The professional standard of a teacher of additional education establishes requirements for qualifications, work experience, basic and additional education of specialists. The employer is guided by professional standards in the formation of personnel policy, solving other organizational issues.
From the article you will learn:
What information contains professional standards for teachers of additional education 2019
Professional standard "Teacher of additional education for children and adults" approved Order No. 613n dated September 8, 2015 of the Ministry of Labor of the Russian Federation. Employers are obliged to apply professional standards in the field of practical personnel management.
Don't Miss: Top Article of the Month from an Expert Practitioner
5 main misconceptions about professional standards.
Download related documents:
The approved document is used and taken into account when:
- formation of personnel policy;
- conclusion of employment contracts;
- training planning;
- assessment and certification;
- establishing wage systems.
Please note: the professional standard of a teacher of additional education formulates the main goals of professional activity, regulates the necessary competencies for successful work.
In accordance with the approved professional standards, teachers of additional education of the sixth qualification level can hold positions:
- teachers;
- trainers-educators;
- additional education teachers;
- teachers-organizers;
- Methodists.
Job description of the teacher-organizer, taking into account the requirements of the professional standard "Teacher of additional education for children and adults"
Download in.doc
Download in.doc
Skills according to the professional standard of a teacher of additional education for the development of general educational programs are not described in detail in the qualification handbook. Accordingly, the employer must take into account the requirements of all existing regulatory documents and applicable laws.
What skills should a teacher have to help master general education programs:
to diagnose inclinations and predisposition, abilities for creative activity, certain types of art, sports;
apply general developmental programs taking into account the age characteristics of children;
establish a favorable psychological climate for the successful development of an additional general education program;
use modern forms and techniques that help to effectively assimilate the material.
Professional standard of a teacher of additional education for children and adults
The professional standard of a teacher of additional education for children and adults includes the following labor functions:
- development and organization of the implementation of programs, tools for studying the market for services additional. education of children and adults;
- study of the service market;
- formation of programs and proposals for the promotion of additional education services.
Job description of a senior teacher, taking into account the requirements of the professional standard "Teacher of vocational training, vocational education and additional professional education"
Download in.doc
Download in.doc
Skills of a teacher of additional education for children and adults:
- formulate and submit for discussion with the management of the concept, methodology of market research;
- form a sampling plan and develop research tools;
- optimize the costs of such work;
- to test the developed tools;
- coordinate activities and distribute research responsibilities;
- process primary results.
If the teacher is engaged in direct work on teaching children and adults additional education programs, the main skills are aimed at:
- introduction of effective methods of assimilation;
- search for an individual approach to each student;
- introduced new methods to improve all the main programs of additional education;
- organization of events aimed at preserving the contingent of students of different ages;
- holding presentations, exhibitions, and other events aimed at drawing attention to additional education programs.
Required knowledge
The teacher of additional education for children and adults has an extensive list of knowledge, taking into account the age characteristics of the student contingent:
- familiar with the list and characteristics of general education programs for children and adults;
- basic rules for creating information materials;
- methods that ensure the interest of students;
- techniques and methods of persuasion;
- ability to listen to the interlocutor;
- methods of involvement in activities;
- ways to quickly resolve conflicts.
Please note that the gradual introduction of professional standards for teachers of additional education will help optimize and systematize the activities of extracurricular work centers, conduct an effective personnel policy, and successfully introduce new modern methods and programs.
The professional standard of a teacher of additional education in 2018 is aimed at improving the educational system of the Russian Federation. Read about its content and implementation issues, download the document.
Read our article:
Professional standard of a teacher of additional education: latest news
The professional standard for a teacher of additional education (PPTE) is contained in and registered with the Ministry of Justice on September 24, 2015. However, its entry into force was postponed until January 1, 2018 by the decision of the Minister of Education Olga Vasilyeva. From this date, the professional standard should be used everywhere.
The term "teacher of additional education" has been used since 1992. This group of education includes all disciplines that aim to "form and develop the creative abilities of children and adults, meet their individual needs for intellectual, moral and physical improvement, form a culture of a healthy and safe lifestyle, improve health, as well as organize their free time". It says so in .
The main goals and objectives of the professional standard
The introduction of pedagogical professional standards, including EITI, is designed to systematize the requirements for teachers and introduce uniform qualification requirements. Thus, the general level of education in the Russian Federation should increase, since every teacher must meet the standards.
EITI declares as its main goals and objectives the organization of optimal conditions for the comprehensive development of students, their mastering of programs, assistance in career guidance, and personal growth. There are about 44,000 continuing education programs. They are divided into the following groups: social, artistic, natural science, sports, local history, sports, pedagogical and sports.
Structure and content
The EITI consists of 4 parts.
1 part is devoted to the goals and objectives of the introduced professional standard, it also provides OKVED and OKZ codes for teachers of additional education.
part 2- this is a description of the labor functions that make up this standard. There are three of them: direct teaching of additional general education programs, organizational-methodical and organizational-pedagogical support for the implementation of these programs. The EITI provides detailed explanations for each of the three functions, assigning specific job responsibilities to a specific function. The colossal work done by the EITI compilers to systematize the entire area of additional education makes it easy to determine what a teacher of additional education should do and what role this or that function plays in the overall learning process.
New career opportunities
Try it for free!. Complies with the requirements of the professional standard "Specialist in personnel management", for passing - a certificate of advanced training. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by ready-made document templates that can be.
3 section is dedicated to the specific requirements for EITI teachers. For each individual function, a list of possible positions is given, requirements for the teacher, including experience and conditions for admission to work. For example, a senior trainer-teacher must have at least 2 years of practical work experience, secondary specialized or higher education, in the absence of pedagogical training - additional education, etc. EITI, among other things, provides recommendations on the schedule of professional retraining.
AT 4 section information about EITI developers is reported. The responsible developer of the standard was the FGAU "Federal Institute for the Development of Education" (FGAU "FIRO"), the team of drafters is represented by 4 institutions from different cities of Russia.
Duties of the teacher and assessment of his compliance with the professional standard
EITI does not use the word "obligation" when describing the requirements for applicants for the vacancy of a teacher of additional education. Instead, the standard suggests focusing on the following structural components of its activities:
- work function,
- necessary skills,
- necessary knowledge (including the legislative framework),
- other characteristics.
note
The immediate job responsibilities of a specialist are determined by the administration of the educational institution, fixing them in other documents. Focusing on the standard and applying it in specific conditions, you can be sure of the qualifications of the teacher and the purposefulness of his activities.
Consider, for example, the position of a teacher-organizer. EITI gives a complete list of requirements for his education, skills and abilities. He can be a bachelor with additional special thematic education. In this case, at least 2 years of work experience as a teacher of additional education is required. If the applicant for the vacancy has a master's degree in organizational and pedagogical activities, work experience is not required. Once every 3 years, this employee must undergo training.
The task of the teacher-organizer is “organization and holding of mass leisure events”. Therefore, he must be able to come up with events, identify community initiatives, be able to create a turnkey event (from rehearsals to posters), involve parents, other teachers, as well as gifted special children. Such labor functions require a lot of knowledge, including sanitary and hygienic standards, labor protection requirements, child safety, attracting extrabudgetary funds, etc.
Is it possible to implement soon
The entry into force of the EITI is complicated by objective circumstances. First of all, this is insufficient material equipment for the sphere of additional education. Secondly, there is weak feedback from the parent community and local self-government, who regard additional education as optional, optional. Thirdly, shortcomings in terms of professional training cannot but affect: a weak theoretical and controlling (attestation) base for the education of teachers, problems in the systematization of narrowly professional knowledge.
And, of course, the lack of personnel matters, largely caused by material interest in highly paid work.
It is important that the education management reform is currently underway, it is being restructured and updated. So, the other day, the Minister of Education Olga Vasilyeva was appointed Minister of Education (May 18, 2018). It is obvious that teachers are in for big changes, and this will also affect employees of additional education. The final implementation of "educational" professional standards will end by January 1, 2020, according to.
On August 28, 2018, he was registered with the Ministry of Justice of the Russian Federation” order of the Ministry of Labor and Social Protection of the Russian Federation of May 5, 2018 N 298n “On Approval of the Professional Standard “Teacher of Additional Education for Children and Adults”. The order comes into force on September 9, 2018, and the order of the same department dated September 8, 2015 N 613n "loses its force.
Please note that the order of May 5, 2018 N 298n does not contain a provision that “the professional standard is applied by employers in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the conclusion of employment contracts, the development of job descriptions and the establishment of systems wages” (previously it was required).
In addition, the following requirements are now established for the education and training of persons applying for the position of a teacher of additional education:
- higher education or secondary vocational education within the enlarged groups of areas of higher education training and specialties of secondary vocational education "Education and Pedagogical Sciences";
- or higher education or secondary vocational education within the framework of another direction of training of higher education and specialties of secondary vocational education, subject to its compliance with additional general developmental programs, additional pre-professional programs implemented by an organization engaged in educational activities, and, if necessary, after employment, additional vocational education in the direction training "Education and Pedagogical Sciences".
Previously, requirements were established for the presence of secondary vocational education or higher education - a bachelor's degree, as well as the obligatory passage of professional retraining. exempted from the need for professional retraining.
Source
:
Order of the Ministry of Labor of Russia dated May 5, 2018 N 298n "On approval of the professional standard "Teacher of additional education for children and adults" (registered on August 38, 2018, registration number of May 5, 2018 N 298n)" On approval of the professional standard "Teacher of additional education children and adults»»
Letter of the Russian Ministry of Labor No. 14-2/10/V-4361 dated June 6, 2017 (On the introduction of professional standards and bringing job titles in line with the requirements of Russian legislation)
The new professional standard "Teacher of additional education for children and adults" comes into force: 18 comments
Question: Are advanced training courses in the direction of "Education and Pedagogical Sciences" additional professional education? Are refresher courses once every 3 years enough if there is education in the field of activity (for example, higher art education and a teacher teaches fine arts)? I ask you to help me figure it out, as some teachers say that refresher courses are enough, while others say that professional retraining is mandatory.
Hello!
I read about the new professional standard "Teacher of additional education for children and adults." It says on your website: “At the same time, the presence of secondary vocational education or higher education - bachelor's degree, the focus of which corresponded to the taught subject, course, discipline (module), did not exempt from the need for professional retraining.”
Question: according to the new professional standard, does the presence of higher education, the focus of which corresponds to the subject being taught, exempt from the need for professional retraining?
Good afternoon, please explain the phrase “Please note that in the order dated May 5, 2018 N 298n there is no provision that “the professional standard is applied by employers in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the conclusion of employment contracts , the development of job descriptions and the establishment of wage systems "(previously required)".
And another question, if I graduated from a university in the direction of "chemistry and biology", and I work as a teacher-organizer in the art and aesthetic department, in connection with the introduction of a new professional standard, do I have the right to work not in my specialty "chemistry and biology"?
Good afternoon! Explain the wording in the new prof. standard in the section "requirements for education and training" in relation to the position of "teacher-organizer" - higher education or secondary vocational education within the enlarged groups of areas of higher education and specialties of secondary vocational education "Education and Pedagogical Sciences". This may mean that just any secondary vocational education is enough for the position of a teacher-organizer?
Good afternoon! faced the following problem. According to the Procedure for attestation of teachers, the SZD is established after the expiration of not earlier than two years later. and during this period the employee is considered as a teacher without a category. How is payment made in this case? if possible, please provide a link to a document that regulates this moment.
I am a teacher of additional education with 25 years of experience, secondary special technical education. I work on the program of arts and crafts. Can I be certified for compliance with my position on new prostaglandins.
I would like to specifically understand, I am a teacher of additional education, I took retraining courses for 522 hours, pedagogy and psychology of preschool children, can I work as a teacher at home according to the new professional standards. with children aged 14 and over Or just preschoolers?
In order to modernize education in the Russian Federation, the Order of the Ministry of Labor and Social Protection of the Russian Federation dated September 08, 2015 No. 613-n approved the professional standard “Teacher of additional education for children and adults”.
The updated goals of the Russian education system create new requirements for the quality of teaching staff, for the level of professional pedagogical activity in general.
It is necessary to develop new professional qualities of teachers of additional education with a standard of professional activity in the field of training, education and development.
The professional standard should become a system-forming mechanism that will improve the quality of work of teachers of additional education, create objective requirements for labor activities, knowledge and skills, and the required level of professional education.
The professional standard will determine the volume and direction of training, retraining or advanced training, will allow to objectively link the level of professionalism of a teacher of additional education, his duties and terms of remuneration with the results of professional activity (an effective contract). At the same time, the professional standard should act as a basis for assessing the qualifications and work of a teacher of additional education, and an effective contract as a tool for combining the interests of a teacher and a leader to solve the problems of an educational organization.
It must be stated that when introducing a professional standard for a teacher of additional education, a number of problems arise related to the lack of clear principles for building a career in the professional activities of teachers, including its main stages, the relationship between holding the relevant position and the qualifications required for this (from the point of view of the professional standard) ; the lack of a clear and objective relationship between the qualifications (professional level, level of competencies) of a teacher, the quality and results of his professional activity and remuneration.
The updated understanding of the requirements of the professional standard by teachers is a reflection of the real needs of the system of additional education for children, the mechanism for obtaining the quality of education, a tool for ensuring professional and career growth, and a personally significant approach to one's own activities.
Download:
Preview:
To use the preview, create yourself a Google account (account) and log in: https://accounts.google.com
Preview:
Specialist model -
teacher of additional education for children and adults
Function | Organization | leisure activities of students in the process |
|||
implementation | |||||
labor activities | 1. Planning for the preparation of leisure activities. | ||||
2. Organization of leisure activities. | |||||
3. Conducting leisure activities | |||||
Target | Formation of cultural traditions of leisure organization (in | ||||
according to the chosen areas of activity). | |||||
Expanding the cultural experience of students | and them | ||||
parents (legal representatives) in the organization of leisure | |||||
Tasks | 1. Definition and description of traditional activities for |
||||
organization of leisure activities (within the framework of the structural |
|||||
units in accordance with the chosen direction |
|||||
activities) (forms, frequency, expected results) and |
|||||
opportunities | their cultural | reproduction in the family |
|||
upbringing. | |||||
2. Determination of forms of involvement of students and their parents |
|||||
(legal representatives) in the process of preparing leisure activities |
|||||
events. | |||||
3. Compilation and discussion with parents (legitimate |
|||||
representatives) and students of plans for organizing leisure activities |
|||||
activities. | |||||
4.Education of parents (legal representatives) in ways |
|||||
organizing and conducting leisure activities in the process |
|||||
joint activities. | |||||
5.Joint | conducting | leisure | events | ||
students and their parents (legal representatives). | |||||
6. Organization of receiving feedback from parents on and togas |
|||||
holding events. | |||||
7. Conducting an analysis with the involvement of the parent community, |
|||||
access to joint planning of leisure activities. | |||||
8. Generalization of experience and description of formed traditions in |
|||||
organization of leisure activities. | |||||
Subjects | Administration of the educational institution | ||||
interactions | |||||
organizer teacher, | |||||
parents (legal representatives), | |||||
students, | |||||
specialized institutions | |||||
Resources / Terms | 1. Organizational. |
2.Material - technical equipment (according to the profile |
|
activities). |
|
3. Availability of premises. |
|
Result | 1. The presence of cultural traditions and systems in the work on |
organization of leisure activities in the process of implementation |
|
additional general education program. |
|
2. Active participation of parents (legal representatives) in |
|
planning, preparing and conducting leisure activities |
|
3. High level of culture of leisure activities |
|
events. |
|
Criteria | 1. Awareness of students, parents (legitimate |
representatives) about the system of leisure activities and traditions |
|
leisure activities in the structural unit |
|
and in the institution as a whole. |
|
2. The use of mastered forms, methods of activity in |
|
organization of leisure activities outside the institution. |
|
3. Distribution of experience. |
cultural traditions– social and cultural heritage, transmitted from generation to generation and reproduced in certain societies and social groups for a long time. Traditions are present in all social and cultural systems and are a necessary condition for their existence.
Function | Ensuring communication with students' parents |
|||||
mastering additional general education |
||||||
programs, in solving the problems of training and education |
||||||
labor activities | 1.Planning interaction with parents (legitimate |
|||||
representatives) of students studying additional |
||||||
general education program, in solving learning problems |
||||||
and upbringing. | ||||||
2. Conducting parent meetings, individual and |
||||||
group meetings (consultations) with parents (legitimate |
||||||
representatives). | ||||||
3. Organization of joint activities of children and adults with |
||||||
conducting classes and leisure activities. | ||||||
4. Ensuring, within the scope of their powers, the observance of rights |
||||||
the child and the fulfillment by adults of the established duties |
||||||
Target | 1. Formation of a responsible active position of parents in |
|||||
issues of education and upbringing of the child in the system |
||||||
additional education. | ||||||
2. Formation of uniform requirements for the organization |
||||||
pedagogical process on the part of parents (legitimate |
||||||
representatives) | teaching staff | (teachers |
||||
additional education) | ||||||
Tasks | 1. Informing parents (legal representatives) about |
|||||
implemented | CDOD | “Sputnik r.p. Linevo | programs |
|||
additional education and teaching staff. |
||||||
2. Studying the requests of parents for additional services |
||||||
education. | ||||||
3. Organization of recruitment into groups, taking into account the request of parents and |
||||||
children. | ||||||
4. Development of a system of interaction with parents, including |
||||||
forms of work and feedback systems. | ||||||
5. Planning and organizing situations of cooperation with |
||||||
parents, providing and opportunities to actively |
||||||
participate in the development process. | ||||||
Subjects | institution administration, | |||||
interactions | ||||||
teacher-organizer | ||||||
parents | ||||||
Resources/Conditions | 1. Room for organizing work. | |||||
Professional and personal resources. |
||
Methodological support (if necessary). |
||
Result | 1. Formed community of parents of students in |
|
MKUDO TsDOD "Sputnik". |
||
2. Effective interaction between teachers and parents |
||
(legal representatives) on issues related to the development |
||
students of additional education programs. |
||
3. The presence of unity of requirements in matters of organization |
||
educational process |
||
Criteria | 1. Active participation of parents (legal representatives) in |
|
events organized in MKUDO TsDOD "Sputnik", |
||
various forms of orientation, cooperation with |
||
the pedagogical team. |
||
Absence of conflict situations with parents (legal |
||
representatives) caused by the difference in requirements for |
||
pedagogical process and interaction with students |
||
Specialist model - teacher of additional education for children and adults
Function | Organization of student activities, | aimed at development |
|||||||
additional general education program | |||||||||
labor activities | 1. Recruitment for training in additional general developmental |
||||||||
program. | |||||||||
2.Selection | for | learning | on | additional |
|||||
pre-professional program. | |||||||||
3.Current | the control | and help | students in | corrections |
|||||
activity and behavior in the classroom. | |||||||||
4. Development of measures for the modernization of equipment |
|||||||||
educational | premises, | formation | his | subject- |
|||||
spatial | environment, | providing | development |
||||||
educational program. | |||||||||
Target | 1. Creation of conditions for effective mastery of children |
||||||||
methods of activity in the chosen direction in accordance |
|||||||||
with potential opportunities in development |
|||||||||
additional general education program | |||||||||
Tasks | 1. Carrying out activities for the recruitment of students for training |
||||||||
on an additional general education program (based on |
|||||||||
studying the requests of parents, including). | |||||||||
2. Implementation | pedagogical | process aimed at |
|||||||
development of the program of additional education by the child. |
|||||||||
3.Implementation of current control and | Giving help |
||||||||
students in the correction of activities and behavior in the classroom. |
|||||||||
4. Creating conditions that motivate parents to consolidate |
|||||||||
in children received ZUNov and emerging | UUD, and |
||||||||
expanding the cultural experience of children in the chosen direction. |
|||||||||
5. Formation of the subject-spatial environment in |
|||||||||
an institution that provides the development of educational |
|||||||||
programs. | |||||||||
6. Ensuring the possibility of participation of students in |
|||||||||
activities aimed at presenting results |
|||||||||
training (competitions, exhibitions, competitions, etc.) |
|||||||||
Subjects | Administration, | ||||||||
additional education teachers, | |||||||||
parents, | |||||||||
other subjects of social infrastructure, | related by |
||||||||
additional general education program | |||||||||
Resources / Terms | 1. A room for organizing classes. | |||||
2. Material and technical resources. | ||||||
3. Information and methodological resources. | ||||||
4. Professional and personal resources of the teacher. |
||||||
5.Resources | social infrastructure | on | direction |
|||
activities. | ||||||
Result | 1. Effective mastery of the content of additional |
|||||
general educational program and methods of activity in |
||||||
chosen direction according to potential |
||||||
opportunities. | ||||||
2. The presence of a situation of creative success among students. |
||||||
Criteria | 1.High | results | development | additional |
||
general education program by students based on the results |
||||||
control and diagnostic procedures (individually, in |
||||||
according to the potential of the child). |
||||||
2. Productive | participation | students | massive |
|||
events. | ||||||
3. High motivation of students to study according to the chosen |
||||||
direction. | ||||||
Specialist model - teacher of additional education for children and adults
Function | Pedagogical | control and evaluation of the development of additional |
||||||
general education program | ||||||||
labor activities | 1. Monitoring and evaluation of the development of additional | |||||||
general education programs, including within the framework of | ||||||||
established forms of certification (if any). | ||||||||
2. Analysis and interpretation of the results of pedagogical |
||||||||
control and evaluation. | ||||||||
3. Fixation and evaluation of the dynamics of readiness and motivation |
||||||||
students in the process of mastering additional | ||||||||
general education program. | ||||||||
Target | Creation | conditions | for | timely | corrections |
|||
educational | student route to | basis | commits |
|||||
intermediate | final | results | development by children |
|||||
Tasks | 1. The study of professional literature on the topic "Evaluation |
|||||||
procedures”, visiting thematic classes on this |
||||||||
issue, advanced training, self-education on this |
||||||||
topic. | ||||||||
2. Development of evaluation procedures for the implemented program |
||||||||
additional education and forms for fixing |
||||||||
the results obtained. | ||||||||
3.Holding | appraisal | procedures | accordance |
|||||
forward working plan. | ||||||||
4. Fixing the results of intermediate and final diagnostics |
||||||||
in the developed and approved forms. | ||||||||
5. Educational correction | student route | based |
||||||
received data. | ||||||||
Subjects | Teachers of additional education, | |||||||
interactions | students, | |||||||
Methodist, | ||||||||
parents (legal representatives) of students (if necessary) | ||||||||
Resources / Terms | 1.Professional-personal. | |||||||
2. Methodological and diagnostic. | ||||||||
3. Logistics (depending on direction |
||||||||
activities). | ||||||||
2. Timely correction of the educational route |
||||||||
students on the basis of fixing intermediate and final |
||||||||
results of mastering the content of the program by children. |
||||||||
2. Effective development of the program of additional |
||||||||
education. |
||||||||
Criteria | 1. Availability of final materials based on the results of the |
|||||||
evaluation procedures. |
||||||||
2. Introduction of amendments and additions to the DOP and RDOP based on |
||||||||
carrying out evaluation procedures (if necessary). |
||||||||
3. Achieving the planned results for the development |
||||||||
students of additional general education |
||||||||
programs. |
||||||||
Specialist model - teacher of additional education for children and adults
Function | Development of software and methodological support for implementation |
|||
additional general education program | ||||
labor activities | 1. Development of additional general educational programs |
|||
(programs of training courses, disciplines (modules)) and educational |
||||
methodological materials for their implementation. | ||||
2. Definition of pedagogical goals and objectives, planning |
||||
classes and (or) cycles of classes aimed at mastering |
||||
chosen type of activity (fields of additional |
||||
education). | ||||
3. Determination of pedagogical goals and objectives, planning |
||||
leisure activities, development of plans (scenarios) |
||||
leisure activities. | ||||
4. Development of a system for assessing the achievement of planned |
||||
5. Maintaining documentation that ensures implementation |
||||
additional general education program (programs |
||||
training course, discipline (module)) | ||||
Target | Creation of a modern up-to-date database programmatically - |
|||
methodological support of additional education. |
||||
Formation of the educational environment (conditions, including |
||||
methodological support), relevant for modern |
||||
DPO systems | ||||
Tasks | 1. Studying the needs of recipients of educational services for |
|||
specific programs of additional education. |
||||
2. Development of projects of software and methodological complexes for |
||||
chosen line of business. | ||||
3. Determining the conditions for effective implementation of the program |
||||
additional education tailored to the needs of the participants |
||||
educational | relations | (parents | (legitimate |
|
representatives) | students, | pedagogical | employee, |
|
students), include learning processes and | organizations |
|||
leisure activities | ||||
4. Coordination and approval of programs and methodological |
||||
materials. | ||||
5. Development of a system for assessing the achievement of planned |
||||
the results of mastering the general education program. |
||||
6. Preparation and submission of documentation providing |
||||
implementation of additional general education | programs |
|||
(training course programs, disciplines (modules)) | ||||
Subjects | Teachers of additional education, | |||
interactions | methodists, | |||
education authorities, | ||||
expert community (according to the profile of general education | ||||
Result | 1. Availability of an up-to-date base of program and methodological |
|||
provision of additional education for those implemented in |
||||
establishment of areas of additional education. |
||||
Criteria | 1. Compliance with software and methodological support |
|||
modern requirements. |
||||
2.Verified assessment of relevance and effectiveness |
||||
developed, implemented and planned for implementation |
||||
software and methodological complexes. |
||||
In the context of the consistent reform of the educational environment, the issue of revising outdated requirements for the qualifications of teachers, which have long been determined in accordance with tariff-qualification reference books and standard job descriptions, becomes especially relevant. Go to professional standard of a teacher, compiled taking into account the current tasks of the industry and new public demands, is intended to help: Why are professional standards transferred in general education and what do they want to change in them?
- to form a clear image of a modern teacher, corresponding to the targets of the educational sphere;
- define precise criteria for the selection of teaching staff;
- ensure the proper level of awareness of teachers about the qualification requirements;
- develop ways and methods of targeted education of school teachers, including through retraining;
- create optimal conditions for continuous professional development of specialists.
The professional standard of a teacher is a guideline for a leader in choosing advanced training courses to which teachers should be regularly sent. There are courses for teachers on a variety of topics and they all meet the requirements of the professional standard. For example, a Russian language teacher should complete the Russian Language Teacher Competences program. Mathematics teacher - "Competencies of a mathematics teacher".
Teacher's Professional Standard: Normative Framework and Interpretation
The idea of introducing professional standards in education is not new - a pilot project providing for the revision of a set of pedagogical competencies was approved back in 2013, but due to the impossibility of quickly adapting the document, taking into account the regional, age and material and technical factors, its adaptation was postponed. In the current regulatory documentation, it is clearly stated that what is the professional standard of a teacher- this is a set of requirements for education, the level of professional competencies and personal qualities of a teacher or a person applying for such a position.
To date, four professional standards in the field of education have been developed:
- teacher (teacher, educator) - approved by order of the Ministry of Labor of the Russian Federation No. 544n dated 10/18/2013;
- a teacher of additional education for children and adults (order of the Ministry of Labor of the Russian Federation No. 613n dated September 8, 2013);
- teacher-psychologist - approved by order of the Ministry of Labor of the Russian Federation No. 514n dated July 24, 2015;
- a specialist in the field of education (order of the Ministry of Labor of the Russian Federation No. 10n of 01/10/2017).
As for the unified requirements that determine the level of qualification and the list of competencies of a teacher-psychologist and a specialist in the field of education, there is no doubt about their content and application procedure. However, approved professional standard of a teacher, download the text of which can be found at the link at the end of the article, needs to be revised, publicly discussed and implemented in a test mode, which was implemented on the basis of individual educational organizations. In accordance with the initiative of the All-Russian Trade Union of Education at the state level, it is planned to suspend the implementation of the project of the Teacher's Professional Standard until September 1, 2019, which is due to a number of reasons:
- The need to establish the differentiation of teachers' possession of professional competencies.
- The importance of promptly establishing compliance between the Federal State Educational Standard of higher education and the requirements of the professional standard (there are differences at the end of 2019).
- The importance of developing development trajectories for different categories of teachers who, at the time of the implementation of the government project, found themselves in unequal conditions, which caused a decrease in the level of motivation and the desire for successful professional implementation.
However, the information presented above does not mean that planned preparations for the reform of personnel work should be postponed for a long time. On the contrary, due to the significance of the upcoming changes, it is important for the heads of educational organizations to study the project in detail. professional standard of the teacher 2019, approved by the Government of the Russian Federation, so that by January 1, 2020 (the final deadline for the implementation of the project, fixed in the regulatory documentation) to rely on the list of competencies presented in the standard when hiring new employees at the school.
To increase the level of competence of the current teaching staff, develop a plan for professional development of teachers. created specifically for the head of an educational organization. At the Academy, you can plan the training of each employee in advance, choose the appropriate training program. This way you will prepare teachers in advance for the introduction of professional standards.
The standard of the teacher of the Russian Federation is intended to become an official document that regulates various aspects of labor activity, in particular, hiring and career growth. The main feature of the new professional standard in comparison with the current norms is the possibility of adjusting the requirements depending on regional characteristics, supplementing with internal standards that depend on the specifics of the educational organization.
For a competent and high-quality assessment of the results of the work of your teachers, we recommend
Training materials are presented in the format of visual notes with video lectures by experts, which are accompanied by the necessary templates and examples. At the end of the course, a certificate of the established sample on advanced training is issued.
The structure and characteristics of the professional standard of teachers 2019
Improved and updated professional standard of a teacher 2019, approved by the Government of the Russian Federation, download which in good quality can be done with one click, structurally practically does not differ from similar documents, which is due to uniform norms for normative acts of such a sample, enshrined in order of the Ministry of Labor of the Russian Federation No. 147n dated April 12, 2013. The document is divided into the following structural blocks:
- General information about the type of activity (preschool, primary, basic general or secondary general education), the main goal of professional activity (the provision of educational services), a group of occupations that presents the differentiation of teaching staff and the type of economic activity.
- Description of labor functions, taking into account qualification levels.
- Detailed characteristics of labor functions and requirements for qualifications, education and experience of a teacher, educator, lecturer.
- Information about the organization that developed the document.
Professional standard of a teacher elementary school, teachers-subjects are characterized by a number of distinctive features, which include:
- Availability of a list of professional competencies and requirements for the level of qualification of citizens engaged in pedagogical activities professionally.
- The possibility of changing and reworking individual points of the document, taking into account regional characteristics and specialization of the school.
- The presence of additional requirements for teachers teaching mathematics and the Russian language (subjects for which successful certification is a prerequisite for successfully passing the exam).
- Fixing the differentiation of standards for teachers of different skill levels.
- Lack of distinction between professional and personal qualities of educators.
- Refusal of a formal approach in favor of a personal one: when evaluating the indicators of pedagogical work, one should take into account the individual characteristics of the teacher, which guarantees the possibility of successful application of non-standard (but effective!) Pedagogical methods.
Developers new teacher standard we are confident that the implementation of the project will create optimal conditions for the continuous professional development of primary and secondary school teachers, the search for opportunities to improve performance and self-development. At the same time, it is important to note the fact of a significant expansion of competencies expected from teachers, which can lead to a number of difficulties.
Teacher Professional Standard 2019: Teacher Competences
The requirements of the teacher's professional standard, which is being consistently tested in individual educational organizations and will soon become widespread, is based on the perception of the teacher as a key figure in the education system, which, in the context of a rapidly developing society and the transition to a higher economic level, necessitates the allocation of a set of new competencies. In accordance with the draft normative document, the development of professional skills and abilities of a modern teacher should be ensured through a conscious approach to the performance of official duties, the introduction of analytical and creative components into everyday activities, which is reflected in the table.
Competencies of teachers according to the professional standard of the teacher of the Russian Federation
| List of competencies | Primary school teacher, carrying out professional activities in the implementation of programs of primary general education |
Teacher of a basic school, carrying out professional activities in the implementation of programs of basic and secondary general education |
| Labor actions enshrined in the text of the professional standard of the teacher 2019 |
|
|
| Required Skills |
Primary Education Teacher Standard provides for the following competencies:
|
|
| Required knowledge | For the successful performance of official duties, consistent professional growth, a primary school teacher must know the current methods of teaching, educating and developing younger students, the content of the Federal State Educational Standard of the IEO, the program content of the taught educational cluster, and the basics of didactics. It is also important to understand the regional conditions and features of the educational process in a particular school. |
As required professional standard of a teacher at school the subject teacher is obliged to master the basics of general theoretical disciplines - pedagogy, developmental physiology, psychology (to the extent necessary to solve pedagogical, methodological, research problems), as well as the taught program content. The mandatory competencies also include modern pedagogical technologies, methods of differential and developmental education, the basics of sociology and economics, environmental culture of behavior, labor protection rules, educational environment safety standards and the internal regulations of the educational institution. |
| Other characteristics | All teachers, without exception, are required to comply with legal, moral and ethical standards, following the rules of professional ethics. | |
In addition to the above competencies, professional standard of a teacher from January 1, 2019, download which can be in good quality, provides a system for differentiating the possession of professional competencies by industry employees at three levels:
- Teacher - delivers educational material in accordance with the required parameters, builds productive interaction with children, including those with special educational needs and at risk, cooperates with parents, systematically improves the level of qualification.
- Senior teacher - improvement of widely used pedagogical methods, development of advanced methods of work, designing programs of correctional activities for participants in the educational process.
- Head of teachers - supervising educational work on the implementation of innovations, coordinating the activities of teachers and narrow specialists.
Application of professional standards in education
The upcoming reform, which makes it necessary to assess the professional competencies of teachers, raises many doubts due to the scale of possible changes. Implementation professional standards in education since 2019 obliges educational organizations to develop mechanisms for the transition to new requirements, which raises some doubts due to the lack of legislative regulation of this issue. Leading experts in the educational field came to the conclusion that the most rational solution could be an authorized working group, which will be entrusted with a number of significant responsibilities:
- Development of a list of professional standards for the teaching staff of a particular school, taking into account the regional factor, accounting for material, technical, financial, and human resources.
- Alignment with professional standards of teachers of orders, job descriptions and other local acts regulating the procedure for performing official duties.
- Designing methods and approving the procedure for checking employees for compliance with new qualification standards.
- Drawing up a report on the results of the implemented monitoring and corrective actions and submitting it to the school principal.
A high level of concern is the possibility of dismissal of teachers who, for a number of reasons, have not been able to acquire the required competencies. Critics of the new project point to the fact that the computer literacy of many teachers remains at a low level due to the presence in the school of only outdated equipment, while a wide range of skills in this area is fixed in the professional standard. The second significant problem is the understaffing of educational institutions, as a result of which one teacher is forced to work at 1.5-2 rates, which makes it impossible to individualize education and test innovations. However, it is important to remember that the main function of the teacher's professional standard- creating opportunities for professional development. Moreover, there is no prescribed procedure for the dismissal of a teacher, which does not meet the professional standard. Even if such a discrepancy is found, however, the employee is accepted in accordance with labor legislation, has passed the certification and performs his duties well, then there are no grounds for his dismissal.
When organizing the process of introducing a professional standard of pedagogical activity at school, experts recommend adhering to the following rules:
- Provide a broad discussion of the issue, in which teachers, representatives of trade unions, representatives of the administration of settlements, parents and students will participate.
- Conduct a thorough review of the professional standard of the teacher and the recommended changes in order to approve the basic document by consensus.
- Create a monitoring group that monitors the activities of teachers during the transition to new standards.