readiness to perceive new knowledge and their application in socio-cultural and labor practice.

Thus, it can be assumed that additional ways of developing and improving professional competence contribute to the creation of a favorable educational climate for the organization, which directly affects the increase in labor efficiency, changing the model of labor behavior from extensive to intensive, as well as the level of motivational background. Considering the importance of developing the professional competence of personnel and the organization itself, it allows us to conclude that the development and improvement of professional competence is a natural need for personnel and contributes to an increase in the level of motivation. However, in order for this need to become the leading one for an employee, it is necessary to create the necessary organizational and educational conditions in the organization.

ANGELA BARKHATOVA
Improving the professional competence of a teacher as a means of improving the quality of education in a preschool educational institution

One of the most important areas of activity, in the context of modernization in the system education, is the development of human resources. Priority of this direction of development education is also fixed in the Strategy for the Development of the Russian education until 2020, GEF preschool education.

“A developing society needs modern educated, moral, enterprising people who can make their own decisions, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, are ready for intercultural interaction, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity.

If a understand the essence of change,then you can determine the most important points: learning becomes activity-developing, which should ensure the formation of personal qualities of pupils, while it is democratic humane, based on joint activities adult and children. These innovations entail significant and qualitative changes, especially in the practice of the work of the educator. Undoubtedly, teacher in the process of education and upbringing - a key figure.

At the present stage, a necessary aspect has become a review of priorities professional activities of teachersECE and bringing it into line with three important legal documents:

GEF DO (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155);

- “On approval professional standard« teacher» (pedagogical activities in the field of preschool, primary general, basic general, middle general education ) (educator, teacher)"(Order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n);

Letter "Model code professional ethics of pedagogical employees of organizations that carry out educational activities» (Ministry of Education and Science of Russia dated February 6, 2014 No. 09-148).

level professionalism educator in accordance with the requirements of the Federal State Educational Standard and the Standard teacher is given great importance.

Educator. What qualities should have a caregiver today?

The most important thing is love for children. Without this, the teacher will not be able to give the children anything. In the preschool educational institution, the main thing is the creation of psychological comfort for children separated from their mother, and conditions for the development of children. The ability to teach a child the amount of knowledge, skills and abilities that he must master by school is, of course, very important, but, as practice shows, if the child is not comfortable in kindergarten, the training will not give the proper result, an individual differentiated approach to each child.

Modern teacher impossible to imagine without such qualities as optimism, vital activity, sociability, mobility, learning ability, ability to keep up with the times, possession computer technology.

At the present stage, a new concept has appeared « professional competence» , which manifests itself in the ability teacher effectively implement pedagogical activity defined by job responsibilities.

What pedagogical competencies should own a modern educator?

Competence innovative work and the search nature of the activity is the ability of educators to develop new or use already known modern technologies, projects educational activities with children; effectively apply those types of cooperation with families that correspond to the goals, objectives and principles of the Federal State Educational Standard; in excellence master the techniques of cognitive and developmental interaction with children, methods educational activities that will help psychological and pedagogical support for positive socialization, personality development of preschoolers and optimization educational process with the entire group of pupils, which corresponds to the principles educational standard.

Communication competence. All teachers should be sufficiently sociable, friendly, patient in interaction with their pupils. They should be able to organize various types of communication both with the entire group of children, and in the course of individual interaction with each pupil. Educators must master various forms, methods and techniques to create social situations of development in their age groups.

predictive competence implies pedagogical educational process and implementation of preschool programs education with their students; planning or anticipating possible changes in the organization educationalactivities with children:

Based on results pedagogical diagnostics,

Taking into account special educational needs of children,

Taking into account the interests and needs of the families of pupils.

It is very important that the modern educator, not only in excellence mastered the content and methodology of working with children, but also carried out pedagogical design and implementation activities educational process, spent pedagogical diagnostics and, on its basis, built and implemented individual educational routes for children. For this he must be a professional in his field thinking, capable of analysis and creative processing of information.

Diagnostic competence. Possessing it, educators must carry out pedagogical diagnostics to use it to analyze your own professionalism through the prism of the individual development of their pupils for the subsequent alignment of individual educational developmental trajectories of children. The main point of diagnostic competencies lies in the ability of the educator to track the effectiveness of their pedagogical impacts on children, to carry out self-assessment pedagogical competencies and their specific self-design in case of their absence. Diagnostic competence, so way, is closely related to the prognostic one.

Didactic competence. Pedagogical technologies is a component preschool didactics. Educators choose or create the technologies themselves to implement the variable part educational program . The volume of the part of the program formed by the participants educational relations, can reach 40% in accordance with GEF. All educators should study modern innovative technologies and apply them to educational activities in accordance with the age characteristics of their pupils.

Informational competence. Educators must attend RMOs, take courses advanced training actively and effectively study the information field pedagogical educational activities of teachers all regions of our country, using periodic pedagogical publications and pedagogical Internet portals.

Cultural and culturological competence provides for the level of general knowledge, the use of children's fiction, knowledge of program verses by heart, possession of prosodic speech components. teachers must own the intonational expressiveness of speech, so that the process of communication of children with the teacher was interesting, fascinating and developing the interest of preschoolers in oral speech, the use of the artistic word. These competencies oblige teachers to knowing by heart program verses, counting rhymes, myrilok, nursery rhymes, proverbs, sayings, riddles, texts for outdoor games with rules and round dance games. These two competencies include the level of general behavioral culture of educators, suggest their conflict-free, tactful, correct model of interaction, built by them with children: authoritarian, democratic, liberal or mixed model.

Competencies of self-education, self-education, self-improvement. These competencies are areas of personal and professional self-improvement of educators. They completely or to a large extent depend on themselves, but the aspect of the guiding influence of the head and senior educator is also important. self-education should be done systematically. These competencies suggest independent study contemporary pedagogical experience. The effectiveness of these competencies is the exchange of experience, the transmission of one's own pedagogical experience and perception of the experience of colleagues in the region and country. This competence in the process of mutual visits, conducting open views by educators educational activities, in speeches at teachers' councils, placement of author's abstracts on the website of the DOO, on pedagogical Internet portals, during the participation of educators in competitions professional skills of teachers of various levels: DOO, municipal, regional, federal.

Competence of intensity of professional activity. This is contemporary requirement implemented throughmotivational need:

AT professional and personal growth of the educators themselves;

The ability to be in a constant innovative mode educational activities of a modern preschool educational institution;

in the ability to carry out educational process in groups at high professional level;

In the ability to accumulate best practices, modern technologies of interaction with children and families of pupils;

The ability to implement on time pedagogical diagnostics and develop and implement in the activities of IOTR for each child;

The ability to adequately assess one's own pedagogical competencies, constantly improve them; show off your pedagogical skills at RMS, in the system of open views, publish your experience in professional journals, be certified for qualification categories;

In the ability to create PPRS in accordance with the calendar and thematic planning (KTP, own ICT technologies and use digital educational resources(DOR) in educational activities.

At the moment there is a problem of formation teacher, which has competence, creativity, willingness to use and create innovations, the ability to conduct experimental work. Systematic work organized with teachers to improve professional competence help bring them to the next level.