Development of professional competence. Conceptual foundations for managing the development of professional competence of teachers in a general education institution. What is the model for the development of professional competencies based on?

The development of the professional competence of a teacher as a factor in improving the quality of education in the context of the introduction of the second generation of the Federal State Educational Standards.

I would like to start my speech with the wordsBritish professor, leader of educational reform in the UK Michael Barber: « The quality of the education system cannot be higher than the quality of the teachers working in it.”

Traditionally, the education system has focused on knowledge as the goal of learning. According to the amount of knowledge gained by graduates, the work of the teaching staff of the school was evaluated. The transformations of Russian society in general and the school in particular led to a change in the requirements for the student. The "knowledgeable graduate" has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate”.

Therefore, the main direction of work in the school today is the development of the professional competence of a teacher who is able to skillfully organize the activities of students, transfer to students a certain amount of knowledge to master their abilities for active action. The quality of student learning depends on the quality of the teacher's work.

I would like to draw your attention to different approaches to the definition of professional competence.

In the explanatory dictionary of S.I. Ozhegovcompetence is defined as a characteristic of a knowledgeable, knowledgeable, authoritative specialist in any field. According to the doctor of pedagogical sciences Vadim Nikolaevich Vvedenskyprofessional competence of a teacher is not reduced to a set of knowledge and skills, but determines the necessity and effectiveness of their application in real educational practice.

Despite the ambiguity of the presented approaches, professionallycompetent one can name a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students.

Development of professional competence - this is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment.

Based on the modern requirements for a teacher, the school determines the main ways of developing his professional competence:

Advanced training system.

Certification of teaching staff for compliance with the position and qualification category.

Self-education of teachers.

Active participation in the work of methodological associations, teachers' councils, seminars, conferences, master classes. Demanded forms of methodological work are theoretical and scientific-practical conferences, gatherings, congresses of teachers.

Possession of modern educational technologies, teaching methods, pedagogical tools and their continuous improvement.

Mastering information and communication technologies.

Participation in various competitions, research works.

Generalization and distribution of own pedagogical experience, creation of publications.

These directions are implemented by the methodological service of the school, which includes: the pedagogical council, the methodological council, school methodological associations, problem groups.

They allow to improve the quality of the modern lesson and such forms of work with teachers as:

thematic teachers' councils

instructive and methodological meetings on a methodological topic

open lessons at the municipal and school levels

inside school methodical seminars

A special role in the process of professional self-improvement of the teacherplays its innovative activity . In this regard, the formation of the teacher's readiness for it is the most important condition for his professional development.

If it is enough for a teacher working in a traditional system to master pedagogical techniques, then the teacher’s readiness for innovation is decisive for the transition to an innovative mode.

The innovative activity of teachers at the school is represented by the following areas: the introduction of the Federal State Educational Standard, the development of modern pedagogical technologies, the approbation of new generation textbooks.

It should be noted that none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. There are two ways to implement the professional development of a teacher:

– through self-education;
- due to the conscious, voluntary participation of the teacher in the events organized by the school.

The development of professional competence is the development of creative individuality, readiness for pedagogical innovations. The socio-economic and spiritual development of society directly depends on the professional level of the teacher. The changes taking place in the modern education system make it necessary to improve the qualifications and professionalism of the teacher, i.e., his professional competence. The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a diversified personality of a citizen of his country, capable of social adaptation in society, starting work, self-education and self-improvement. And a qualified, creatively thinking, capable of educating a person in a modern, dynamically changing world, a teacher is a guarantor of achieving the goals.

It is clear that the solution of the main tasks of general education primarily depends on the professional competence of teachers - the main executors of the requirements of the Federal State Educational Standard. One thing is clear, that only teachers with high professionalism can educate a person with modern thinking. At the same time, the concept of "professionalism" also includes the personal potential of the teacher, his beliefs, attitudes, in integrity, giving high-quality educational results.

In modern conditions, the requirements for the professional competence of a teacher are imposed not only by the new educational standard, but also by the TIME in which we live. And each teacher is faced with a difficult, but solvable task - “to be in time”. For this to happen, everyone who has chosen the profession of a teacher must periodically recall the very important and correct words of the Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, with which I will end my speech:“In the matter of training and education, in the whole school business, nothing can be improved without the head of the teacher. The teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.”

Ksenia Simashina
Model of managing the development of professional competence of a teacher

Model of managing the development of professional competence of a teacher

K. V. Simashina,

Polysaevo, Kemerovo region

The modern practice of education is characterized by the active inclusion teachers in innovative activities, the introduction of new programs and technologies, methods and techniques interaction with pupils. Thus, special importance is currently given to the level, improvement of their qualifications, experience and pedagogical excellence.

Professional functions of a teacher working with children are especially subject to the task of corrective action aimed at child's personality development. The main thing in the development of the professional competence of the teacher is played by his pedagogical abilities and qualities. Development of professional abilities associated with pedagogical knowledge skills and abilities that everyone should have competent teacher. Greater importance is focused on such business qualities as competence, courage and readiness to take responsibility, purposefulness in achieving the goals set for oneself.

Occupancy professional competence of a teacher is determined by professional characteristics. She represents model, highlighting professional knowledge, skills and abilities.

In accordance with the requirements of the Federal Law of December 29, 2012 No. 273-F3 "On Education in the Russian Federation" The first level of general education is pre-school education. Thus, the problem of the quality of preschool education is very relevant.

In accordance with paragraph 22 of the Rules for the development, approval and application professional standards, approved by the Decree of the Government of the Russian Federation of January 22, 2013 No. 23, qualification teacher can be described, as a set of basic professional competencies:

1. competence in setting goals and solving problems pedagogical activity;

2. competence for development educational activities;

3. competence in the development and implementation of the program and the adoption pedagogical decisions;

4. competence in the organization of professional activities.

5. competence of personal qualities;

teaching profession, is transformative and at the same time manager. And in order to know manage personality, must be competent.

IN pedagogical science, the concept of professional competence of a teacher is considered, as a multifactorial phenomenon, including a system of theoretical knowledge teacher and ways of their application in specific pedagogical situations, value orientations teacher, as well as integrative indicators of its culture.

main foundation professional competence of teachers, undoubtedly, is the amount of knowledge, skills and abilities acquired by him. Therefore continuous Teacher Education, constant increase professionalism of teaching staff, should become priority areas of activity of the educational institution.

Achievement of a certain level - possible during the formation models of managing the development of professional competence of a teacher, in this order, how:

1. Motivational-value attitude towards pedagogical reality is of great importance for subsequent stages; the purpose of this block is the formation of psychological readiness teacher to work on the basis of experience.

2. Theoretical readiness teacher- body of knowledge about pedagogical principles, patterns, goals, content, technologies and results of human education; the purpose of this block is the formation of preparedness teacher to the development of practical methods of activity based on knowledge in the field of distance learning.

3. Practical readiness - practical experience in the implementation of methods and creative implementation pedagogical activity; forms readiness teacher to the implementation of professional functions.

4. Effective readiness - the ability to determine productivity professional activity; the goal is to form a holistic image professional competence in the aggregate of all blocks and components.

In this models cyclicity is laid (stages) managing the development of teacher training. Based on modern requirements, the main forms are distinguished development of professional competence of a teacher:

Training in advanced training courses at KRIPKiPRO; self-education; creative workshops; thematic teachers' councils; methodical weeks; open classes of experienced, interesting teachers; workshops in preschool educational institutions; consultations; communication with colleagues from other preschool educational institutions, and other cities.

But none of these forms will be effective if teacher himself does not realize the need to improve his own professional competence. He is the one who can reach pedagogical competence in modern conditions, and self-education is a means development of professional competence of a teacher.

As a result of consideration management models for the development of professional competence, one might say what:

Formation professional competence considered as a multi-level and multi-stage process of transforming experience teacher in the course of interaction with the object of labor - the child. Constructed model of professional competence allows you to develop the didactic foundations of its formation in the process teacher training management.

Summing up, we can conclude that the structure professional competence a teacher in an educational institution has a complex character, which depends on the conditions pedagogical activities and from the conditions of education professional competence of a teacher. Currently needs to be updated development of professional competencies of a teacher try to recognize the boundaries of not only one's own competence, but also professional.

Not developing educator, will not educate developed personality. It is the rise professional competence essential condition for quality improvement pedagogical process and the quality of preschool education in general.

Literature

1. Tsvetkova, T. V. Control preschool educational institution [Text] / T. V. Tsvetkova // Scientific and Practical Journal. - 2007. - No. 1.

2. Mitina L. M. Psychology teacher professional development. – M. : Flint; Moscow Psychological and Social Institute, 1998.

Related publications:

Innovative activity as a condition for the formation of professional competence of preschool teachers Slide 1. At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES, Federal.

I bring to your attention a speech at a methodological association. I hope that the material will be useful for work. 1 slide - the topic of the speech.

Map of an individual educational route for the development of professional competence of an educator Personal card 1. Ryabova Tatyana Alexandrovna 2. October 6, 1986 3. Educator 4. “Primary school teacher with additional training.

Work experience "Formation of professional competence of teachers" Methodical work occupies a special place in the management system of a preschool institution, since it contributes to the activation of the personality and development.

Increasing the professional competence of teaching staff as a condition for the effectiveness of the implementation of the Federal State Educational Standard The period until 2018 is considered in the development strategy of Russian education as a decisive innovative stage in the transition to new content.

Improving the professional competence of the preschool teacher in accordance with the professional standard of the teacher The creative plan of the educator MBDOU "Kindergarten of the combined type No. 25" Ryabinushka "" Michurinsk Kotlova E. Yu. to improve the level.

The project "Improving the professional competence of teachers of preschool educational institutions on health saving through self-education"

Program for improving the professional competence of preschool teachers in cooperation with parents Author-developer: Senior teacher Zhdanova Anzhela Mikhailovna The relevance of the issue of increasing the professional competence of teachers.

Development of professional competence of teachers in the formation of elementary mathematical concepts in preschoolers In the Russian Federation, one of the most developing levels of the educational system is modern preschool education. New.

The role of a psychologist in improving the professional competence of preschool teachers in modern conditions“Psychological support for the introduction of the Federal State Educational Standard for Preschool Education” “The role of a psychologist in improving the professional competence of preschool teachers in modern.

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The structure can be revealed through his pedagogical skills. The model of a teacher's professional competence acts as a unity of his theoretical and practical readiness.

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Municipal budgetary educational institution "Dym-Tamakskaya basic comprehensive school" Yutazinsky municipal district of the Republic of Tatarstan

Report on the topic:

"Development of teacher's professional competence as a factor in improving the quality of education in the context of the transition to new educational standards"

Gumerova I.I.

mathematic teacher

first qualifying

In modern conditions, the main principle of building the educational process at school is a focus on the development of the student's personality, arming him with ways of action that allow him to study productively, realize his educational needs, cognitive interests and future professional needs. Therefore, the task of organizing an educational environment conducive to the development of the student's personal essence is put forward as the main task of the school.

The solution of this problem directly depends on the professional competence of teaching staff. As stated in the "Professional standard of the teacher": "The teacher is a key figure in the reform of education. In a rapidly changing open world, the main professional quality that a teacher must constantly demonstrate to his students is the ability to learn.

Therefore, an important condition for the introduction of the Federal State Educational Standard in a general education school is the preparation of a teacher, the formation of his philosophical and pedagogical position, methodological, didactic, communicative, methodological and other competencies. Working according to the standards of the second generation, the teacher must make the transition from traditional technologies to technologies of developing, student-centered learning, use the technologies of level differentiation, learning based on a competency-based approach, "learning situations", project and research activities, information and communication technologies, interactive methods and active forms of learning.

An integral part of the professionalism and pedagogical skill of a teacher is considered to be hisprofessional competence.

Under professional competenceis understood as a set of professional and personal qualities necessary for successful pedagogical activity.

Therefore, the concept professional competence of a teacherexpresses the unity of his theoretical and practical readiness for the implementation of pedagogical activity and characterizes his professionalism.

Structure teacher's professional competencecan be revealed through his pedagogical skills. The model of a teacher's professional competence acts as a unity of his theoretical and practical readiness. Pedagogical skills here are grouped into four groups.

1. The ability to "translate" the content of the objective process of education into specific pedagogical tasks: the study of the individual and the team to determine the level of their preparedness for the active mastery of new knowledge and designing on this basis the development of the team and individual students; allocation of a complex of educational, upbringing and developing tasks, their concretization and determination of the dominant task.

2. Ability to build and set in motion a logically completed pedagogical system: integrated planning of educational tasks; reasonable selection of the content of the educational process; optimal choice of forms, methods and means of its organization.

3. The ability to identify and establish relationships between the components and factors of education, to put them into action:

creation of necessary conditions (material, moral-psychological, organizational, hygienic, etc.); activation of the student's personality, the development of his activity, which turns him from an object into a subject of education; organization and development of joint activities; ensuring the connection of the school with the environment, regulation of external non-programmed influences.

4. Skills for accounting and evaluating the results of pedagogical activity: introspection and analysis of the educational process and the results of the teacher's activity; definition of a new set of dominant and subordinate pedagogical tasks.

professionally competentone can name a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students.

- this is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of the teacher. The changes taking place in the modern education system make it necessary to improve the qualifications and professionalism of the teacher, i.e., his professional competence. The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a diversified personality of a citizen of his country, capable of social adaptation in society, starting work, self-education and self-improvement. And a free-thinking, predicting the results of his activities and modeling the educational process, the teacher is the guarantor of achieving the goals. That is why at the present time the demand for a qualified, creatively thinking, competitive personality of a teacher, capable of educating a personality in a modern, dynamically changing world, has sharply increased.

Based on the modern requirements for a teacher, the school determines the main ways of developing his professional competence:

• Advanced training system.
• Certification of teaching staff for compliance with the position and qualification category.
• Self-education of teachers.
• Active participation in the work of methodological associations, teachers' councils, seminars, conferences, master classes. Demanded forms of methodological work are theoretical and scientific-practical conferences, gatherings, congresses of teachers.
• Possession of modern educational technologies, teaching methods, pedagogical tools and their continuous improvement.
• Mastering information and communication technologies.
• Participation in various competitions, research works.
• Generalization and distribution of own pedagogical experience, creation of publications.

Let's dwell on some points in more detail.

Teachers are actively trained in advanced training courses every five years and professional retraining on topical issues of teacher education and priority areas determined by the educational institution and the municipal education system. The seminar remains the most important form of advanced training, which ensures the professional growth of a teacher in the context of the introduction of the Federal State Educational Standard. Expected Resultadvanced training- professional readiness of educators for the implementation of the Federal State Educational Standard:

• ensuring optimal entry of educators into the value system of modern education;
• adoption of the ideology of the Federal State Educational Standard of General Education;
• development of a new system of requirements for the structure of the main educational program, the results of its development and the conditions for implementation, as well as a system for assessing the results of educational activities of students;
• mastering the educational and methodological and information and methodological resources necessary for the successful solution of the tasks of the Federal State Educational Standard.

One of the means of implementing new directions iscertification of teaching staff, whose task is to stimulate the growth of professionalism and productivity of pedagogical work. Certification is only the tip of the iceberg, the underwater part of which is the inter-certification period. This is where the field of activity for improving the level of pedagogical competence.

The process of self-education of teachersbecame especially relevant at the stage of the introduction of the Federal State Educational Standards due to the fact that the main idea of ​​the standards is the formation of universal educational activities in the child. Only the teacher who himself improves all his life can teach to learn.

Self-education is carried out through the following activities:

• systematic professional development;
• study of modern psychological and pedagogical methods;
• participation in seminars, master classes, conferences, attending lessons of colleagues;
• watching TV, reading the press.
• acquaintance with pedagogical and methodical literature.
• use of Internet resources;
• demonstration of own pedagogical experience;
• attention to your own health.

A special role in the process of professional self-improvement of the teacher is played by hisinnovative activity.In this regard, the formation of the teacher's readiness for it is the most important condition for his professional development.

If it is enough for a teacher working in the traditional system to master the pedagogical technique, i.e. a system of teaching skills that allow him to carry out educational activities at a professional level and achieve more or less successful learning, then the teacher’s readiness for innovation is decisive for the transition to an innovative mode.

The innovative activity of teachers at the school is represented by the following areas: approbation of new generation textbooks, the introduction of the Federal State Educational Standard of the IEO, the development of modern pedagogical technologies, social design, the creation of individual pedagogical projects.

One of the ways to develop the professional competence of a teacher is his participation inprofessional skills competitions:

It is believed that the activity of participation of teachers in competitions is not high due to the lack of internal motivation, workload of teachers.

One of the leading forms of increasing the level of professional skills is the study of the experience of colleagues, the transmission of one's own experience.

School teachers actively participate in various conferences, seminars, congresses, etc., they not only disseminate their pedagogical experience at different levels, but also participate in the creation of an innovative space that unites teachers on similar pedagogical problems to accumulate ideas and combine opportunities.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. Hence the need for motivation and the creation of favorable conditions for pedagogical growth. It is necessary to create the conditions in which the teacher independently realizes the need to improve the level of their own professional qualities. The analysis of one's own pedagogical experience activates the professional self-development of the teacher, as a result of which the skills of research activity are developed, which are then integrated into pedagogical activity.

Development of professional competenceis a dynamic process of assimilation and modernization of professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, involving continuous development and self-improvement.

Formation of professional competence- the process is cyclic, because in the process of pedagogical activity, it is necessary to constantly improve professionalism, and each time the listed stages are repeated, but in a new capacity. In general, the process of self-development is biologically determined and is associated with the socialization and individualization of a person who consciously organizes his own life, and hence his own development. The process of formation of professional competence also strongly depends on the environment, so it is the environment that should stimulate professional self-development.

Thus, we see that the goal of methodological work at school in the context of the implementation of the Federal State Educational Standard is to ensure the professional readiness of teachers for the implementation of the Federal State Educational Standard through the creation of a system of continuous professional development for each teacher.

It is clear that the solution of the main tasks of general education primarily depends on the professional competence of teachers - the main executors of the requirements of the Federal State Educational Standard. One thing is clear, that only teachers with high professionalism can educate a person with modern thinking, who is able to successfully fulfill himself in life. At the same time, the concept of "professionalism" includes not only the professional, communicative, informational and legal components of the competence of educators, but also the personal potential of the teacher, the system of his professional values, his beliefs, attitudes, in integrity, giving high-quality educational results.

In modern conditions, the requirements for the professional competence of a teacher are imposed not only by the new educational standard, but also by the TIME in which we live. And each teacher is faced with a difficult, but solvable task - “to be in time”. For this to happen, everyone who has chosen the profession of a teacher must periodically recall the very important and correct words of the Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, on which I will end my speech: “In the matter of education and upbringing, in all school affairs, nothing cannot be improved without the teacher's head. The teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.”

Development of professional competencies of a young teacher in accordance with the requirements of a professional standard.

Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who is not himself developed, educated and educated. He is only able to actually educate and educate as long as he himself works on his own upbringing.

A. Diesterweg.

In modern society, there are rapid updates in all areas of professional activity; new, higher requirements are imposed on the professional development of young specialists. The Concept for the Modernization of Russian Education focuses on the fact that a developing society needs modernly educated, moral, enterprising young people who can independently make decisions in a situation of choice, who are capable of cooperation, are characterized by mobility, dynamism, constructiveness, are ready for intercultural interaction, have a sense of responsibility for the fate of the country, for its socio-economic prosperity. The school should have not just a subject teacher, but a creative organizer, a creatively developed person who is able not only to educate and educate a child, but also to develop him as a person.

The definition of the professional competence of a teacher in our education has appeared relatively recently. Now the issue of forming the professional competence of a teacher is more relevant than ever in the pedagogical community.

In the pedagogical dictionary, professional competence is defined as "a teacher's possession of the necessary amount of knowledge, skills and abilities that determine the formation of his pedagogical activity, pedagogical communication and the teacher's personality as a carrier of certain values, ideals and pedagogical consciousness."

Thus, the responsibility for acquiring practical work experience rests with the educational institution and the mentor, who is usually "attached" to the young specialist. The quality depends on the level of the mentor and the teaching staff in which the young specialist enters. The main ways of forming professional competence at this stage are the Young Teacher School and mentoring. Whether professional competencies are being formed in a young teacher, which are undoubtedly very important for further pedagogical work, is unclear if one does not know the work plans of the administration of a particular school for working with young specialists.

On the way to improve and develop professional competence, a young teacher will have to go through the following stages:

1. Work in methodical associations, creative groups

2.Research activity

3. Innovative activity, development of new pedagogical technologies

4. Active participation in pedagogical competitions, scientific and practical conferences

5. Transmission of own experience

However, none of these stages will be effective if the teacher does not feel the need to improve their own professional competence. It follows from this that it is necessary to ensure the creation of favorable conditions for pedagogical growth and stimulate the internal motivation of young teachers. The problem of managerial assistance to young teachers is quite relevant today.

Starting a professional activity in an educational institution, a young teacher must be fluent in pedagogical technologies of this type, such as diagnostics, goal-setting, forecasting, master the methods and means of pedagogical influence, the skills of organizing various types of student activities, the ability to connect personal, differentiated and individual approaches in educational and upbringing process, as well as to overcome difficulties in communication with students, parents, colleagues and administration.

Everything is new: a social role, new relationships with people. A new personal situation - responsibility for the quality of their work, the result expected by teachers, students, parents.

The lesson is the most important condition for the formation of universal learning activities.

Primary school is the foundation of every person's education. Today's junior schoolchildren, of course, do not look like their peers in the 80s and 90s of the twentieth century. The new generation is Russian citizens with new thinking, motivated to innovative behavior. Therefore, it is important to form in a younger student such a key competence as “the ability to learn”.

In this regard, other requirements began to be imposed on the Russian education system. So, in primary education, the most important task is the formation of universal educational activities - the ability to independently assimilate new knowledge and skills. A special place in the implementation of the Federal State Educational Standard is given to the formation of universal educational activities (UUD).

Universal learning activities were developed by a group of psychologists under the guidance of Corresponding Member of the Russian Academy of Education, Professor of Moscow State University A.G. Asmolov. The methodological and theoretical basis of UUD is the system-activity approach of L.V. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonina, A.V. Zaporozhets, V.V. Davydov. The authors of the second generation standards consider UUD as providing the student with the opportunity to act independently while receiving education.

Universal learning activities (UCA) are divided into 4 groups: regulatory, personal, communicative and cognitive.

The task of the teacher is to create conditions for the formation of UUD at each stage of the lesson and determine which of the methods are the most effective, to understand what is the role of the teacher and student at each stage of the lesson, to think over a system of questions and tasks that contribute to the formation of UUD.

Stages of the lesson that contribute to the formation of the above UUD:

Stage 1 - updating of basic knowledge

Stage 2 - formulation of the educational problem

Stage 3 - problem formulation, planning;

Stage 4 - the discovery of new knowledge;

Stage 5 - application of new knowledge

Stage 6 - reflection

When designing any lesson, the teacher must plan the formation of UUD: he must teach children to set goals and look for ways to achieve them; show the child's achievements in comparison with his early achievements; to involve students in the discovery of new knowledge; teach how to work in groups; teach self-examination; introduce different sources of information used to search for knowledge; learn to choose criteria for evaluation; learn to defend one's own opinion and respect the opinions of others; to teach cooperation between students and teacher. The teacher must remember that learning, in accordance with the Federal State Educational Standards, should be built as a process of “discovery” by each student of specific knowledge. The student does not accept it in finished form, and the activity in the lesson should be organized in such a way as to require effort, reflection, search from him.

So, the student must be the master of his activity: set goals, solve problems, be responsible for the results. In order to cope with any task, the student masters universal learning activities.

The new Standard is result-oriented. Now not only knowledge, skills and abilities in subjects will be taken into account, but also interdisciplinary and personal results, that is, the development of a particular student, taking into account individual age, psychological and physiological characteristics, the student becomes an active participant in the educational process and does not just listen to the teacher who tells a new material, but learns to acquire knowledge himself.

If change is not managed, it will still happen, whether we like it or not. That's just not at all the fact that they will be exactly the way we want. Management is intended precisely to transfer the system to the desired state for us. To work in conditions that suit us. To do what we like. To get satisfaction from their work, and not exhausting fatigue and irritation.

Literature

1. Koreshkova M. N., Ryzhevskaya M. A. Formation of professional competence of young teachers [Text] / M. N. Koreshkova // Young scientist. - 2016. - No. 24. — S. 466-469.

2. Ignatieva L. V. Pedagogical support for the formation of young professionals in educational institutions of the SPO [Text] / L. V. Ignatieva // Scientific and methodological electronic journal "Concept". - 2016. - T. 19. - S. 108-111.

Dostanko Marina Alexandrovna

Position:

Head teacher

Place of work:

MBOU "RSOS named after V.S. Voronin"

Table of contents.

Introduction. p.3

Chapter 1. Managing Teacher's Professional Development:

history and modern approaches. p.7

Chapter 2

MBOU "RSOS named after V.S. Voronin". p.12

2.1. Main directions of improvement

professional training of teachers

MBOU "RSOS named after V.S. Voronin" p.12

2.2. Course preparation as one of the directions

development of the staff potential of the school. p.13

2.3.Organization of methodological activities

school services as the most important resource for improvement

staffing potential of the school. p.15

2.4. Ways of forming an individual

educational route of the teacher. p.18

2.5. Certification of teaching staff as one

from areas of professional development

pedagogical workers. p.24

2.6. Competitions of professional skills

and dissemination of pedagogical work experience. p.27

Conclusion p.29

References.p.30

Introduction.

Each new stage in the development of human society raises the question of how the younger generation will assimilate the accumulated cultural and historical values, and how in the future humanity will develop on their basis.

In this regard, questions constantly arise about what the system of general education in the state should be like in order for school graduates to be the new generation that is capable of further development of human society. To what extent will these graduates be able to adequately perceive the surrounding reality, to what extent will they be able to adequately perceive the necessary information, to what extent will they be able to organize adequate activities on the basis of this adequate perception?

It is no coincidence that in international studies, the final rankings of countries in assessing the quality of education of students are the subject of in-depth study, which becomes the basis for building the educational policy of the state, developing new laws and programs, the main goal of which is to improve the quality of education and create the necessary conditions that will help already at school to prepare a graduate who is a competitive personality.

At the same time, it is obvious that an indispensable condition for obtaining a high quality education is the presence of a high professional level of teachers.

In recent years, our country has developed the National Educational Initiative "Our New School", the National Doctrine of Education in the Russian Federation, the Concept of the Federal Target Program for the Development of Education for 2011-2015, the Concept for the Long-Term Socio-Economic Development of the Russian Federation for the period up to 2020, etc. .d. All these documents focus on the quality of education; development of professional competencies of a teacher; on improving the managerial initiative of managers.

Thus, paragraph 23 of the order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 "On the approval and implementation of the federal state educational standard of primary general education" the continuity of professional development of employees of an educational institution implementing the main educational program of primary general education should be ensured by their development additional professional programs in the amount of at least 72 hours, at least every five years in educational institutions licensed to conduct this type of educational activity.

Paragraph 22 of the order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 "On approval of the federal state educational standard of basic general education" and paragraph 22 of the order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 "On approval of the federal state educational standard of secondary general education" determines, that pedagogical workers working in the implementation of programs of basic and secondary general education must necessarily take advanced training courses of at least 108 hours.

On September 1, 2013, the "Law on Education in the Russian Federation" dated December 29, 2012 No. 273-FZ came into force, in which a lot of attention is paid to the professional development of teachers and the quality of education.

Paragraph 1.5 of Article 48 states that teachers are obliged to apply forms, methods of training and education that ensure a high quality of education.

Paragraph 5.2 of Article 47 indicates that pedagogical workers at least once every three years have the right to additional professional education in the profile of pedagogical activity.

Paragraph 1.7 of Article 48 states that it is the responsibility of a teacher to systematically improve his professional level. In addition, the "Law on Education in the Russian Federation" in subparagraph "h" of paragraph 1 of Article 29 states that educational organizations must ensure openness and accessibility of information about teaching staff who work in this organization.

These articles of the law oblige the heads of educational organizations to pay special attention to the level of professional qualifications of their teachers and create the necessary conditions for their professional development.

Order of the Ministry of Education and Science of the Russian Federation of July 1, 2013 No. 499 (As amended by the Order of the Ministry of Education and Science of Russia of November 15, 2013 No. 1244) approves the procedure for organizing and implementing educational activities for additional professional programs. In accordance with this order, the minimum allowable volume of development of advanced training programs cannot be less than 16 hours. This rule applies to specialists in all sectors, including employees of the education system.

Taking into account the provisions of the above articles of regulatory legal acts, each teacher must take refresher courses of at least 16 hours once every three years and refresher courses of 72 or 108 hours once every five years (depending on the level of education where the teacher works).

By Decree of the Government of the Russian Federation of November 22, 2012 No. 2148-r, the Plan for the implementation of the program "Development of Education for 2013-2020" was approved. The goal of the program is to ensure the high quality of Russian education in accordance with the changing demands of the population and the long-term tasks of the development of Russian society and the economy.

The appearance of all these documents is caused by systemic changes in the professional activities of teachers. The education sector is in dire need of a professional teacher who is able to carry out the development of his students by means of his profession, to master new humanitarian technologies and new pedagogical and managerial tools.

The analysis of normative documents and practice of professional training of teachers allows us to conclude that there is the following set of contradictions:

The growing demands of society on the level of professionalism of teachers and the lack of systemic knowledge, skills and abilities of developing education for many of them,

The need to solve new educational problems in the context of the implementation of the Federal State Educational Standard and the lack of development of a system of methodological support for the professional development of teachers,

The need for team teaching staff and the underdevelopment of these forms of work in educational practice.

These contradictions determined the purpose of this work, which is to find an answer to the question of how and on what basis it is possible to improve the management of the professional development of teachers at MBOU "RSOS named after V.S. Voronin" in the current educational situation.

CHAPTER 1. Management of teacher's professional development: history and modern approaches.

The concept of "management" today is one of the leading concepts in many areas of knowledge.

The founders of management as a theoretical knowledge were the American engineer F. Taylor and the French manager A. Fayol.

F.Taylor decided to improve the management of the enterprise through the economical use of materials and means of labor; by regulating the use of tools and materials; through the standardization of work operations and accurate recording of working hours.

A. Fayol identified five management functions that formed the basis of management principles. In his opinion, "manage" means: to predict, plan, organize, dispose and control.

In the 30-50s of the twentieth century, the "school of human relations" was widely spread, which in management shifted attention from the performance of production tasks to relations between people. Using the possibility of developing relationships between people and their positive impact on the final production result has become the basis for the emergence of a new branch of knowledge - the activity of managing people.

In a wide variety of organizations, this activity has become known as management (English management - management).

Thus, considering the concept of "management", it was originally defined as the ability to continuously and purposefully influence a group of people, using their labor, intelligence, behavioral motives to organize and regulate their activities in the production process, in order to achieve the best results at the lowest cost.

In the 60-70s of the twentieth century, the term "management" began to be widely used in social and humanitarian knowledge: in sociology, and then in pedagogy.

Currently, in pedagogical science, it is considered as follows:

The concept of "professional development" comes from the Latin. profiteor ("I declare my business"). This is a process that characterizes the dynamics of irreversible changes in the personality, its basic motivational needs, cognitive, emotional-volitional components in the course of professionalization.

The term "professional development" of a teacher refers to interdisciplinary concepts and is considered in different fields of knowledge through the prism of special accents.

So, L.M.Minina says that "professional development" is an active qualitative transformation by the teacher of his inner world, the internal determination of the teacher's activity, leading to a fundamentally new way of professional life. At the same time, L.M.Minina fundamentally draws attention to that there is absolutely no relationship between a teacher's age and his influence on professional development.

E.F. Zeer has the opposite position, which boils down to the fact that professional development is based on the social situation, the level of implementation in the profession and the chronological age of a person.

Rostunov A.T. claims that the concept of professional suitability, by which he understands the combination of individual psychological characteristics of a person, provides him with the greatest efficiency of his socially useful activity and satisfaction with his work.

If we turn to pedagogy, then professional development is considered here as a process of solving professionally significant tasks - cognitive, communicative, moral and ethical. In the course of this process, the teacher acquires the necessary set of business and moral qualities associated with his profession. Scientists who deal with the problem of professional development note that the development of a professional occurs as a result of systematic improvement, expansion and reinforcement of the spectrum of knowledge; development of personal qualities necessary for the development of new professional knowledge, skills and abilities (E. Klimov). That is why professional development in pedagogy is associated not with formality or duty, but with a way of thinking, a useful habit. In this regard, recently there has been talk about the need for professional development throughout life. In management, "professional development" is the process of preparing employees to perform new production functions, occupy positions, and solve new problems, aimed at overcoming the discrepancy between the requirements for an employee and the qualities of a real person, i.e. It's mostly about human resource management. Since in management we talk about professional development as a process of performing production functions, it is in this regard that business pays great attention to continuous staff training. Each firm aims to be competitive and get the highest possible profit. This is only possible if all employees are ready to work in the new conditions that constantly arise in the current economic situation. In the process of development of management as a science, different understandings of what is its basis were used. In our study, we adhere to a humanistic approach, which considers cultural meanings and values ​​as the basis of management and is fixed on the human side of organizational culture. As part of the humanistic approach to managing the development of teaching staff, there is an understanding of the importance of changing the values ​​that underlie professional and pedagogical activities. To be successful in the market, managers constantly think about the question “How can we change the management of labor resources to obtain the necessary opportunities?”

In the teaching profession, it is equally important to be aware of new trends, as this is one of the professions that is focused on the future: on your future as a professional; for the future of their students, who have to adapt in life. It is probably no coincidence that an important requirement in the professional development of a teacher is his professional self-development. The teacher should strive for continuous improvement, both personal and professional. In fact, the professional development of a teacher is when he realizes his responsibility and his participation in everything that happens to him and his students; when he tries to actively contribute to or resist external circumstances; when he plans and sets the goal of his professional activity; when he changes himself to achieve the desired result. M. M. Potashnik notes that no matter how much the teacher himself cares about his professional development, no matter how much he thinks about it, no matter how carefully he designs it himself, he will not be able to help but use the external sources that the school offers him.

Thus, school management, leadership of the teaching staff is a necessary factor in the professional development of any teacher. One of the most common ways of professional development is professional development. The purpose of advanced training is to update theoretical and practical knowledge. As a result, the teacher masters new methods for solving professional problems, improves his professional level, which is especially important in the constantly changing conditions and requirements of society. Paying attention to the versatility of the concept of "professional development" in this paper, it will be considered as an interdisciplinary one for pedagogy, psychology and management. Thus, on the basis of an interdisciplinary analysis of works, one can single out the essential features of the concept of "professional development": a special type of teacher's activity in the field of mastering educational innovations; the most important component of the new pedagogical professionalism; the result of joint efforts of the individual, the state and society.

Chapter 2

2.1. The main directions of improving the professional training of teachers of MBOU "RSOS named after V.S. Voronin".

MBOU "RSOS named after V.S. Voronin" conducts versatile work to create conditions for the professional development of teachers, in which the following areas can be distinguished.

In the 2016-2017 academic year, the team of school teachers continued to work on the topic « Improving the quality of education and developing the creative potential of the subjects of the educational process in the context of the implementation of the Federal State Educational Standard of Primary General Education (IEO) and the introduction of the Federal State Educational Standard of Basic General Education (OOO).

The purpose of the methodological work was determined:"Creating conditions for the development of teacher potential and increasing the level of professionalism of teachers for the successful implementation of the second generation of the Federal State Educational Standards." The emphasis in the work is on improving the system of professional self-development of teachers, their reorientation to the formation of the results of pedagogical activity in accordance with the requirements of new educational standards and improving the quality of the educational process.

Based on the main areas of work and in accordance with the goals set, the tasks of methodological work were determined:

Creation of optimal conditions for raising the methodological level of teaching staff for the successful implementation of the requirements of the Federal State Educational Standard of the IEO and LLC.

Increasing the motivation of teachers in the growth of professional skills. Continued work on the generalization and dissemination of advanced pedagogical experience. Effective application of modern pedagogical technologies to improve the quality of education.

Improving the monitoring system for the development of the teaching staff.

Application in the practice of teachers' work of methods of internal and external assessment of the quality of teaching.

2.2. Course preparation as one of the directions for the development of the school's human resources.

Course training of pedagogical staff of MBOU "RSOS named after V.S. Voronin" takes place in accordance with the plan - schedule for the calendar year, on the basis of the law of December 29, 2012 No. 39 273 "On Education in the Russian Federation". Submission of applications for coursework is carried out using an electronic record on the portal of the GAU DPO MO "Institute for the Development of Education".

GAU DPO MO "Institute for the Development of Education" offers a fairly wide range of educational services. The teacher has the right to choose qualifying or modular courses of 72, 108 or 144 hours.

In addition, the Murmansk "Institute for the Development of Education" offers such forms of continuous professional development "on the job" as face-to-face, network, individualized, distance learning models: webinars, videoconferences.

For teachers, the Institute also organized methodological support in networked pedagogical communities.

At the end of the course, each student submits the final work and, upon successful defense, receives a document on advanced training.

Innovative areas for the professional growth of teachers in the Murmansk region have become various forms of professional communication between teachers:

 competitions of professional skill are organized;

 meetings are organized with educators and ideologists of educational programs;

 seminars are organized with methodologists from leading publishing houses, authors of textbooks and teaching aids;

 master classes are held;

 conditions are created for the dissemination of pedagogical experience.

2.3. Organization of the activities of the methodological service of the school as the most important resource for improving the personnel potential of the school.

The organization of the activities of the methodological service of the school is the most importantan innovative resource in terms of improving the pedagogical skills of school teachers.

Directs and corrects workmethodical serviceMethodological Council, which includes the heads of subject MOs.

In the past academic year, at meetings of the Methodological Council, issues of continuity in education, features of pre-profile and profile training of students, issues of introducing the work of the Federal State Educational Standards LLC into practice, the specifics of organizing work with students who have a pronounced interest in learning, the organization and results of subject Olympiads, preparation for state final certification.

In the 2015-2016 academic year, the following worked at the school:methodical associationsteachers:

MO theme

MO elementary school teachers

Development of the cognitive interest of schoolchildren and improving the quality of education through the study and implementation of the latest pedagogical technologies in practice

MO teachers of Russian language and literature

GEF as a condition for improving the quality of the educational process in a modern school

MO math teachers

Modern lesson as a factor in the formation of positive motivation for learning

MO teachers of natural disciplines

Improving the quality of education in the subjects of the natural science cycle in the context of the introduction of the Federal State Educational Standard of basic general education through updating the content and methods of teaching, organizing pre-profile training as a means of improving the quality of education.

MO teachers of a foreign language

Improving the quality of teaching a foreign language through the use of new teaching materials and advanced technologies, the formation of learning motivation in the context of the introduction of the Federal State Educational Standard

MO history teachers

Improving the quality of education and developing the creative potential of the student through the study and implementation of the latest information and communication technologies in the lessons of history and social science in the context of the implementation of the Federal State Educational Standard.

MO teachers of technology, music, fine arts

Improving the professional competence of teachers in the field of theory and practice of the modern lesson and methods of its pedagogical analysis

MO teachers of physical culture and life safety

Improving pedagogical skills to improve the quality of education and the transition to new educational standards

Thus, all methodological associations worked on topics related to the general theme of the school. In the reports of the heads of the subject MOs, it is noted that they all achieved their goals.

The priority areas of activity of the Methodological Service of MBOU "RSOS named after V.S. Voronin" are:

1. Organization of advanced training of teaching staff and creation of conditions for the formation of an individual educational route for teaching staff in the intercourse period;

2. Organization of the timely certification of school teachers and the provision of methodological support to teaching and administrative staff during the inter-certification period;

3. Organization and holding of professional competitions. Formation of a bank of advanced pedagogical and managerial experience, its dissemination in the educational system of the district;

4. Studying the work experience of teaching staff, supporting and developing the creative potential of school teachers, creating conditions for its dissemination;

5. Support and support of young professionals through the implementation of the district social project "School of a young teacher";

6. Organization and holding of Olympiads and creative competitions for students, monitoring the level of subject achievements of students, creating a data bank on students with academic talent and creative potential;

7. Methodological support for the activities of school methodological associations.

The following issues are discussed at the meetings of the Ministry of Education: new educational technologies and their implementation in practice, analysis of lessons based on a systemic-activity approach, GEF, forms and methods of current and final control, preparation for the SIA, teachers' reports on self-education topics, methods of working with gifted children , summarizing the work experience of creatively working teachers, etc.

At the meetings of the MO, the results of k / r, dictations, competitions, olympiads, conferences were analyzed, conclusions were drawn about the achievements and problems that the MO will have to work on.

Some of the functions of exercising intra-school control, of working with newly hired teachers, were delegated to the heads of the MO.

2.4. Ways of forming an individual educational route of the teacher.

A very important area of ​​advanced training for teachers is the formation of an individual educational route. The basis for its construction are the changes that are taking place today in the education system, related to the requests and needs of the participants in the educational process. The educational route itself is designed on the basis of the personal educational needs of the teacher himself, on the basis of the methodological problem (or topic of self-education) on which the teacher is working, as well as the needs of the school.

The purpose of such an educational route is to improve the professional competence of the teacher. Individual educational routes of pedagogical workers of the district suggest not only the variability of the choice of advanced training courses on the basis of the IRO or other organizations of higher education, but also self-education; disclosure of potential professional opportunities through participation in professional competitions; activities in the pedagogical community of the school. The teacher's self-education is also realized through the independent mastering of new educational technologies, teaching methods and forms of organization of educational activities of students, work with scientific and methodological literature, mutual attendance of classes, project development, etc.

All teachers of the school during the academic year worked on the topics of self-education, many presented its results at various levels: school, municipal, regional, federal. For example,:

Chemistry teacher

Introduction of innovative technologies in the teaching of chemistry in the context of the introduction of the Federal State Educational Standard of basic general education

1. Teachers' Council "System-activity approach - methodology of the Federal State Educational Standard"

2. Seminar in Murmansk "Peculiarities of teaching chemistry in the Murmansk region in the context of the implementation of the Federal State Educational Standard of Education"

IT-teacher

Formation and development of the creative potential of students in the lessons of informatics in the context of the conduct and implementation of the Federal State Educational Standard

Regional methodical Friday

"Creating multimedia interactive exercises"

Mathematic teacher

1) Participation in the festival of lessons on the Federal State Educational Standard. The topic of the lesson is "Modulus of number" (Grade 6)

2) All-Russian methodological competition "Medalingrad - May 2016". Nomination "Creative works and methodological developments of teachers". Work "Modulus of number"

3) All-Russian Internet - competition for teachers "Pedagogical triumph". Nomination "Best Lesson Note". Work "Triangle and its types"

Mathematic teacher

System-activity approach in teaching mathematics in the context of the Federal State Educational Standard

methodological material on the pages of the media ZAVUCH.INFO. Work "Atrock reflection "Vieta Theorem"

2) Speech at the meeting of the ShMO - "Using the rationalization method to solve logarithmic and exponential inequalities"

3) Participation in the festival of lessons on GEF. The topic of the lesson is “Arcsine and arccosine. Solving Equationssin t = a, cos t = a"(Grade 10)

Mathematic teacher

"Development of diagnostic tools for assessing the educational achievements of students in mathematics in the context of the introduction of the Federal State Educational Standard"

1) All-Russian competition "Methodological development of a lesson in accordance with the requirements of the Federal State Educational Standard". Publicationmethodological material on the pages of the media ZAVUCH.INFO. The work "The Pythagorean Theorem"

2) Speech at a meeting of the Moscow Region of teachers of mathematics and computer science with the participation of teachers of physics and chemistry "The system of criteria-based assessment: a problem or a solution"

The disclosure of potential professional opportunities and aspirations in the individual educational route of pedagogical workers is realized through participation in full-time or correspondence professional competitions; through the initiative of organizing competitions, festivals, subject vacation shifts for students of the district. The activity of a teacher in the professional community is manifested through master classes, open lessons, speaking at school and district level seminars on the topic of self-education, participation in the analysis of new teaching materials, meetings with methodologists of publishing houses and authors of textbooks and teaching aids.

Thus, an individual educational route of a teacher's professional development is defined as a purposeful designed differentiated educational program that provides the teacher with the position of the subject of choice, development, implementation of the educational program in the implementation of the methodological association of support for his professional self-determination and self-realization.

One of the forms of advanced training for teachers at the present stage is participation in webinars. Educational organizations of the district are regularly informed about webinars at the federal and regional levels. Such forms of obtaining important information are an integral part of the formation of an individual educational route for teachers in the intercourse period.

The implementation of an individual educational route is presented by a pedagogical worker in the form of a portfolio. This form of "reporting" is most relevant in the course of certification.

A number of teachers have a low level of motivation to master new technologies in education and introduce them into the educational process, there is a passive attitude of a number of school teachers to the exchange of experience and improvement of the quality of teaching.

The methodological work of the school has its own traditions. One of them is the holding of bright methodological events. For many years these were the Festivals of Pedagogical Ideas "Methodological Sprint" and "open class-3 R". These events taught teachers brevity, clarity of speech, thoughtfulness, accuracy of each word, developed creative activity, taught them to vividly present their experience, their big and small discoveries. The continuation of this work was the school methodical Festival of lesson scenarios according to the Federal State Educational Standard.

Participation in the Festival allowed the participating teachers and teachers, to whose court the lesson developments were presented, once again dwell on the theory of building a new lesson, analyze their experience, compare their achievements with how other teachers do it.

Over the course of several years, district seminars for teachers of the district "Methodical Friday" will be held on the basis of the school. The teachers of our school also took part in their work, including among the speakers. In general, 95% of teachers became participants in the work of Methodical Fridays for teachers of the district.

To improve the methodological literacy of teachers in the issue of applying the requirements of new educational standards, thematic teachers' councils are regularly held at the school, such as "Systemic-activity approach to teaching and education as a conceptual basis for modern educational standards", "Meta-subject approach in teaching as the basis of quality education", " Development of professional competencies of teachers as a factor in improving the quality of education”, etc.

The teachers of the school are regular participants in methodological seminars on the following topics: "Problems of implementing the Federal State Educational Standards LLC", "Features of constructing lessons according to the Federal State Educational Standards LLC", "The system of work of a subject teacher in preparation for the GIA (workshop), "Management of cognitive activity in the classroom (How to teach everyone qualitatively), etc.

In order to systematize the experience of teachers, the "portfolio" method is used. Each teacher of the school monitors their own activities, keeping a map of professional growth.

At the same time, the main problem of the methodological work of the school remains relevant - the improvement of the modern lesson as the main form of educational activity.

2.5. Certification of teaching staff as one of the areas of professional development of teaching staff.

On September 1, 2013, the Law of the Russian Federation No. 273-FZ “On Education in the Russian Federation” came into force. According to paragraph 2 of Art. 49 certification of teaching staff in order to confirm the compliance of teaching staff with their positions is carried out once every five years by certification commissions, independently formed organizations engaged in educational activities. The application of this norm is regulated by the order of the Ministry of Education and Science of the Russian Federation dated April 7, 2014 No. 276 "On approval of the procedure for attestation of teaching staff of organizations engaged in educational activities." In this order, the goals, objectives, principles of certification, as well as the regulation of the certification procedures are indicated.

To conduct certification for compliance with the position held at the school, the relevant local regulations have been developed and adopted: an order to organize certification of teaching staff in order to confirm the compliance of employees with their positions; regulation on the attestation commission of an educational organization.

Certification in order to establish a qualification category (first or highest) is carried out at the request of the teacher. Attestation is carried out by an attestation commission formed by the authorized state authorities of the Murmansk region. According to regulatory documents, the first qualification category is established on the basis of:

 stable positive results in the development of educational programs by students based on the results of monitoring conducted by the organization;

 stable positive results in the development of educational programs by students based on the results of monitoring the education system, carried out in the manner established by the Decree of the Government of the Russian Federation of August 5, 2013 No. 662;

 identifying the development of students' abilities for scientific (intellectual), creative, physical culture and sports activities;

 personal contribution to improving the quality of education, improving the methods of training and education, broadcasting in teaching staff the experience of the practical results of their professional activities, active participation in the work of methodological associations of pedagogical workers of the organization. According to regulatory documents, the highest qualification category is established on the basis of:

 achievement by students of positive dynamics of the results of mastering educational programs based on the results of monitoring conducted by the organization;

 achievement by students of positive results in the development of educational programs based on the results of monitoring the education system, carried out in the manner established by the Decree of the Government of the Russian Federation of August 5, 2013 No. 662;

 identifying and developing students' abilities for scientific (intellectual), creative, physical culture and sports activities, as well as their participation in olympiads, competitions, festivals, competitions;

 personal contribution to improving the quality of education, improving teaching and upbringing methods, and the productive use of new educational technologies, broadcasting experience in the teaching staff of the practical results of their professional activities, including experimental and innovative;

 active participation in the work of methodological associations of pedagogical workers of organizations, in the development of program and methodological support of the educational process, professional competitions.

Managing the professional development of teachers in the issue of certification, the main tasks of the methodological service of the school are:

Timely informing teachers about the changing regulatory documents governing the certification procedure;

Organization of consultations during the preparation and passage of attestation procedures.

2.6. Competitions of professional skills and dissemination of pedagogical work experience.

The professional development of the teaching staff of the school is also carried out by initiating teachers to participate in professional competitions. The school holds review-competitions of classrooms. Criteria for the review-competition of classrooms have been developed. Teachers of the school also took part in regional competitions of classrooms, becoming their prize-winners and winners.

These activities make it possible to systematize educational materials, visual-didactic, laboratory-practical; contribute to the generalization of the best educational practices of teachers of the district.

Along with the traditional competition of professional skills "Teacher of the Year", the school holds a competition for the best pedagogical essay, a competition for multimedia presentations, etc.

In addition, school teachers take part in other professional competitions of various levels and achieve recognition of their achievements by the pedagogical community.

All materials of participants in professional competitions become part of the bank of advanced pedagogical experience. They are included in regional methodological collections and become available for review and study by the pedagogical community.

Management of the professional development of school teachers is also carried out by including teachers in innovative activities.

For several years, school teachers have taken part in innovative activities organized by the State Autonomous Educational Institution of the Ministry of Education and Science of the Moscow Region "Institute for the Development of Education" (for example, on such topics as "Approbation of the electronic journal for recording students' extracurricular activities", "The level of socialization of primary school students", etc.)

Conclusion.

In general, the work carried out by the school administration to improve the professional competence of teachers undoubtedly gives its positive results, expressed in stable indicators of the quality of education of students, however, it is also undeniable that in order to maintain and develop the quality of education, its continuous improvement is required, depending on the requirements that are imposed and will be presented to the school by society.

These requirements include the requirement to use the latest pedagogical technologies in their professional activities, the requirement to be an example of a modern person who, in the conditions of the information society, is able not only to possess a certain amount of knowledge, but to influence the new generation by the power of his own example, the power of his culture and his creativity. .

However, it should be borne in mind that in the constantly changing conditions of educational activity, the teacher needs support from the professional community and, first of all, from the leaders of the educational organization, one of the tasks of which is to organize work to improve the professional competence of the teacher.

Within the educational organization of the school administration, it is necessary to create such conditions so that the teacher has the opportunity to continuously improve his qualifications. At the same time, a situation should be created for the successful professional development of the teacher, which in turn will certainly lead to an increase in the quality of the educational services provided.

These trends determined the need to develop a school model for managing the professional development of subject teachers. To develop this model of professional development of subject teachers, it is important to provide for the following:

The professional development work of all teachers should be organized in accordance with their interests and the development program of the school itself;

The school should actively interact with universities and other institutions for advanced training;

Forms of advanced training should be flexible and varied.

At the same time, it should be borne in mind that only advanced training courses and the certification procedure are formal confirmation of the professional growth of a teacher.

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