Natalia Yakimova
Methodological support for teachers in organizing educational activities in preschool educational institutions
annotation: The article deals with the issue of increasing the level pedagogical competencies from the standpoint of developing a personal and professional position. It is this position that guides teacher on understanding modern realities, motives and ways of interacting with the child. The range of issues related to the content of personnel work with teachers in a preschool educational institution. The model is described methodological support for the organization of educational activities implemented in accordance with the main educational second generation standards, based on MBDOU "Kindergarten No. 66" Cheboksary. Problems in the implementation of this approach are noted.
Keywords: competence, content activities, motivation, design, methodological system, model organizations.
Every person has the potential to move in
natural positive direction.
To each teacher have a sense of self
values, virtues and ability to direct
your life and move in the direction of self-actualization,
personal and professional growth.
V. E. Pakhalyan.
One of the most important areas activities, under conditions 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.
The social order for the training of new generation specialists was formulated in the report of the State Council of the Russian Federation “On educational policy of Russia at the present stage”: “A developing society needs modern educated, moral, enterprising people who can independently make decisions of choice, 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. In modern conditions, the contradiction between the required and actual level of culture pedagogical activity required to implement these areas is deepened.
Modern processes of modernization of preschool education bring to the fore not the formal affiliation of the educator to the profession, but the personal position he occupies, providing an attitude to pedagogical work. It is this position that guides teacher to understand modern realities, motives and ways of interacting with a child (E. V. Bondarevskaya, L. I. Bozhovich, M. I. Lisina, V. S. Mukhina). Only the maturity of the personal, professional position of the educator ensures the replacement of the traditional values of education with the values of the development of the personality of a preschooler and, consequently, an increase in the quality of his education. Legitimacy of the existence of a new concept "competence" in relation to the general education and theoretical ideas of the competence-based approach are substantiated in the works of V.A. Bolotov, O.E. Lebedeva, V.V. Serikova, A.V. Khutorsky.
Pedagogical competence is an assessment category that characterizes teacher as a subject of educational activities in the education system requires professional (objectively necessary) psychological and pedagogical knowledge; professional (objectively necessary) pedagogical skills; professional psychological positions and attitudes teacher required of him by his profession.
The concept of competence teacher is understood by us as a value-semantic attitude to goals and results pedagogical activity expressed in the conscious performance of professional functions. And this is especially valuable, given that such a position of the educator is not an innate quality, it is formed under the influence of all educational environment, including in the process of additional professional education aimed at changing the inner world, which determines the awareness of the actions of the kindergarten teacher.
At the moment there is a problem of formation teacher possessing competence, creativity, willingness to use and create innovations, the ability to conduct experimental work. We believe that systematic work, organized with teachers to improve professional competence, will help bring them to a higher level.
feature methodological activity at the present stage, in our opinion, is the satisfaction of urgent professional needs teacher and ensuring conditions for the inclusion teacher in creative search. Methodical activity, implemented at all levels in accordance with modern requirements, will allow everyone to successfully transition teacher for the implementation of the Federal State Educational Standard. It should be noted that the concept of methodical work.
methodical work is a systematic, purposeful, collective and individual, theoretical and practical activities of teachers to improve your skills. A key condition for improving quality education is a high level of professional competence teaching staff. The system for assessing professional competence in the modern world is the certification of management and teaching staff. Professional development is a process that involves the preservation of acquired qualifications, as well as bringing it in connection with a changing environment, bringing it to a level that corresponds to activities of the institution. Consistency and complexity of advanced training is ensured by the structure of its organizations, which is reflected in the corresponding work plan of the kindergarten.
However, in the modern system of advanced training, the possibilities of theory and practice are not sufficiently used in determining the content and principles of the formation of the professional position of the educator.
The decisive factor in the development of the child today is the personality teacher. The personal and professional qualities and competencies of the educator are now coming to the fore, which allow him to successfully carry out pedagogical activity aimed at creating the necessary conditions for each pupil to receive preschool education. Professional competence is the unity of personal and professional qualities teacher, and increasing the professional competence of the educator is one of the psychological and pedagogical conditions that ensure the development of the child in preschool.
From the position of Mayer A. A. the model of professional competence teacher should contain knowledge about the structure of the process education and about yourself as a subject of professional activities.
According to Mayer, the achievement of the final result - a certain level of development of professional competence - is possible only with the formation of its main components in such sequences: the center of the structural-functional model prof. competence is motivational readiness teacher. The second is theoretical readiness. The third component is technology readiness. The fourth component is performance readiness.
Based on this model, taking into account the requirements of the Federal State Educational Standard for Psychological and pedagogical and personnel conditions for the implementation of DL programs, NIRO specialists Chemeneva A. A., Verbovskaya E. V., Popova V. R. offer a structure of professional pedagogical competence of the teacher(competency model) with the allocation of individual competencies in accordance with the leading types of professional work teacher, which includes methodical, communication, technology, activity, creative, playful and reflective competence. The titles speak about the content of each competence. Deciphering the competencies that need to be developed in teachers in order to improve the quality of the GCD and its effectiveness.
methodical
The educator is able to identify the goals and objectives of his own pedagogical activity; structures and builds the learning process, taking into account the age and individual characteristics of children; carries out pedagogical diagnostics and on the basis of it designs an individual trajectory of the development of the pupil; clearly defines development goals methodological products, knows the structure and content of its various forms and types (program, long-term plan, scheduling, lesson outline, entertainment scenario, etc.); prescribes the necessary methodological support, describes the didactic support for the implementation of the content education;
activity competence in the context of GEF DO.
Oriented in the specifics of DO and features organizations work with children of early and preschool age; owns technologies and principles of effective pedagogical activity based on mutual understanding and mutual respect of subjects educational activities; capable of planning and organize activities: subject, cognitive-research, productive and others; skillfully uses methods and means of analysis of psychological pedagogical monitoring that allow assessing the development of the child in accordance with a specific situation and making timely adjustments to educational process; organizes educational process based on direct communication with each child, taking into account his special educational needs.
Communicative competence in the context of GEF DO.
Creates a favorable environment and comfortable climate for each child, organizes situations of interaction of the child with adults and peers, taking into account their age and individual characteristics; owns a democratic style of interaction between subjects educational process; able to provide emotional support; owns the skills of argumentation and the behavior of an active listener, feedback; capable of linguistic flexibility, speaks clearly and accessible to others; creates situations of verbal and non-verbal interaction of children with each other and with adults in different forms activities.
Reflective competence in the context of GEF BEFORE: their behavior, controls their emotions; aware of his own level activities, their abilities; sees the causes of professional problems, is capable of introspection, self-knowledge, self-development, creative approach in professional activities; analyzes, evaluates and corrects its pedagogical activity in a situation of changing conditions educational process; relates his experience pedagogical activity with the current legislative, regulatory legal framework of DOs.
To plan methodical work to improve the professionalism and quality of work of educators, it is necessary to analyze the staffing of preschool educational institutions. The analysis showed that 60% have higher - special education, 28% teachers have less than 5 years of experience, up to 20 years - 48%, more than 20 years - also 24%, the presence of the first and highest qualification. categories in 54% teachers.
Based on the data obtained, the following tasks:
1) Contribute to the formation of a motivational-value and emotional-evaluative attitude teachers to teaching activities.
2) To study the level of formation of the competence model teachers when viewing and analyzing various forms of work with pupils, including GCD.
3) Create conditions for improving the professional competence of educators, using the most effective forms methodical work.
4) Assist in the acquisition of communicative competence
EXPECTED RESULTS:
1. High level of motivation teachers to develop their professionalism.
2. Formed communicative competence as a basis pedagogical activity.
3. Quality improvement organization of educational activities in preschool educational institutions in particular, the conduct of GCD.
The solution of the tasks set should lead to the achievement of a common goal methodological support: improve the theoretical level of professional competence and increase the practical level of professional competence preschool teachers aimed at the development of both educators and pupils of preschool educational institutions.
methodical criteria: skill pick up and formulate the specific tasks of GCD in accordance with the program requirements and capabilities of children (age and individual, the content of the lesson as a whole, the selection and use of demonstration and handout material.
activity competence is manifested in the following criteria: the use of health-saving technologies, different types and forms organizing children's activities, the presence of components of a developmental lesson is the selection methods and techniques designed to motivate children organization joint activities and independent activities of children.
Communicative competence is manifested in the following criteria: speech teacher, approach to children, communicative interaction of children.
Reflective competence is manifested in the following criteria: children's activities and organization discussion of results children's activities.
We assume that educational activities in the context of the transition of the preschool educational institution to the implementation of the Federal State Educational Standard, it should be focused on the development of the following pedagogical skills, a exactly:
Research: the ability to evaluate an educational event from the standpoint of the requirements of the Federal State Educational Standard (parental meeting, mass event, seminar, etc.); to study the individual psychological characteristics of the child's personality; conduct an analysis of the effectiveness of educational - educational process, methodological work, etc.. at the end of the year or in a separate direction; the ability to conduct self-analysis of work from the standpoint of the requirements of the Federal State Educational Standard;
design: the ability to develop a scenario for conducting an educational event, etc. in accordance with the existing problems, age characteristics, modern requirements in the field of education in the context of the transition and implementation of the Federal State Educational Standard; develop a plan, program activities for a specific period of time in accordance with the goals and objectives of the upbringing and development of children;
Organizational: ability to apply in pedagogical practice modern educational technologies; modern approaches to educational educational activities; the ability to include children in various types activities corresponding to their psychological characteristics and needs;
communicative: the ability to build and manage communicative interaction;
Constructive: the ability to select the optimal forms, methods and methods of educational work; respect the principles (activity approach) implementation educational process.
Despite the achievements in theory and practice in the field of solving the problem of the formation of professionalism teacher, we have to admit that the problem of developing pedagogical and organizational- managerial conditions for the formation and improvement of professional competence requires special attention. Especially in the field of developing mechanisms for implementing and managing the model educational activities in the pedagogical process.
Under the model, we mean a system of interrelated components, including the development (objectively necessary) professional pedagogical knowledge and pedagogical position, management of professional competencies teachers. The work of the preschool educational institution in the development mode makes it necessary to rethink and build the management system in a new way, involving educators to develop, application and implementation of management decisions. Requires an active restructuring of previously established work experience in the direction of changing the main content activities and applied approaches, building a new model of interaction.
Unfortunately, not all teachers ready for the changes that are taking place. Practice shows that in some cases, formally declaring the transition to new standards, the educator retains the same content. educational process, mechanically applying technologies of new content, which causes even greater emotional rejection of innovations by part teachers. Row teachers It turned out that it is not easy to motivate yourself to accept and include in the implementation of the ongoing changes. A major role in this is played by educational psychologist, priorities in activities which has undergone significant changes.
Open views play an important role in the system of advanced training teachers and in the educational process in general.
Review competition is a way to test professional knowledge, skills, abilities, pedagogical erudition, the ability to evaluate results by comparing their abilities with others.
To improve the skills of personnel, information conditions were created that ensure an increase in the efficiency of the management process, the formation of an information culture among all participants educational process; organization exchange of professional experience activities through the creation of a creative report, photo and video reports, publications from work experience; placement of materials on the website of the preschool educational institution, educational methodological complex OOP DO.
So way, the effectiveness of the formation of a professional position in the process of advanced training is ensured by a set of created conditions. These include psychological pedagogical conditions:
1. Formation of motivation pedagogical activity, updating and enriching the experience of the educator (presentation of activities, internships, mentoring, advanced training courses, open viewings);
2. Organization interaction of a psychologist with a kindergarten teacher (ensuring reflection activities) ;
3. Organization of methodological support- creating a program self-education as an important factor in the development of each teacher(school of young teacher, information and communication technologies, mastering educational technologies(seminars, trainings, coaching and consulting together with specialists from the Chuvash Republican Pedagogical University named after. I. Ya. Yakovleva (ChGPU);
4. Organization integrated accompanying a child;
5. Availability of a system for stimulating educators;
6. Development and release of information, teaching aids.
Used Books:
1. Belaya, K. Yu. Methodical work in the preschool educational institution: Analysis, planning, forms and methods. M.? 2007
2. Vershinina N. B., Sukhanova T. I. Modern approaches to planning educational work in the nursery garden: reference- teaching materials. Volgograd. 2008
3. Vinogradova N. A., Miklyaeva N. V. Quality management educational process in the preschool educational institution. M., 2006
4. Volobueva, L. M. The work of the senior educator of the preschool educational institution with teachers. M., 2003
5. Report of the State Council of the Russian Federation “On educational Russian policy at the present stage" 2012.
6. Miklyaeva N. V., Miklyaeva Yu. V. Diagnostics and development of professional skills preschool teachers. Toolkit. M., 2008
7. Miklyaeva, NV Innovations in kindergarten. M., 2008
8. Slastenin V., Isaev I. Professional competence teacher. Tutorial. M., 2012
Methodological support is a set of measures aimed at supporting teachers with different skill levels. This is the definition used earlier in the scientific literature. Over time, the educational process and everything has become much more complicated. Today, educational activities are being modernized everywhere, various educational technologies are being introduced. Participants in the process have new opportunities and completely new needs. All this leads to a significant complication of the content of methodological support for the activities of teachers.
History reference
Concepts such as "methodical service", "methodical work" began to be used at the beginning of the 20th century. However, some information about the origin of these forms of activity can be found in the sources of the 19th century. For example, in the Regulations on gymnasiums of 1828, it is recommended to form teachers' councils to discuss the methods and content of education.
In the second half of the 20th century, so-called congresses of teachers began to be convened. Exhibitions of didactic material, pedagogical works made by students and teachers were prepared for them. At such congresses, participants read reports on their successes, shared problems with colleagues. In addition, the lessons attended by the trustees of educational institutions were analyzed. All this suggests that already in those years the key components of methodological activity began to be determined. At the same time, subject sections began to appear - the prototypes of the associations of pedagogical workers that exist today.
Since the end of the 20th century in the literature began to use the term "methodological support".
The origins of the system
A significant event in the history of the formation of the foundations of educational and methodological support was the All-Russian Congress, dedicated to the issues of public education and held from January 5 to 16, 1914. It was the first time that the need to form a service of teacher-instructors was announced. They were to receive theoretical and practical training and be elected by teachers' organizations. The duties of such teacher-instructors included trips to different schools, demonstrating the latest teaching methods and techniques to teachers, reading reports, and also checking the results achieved by educational institutions.
In the 1920s The Soviet government announced a course towards the elimination of illiteracy. A stream of non-specialists poured into the schools, and the methodological support of teachers acquired particular relevance. The management of such activities was entrusted to specialized "bureaus". Subsequently, they were transformed into methodological rooms, some of which became institutions for the improvement of teachers.
Creation of an organizational base
In the 1930s in the first editions of the Regulations on pedagogical (methodological) offices, the duties of methodological workers were reflected. They included the following:
- Attending lessons and analyzing the activities of teachers.
- Advisory assistance to teachers.
- Planning, organizing and holding meetings of methodological groups and associations.
- Review of scientific literature.
- Generalization, dissemination of pedagogical experience.
By the 1960s, forms of methodical work had formed, which later became traditional. In the same period, the first serious scientific studies related to them began to appear. So, for example, in his dissertation, V. T. Rogozhkin identified 3 key organizational forms:
- Teachers' Council.
- Method association.
- Self-education.
A new round in the development of the system
At the end of the 20th - beginning of the 21st century, there was a change in the scientific paradigm. Today, methodological support is the key to understanding the preservation and strengthening of pedagogical traditions, stimulating innovative search, and improving pedagogical skills. Teaching activity in the conditions of modernization of the educational system is very multifaceted. It is closely connected with the conduct of the Unified State Examination, the introduction of specialized education, and the improvement of not only the structure, but also the content of education. One of the key areas of system modernization is the introduction of psychological methods into the pedagogical process.
Tasks and goals
As the publications show, the main goal of the methodological support system is to increase the professional level of a teacher. The problem of insufficient qualification of the teaching staff does not lose its relevance today.
One of the most important tasks of methodological support is the implementation of new programs aimed at reforming the educational system.
Component composition of the system
In the structure of the methodological support of the educational process, the following aspects are distinguished:
- Diagnostic and analytical.
- Value-semantic.
- Methodical.
- Prognostic.
The methodological block, in turn, includes the following modules:
- Information and methodical.
- Organizational and methodological.
- Experimental implementation (practical).
It involves providing the teacher with the necessary information about modern educational technologies, providing advisory assistance, etc.
Stages of implementation of methodological programs
The introduction of scientific and methodological developments should be carried out in stages. Only in this case, you can expect a positive effect from the work. The main stages of the implementation of programs for methodological support are:
- Problem diagnosis.
- Search for solutions. For this, information sources are used, including the Internet.
- Discussion of the found options, selection of the most appropriate solution.
- Assistance in the implementation of the selected option.
Forms of work
Program and methodological support is carried out through:
- Consulting, assistance to creative groups, tutoring, teachers' councils, seminars. This direction involves mainly the transfer of information. In this case, the forms can be any. They can be conditionally divided into passive (speech at the teachers' council, questioning, familiarization with printed publications, etc.) and active (discussions, trainings, etc.).
- Formation of organizational and methodological conditions for attracting teachers to various events. We are talking, in particular, about courses, conferences, round tables, workshops, master classes, etc.
Methodological support of the child (as a full participant in the educational process) can be carried out with the help of modern educational technologies, including the remote method, through dialogue, games, focus groups, etc.
Recently, such a form as "Skype escort" has become popular. It involves remote step-by-step individual training. This form of methodological support of the educational process is not limited to the number of sessions. Each subsequent meeting begins with checking homework. If it is not performed or performed incorrectly, then the session is not held.
Key conditions
The effectiveness of methodological support both in preschool educational institutions and in general educational institutions is ensured by:
- the inclusion of the teacher in events related not only to his professional, but also to his spiritual development;
- studying the teacher's personality in its various aspects, creating situations aimed at developing his potential;
- improving the psychological and material mechanisms for managing the educational process, focused on increasing motivation for professional growth.
The role of methodological support in the modern educational system
Today, high demands are placed on graduates of schools and universities. Only highly qualified teachers can educate a person who is able to quickly adapt to constantly changing conditions of life, successfully self-actualize. This means that teachers must have not only psychological, pedagogical, didactic, subject skills and knowledge, but also sufficient potential, the key components of which are internal beliefs, values, and attitudes.
It is on the development of all these qualities, knowledge, skills that methodological work in an educational institution is aimed. The key condition for its effectiveness is the active participation of the teacher himself in the process of self-development and self-realization.
Scientific and methodological support ensures the socialization and adaptation of the teacher. So, taking an active part in the process, the teacher receives a certain status and secures it for himself. Moreover, he gets the opportunity to solve the problem associated with professional self-preservation, overcoming the gap achieved from the new requirements for the educational process. Methodological support helps the teacher to get rid of outdated views, increases his susceptibility to changes taking place in society. As a result, the teacher becomes more competitive.
The main thing in methodological support is the provision of effective, real assistance. It is a complex of practical measures based on scientific achievements, advanced pedagogical experience. Methodological support is aimed at a comprehensive increase in the professional skills and competence of the teacher, the realization of the creative potential of each teacher individually and the entire staff of the educational institution. Ultimately, this will lead to an increase in the level of upbringing, education and cultural development of students.
Requirements for a modern teacher
Modernization of the domestic pedagogical system, updating all elements of the educational process. At present, the teacher creatively, comprehensively, at a high professional level should be able to solve complex problems, in particular:
- Conduct a diagnosis of the level of development of children, formulate realistic tasks and set achievable goals for their work and the activities of students.
- Choose educational means and methods of learning that meet modern living conditions and the requirements of society, while taking into account the cognitive abilities and social characteristics of students.
- Track and evaluate the results of their work and the activities of children.
- Develop and implement various educational programs, use well-known and offer their own innovative ideas, methodological techniques, technologies.
- Provide learning activities for students.
All these requirements determine the role of the modern teacher not as an ordinary "subject teacher", but as a researcher, psychologist, technologist. In this regard, methodological work is of particular importance and contributes to the development of pedagogical skills.
Conclusion
Due to the fact that methodological activity can have a significant impact on the quality of education and training, on the final performance of an educational institution, it can be considered as one of the most important factors in managing the pedagogical system. Accompaniment and support are mainly related to overcoming specific difficulties that arise for the subjects of the educational process. Methodological activity involves pre-planned continuous work aimed at preventing problems in the development of new educational technologies. At the same time, the subject of the educational process independently determines whether he needs support or not.
"Methodological support for preschool teachers as a necessary condition for improving the quality of education."
On an annual basis for the 2016 - 2017 academic year, adoptedat the Pedagogical Council of MDOU "Center for Child Development - Kindergarten No. 1
"Dream" of the city of Rtishchevo, Saratov region "from" August 30, 2016, p Protocol No. 1 spelled out sectionVI. methodical work,
Which included:
- Open views of pedagogical activity, mutual visits;
- Training seminars, workshops;
- Consultations;
- mentoring;
- The work of the methodical office;
- Self-education.
- Certification schedule;
- Professional retraining and advanced training courses.
SLIDE 13
STAFF ANALYSIS
By level of professional education
To date, the Center continues to work on the formation of a cohesive, efficient team of teachers.
8 teachers have a high potential for personal development, striving for self-development and development of interaction with surrounding colleagues.
12 teachers are more prone to a performing role in teaching activities and in establishing relationships in the team, they do not show creative initiative.
6 teachers with great creative potential, but have difficulty in establishing contacts with colleagues (uncertainty in their abilities, low level of responsibility for the performance of professional duties). This is due to the constantly changing composition of the teaching staff. During the first half of the year, the team changed by 30%, which is due to the young contingent of teaching staff. Nevertheless, positive dynamics is observed and confirmed by formal indicators, where there is a steady increase in the number of teachers with higher professional education. 14 people were sent for retraining and education.
SLIDE 14
Comparative diagram of the educational level of pedagogical workers of preschool educational institutions for 3 years
There is an increase in the number of teachers with a qualification category.
SLIDE 15
Table "Qualifications of teachers"
SLIDE 16
Comparative diagram of the qualification level of pedagogical workers of preschool educational institutions for the last 3 years
SLIDE 17 Table 4 Awards, titles have 5 teachers
SLIDE 18 Table "WORK EXPERIENCE OF TEACHERS"
experience
SLIDE 19 Comparative chart of work experience
Pedagogical workers of preschool educational institution for 3 years
SLIDE 20
Age characteristics of the teaching staff (in percentage and quantitative ratios).
SLIDE 21 STABILITY OF THE PEDAGOGICAL TEAM
SLIDE 22 An analysis of teachers' competencies is presented in Table 8
SLIDE 23 PHOTO COPIES OF CERTIFICATES OF COMPLETION OF ICT COURSES, CERTIFICATES ON PUBLICATIONS OF TEACHERS, MULTIMEDIA PRESENTATIONS, PROJECTS.
SLIDE 24 Questioning and/or testing:
SLIDE 25
PHOTOS OF TEACHERS PERFORMING TASKS
SLIDE 26
In the practice of the methodological service of the Centerthe system of individual support of teachers is used.
The choice of the optimal variant of methodological work involves a comprehensive study of the personality and activities of the preschool teacher. The support system is based on the distribution of teachers into groups, taking into account the experience of teaching, as well as a differentiated approach to the teacher in accordance with the results of pedagogical monitoring.
SLIDE 27-28 Problematic analysis of the professionalism of teachers based on the results of diagnostic activities
SLIDE 29
Filling in pedagogical passports allows you to conditionally divide the teaching staff into 4 conditional groups:
SLIDE 30
Effective forms of work with the teaching staff
SLIDE 31
MAIN METHODS OF INTERACTION WITH TEACHERS OF THE DOE:
Pedagogical hour, consultations,
Electronic page and electronic mechanism for collecting information through e-mail.
The most effective and popular among teachers are the following forms of work:
Master Class
Pedagogical workshop
creative laboratory.
SLIDES 32-35 “Solution of annual tasks in various forms»
SLIDE 36
PHOTOS OF SEMINARS-WORKSHOPS, ESSAYS, COPIES OF CERTIFICATES OF PASSING THE CPC, COPIES OF DIPLOMAS AND DIPLOMAS FOR VICTORY IN PROFESSIONAL COMPETITIONS, OPEN VIEWS, MASTER CLASSES, SCREENSHOTS OF E-MAIL PAGES, CONSULTATIONS.
The next priority activity of the methodological service is the adaptation of young professionals who do not have professional experience.
SLIDE 37-38 Mentoring
Mentors have plans to work with young professionals, carry out individual work to provide practical, theoretical, methodological and psychological and pedagogical assistance to teachers.
Gradually, with the support of a mentor, a young teacher begins to introduce the existing theoretical knowledge and skills into the practice of working with children and their parents. A mentor helps to master the art of communication, to find an approach to any parent, and through him to learn as much as possible about the child, and in general to establish a trusting relationship with children, and in the future to win the love of children and the respect of their parents. Mentors and young specialists, when attending classes and regime moments, fill out a notebook of mutual visits.
SLIDE 39 WORK PLAN "SCHOOL OF YOUNG TEACHER"
SLIDE 40 Stages of professional development of a young specialist
Stage I - internship (first year of work). A graduate of a college or university realizes his abilities as a teacher, begins to understand his importance for children, their parents, and the entire staff of the preschool educational institution. In practice, he applies the knowledge and skills acquired in the educational institution. Awareness of insufficient knowledge of the content of work with children makes him engage in self-education.
Stage II - developing (2-3 years of work). There is a process of development of professional skills, accumulation of experience, search for the best methods of influencing a group of children in the process of upbringing and educational work, one's own style of work is being developed, there is an interest in the experience of colleagues.
III stage - formation (4-5th year of work). In the activities of the teacher, a system begins to take shape.
Stage IV - improvement(more than 5 years of work), self-development, mastering new pedagogical technologies.
SLIDE 41 Interactive forms and methods at work
with young professionals
PHOTO
SLIDE 42 WORK OF THE CREATIVE GROUP
The composition of the creative team:
PHOTO
Meetings of the creative group are held on the first Monday of the month, at which, in accordance with the plan, regulations are developed on the organization and holding of reviews and competitions at the Center.
PHOTO
SLIDE 43 The work of the methodical office
Expansion and modernization of methodological equipment
PHOTO
Replenishment of the media library fund
PHOTO
Accumulation and systematization of materials created by teachers
PHOTO
Development of materials (electronic version) on the subject of pedagogical councils
PHOTO
Placement of materials of teachers and specialists on the site
PHOTO
Edition and publication of conference proceedings
PHOTO
Replenishment of the fund of methodical, scientific-practical, periodical, informational literature
PHOTO
SLIDE 44 self-education.
All teachers work according to individual plans for professional development. When drawing up individual plans and choosing a methodological topic, teachers in May submit an “Explanatory Note”, which indicates the relevance of the choice of this topic (after the analysis of pedagogical diagnostics, I highlight the problem, determine the goal and set tasks, justify the use of funds) and develop a plan, determining ways implementation.
Self-education work plan
SLIDE 45 Methodological topics on self-education of teachers
SLIDE 46 PHOTOS OF SELF-EDUCATION FOLDERS
SLIDE 47 Schedule for certification of pedagogical workers and
SLIDE 48 Schedule for certification of teaching staff
SLIDE 49 INTER-CERTIFICATION PERIOD
SLIDE 50 Professional retraining and advanced training courses.
In the period from 2015 to 2016, 23 people completed advanced training and retraining courses, which is 85% of the total number of teachers, including the use of distance learning technologies and training in the form of webinars.
Professional retraining courses
Refresher courses according to GEF
SLIDE 51
From April to October 2015, advanced training courses for the period from April to October 2015 under the additional professional program "Active approach to the educational process in the context of the implementation of the GEF of preschool education" were completed from 26 people - 23, which is85% (specialists and newly arrived employees did not pass the courses)
SLIDE 52
During the academic year, 2 educators of the speech therapy group completed advanced training courses
SLIDE 53
∙ Clarity in the organization of professional activities.
∙ Variety of methods and techniques of working with children.
∙ Dynamics of pedagogical support for the individual development of the child during the year.
∙ Emotionally favorable microclimate in the group.
∙ Information security of each direction of work.
∙ Popularity among pupils, parents, colleagues.
∙ The breadth of coverage of problems solved through social ties with state and public structures.
∙ Pedagogical expediency of methodological support.
∙ Availability of publications, generalization and presentation of experience at the municipal, regional, federal and international levels.
∙ Improving the pedagogical skills of teachers through their involvement in competitive projects.
SLIDE 54
Information about the participation of teachers of the Central Regional Development Center of the MDOU - Kindergarten No. 1 "Dream", Rtishchevo, Saratov Region, in competitions at various levels
SLIDE 55
Municipal competitions:"Best Pedagogical Website", "Fair of Pedagogical Ideas", "Triumph of Excellence",
Regional competitions"Leaders of Preschool Education" "Saratov Today"
All-Russian competitions:"Talents of Russia", "Requirements of the Federal State Educational Standard for the system of preschool education", "My master class".
International competitions"The best master class"
SLIDE 56
Teachers actively:
Representing work experienceregional MO "Kaleidoscope of pedagogical ideas",the topic "Organization of joint project activities of adults and children in the framework of the implementation of the GEF DO";
Take part inAll-Russian seminars "Self-education of a teacher - the basis of the professional competence of a teacher", "The creative activity of the teacher as a necessary condition for the creative development of children", in about the All-Russian remote autumn festival of educators"Creativity of teachers"on the Giftedness.RU portal www.ya-odarennost.ru
in the all-Russian webinars "Implementation of a system-activity approach in the learning process", "Self-education as a necessary condition for improving the professional competence of a teacher", in the all-Russian distance competition of teachers "Vernissage of fine arts".
In order to improve competence in the use of ICT technologies, educational and methodological materials posted on the portal are being studied."Open Education".
Participation in municipal and all-Russian professional competitions is a desire not only to transfer one's own, but also to perceive someone else's experience, professional ambition, and competitiveness. The very fact of participation in any professional competition, regardless of the result achieved (victory or participation), definitely testifies in favor of the applicant, as it characterizes his desire for continuous improvement of professional competence, opportunities for professional growth.
The results of the work of self-education was the use of positive pedagogical experience in the organization of educational and educational activities of a preschool institution.
In the 2015-2016 academic year and in the first half of the 2016-2017 academic year, work was organized to improve teaching skills, active teaching methods were used, and the experience of teachers was used.
Before methodical The tasks of the Child Development Center are:
1. Creating an educational environment allowing to realize the creative potential of each child, teacher, and the entire teaching staff.
2. Orientation of teachers to self-education, self-development, self-improvement.
Since the beginning of the academic year, 17 teachers and specialists have taken part in municipal meetings of methodical associations and seminars. On the basis of MDOU, a seminar "Generation NEXT" was held in October
Professional development of a preschool teacher -this is a long process, the purpose of which is to form a person as a master of his craft, a true professional.
SLIDE 57
A model for organizing methodological support, which was created at the Center on the basis of diagnostic and prognostic activities. When creating a monitoring system aimed at tracking the level of professional competence of preschool teachers and improving the quality of education, it is possible to actively involve preschool teachers to participate in competitive projects. Only by studying the personal and professional qualities of a teacher and through the creation of each teacher's own style of pedagogical activity can one achieve a high quality of education in a preschool educational institution.
Model of methodological support in the preschool educational institution
SLIDE 58
Properly organized methodological support of teachers contributes to the development of the professional competence of a particular teacher in the field of the content of preschool education, the development of his erudition, as well as the necessary for a teacher - the practice of personality traits and qualities.
A modern teacher should be competitive and be able to position himself in a preschool educational institution.
In the organization of methodological support:
Conditions are being created for the dissemination and implementation of practical experience in
activities of other educational organizations;
A mechanism is being created to reflect, store and analyze the results of pedagogical monitoring of the implementation of the BEP DO.
SLIDE 59
In the education quality management system (new approaches and technologies, novelty in the system of interaction with partners):
A mechanism has appeared for obtaining results and for correcting the educational process in a preschool educational institution;
Teachers have the opportunity to independently and competently assess the quality of education in preschool educational institutions and the implementation of educational tasks in groups, in relation to each child;
There was an opportunity to expand the prospects for the development of educational institutions, to define new goals, to expand the space of educational areas.
In the organization of professional activities and professional development of a teacher:
− increased professional competence of preschool teachers;
− the teacher's interest in monitoring and in the positive dynamics of the effectiveness of mastering the program has increased, the methods for monitoring and correcting the individual development of the child have changed;
− increased cohesion in the work of the teaching staff, informal acceptance and achievement of common goals, the implementation of common tasks.
The tasks set in the current academic year have been fully implemented and contributed to the achievement of key results.
Sufficient level of regulatory support for monitoring activities.
A sufficient level of methodological activity is the activity to create methodological products.
A sufficient level of influence of innovations for the goals and objectives of the Federal State Educational Standard, including the professional development of teachers.
SLIDE 60
Planned for the new academic year:
* continue the organization of mentorship, providing psychological, pedagogical and methodological assistance to young professionals;
* encourage teachers to improve their skills;
* intensify work with parents, inviting them to consultations, open events;
* to send pedagogical workers who need advanced training in various areas of children's development and mastering the technologies of developmental education (speech therapists, music directors, teacher - psychologist, physical education instructor).
SLIDE 61
The result matches the following parameters:
1) conscious readiness of preschool teachers to implement new educational standards;
2) the subjective position of the teacher in relation to the implementation of the Federal State Educational Standard of preschool education,
3) increasing the professional competence of teachers;
4) activation of pedagogical reflection of one's own professional activity;
5) self-realization of the teacher in professional activities.
All forms of methodological work aimed at methodological support and support of teachers are presented by K. Yu. Belaya in the form of two interrelated groups:
- group forms- pedagogical councils, seminars, workshops, consultations, methodological exhibitions, mutual visits and collective reviews of the pedagogical process, creative microgroups, schools of excellence, work on common methodological topics, business games, brainstorming, etc.;
- customized molds- self-education, individual consultations, interviews, internships, mentoring, teacher's diary, etc.
The organization of a common methodological space is carried out through the activities of the pedagogical council, which is a creative workshop of teachers together with a senior educator. Conducting teachers' councils according to the traditional method does not teach teachers new knowledge and experience. Updating the forms and content of the teachers' councils make it possible to make decisions and make choices, exchange opinions, communicate with each other, and cooperate. Therefore, the modern work of teachers' councils is built on the basis of dialogue, it is a free exchange of views of the pedagogical community on ways to solve problems, and not passive listening to reports; training in analytical activity on the example of the analysis of pedagogical situations, modeling of psychological and pedagogical situations, individual and group consultations on specific problems that arise during the implementation of the educational process, open views of various types of children's activities, regime moments, and not just classes, etc.
On the basis of interactive learning, topical issues are discussed together, problems are solved collectively, etc. This allows you to see how colleagues work, use their positive experience, and realize your shortcomings. Currently, many forms of such interactive group work have been developed: business games, master classes, pedagogical trainings, professional skills competitions, workshops, workshops, collective viewings, competitions, conferences, pedagogical readings, consultations, mentoring, self-education. They are used to improve the socio-psychological and pedagogical culture of teachers, the development of communicative skills and abilities through the pedagogy of cooperation.
Based on the collected data, the level of professionalism of teachers of a preschool educational organization is analyzed, and programs for their professional growth are drawn up. Today, the opportunities for advanced training and additional education for teachers of a preschool educational organization are wide, and the forms of their activation are different for improving professional skills. Successful professional development of specialists is achieved through a combination of various forms of work: regular completion of advanced training and retraining courses, acquaintance with new technologies for teaching and educating preschoolers, interaction with parents through specialized publications - magazines on preschool education, methodological literature, participation in competitions held by publishing house. The periodicals publish both the theoretical foundations of the activities of specialists in the field of preschool education, and practical developments (author's developments of teachers) for use in the educational process.
For example, according to the order of the Ministry of Education of the Moscow Region dated December 28, 2009 No. 2804 “On the organization of a regional system for advanced training of pedagogical and executive employees of educational institutions in the Moscow Region”, preschool educational organizations are actively restructuring and organizing various additional forms of training for teachers on the ground. The increase in the competence of teachers is facilitated by their participation in regional events: thematic and scientific-practical conferences, training and problematic seminars, round tables. The forms of work are determined taking into account the categories of teachers, their level of preparedness, experience and education.
An effective form of managing teachers and improving their qualifications in a preschool educational organization is the organization of work problematic or creative team under the guidance of a senior educator, which is created from experienced, highly qualified, creative teachers interested in studying and disseminating advanced pedagogical experience. Such a group allows solving a number of tasks: the accumulation of pedagogical materials, the development of regulatory and legal documentation (for example, provisions on monitoring the quality of the educational process), analysis of the results of activities on a methodological topic, etc.
Can be distinguished methodical associations, which are formed from experienced highly qualified teachers capable of creative work, their goal is the implementation of practical measures based on the achievements of science and best practices and aimed at improving the professional skills of each teacher, developing the creative potential of the teaching staff as a whole, which contributes to improving the quality of preschool education. At the same time, the increase in the competence of teachers of a preschool educational organization is implemented through a system of various forms of methodological work: the work of a kindergarten on a methodological topic, self-education.
The kindergarten can also be created innovation advice. Its activities are aimed at combining the innovative potential of employees, practical updating of the content of the educational process, which is in demand by the new pedagogical situation and affects the strategic management of the development of the kindergarten itself. The activity of such a council allows a preschool educational organization to work in an innovative mode, to form employees' readiness to master and introduce theoretical innovations into practice.
The introduction of innovations is carried out in stages:
Stage I - assistance to teachers in mastering theoretical knowledge in the field of innovation, lectures, problematic seminars, round tables, discussions, interactive games, independent work and other forms are organized with the invitation of representatives of science, there can be online consultations in order to identify problems and finding ways to solve them;
II stage - development of a concept, a program of innovative content, implementation and testing in the educational process, for example, the development of projects;
Stage III - generalization of the pedagogical experience of a teacher or a creative group and dissemination through participation and presentations at conferences, publication of printed publications, etc.
Innovations include competitive work, the work of experimental and internship sites. Competitive work is carried out both within the kindergarten (for example, a competition of visual material, a competition of pedagogical ideas, pedagogical skills), and in society (at the municipal, regional, federal levels). This is a special organization of methodological work with the active involvement of teachers, which allows you to improve their professionalism, provides an opportunity to look at your work differently, get acquainted with the experience of colleagues, and get satisfaction from creativity.
For example, at the beginning of such work, you can conduct training according to the method of E. de Bono "Six Thinking Hats"» . The purpose of this training:
- show the process of creating, mastering and disseminating innovations that ensure the modern quality of educational activities in a preschool educational organization;
- increasing the scientific and pedagogical potential of a preschool educational organization through the inclusion of teachers in research, experimental and experimental activities on topical issues;
- formation of motivational, methodological and technological readiness of teachers to master innovations.
During the training, teachers, having become acquainted with innovative experience, can express their opinions and concerns, show feelings by putting on hats of six colors:
Then you can organize a discussion for teachers with interactive tasks "Ladder of Innovation". In the course of this form of methodical work, teachers, who have decided on the composition of microgroups and the topics of work of their group in an innovative context, determine the stages of work, build the logic of the process of creating and mastering innovations, using a ladder model. This form of work makes it possible to construct an innovation “from theory to practice”, moving along the steps, to determine the theoretical, methodological and didactic content of the methodological products produced by them.
Such an innovative mode of functioning involves the work of experimental sites, the activities of which are related to the search, development and testing of new pedagogical ideas, findings or discoveries, their inclusion in the educational activities of the organization. For this, a concept, a program of the experimental site, an action plan are being developed, which are implemented in the form of research projects, seminars, round tables, master classes, providing advisory support to teachers from representatives of science, stimulating and developing pedagogical creativity, generalizing pedagogical experience, creating methodological developments and their dissemination.
The final level of innovative and methodological competence of teachers and its dynamics is studied by a kindergarten methodologist with the help of an expert assessment according to several criteria Romashkova EI Card file of forms of cognitive activity of students. M. : TTssfera, 2005.
SUPPORT TECHNOLOGIES
PROFESSIONAL AND PEDAGOGICAL ACTIVITIES
TEACHERS IN THE CONDITIONS OF THE IMPLEMENTATION OF GEF
ANNOTATION
The article describes the features and problems of organizational and methodological support and methodological support for the activities of teachers in the changing conditions of the development of education and the implementation of the Federal State Educational Standard. The content, forms and conditions for the implementation of organizational and methodological support, its role and place in the system of work of MBOU secondary school No. 4 are determined.
An important condition for the implementation of the Federal State Educational Standard of basic general education is the creation of a system of methodological work that provides support for the activities of teachers at all stages of the implementation of the requirements of the Federal State Educational Standard.
The successful organization of methodological work is one of the important directions in the development and functioning of each educational institution. One of the conditions for the readiness of an educational organization for the introduction of the Federal State Educational Standards LLC is the creation of a system of methodological work that provides support for the activities of teachers at all stages of the implementation of the requirements of the Federal State Educational Standards LLC.
The plan of organizational and methodological support in pedagogy is considered through the consistent implementation of the following steps:
diagnosing the essence of the problem;
information retrieval of methods for its solution;
discussing options for solving the problem and choosing the most appropriate way to solve it;
providing primary care during the implementation phase of the solution plan.
The following methods and means of organizing such activities can be used: modern learning technologies, including information and communication, distance learning, games, dialogue, focus groups, tutoring, team building and others.
It is important for us that these methods contain a reflexive basis as a necessary element and indicator of the quality of interaction in the system of continuous professional development.
PROBLEMS
When implementing organizational and methodological support for the professional growth of teachers, we have identified the following problems:
1. Lack of a developed structure for organizing activities for organizational and methodological support of teachers of various categories and skill levels.
2. Lack of developed systems for control, diagnostic and monitoring activities.
3. Insufficiently developed forms of interaction with other organizations in the system of advanced training.
4. Formation of relationships and interaction with methodological services of schools.
5. Difficulties in organizing platforms for “demonstrating” the productivity of teacher projects in the form of methodological competitions, creative reviews, festivals, joint exhibitions of teachers and students, presentations, etc.
TARGET LOCATIONS OF SUPPORT:
1. Accompaniment in pedagogy is considered a special type of interaction aimed at creating favorable conditions for the development of subjects of interaction;
2. Organizational and methodological support is a holistic, systematically organized activity in the system of continuous professional development;
3. The purpose of organizational and methodological support is to promote an independent search for optimal solutions, based on existing experience;
4. Organizational and methodological support in the system of continuous professional development is characterized by multifunctionality.
Allows you to get a positive result in their achievement a single methodological theme of the school"Professional Standard of a Teacher as an Objective System for Evaluating a Teacher's Qualification" and implementation of the module of the School Development Program for 2015-2018"Improving the teaching staff".
PRINCIPLES:
Our support principles include:
the responsibility of the subject for choosing a solution (the one who accompanies has only deliberative rights);
the priority of the interests of the person being accompanied, the continuity and consistency of support;
individual approach, prioritization of independent learning demand for learning outcomes in practice.
It is necessary to determine the difference between organizational and methodological support from another common way of providing assistance to subjects of education - methodological support, which, like organizational and methodological support, is implemented in the field of education and is part of continuous professional development.
By methodological support, we mean different types of methodical work to achieve the goal. The purpose of methodological support is to master the content of training based on rational teaching methods; increasing the level of general didactic and scientific and methodological readiness of students to implement the tasks of new educational standards; exchange of experience between students, identification of features, specifics, risks of implementing standards and development of measures to prevent them.
in-depth study of the foundations of the theory and practice of social processes in society;
study of new methods of education and upbringing based on the experience of teachers, innovators and creatively working teachers;
study of regulatory documents of the governing bodies of education;
acquaintance with scientific discoveries, rationalization proposals in the field of educational and educational-methodical work;
study of psychological and pedagogical literature on the issues of training and education of students, as well as on the problems of managing the educational process in a general education institution;
studying the best practices of colleagues in the school, city, district and more;
work on a single methodological theme;
search, generalization, analysis and implementation of advanced and managerial experience of educational institutions in various forms.
methodological support of self-education and self-development of teachers through the certification mechanism;
development, analysis and implementation of modern methods of education and upbringing;
development of a system for monitoring the educational process at school through the introduction of a test, diagnostic base;
educational activities and information support for teachers;
a system for demonstrating the results of the work of pedagogical workers.
Thoughtful and systematic methodological work aimed at improving the professional competence of teachers in the context of the implementation of the Federal State Educational Standards LLC is carried out throughsystem of such events as:
meetings of subject methodical associations;
thematic pedagogical councils;
meetings of the scientific and methodological council of the school;
meetings of the permanent working group;
practice-oriented, problematic and educational seminars;
trainings;
training and advisory platforms;
institutional, municipal and district workshops and round tables;
"open" educational and extracurricular activities;
institutional, municipal, district and all-Russian competitions of pedagogical skills, innovative forms of training sessions, pedagogical developments.
Theoretical prerequisites organization of methodological work in educational institutions are the works of scientists: M.M. Potashnik, T.I. Shamova, P.I. Tretyakova, Yu.A. Konarzhevsky, L.P. Romadina, T.N. Makarova, V.M. Lizinsky, Yu.K. Babansky and others.An analysis of studies on the problem of support (N. G. Bityanova, O. S. Gazman, G. A. Davydova, E. I. Kazakova, M. S. Polyansky, I. P. Solovieva, etc.) made it possible to establish that support is an independent sphere of pedagogical activity, generated by the humanization of education.
MANAGEMENT OF SUPPORT OF PROFESSIONAL ACTIVITIES OF TEACHERS
Understanding support as a management technology allows us to solve the problem of organizational and methodological activities in teaching teachers, both in the course and intercourse period.
Analysis of the theory and psychology of management (V. S. Lazarev, M. M. Potashnik, V. Yu. Krichevsky, A. I. Kitov, V. D. Shadrikov, M. Markov) made it possible to clarify the component composition (structure) and content of the organizational - methodological support: diagnostic-analytical, value-semantic, methodical, prognostic. There are three modules in the methodological block: information-methodical, organizational-methodical and practical (experimental-innovative). The organizational and methodological module is aimed at organizing and conducting a system of various methodological measures to improve the qualifications of teachers: seminars (problem-targeted, scientific and methodological, design, etc.), round tables, internships, thematic individual and collective counseling.
Reflexive management of continuous professional development of teaching staff is planned for implementation in the following areas:
Organization of work on the implementation of a quality management system in educational institutions.
Modeling a system of advanced training in the context of a competency-based approach.
Diagnostics of the educational needs of teachers at various stages of their professional development.
Organizational and methodological conditions of professional and personal development of teachers in the attestation process.
Organizational and methodological support of innovation activity.
Creation of a quality management system for educational services.
Psychological, pedagogical and methodological aspects of managing the professional and personal development of teaching staff in the intercourse period.
Managing the independent work of teachers to improve their skills in the intercourse period.
Methodological support of professional and personal development of young teachers.
Remote forms of advanced training of teaching staff: organizational and methodological aspects.
Improvement of education quality management based on the use of modern information and communication technologies.
CONDITIONS
The main conditions that ensure the effectiveness of the implementation of the organizational and methodological support of the teacher's activities are:
the inclusion of a teacher in event communities in which not only professional, but also his spiritual development takes place;
promoting the professional identity of the teacher in the process of accepting and mastering professional values;
using the possibilities of humanitarian expertise in understanding the personality of a teacher in all its manifestations and creating pedagogical situations that contribute to the development of internal potential;
improvement of management mechanisms aimed at motivating the professional growth of a teacher: psychological (a system of challenges; a cumulative system for assessing achievements; career growth of a teacher) and economic (a bonus system of monetary remuneration, a compensation package, social partnership)
COOPERATION WITH HIGHER EDUCATIONAL INSTITUTIONS
universityEvent
Saint Petersburg State University (SPbGU), Academic Gymnasium of St. Petersburg State University
Consulting, organizing the participation of school teachers in the All-Russian Scientific and Methodological Conference "University Gymnasium", "Information Technology for Our New School"
St. Petersburg State University (SPb GU),
St. Petersburg State University of Telecommunications. Bonch-Bruevich (SPb GUT),
St. Petersburg State University of Information Technologies, Fine Mechanics and Optics (SPb GU ITMO),
National Mineral Resources University "Gorny" (NMSU),
Russian State Pedagogical University. A.I. Herzen (RGPU).
Organization and participation of schoolchildren under the guidance of teachers in the system of distance Olympiads and university competitions.
Participation in field events for applicants, visits to museums, exhibitions, methodological centers of these universities
FORMS OF METHODOLOGICAL WORK IN THE CONDITIONS OF INTRODUCING GEF
To forms of organizational and methodological support We include teachers:
Organization of methodological support (consulting, tutoring, assistance in the work of creative groups, school-wide seminars, pedagogical councils). This direction is mainly in the nature of the transfer of information, but the forms here can be very diverse. They can be divided into active (discussions, business games, trainings, etc.) and passive (speech at the teachers' council, conferences; questioning (other forms of survey); familiarization with printed information (books, teaching aids), etc.) ;
Creation of organizational (work of resource rooms or information centers) and methodological (consulting) conditions for the participation of teachers in various events: courses, conferences, methodological associations, round tables, workshops, etc.;
Providing methodological support (tutoring) for teachers conducting their research activities, pedagogical experiment;
Information support for the participation of teachers in various pedagogical events (conferences, master classes, competitions of professional skills) for the presentation, generalization of their experience.
Forms of methodical work in the context of the introduction of the Federal State Educational Standards are divided into didactic and organizational.
To didactic forms of work, allowing to improve the level of qualification, performance, professional culture of the teacher, we include:
speeches (reports) at readings, seminars and conferences of various levels, at thematic pedagogical councils of the school, meetings of school (NMS, MO, VTG) and city creative groups of teachers;
conducting individual consultations for colleagues;
organization of trainings for teachers;
creative reports on the presentation of pedagogical work experience (using photo and video materials, a multimedia version of the presentation, etc.);
participation in professional competitions, festivals of various levels;
participation in professional methodical and creative exhibitions;
participation in the creation of school-wide thematic methodological albums;
conducting open training sessions and extracurricular activities, parent meetings;
development and implementation of professional individual creative projects.
To organizational forms (to the structures of methodological services) we attribute:
the pedagogical council of the school;
scientific and methodological council;
methodical school of the young specialist;
professional pedagogical associations (methodological associations, creative duets, temporary creative groups);
a teacher as a separate self-sufficient structure (individual professional pedagogical self-education, self-certification, counseling and consultation);
expert Council and temporary expert groups;
psychological-medical-pedagogical council;
information service.
An important task is the organization of information support for the activities of teachers. Its successful implementation is supported byinformation service structures: methodical office, methodical laboratory, library.
Their main functions:
1) formation of a data bank of the pedagogical experience of school teachers;
2) assistance to teachers and schoolchildren in the scientific organization of labor;
3) creation of conditions for optimal access to any information;
4) prompt assistance.
Teachers with methodological status can create other structures that organize methodological work at the school in certain areas. By taking an active part in the work of these structures, the teacher can fully express himself as:
"teacher-organizer" (plans, organizes and conducts organizational and pedagogical activities),
"teacher-transmitter" (distributes his practical work experience, shares his accumulated professional knowledge, forms professional skills among colleagues);
"teacher-successor" (studying himself, gaining new professional knowledge and skills, adopting experience from colleagues).
Individual work with a teacher is an important component of a coherent system of methodological work. The school has identified four components of the methodological work of the teacher: self-education, self-certification, counseling (with colleagues) and consultation (for colleagues).
Priorities in individual work with a teacher are attending classes and extracurricular activities, which allows you to provide advice on the development of new classes, as well as to search for the best examples of pedagogical activity (methods and techniques of teaching, content selection, etc.) in order to generalize and dissemination in the team, as well as attracting the best teachers to the organization of methodological work at school.
ORGANIZATION OF PROFESSIONAL DEVELOPMENT.
The most experienced teachers of the school are involved in this work, who:
participate in the organization of seminars and conferences at the district and district levels, held on the basis of the school;
provide individual advisory assistance to colleagues of the city and district as part of the implementation of the flagship school plan in the following areas:
psychological, medical and pedagogical rehabilitation of schoolchildren in an educational institution, correctional pedagogy;
education of patriotism by means of museum pedagogy.
give open lessons within the CCP;
lead professional methodological associations of teachers - GMOs;
work in temporary expert groups for certification of teachers at the district certification commission of the Department of Education;
are members of the subject commission under the Department of Education for checking the olympiad works of students, written examination papers of school graduates applying for a medal, participate in monitoring the quality of checking graduation papers;
are experts of the attestation commission of the Department of Education of the YNAO for attestation of municipal educational institutions.
Employee Certification schools - a procedure for assessing his professionalism, including the results of methodological work. In the process of certification, such important tasks as identifying the real level of teaching, education and determining the reserves for improving professional skills are solved.
In the process of preparatory, pre-certification and certification-expert stages, teachers realize their creative pedagogical potential, using and organically combining the various didactic and organizational forms of methodological work presented above at the institutional, district, district, regional and federal levels.Certification of teaching staff in accordance with the Federal Law "On Education in the Russian Federation" (Article 49) is carried out in order to confirm their compliance with the positions held on the basis of an assessment of their professional activities, taking into account the desire of teaching staff in order to establish a qualification category. The certification of teaching staff in order to confirm their compliance with the positions they hold should be carried out once every five years on the basis of an assessment of their professional activities by certification commissions independently formed by educational organizations.
LOGIC OF ACTION FOR TEACHER CAPACITY DEVELOPMENT
We diagnose according to each criterion of the sections of the professional standard of the Teacher (self-diagnosis + observations of the administration + certification of the teacher for compliance with the position held)
Based on the results of the diagnostics, we determine the problem areas in the development of the Teacher's professional competencies in the following areas: professional knowledge; professional skills; professional activities, etc.
We rank the identified problem areas.
Frontal work is carried out on problems of a “mass” nature: seminars, methodological councils, debriefings, conferences, etc.
On problems of an “individual” nature, targeted work is carried out with the teacher: drawing up a professional growth program, mentoring young professionals, thematic course retraining, etc.
On the development of narrowly focused competencies, school specialists (psychologists, speech therapists, social pedagogues, etc.) conduct practical seminars
In order to achieve the results of the main educational program in the course of its implementation, an assessment of the quality and effectiveness of the activities of teaching staff is carried out in order to correct their activities, as well as to determine the stimulating part of the wage fund.
The criteria for evaluating the effectiveness of the activities of teaching staff are developed by the educational organization on the basis of the planned results (including for interdisciplinary programs) and in accordance with the specifics of the main educational program of the educational organization. A generalized assessment of the personal results of the educational activities of students is carried out in the course of various monitoring studies. When assessing the quality of the activities of pedagogical workers, the demand for teacher services (including extracurricular services) by students and parents is taken into account; the use by teachers of modern pedagogical technologies, including ICT and health-saving; participation in methodological and scientific work; dissemination of advanced pedagogical experience; increasing the level of professional skills; the work of the teacher in the formation and maintenance of individual educational trajectories of students; management of project activities of students; interaction with all participants in the educational process, etc.
Monitoring the achievements of TEACHERS based on measurable criteria:
PLANNED PROJECT RESULTS
Raising the level of basic education of teachers.
Increasing the share of teaching staff who received the first, highest qualification categories in the prescribed manner and confirmation of compliance with the position held.
Expanding the use of ICT in the educational process of the school.
Participation and victories of teachers in professional competitions / programs.
Recruitment of teachers under 30 years of age and specialists who do not have a pedagogical education.
Improving the forms of methodical work.
Improving computer literacy and information culture of teachers.
Increasing the share of teachers who are the subjects of innovation.
Development of cooperation between the school and pedagogical universities for conducting applied research.
Implementation of special incentive programs for teachers.
Prevention of professional deformations and burnout of teachers.
Diversification of opportunities for professional development of teachers.
Intraschool teacher training.
Inclusion of teachers in the competitive movement.
It is clear that not a single person can meet all the qualification requirements, and each school director has the right to focus on specific aspects of the activity: subject, educational, work with the gifted, with the difficult, with the disabled - depending on the characteristics of their educational organization. In addition, no one requires the teacher, for example, to correct complex deviations in the child's behavior, but his main task is to be able to recognize certain problems in time (whether it is a developmental delay or mental retardation or just a lack of attention) in order to guide the child to the right specialist. The teacher in this case acts as a social therapist who discovers the problem and, if necessary, refers patients to different specialists. Therefore, one of the main requirements is the ability to interact with other specialists: psychologists, social educators, speech pathologists, etc.
USED SOURCES OF INFORMATION:
Reshetnikov VG, Tyumen Regional State Institute for the Development of Regional Education. Organizational and methodological support and methodological support for the activities of teachers in the context of the modernization of education, 2014
Radionova, N. F. Study of the problems of higher pedagogical education as a way to improve the multi-level training of a specialist in the field of education /A. P. Tryapitsyna, N. F. Radionova // Training of a specialist in the field of education: Research activities in improving professional training: collective. monograph. - St. Petersburg. : Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 1999. - Issue. VII. – P. 7–17.
Kirdyankina, S. V. Scientific and methodological support for the professional growth of a teacher: author. dis. … cand. ped. Sciences / S. V. Kirdyankina. - Khabarovsk, 2011. - 24 p.