"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 the mentor, the young educator 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.

∙ The 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 on 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 increasing 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.

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. Solovyova, 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

university

Event

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 CPC;

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 research of an applied nature.

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 his efforts 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.

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ZDNMR MAOU "Secondary School No. 8"

Krasnokamensk

One of the key areas of the National Educational Initiative "Our New School" is the development of teacher potential. This is primarily due to the new paradigm of education, focused on the formation of practical skills in students, the ability to apply knowledge, implement their own projects, that is, the formation of UUD. The relevance of the problem of forming universal educational activities is due to new requirements for the education system, which are defined in the Federal State Educational Standard for Primary General Education, approved by the Ministry of Education and Science of the Russian Federation on October 6, 2009. The methodological basis of the standard is the Program for the Formation of Universal Learning Actions, which implements a system-activity approach in learning, and their formation is a priority.

Since any transformations taking place in a modern school are directly dependent on the level of professional and pedagogical competence, their personal qualities, as well as on the level of development of a motivational and value orientation towards the profession of "teacher", the question arises of the need to develop the professional competence of a teacher, his mastery, development of professional value orientations and qualities, creative style of thinking, mastering modern pedagogical technologies, self-development and full-fledged self-realization in the chosen profession.

One of the main forms of advanced training for teachers in the postgraduate period is methodological work. It includes all substantive and organizational forms of providing methodological assistance to teachers. Methodological work is considered by us as part of the system of continuous education of teachers.

The situation associated with the changes taking place in recent years in education, the problem-oriented results of the analysis of methodological work, led to the need to change approaches to the implementation of methodological work at school, to focus on the development of a system of motivation for teaching staff, on the formation of a corporate and professional culture of the pedagogical community , on a differentiated approach in working with teachers. Solving these problems requires the school administration to move from a managerial to a managerial leadership system, which attracts, first of all, with its personal orientation. The slogan "Cadres decide everything" is especially relevant today. The higher the level of development of the teacher in terms of the totality of his professional knowledge, skills, abilities and motives for pedagogical activity, the more effective and efficient the activity of the educational institution will be.

The former system should give way to a new system of scientific and methodological work, which should become a means of developing a new style of pedagogical thinking and teacher activity at school. Therefore, the work should be aimed at creating an intra-school model of methodological support for teachers, which is able to ensure professional growth, the development of active creativity.

Based on this, we have developed the program "Intra-school model of scientific and methodological support as a condition for the development of teacher potential."

Target programs: creation and approbation of an intra-school model of scientific and methodological support for teachers, which ensures the development of pedagogical potential, their readiness to implement in their practice the ideas of an activity-based approach.

To achieve this goal, it is necessary to solve a number of tasks:

1. Develop and test an intra-school model of scientific and methodological support for teachers.

2. Create conditions that provide scientific and methodological support for teachers, taking into account the teaching experience, age, qualifications of the teacher, his attitude to professional activities (based on a differentiated approach).

3. Determine the diagnostic system, criteria and indicators for assessing the level of personal and professional readiness in accordance with the new goals and objectives of school education.

4. Make the transition from managerial to managerial leadership system.

Scientific and theoretical substantiation of the intra-school model of scientific and methodological support

In management theory, the term "development" means the entire scope of activities, processes, procedures that, firstly, help the staff to acquire the necessary competencies to effectively perform the tasks facing the organization, and secondly, contribute to the most complete and comprehensive disclosure of the potential of each. “Development” and “employee training” are treated as identical concepts.

Based on the provisions of personnel management, it is possible to single out the socio-psychological and psychological-pedagogical conditions for the effective training of teachers:

1. First of all, you need motivation. Each teacher must have a clear understanding of the objectives, i.e. how the training will affect his work, student learning outcomes, and also affect future personal well-being.

2. The school administration must create a climate conducive to learning, and this implies the active participation of teachers in the learning process; the desire to learn new things, to analyze their achievements and mistakes; management support; desire to answer questions. Organizations with such an encouraging and supportive climate are called "learning".

3. The learning process should be divided into successive stages with the consolidation of practical skills acquired at each of them. This is especially important when the subject matter is quite complex.

4. Positive feedback is needed: praise, approval, encouragement of teachers, etc.

To create an intra-school model for the development of teacher potential, it is necessary to know the basics of andragogy.

Andragogy the science of adult learning.

Adult education technology is an integral part of andragogy. Its components are: content, sources, means, forms and methods of teaching. But the main thing here is the activity of the learner and the teacher. The leading role belongs to the student himself. An adult student - a teacher - is an active element, one of the equal subjects of the learning process.

On the basis of the main provisions of andragogy, it is proposed to build activities for the development of teacher potential, the main characteristics of which are considered to be the active, leading role of the student (teacher) in the construction and implementation of the training program, on the one hand, and his joint work with the teacher, on the other hand.

Based on domestic and foreign experience in organizing advanced training, based on the existing conditions in a general education institution, the following basic principles should become the foundation of an intra-school model for developing teacher potential:

1. Self-learning priority

2. The principle of joint activity

3. The principle of individualization

4. The principle of focusing on problematic issues of practice

Active:

Trainings, etc.

In the proposed model, preference is given to active forms.

2. Creation of organizational (work of resource rooms or information centers) and methodological (consulting) conditions for the participation of school teachers in various events: courses, conferences, regional methodological associations, round tables, workshops, etc.

3. Provision of methodological support (tutoring) for teachers conducting their research activities, pedagogical experiment.

4. 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.

5. Psychological and pedagogical support.

Psychological and methodological assistance related to the introduction of personality-oriented learning technologies in the educational process (both in the field of interaction and in relationships with children).

Preventive orientation associated with the acquisition by teachers of the skills of emotional self-regulation, the development of the ability to maintain and activate compensatory, protective and regulatory mechanisms in order to maintain emotional health and professional longevity.

From the experience of the school on the introduction of an intra-school model of scientific and methodological support for teachers

The teaching staff of the school has been working on this problem for the first year. During this time, it was possible to achieve certain positive results. We believe that the effectiveness of methodological work depends on many factors, and above all on:

Priority areas of school education;

Priority directions of OS;

Taking into account the individual professional characteristics of each teacher in its planning and organization;

Reliance on the individuality and creativity of teachers of their professional interests and abilities;

The established advanced pedagogical experience of the educational institution;

Planning methodological work begins with an analysis of the needs of teachers, identifying existing problems. For this purpose, questionnaires, interviews with teachers, self-examination of the educational institution for all the main processes are carried out: managerial, educational, educational, scientific and methodological, psychological and pedagogical.

For the successful implementation of methodological work, control and analytical expertise is carried out throughout the entire time, in the following areas:

w state and effectiveness of methodological work;

It is indicated what will be developed by the teacher to ensure the EP and innovative activities: author's training course programs, calendar-thematic and lesson planning, lesson notes, collections of exercises, didactic materials, texts of tests, test tasks

3. Generalization of own experience of pedagogical activity

The topic on which the teacher intends to generalize his experience is indicated. Actions to systematize the accumulated material, analysis of experience, preparation of final generalized materials - writing recommendations, articles, preparation of messages.

4. Participation in the system of methodical work

It is indicated in which methodological activities of the school the teacher intends to participate. What is its role

Development of a program, project, master class, etc.

5. Education in continuing education courses outside of school

The topics of the courses that the teacher intends to complete are indicated.

Coursework, abstract

The bodies in which the teacher works, his functional duties are indicated.

Action plan, performance reporting

7. Teacher self-diagnosis

Diagnosis, self-diagnosis, understanding the results of pedagogical activity and personal growth are indicated.

Teacher's personal diary, "portfolio" of pedagogical achievements

8. Evaluation of the results of professional growth

Tracking the results of personal growth (diagnostic studies, monitoring)

Types of activities of teachers in the conditions of scientific and methodological support

Scientific and methodological support of innovative and experimental work is carried out on the basis of the implementation of the program "Technology for managing innovative processes at school".

To optimize the control process, special measures are provided for managing the implementation of the program: forms for presenting intermediate and final results and reporting on them at meetings of the MO, NMS, an interview on the implementation of the teacher's professional and personal growth program.

An important structural component of scientific and methodological support is its multi-level nature, which can be represented as a model:

w individual scientific and methodological and experimental work of teachers, which is carried out through the provision of methodological assistance in the development of:

Individual programs of the OER;

In choosing an individual methodological topic;

In creating a "portfolio" of teacher achievements;

In advanced training on an individual topic;

When visiting and analyzing lessons;

When preparing open lessons;

Assistance to teachers participating in professional competitions.

w microgroup work of teachers includes:

Provision of methodological assistance in the development and implementation of OER programs (permanent creative groups of long-term projects);

Development of educational projects;

Conducting integrated lessons;

Providing methodological assistance in preparing for teachers' councils;

w research activities within the framework of the MO work are related to:

Development of quality programs in educational areas;

Work on the methodical theme of methodical association:

w collective scientific and methodological work includes:

Information support for teachers;

Participation in pedagogical councils;

Scientific and practical conferences;

Work on a single methodological theme;

Conducting monitoring studies.

Stimulation of professional growth, raising the creative mood of the teacher is facilitated by collective work on a single methodological topic, which becomes a tool for managing professional pedagogical activity, the basis of professional growth. Work on a single methodological theme is carried out in stages, at each stage certain tasks are solved, various organizational forms are used. Work on a single methodological theme unites the creative efforts of teachers, has a positive effect on raising the level of professional competence of teachers, including the level of methodological competence and the general pedagogical culture of teachers. This academic year, the teaching staff of the school worked on the topic: "Improving the quality of education based on the formation of universal educational activities." Purpose of activity within the framework of this problem - creation of conditions conducive to the development of universal educational activities that determine the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience. The work was organized in several stages:

I stage. Organizational work. 2008//2010 G.

Study of second generation standards;

Choice of topics for the work of the Ministry of Defense, departments, methodological service;

Determination of the composition of creative and problem groups, creative workshops;

Determining the topics of teachers' councils, theoretical seminars and psychological and pedagogical workshops;

Development of individual themes of self-education;

Review - presentation of literature on the methodological topic, topics of self-education;

Drawing up a control schedule.

II stage. Assistance to teachers in the implementation of new generation standards. 2009/2010 G.

Practical training for educators on the use of second generation standards

Approbation of new forms of evaluation of educational results of students;

The introduction of modern psychological and pedagogical technologies that contribute to the formation of UUD;

New forms of advanced training (organizational and activity games, creative workshops, advanced modeling of lessons, presentation of PPO, etc.)

Implementation of the control schedule.

III stage. Collection and processing of the received information 2011/2012. G.

· Active implementation of the results of pedagogical research, the use of advanced pedagogical experience of colleagues, the experience of creative and problem groups.

Forms of work:

1. Creative reports

2. Protection of projects

3. Open lessons

4. Self-generalization of experience

5. Innovative work

IV stage. Final. 2012/2013

· Analysis of the work of the teaching staff on a scientific and methodological topic (pedagogical council, school educational forum, NMS, meeting of departments, MO).

Organization of thematic exhibitions

assessment of the level of professional skills of school teachers

Collection and structuring of materials from work experience

· definition of prospects for further development.

Work on a single methodological theme contributed to the activation of the creative mood of teachers, their professional growth.

Scientific and methodological support for teachers in the context of the transition to the Federal State Educational Standard is carried out through the implementation of the program "Comprehensive support of the educational process in the context of the school's transition to the Federal State Educational Standard".

To provide methodological support for teachers during the transition of the school to the Federal State Educational Standard, the methodological service of the school has set itself the following tasks:

Organization of theoretical, psychological and pedagogical training of teachers;

Providing methodological support for participants in the approbation of the Federal State Educational Standard;

Study, generalization and dissemination of the experience of school teachers.

At the organizational stage, creative groups were created in elementary and senior schools, which developed and are testing the Program for the formation of UUD. Solving the problem of assisting teachers for competent reading and understanding of a large amount of new documentation, recommendations of the standard, changes in the planning of the teacher's work, the methodological office organized the study of basic documents for the transition to the Federal State Educational Standard.

In order to improve the methodological competence of teachers, a system of advanced training has been built at all levels: self-education - school level - municipal level - regional.

Scientific and methodological support for teachers in the certification mode was carried out through the implementation of the program " The program of preparation for certification of teaching staff "

Target: Creation of an effective mechanism for improving the professional qualities of teaching staff.

Tasks:

Contribute to the development of the needs of the personality of the teacher to improve pedagogical qualifications. Provide maximum opportunities for creative self-expression of the personality of the teacher.

Stages of development of professional qualities of a teacher:

Stage I: preparatory:

explanatory work on the goals of certification, the principles of the certification commission; self-diagnosis of the effectiveness of professional activity, on the basis of which the teacher draws up an application; advisory assistance to the administration: the teacher must be aware of his achievements, innovations, correlate them with qualification requirements, requirements for the position;

II stage: studying the requirements of written qualification tests (Rules for attestation in the Trans-Baikal Territory), acquaintance with the average statistical data of the results of the work of teachers in the Trans-Baikal Territory:

development of a lesson summary (class), solving pedagogical situations, getting acquainted with tests on ICT competencies, conducting self-assessment of activities by teachers; expert assessment of the practical activities of teaching staff.

Annual cyclogram of the work of the Deputy Director,

organizing training for certification of teaching staff

	Events	Responsible
September	1. Creation of an information base for preparing teachers for certification. 2. Registration of orders on the approval of schedules for the passage of certification by teachers for compliance with the position held.	Director
	Instructive and methodological meeting for teachers who are certified for compliance with their position and who have applied for the first and highest qualification categories: the rights and obligations of the certified person; rights and obligations of the members of the attestation commission; requirements for those certified for compliance with the position held; requirements for those who are certified for the first and highest qualification categories.
November-April	1. Visiting the lessons of certified teachers, studying the documentation in order to provide methodological assistance. 2. Examination of professional competence. 3. Examination of practical activities (documented results). 4. Interview with teachers about the level of their readiness for certification.	Director
	1.Analysis of certification work. 2. Preparation of a schedule for certification for the new year. 3. Drawing up an application for advanced training courses for the next academic year, taking into account the needs of teachers to undergo certification in the future.

Teachers' work plan for five years

previous year– assignment of a qualification category

1 - 3 years:

Raising the level of qualifications in the courses. Self-education.

The work on self-education takes place in three stages:

The choice of a topic, its theoretical study, the study of existing work experience. The choice of topic is determined by an analysis based on diagnostics, as well as taking into account a single methodological topic. Use of the received theoretical knowledge in practice; Creativity of the teacher with access to positive results: open lessons, master classes. Methodical work within creative groups, methodical association.

4th year- preparation for certification.

The algorithm of the teacher's activities in the year preceding the application:

The study of the "Regulations on the procedure for attestation of state and municipal educational institutions of the Ministry of Education and Science of the Russian Federation and the rules for attestation of teachers in the Trans-Baikal Territory." Comprehension of the accumulated for the period that has passed since the previous certification. Defining a claim for a qualification category. Structuring the accumulated materials. Choice of certification form. Formulation of the topic of a creative report at school in front of the team. Writing an application.

5th year:

Registration of the accumulated materials in accordance with the requirements for the declared category. Preparation of a video sequence of a performance: exhibitions, video fragments of lessons. Work on the content of the presentation. Conducting open lessons, events with the invitation of the school administration, colleagues.

Scientific and methodological support for young teachers was carried out through the implementation program "School of a young teacher".

This program is aimed at solving the problem of more successful adaptation of novice teachers.

Target programs: assistance to young specialists in professional and personal adaptation.

Tasks programs:

create conditions for the development of an individual style of pedagogical creative activity;

· to assist in the study and creative implementation of the achievements of pedagogical science and best practices in the educational process;

create conditions conducive to the formation of continuous self-education.

Stages of leadership in the professional development of a young teacher

Stage I: introductory

familiarization with the school, its traditions, educational opportunities of the school; providing the teacher with a full load; attaching a mentor to a young teacher; planning methodological work aimed at improving the psychological, pedagogical and methodological culture (work in the Moscow Region, self-education); assistance in planning educational activities .

II stage: stimulating the activity of a young teacher:

creation of conditions for pedagogical community of different generations; control over the pedagogical activity of a young teacher; moral stimulation.

Stage III: summarizing:

fixing the level of teacher training, the effectiveness of the teaching staff in the professional support of a young teacher; determination of the prospects for further development of the professional skills of a young teacher.

Mentoring is organized for young specialists in the methodical association. School mentoring is one of the forms of individual training for young professionals. Mentors are selected from among the most experienced teachers. In addition to mentoring, the school has a young teacher school, classes are held once or twice a quarter, in between classes, young teachers are engaged in self-education. Every year in April, the school holds a week of a young teacher "My pedagogical achievements". Young specialists conduct open lessons and extracurricular activities, speak at meetings of the MO with a report on self-education. During such events, mentors provide methodological assistance and pedagogical support.

Scientific and methodological support for teachers who summarize the best pedagogical experience is carried out on the basis of the implementation of the program "Theory and methods of generalizing the best pedagogical experience." In order to provide advisory and methodological assistance to teachers who summarize their pedagogical experience, the OPPO department has issued a collection of methodological recommendations for summarizing pedagogical experience. Accompanying teachers consists in familiarizing them with the method of generalizing experience, assisting in identifying the teacher’s private methodological system, determining the stages of the teacher’s work on generalizing the teacher’s pedagogical experience, offering an approximate list of materials from the teacher’s work experience, conducting diagnostic studies to identify the level of teachers’ knowledge of research skills, the level of readiness of the teacher in experimental research activities, diagnostic programs "personal-pedagogical self-regulation of the teacher", etc.

Purposeful work to provide methodological assistance to teachers who summarize their pedagogical experience made it possible to summarize the experience of 11 teachers over the past 3 years.

We attach great importance to moral and material incentives for teachers.

In connection with the introduction of a new remuneration system, the “Regulations on the distribution of the incentive part of the payroll for teachers, class teachers of the MOU “Secondary School No. 8” have been developed. This provision was developed in order to strengthen the material interest of school teachers in improving the quality of the educational process, developing creative activity and initiative in the performance of tasks. The main criteria that affect the amount of incentive payments to teachers are criteria that reflect the results of the teacher's work. Criteria for evaluating the effectiveness of professional activity are developed in 3 main blocks:

teacher's activities aimed at ensuring the quality of student learning. scientific-methodical and innovative activity. the role of the teacher as a class teacher.

At the end of the academic year, a personal rating of teachers is determined. The application of the methodology for determining a personal rating allows:

increase the personal responsibility and interest of the teacher; bring competitiveness into the educational process; increase discipline in daily activities; get more objective data on the successes and shortcomings in the work of the teaching staff.

Due to the fact that scientific and methodological work at school is based on a problem-based diagnostic basis, collective and individual planning, a systematic approach to managing methodological work, tracking and continuous analysis of results, stimulating and creating conditions for the growth of teacher's professional competence, we managed to achieve certain positive results. for the last 3 years:

72% of teachers have qualification categories; 98% of teachers have completed long-term or challenging professional development courses; 100% of teachers are covered by methodical work, they are engaged in self-education.

The activity of teachers, their desire for creativity has increased, the number of teachers participating in innovative processes has increased. School teachers take part in competitions of various levels and achieve good results:

The school is the winner of the competition of educational institutions implementing innovative educational programs and received a grant from the president;

In the competition "Teacher of the Year - 2010", the English teacher took II place at the municipal level; In the district competition of educational initiatives, 4 creative groups were given the status of "District creative laboratory", and members of creative groups - the status of "Teacher-researcher"; 6 teachers of the school are the winners of the competition "The Best Teachers of Russia within the framework of the PNPE", the Head of the Library became the winner of the regional competition of author's programs for teachers of additional education; II place in the competition "Intra-school systems for ensuring the quality of education"; In the city review - the competition "The best model of methodological work in educational institutions", the methodological service of the school was awarded the victory in the nomination "Knowledge. Experience. Professionalism".

Since 2008, the school has been a regional platform for the design and implementation of quality management systems.” In 2010, a primary school teacher received a grant from the Head of Administration of the municipal district “Krasnokamensk and Krasnokamensky District”. 13 articles on the generalization of experience were published in the journal "Administrative work practice", in journals for the leaders of the educational institution "Management of the quality of education", in collections of materials at the level of the district, region.

In turn, the growth of the level of professional skills contributes to the advancement of students in all areas of educational and social activities, this is the essence of the organization of scientific and methodological support of the EP.

PROGRAM PLAN (EXAMPLE)

Individual development trajectory

professional competence of mastering

activity method of teaching a teacher-"trainee"

Task: gain experience in the implementation of knowledge: theoretical and methodological features of the technology of the activity method and didactic principles of the system in practical activities, based on ready-made developments (scenarios) of the lessons of master teachers

Result of activity: experience in the implementation of knowledge - the methodological features of technology and the system of didactic principles of the activity method - and, as a result, an increase in methodological skills, the acquisition of the status of a "practitioner" teacher.

Timing	Implementation Actions
	Coordination and approval of the plan-program "Individual
	Participation in the design, preparation and conduct of business or
	problem game, discussion or round table: “Goals and values
	of modern education”, “The quality of modern education
	research and ways to achieve it: a new stage in the development of the Russian
	schools” (Law of the Russian Federation “On Education” 2004, state
	darts. school curriculum).
	Preparation of a speech at the pedagogical council in the form of a case
	howl or problem game, discussion or round table.
	Active participation in the conduct of the pedagogical council.
	Participation in the discussion of an open or video lesson, in the design
	research and preparation of the workshop.
	A selection of material for the design of a methodological stand about di-
	dactical system "School 2000 ...", the activities of the TsSDP "School
	Participation in the workshop "Methods of formation-
	new knowledge”, or
	“Implementation of the principle of activity in the construction of educational
	new space of the lesson.

Timing	Implementation Actions
	Visiting open lessons of master teachers in secondary school No. and
	participation in the exchange of opinions about the lesson.
	The study of lesson notes of master teachers in order to identify
	niya features in the construction of lessons.
	Writing a lesson summary for a meeting of the methodological association
	of elementary school teachers and mathematics "Study of cons-
	pects of lessons of teachers who have passed the basic level of education.
	Self-preparation for the analysis of a video lesson or abstract of an open
	lesson followed by a presentation and answers to questions from colleagues. Commenting on the lesson summary, answering questions from colleagues
	with participation in the workshop "Studying abstracts of the
	kov teachers who have passed the basic level of training.
	Proposals for the development of plan-programs "Individual
	trajectory of development of professional competence of mastering
	the activity method of teaching the teacher-"trainee" for the new
	groups of teachers who have completed basic level courses.
	Demonstration of an open lesson or video analysis -
	lesson followed by discussion and question-and-answer sessions
	Analysis together with the deputy director of the organization of improvement
	professional competence in the post-course period. Message
	information about the results of the development of the DSDM at the methodological association.
	Coordination with the Deputy Director and approval of the program plan
	“Individual trajectory of development of professional
	petitions for mastering the activity method of teaching a teacher-
	"technologist" (subject to passing courses of technological
	level) or correction of the plan-program "Individual
	trajectory of development of professional competence of mastering
	activity method of teaching a teacher-trainee.

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. Now the personal and professional qualities and competencies of the educator are 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 make an analysis of 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

Competition for the best methodological products of pedagogical

workers

Department of Education of the Asbest City District

Municipal budgetary preschool educational institution

"Kindergarten "Zhuravushka""

Asbestovsky urban district

Nomination name: Toolkit

Master class on the topic:

"Methodological support of the educational process through dress

development of methodological support of pedagogical activity in DOW".

Yuryevna,

senior teacher,

first qualifying

Tel: 8-904-547-36-24

Asbestovsky urban district

2016-2017 academic year.

Dear colleagues! I am glad to see you! My name is Fominykh Svetlana Yurievna. I work in the kindergarten "Zhuravushka". Art. educator.

The theme of the master class "Methodological support of the educational process through mmodel for the development of methodological support of pedagogical activity inDOW.I would like to hear your expectations from our meeting today and get feedback.

In order to tune in to the work of the master class, I propose to answer a few questions. There are signal rollers in front of you and if you agree with the question, raise a green card, if not, then a red one

Do you agree with the opinion that the quality of educational work in a modern kindergarten cannot be improved without the use of innovative technologies? (YES)

Do you agree with the opinion that the development of innovative technologies is impossible without improving the professional competence of teachers? (YES)

Do you agree that in order to improve professional competence, you need to use:

Traditional methods of working with teachers

Non-traditional (active) methods of working with teachers?

Now I want to hear your opinion

How do you understand what professional competence of an educator is? - statements. Now I will read to you what isProfessional Competence - an integrative property of the teacher's personality, characterizing his awareness in various fields of knowledge, professional skills, personal experience. At the same time, it is necessary that the teacher be focused on the prospects in work, open to obtaining new and necessary knowledge, self-confident and able to achieve professionally significant results.

I brought out the problem - the insufficient level of competence of teachers

Based on this, the purpose and tasks of the work were determinedas a senior educator with teaching staff in our preschool educational institution.

Target : creation of a model for the development of methodological support for pedagogical activity and its implementation in a preschool educational institution.

Tasks:

to study the theoretical and methodological aspect of the problem of managing methodological work in a preschool educational institution;

to determine modern requirements for the professional competence of preschool teachers;

to study the existing models of methodological support of the educational process in preschool educational institutions;

to analyze the educational process and methodological work in preschool educational institutions

develop a modeldevelopment of methodological support of pedagogical activity in preschool; put this model into practice

For myself, I used the traditional model of pedagogical support for activities in preschool educational institutions

In the process of our work, we will answer the following questions with you

What is professional methodological support of educators?

What helps to develop the professional competence of teachers?

What forms of work help me to increase the level of professional competence?

How to build a system of methodical work in a preschool educational institution with teachers?

The modern teacher has higher requirements. These include: possession of methods and forms of activity of pupils; knowledge of the theory and methodology of educational work; methods of managing educational systems; the use of modern pedagogical technologies for productive, differentiated, developmental learning, the implementation of an activity approach.

For our kindergarten, this issue is the most relevant and a priority.

When analyzing the methodological work, problems were identified: the inability of the teacher to recognize or determine his creative abilities and find application for them in working with children; creative disclosure of the teacher, and in finding the application of his creative potential in the overall work of the entire kindergarten; lack of knowledge and skills of the teacher methodically competently summarize the experience on the problem under study. And in this regard, our institution has developed the program "Development of Human Resources", which is presented on the demonstration table.

Through the implementation of the program:

I have identified priority areas of work with each teacher. I have united teachers into initiative creative microgroups that actively cooperate with each other.

Third microgroup

6 teachers (28%).

First microgroup

9 teachers (42%).

Second microgroup

4 teachers (19%).

The ongoing analysis of the personnel potential of the institution reveals both positive and negative trends:

The replenishment of young personnel led to a decrease in the level of qualification categories, but revealed an increase in the educational level of teachers.

The prevalence of teachers aged 30 to 50 years and with more than 10 years of experience shows the period of development of their creative potential

Working under the Development program in our preschool educational institution, the growth of education of teachers increased, 3 specialists entered a higher educational institution, 12 people who did not have special education underwent course retraining, today 57% of employees have the first and higher qualifications. category (of which 3 teachers were certified that year, the experience was less than 2 years.)

The purpose of my activity in preschool education is to increase the professional competence of pedagogical workers for the implementation of the Federal State Educational Standard of DO through the creation of a system of continuous professional development of each pedagogical worker.

My methodological work includes methodological support and provision of teaching staff - mutual identification of the problem, then the search for a solution to it, through self-education projects.

Me as a head teacher it is necessary to seriously work on improving the competence of teachers, which will allow them to organize educational activities in accordance with the requirements of the Federal State Educational Standard. The capabilities and competencies of the teacher are one of the key points of the standard. The document spells out the various competencies that are necessary for teachers to work according to this standard. Based on these competencies, it is necessary to build a system of teacher training. So I developed tables for myself that allowed me to track the work of each teacher

Tracking the professional growth of teachers

FULL NAME. teacher

DOW level

city ​​level

Regional level

the Internet

It is filled in for each teacher separately during his inter-certification period.

BUT now I want to offer you to work in creative groups and I want you to share your experience in working with teachers visually divided into microgroups (you have tablets on your tables, as I said earlier that visually all teachers can be divided into 3 groups, you need to fill them out in as much detail as possible so that during the analysis I develop this table as a methodological recommendation for working with teachers for beginner senior educators).

Types and forms	Target settings	Means of achieving the goal
First microgroup
Second microgroup
Third microgroup

And now let's analyze your completed tables: (Table) Methodological work - a means of managing the process of increasing the professional competence of teachers

Types and forms Methodical work with teachers of different levels of professional competence	Target settings	Means of achieving the goal
First microgroup Young teachers (work experience from 0-5 years) School of a novice teacher (on a demonstration table) Mentoring Consultations with teachers, theoretical and practical seminars Outdoor events with children	Providing comprehensive assistance to novice teachers in planning and organizing regime moments	Direct viewing of the organization of sensitive moments from experienced colleagues. Demonstration of methods of working with children; Self-analysis of the joint activities of the educator with children Practical tasks
Second microgroup Teachers with 5-10 years of experience Reviews - competitions	Improvement of professional competence Improving the theoretical knowledge and practical skills of teachers on the speech development of preschoolers.	Consultations
Third microgroup Trainees (work experience of 10 years or more) Reviews - competitions Consultations with teachers, theoretical and practical seminars Outdoor activities with children Master classes Methodical hours	Generalization of advanced pedagogical experience Improving theoretical knowledge and practical skills of teachers	Consultations Organization of joint events Modeling situations that can be further used in work with pupils Demonstration of effective methods of working with preschoolers Participation in pedagogical competitions at different levels

Analyzing methodical work carried out by me in our preschool educational institution, I identified the following problems that are on the slide: but after all, all teachers should work actively, disseminate work experience, participate in professional competitions, and this is my goal that I try to realize throughout my pedagogical activity in the preschool educational institution.

At the beginning of my activity as a senior educator, I used an already existinga model of methodical work, which is based on the traditional approach to its organization and content, and looks like this on the slide.

But I quickly realized that the methodological support of the educational process (EP) is not being carried out, i.e. methodological work (MR) is not aimed at improving the effectiveness of the educational process, since it only aims to change the professional competence of the teacher.

To overcome the identified problems, it is necessary to develop a new model of methodologicalsupport of pedagogical activity inDOW. And I tried to develop it.

It is presented on your tables. (Appendix 1.2)And she developed a system of methodical work, it is also on your tables.

And when it was put into practice, the following results were obtained:

Conditions have been created in the developing subject-spatial environment of kindergarten groups

Practical methodological hours, master classes, round tables are held, where teachers share their accumulated or acquired work experience with each other.

All teachers have completed course retraining and are taking refresher courses.

Teachers actively participate in professional skills competitions, there are also winners. (Portfolios are presented on the demonstration table)

Methodological work occupies a special place in the management system of a preschool institution, since, first of all, it contributes to the activation of the personality of the teacher, the development of his activities, and also affects the quality of the educational process. The constant connection of the content of methodological work with the results of the work of teachers ensures a continuous process of improving the professional skills of each educator.Today, our kindergarten is a close-knit team - a unity of dissimilarities, where each specialist is a unique personality, creating, thinking, experiencing a team for each other. In recent years, many young, highly qualified teachers have come to work in the kindergarten. We think that they will continue the traditions of our kindergarten and maintain the image of our kindergarten.
Thanks to the knowledge, skill, creative abilities of employees, their love for children, the kindergarten has achieved good results in educating the younger generation. The kids love their kindergarten, and every morning they rush here with pleasure, knowing that they are welcome here ...
Kindergarten remembers its pupils, is proud of their successes, rejoices at the meeting.

Reflection I suggest you evaluate the work of the master class according to the following criteria:

1. Red color - I liked it, I will use the material in my work;

2. Green - I liked it, I already use the material in my work;

3. Yellow - I liked it, I learned new tricks.

There are leaflets with drawings of “trees” in front of you, I ask you to place stickers on these trees as follows: each branch is signed, place the sticker so which teachers you have more in your preschool educational institution and draw 3-5 methods of methodical work with them.

Your questions.

Appendix:

tables

Presentation

manual