The profession of an educator has been known for a long time. Today it is one of the most necessary and significant professions, because busy parents cannot always devote enough time to their baby, and even more so - to form his important skills and abilities, to prepare for school. It is the teacher who will teach your baby independence, the rules of behavior, the knowledge necessary for the preschooler. What's his ideal portrait? About what qualities of an educator will contribute to his effective and successful professional activity in preschool children's institution(DOE) - in our article.

Pedagogy is my vocation

A preschool educational institution is a vocation

The teacher of a children's educational institution is not even a profession, but a real vocation, and also a daily hard work. To become a teacher for a long time and in earnest, you need to feel that pedagogy is the work of your whole life, and to work conscientiously, passing on to your children all the best that is in you, giving your whole soul.

Vasily Sukhomlinsky, an internationally recognized ideologist of humanistic pedagogy, emphasized that he was a real teacher whose activities were aimed at educating a humane personality.

According to V. Sukhomlinsky, a real educator must:

• loving children is the most important thing
• to care about them
• respect and believe in the personality of each child
• know the soul of every kid and understand it
• to be anxious about the spiritual world of the child, his nature
• to protect and develop the self-esteem of the baby
• become a true friend to every child.

If the qualities of the educator correspond to these humanistic principles of pedagogy, he will be able to raise the child as an attentive, noble, kind, intellectually developed, patriotic, not indifferent to the problems of others, cultured, responsible, honest, tactful, sensitive, hardworking person.

Obligations of a kindergarten teacher

The responsibilities of the preschool educational institution are specified in a number of normative documents, such as the labor (collective) agreement, the job description of the educator, the rules and regulations of the sanitary and epidemiological station, etc. These documents regulate the activities of the preschool educator.

Nowadays, preschool education is developing taking into account the intensive introduction of innovations into the pedagogical process. Therefore, new, modern requirements are currently being put forward for the activities of the educator. The work of a preschool educational institution should be based on four components:

• communicative and personal development of the child
• cognitive speech
• artistic and aesthetic
• physical.

The pedagogical process at the preschool educational institution is carried out on the basis of the pedagogical interaction of the educator and the child. Therefore, the educator must be professionally competent.

“The level of professionalism of an educator determines professional competence - the ability to conduct pedagogical activities in a quality and effective manner on the basis of official duties, scientific education and value attitude to pedagogy as a kind of activity ”.

The competence of the preschool educational institution determines that he has the necessary teaching activities attitudes, values ​​corresponding to personal characteristics, theoretical knowledge, professional qualities that need to be constantly improved through self-education.

The teacher must have certain professional competencies

TO professional competencies and the duties of a kindergarten teacher include:

• knowledge of the specifics of the system before school education, as well as the features of the organization of educational work by preschoolers of different ages
• knowledge and understanding of the patterns of child development in early and preschool childhood
• knowledge of the peculiarities of the formation and development of children's activities at an early and preschool age
• the ability to organize the types of activities necessary for preschool age (play and subject-manipulative), thereby ensuring the development of children
• the ability to organize joint and independent activities of preschoolers
• knowledge of theory and possession pedagogical methods cognitive, personal and physical development of children
• the ability to plan, implement and analyze pedagogical and educational work with preschoolers in accordance with the standard preschool education
• the ability to plan and correct pedagogical tasks (independently, as well as in collaboration with a psychologist and other specialists) in accordance with the results of monitoring the development of children, taking into account the individual characteristics of each preschooler
• the ability to follow the recommendations of a psychologist, speech therapist, speech pathologist and other specialists in working with preschoolers who experience difficulties in mastering the curriculum, as well as children with special needs
• the ability to create a psychologically comfortable and safe educational environment that ensures the safety of the life of preschoolers, the preservation and strengthening of their health and emotional well-being during their stay at the preschool educational institution
• possession of methods and methods of psychological and pedagogical monitoring, thanks to which it becomes possible to track the results of mastering the curriculum by preschoolers, the level of formation of the necessary qualities necessary for subsequent education in primary school
• possession of methods and methods of psychological and pedagogical counseling of parents of preschoolers
• the ability to build the right interaction with parents to solve pedagogical problems
• the ability to plan, implement and evaluate their pedagogical activities with children of early and preschool age.

Personal characteristics

A good caregiver should be kind and patient.

What are personal qualities should be inherent in a good teacher of a children's educational institution? Consider them:

1. Kindness and patience. And also justice, mercy, understanding and most importantly - love for children. These qualities, which determine the humanistic orientation of a person, are fundamental for the educator.
2. High moral qualities. If the teacher himself does not possess the qualities that he teaches children, then how will he teach them this? The preschool teacher must monitor his actions, be honest with himself and the children, be responsible for his words, be open to children, and respect them.
3. Organizational skills. The ability to plan, perform everything consistently and accurately, to approach pedagogical activity in a comprehensive manner are qualities that will ensure the successful work of a preschool educational institution.
4. Hard work. Working with children takes a lot of energy, and it's important to work with joy. If you love your profession with all your heart, it will be a pleasure to work.
5. Positive attitude. Children who are brought up in an atmosphere of benevolence and tranquility develop faster, grow up self-confident, sociable, emotionally open.
6. The ability to be creative. In kindergarten, you have to think up a lot to make the upbringing and education of children as interesting as possible for them. It is good when the teacher does it with ease.

Without a creative component, the work of a teacher will not be effective.

"Advice. It is very important to respect the personality of the child. This means being able to communicate with him, listen to and understand his needs, not get annoyed with disobedience, find ways of tactful and persistent pedagogical influence, see the best in the child. "

The list of the necessary personal qualities of a preschool educational institution can be continued. In addition, the teacher must have a number of professional knowledge, skills and abilities that are important for the successful implementation of educational activities in a children's educational institution.

Professional excellence

It is a fact that educational activities in kindergarten require a lot of patience. Some believe that only someone who has innate special abilities can become a teacher, but this is a very controversial issue. The special knowledge, professional skills and abilities necessary for the teacher can be acquired and developed.

Education does not consist in annoying teachings and endless lectures: with their monotony, they will cause only boredom and melancholy in preschoolers. The professional skill of a preschool educational institution teacher is manifested in the understanding that not only verbal methods of education are the most effective, but to a much greater extent kind and moral actions: helping others, showing sympathy and mercy, etc. it is easy to organize such activities for children.

To educate children, the educator must have a deep knowledge of different areas.

The teacher must have in-depth knowledge of:

• pedagogy
• developmental psychology
• basics of life safety and first aid
• ethics and aesthetics
• principles and content of the organization of preschool education.

The preschool teacher must:

• know and be able to apply methods of teaching and developing children
• be able to organize and activate cognitive activity educated.

Among professionally important qualities of an educator experts point out:

• possession of modern methods and technologies in the field of teaching and upbringing of children
• broad erudition
• pedagogical intuition
• high level of intelligence
• highly developed moral culture.

Criteria for evaluating the work of the educator

How to evaluate a teacher's work? See how he builds his communication with children.

Let's pay attention to the personal side of communication. If the educator behaves intelligently, calmly, respectfully towards children, pays attention to each of them, knows how to listen and help - then in front of you is oh, selflessly loving his job. They say about such people - "he is in his place." And even if he does not yet have great pedagogical experience, then, thanks to his love for the profession and children, he will undoubtedly acquire it.

If the "teacher" does not behave with restraint, shouts, commands an orderly tone, does not particularly follow the children, then such a person, alas, will not be a good role model for the child.

From the point of view of the content side of the teacher's professional activity, attention should be paid to whether the teacher applies new forms and approaches to the organization of education and independent work of children, group and individual lessons.

The teacher must apply new forms and approaches to the organization of education and independent work of children, group and individual lessons

The role of the educator in the educational process of the preschool educational institution is great. The teacher influences the formation of the personality of the kids, transfers them the necessary knowledge and forms personal qualities. Therefore, in order to positively influence the self-development of preschoolers, the teacher himself must be a highly developed moral personality and constantly improve his professional skills.

Expert opinion

based on the results of assessing the level of qualifications of the teacher

municipal budgetary preschool educational institution "Kindergarten of the village of Knya-Bash"

Kukmorsky municipal district of the Republic of Tatarstan

An expert group consisting of: ... carried out an examination of the professional activities of Svetlana Vladimirovna Ivanova, tutor of the Pochkuchuk secondary school, preschool group

Ivanova Svetlana Vladimirovna has a higher education: the Academy of Social Education (Kazan), diploma qualification teacher-psychologist, diploma of the VSG No. 0511504, issued on May 16, 2006; secondary vocational: Naberezhnye Chelny Pedagogical School ", diploma qualification kindergarten teacher, diploma No. 476596 issued on July 1, 1988; advanced training courses "Institute of Economics, Management and Law (Kazan)" 2015, 108 hours under the program "Game technologies in educational processes of preschool educational organization within the framework of the Federal State Educational Standard of Preschool Education ", certificate 162403683760 date of issue December 26, 2015.

I actively develop in pupils creative activity, through participation in competitions of various levels: pReader of the regional competition "My mother gave me life" - 2013; winners of the republican competition "I'm proud of my dad" - 2013; diplomats in the regional competition "Songs and poems about the mother" -2014, 2015, diplomats of the republican competition "These days will not stop glory" -2015, winners of the regional competition"Dusay Monary" -2016

I make a personal contribution to improving education by broadcasting my pedagogical experience at republican seminars: speaking in refresher courses on the topic: "Joint work of teachers and parents in the field of physical education and health work with children in preschool educational institutions" -2015; "Physical development in the context of the implementation of GEF DO" -2015; participation in the regional festival: "The skill of teachers working on the Federal State Educational Standard"; participation in the seminar "Model basic educational programs of preschool education of the publishing house" Prosveshchenie ", 2015; participantNOU DPO "Center for Social and Humanitarian Education" of the seminar "Features of educational activities in accordance with the Federal State Educational Standard of DO within the framework of the implementation The International Program"Eco-Schools \ Green Flag", 2015;participant of the regional festival of the private educational institution of higher education "Kazan Innovative University named after V.G. Timiryasov" "The skill of teachers working according to the Federal State Educational Standard", 2016; diplomatMinistry of Education and Science of the Russian Federation FGAOU VO "Kazan (Volga region) federal university"on participation in the International Pedagogical Forum" Pedagogical heritage of the great Tatar enlighteners of the 18-20th centuries ",. I actively participate in competitions professional excellence: Participant of the municipal stage of the republican review competition "The best educator of the year 2015" - 2015.

The analysis of indicators and parameters of the teacher's pedagogical activity showed thatcompetence in the field personal qualities highly developed and is 4.08 points. The teacher is capable of a differentiated and individualized perception of the inner world of pupils.All pupils fearlessly turn to the educator for help, faced with difficulties in solving a particular problem. The teacher has highly developed skills to find strengths and development prospects for each student.takes a humanistic position in relation to children, showsattention to the personality of the pupil, is for others an example of ethics and generalculture.Ivanova Svetlana Vladimirovnaowns a children's audience, has a speech culture: her speech is grammatically correct, expressive and meaningful. She is benevolent in her address to children, she hasaccuracy and clarity... The teacher uses verbal instructions, clarifications.The main focus is on teaching children, establishing contact with them, trust and understanding.

Results of the analysis of the teacher's activitiesshow that the teacher is characterized by a high level of competence development inareas of setting goals and objectives pedagogical activity - 4.18 points... Educatorcan formulate and substantiate the goals and objectives of his own pedagogical activity, is able to reasonably set learning goals in educational areas in accordance with the age and individual characteristics of pupils and adjust them depending on the educational needs of students, the identified level of their development and depending on the readiness of children to master the material classes.The objectives of the lessons are formulatedin accordance with the program chosen by the teacher as the most adequatesubject and students' requests.

Expert review competence in motivating learning activities is 4.10 points. In general, the educator is characterized by developed skills and abilities of the formation of motivation of pupils to carry out educational activities. He perceives interaction with children as a personally significant activity and the presented system of the teacher's activity demonstrates that he creates the necessary conditions and situations that ensure the success of pupils in educational and educational activities. Forms interest in classes based on the creative activity of the pupil, encourages the independent activity of pupils. Demonstrates any success of the child in educational activities to parents, colleagues.Professionally uses positive motivation: approval, praise. Creates a situation of success for every child. In his work, he skillfully applies techniques and methods that help to increase the speech and cognitive activity of children. There is an increase in the number of participants and their effectiveness in competitions: a diploma for winning the competition children's drawing"I am for peace on the roads."

Expert reviewin providing information basis of activity was 4.52 points. Svetlana Vladimirovna owns the basic content component of all educational areas. The educational activity of the teacher is structured, logically consistent. In the process of work, the teacher uses various equipment and materials. It should be noted the high adaptability of the reviewed educational activity. Thematic planning allows the teacher in organizing children's activities to use the integration of educational areas for the implementation of the content of psychological and pedagogical work.Educatespruce perfectly owns the content of its own, carries out the optimal selection of methods, means, forms of education and upbringing, tests and successfully applies information and communication technology.Uses in his work and method project activities as when studyingselected topics. The teacher uses a variety of, including research and experimental, methods of teaching and upbringing. The teacher uses a laptop, a projector in his work, which allows him to: timely update the handouts, didactic material, prepare for classes with high quality, expand the use of visualization, independently prepare presentations for classes, form the pupils' skills in finding and selecting reliable and necessary multimedia information.

Expert reviewin the field of implementation programs and pedagogical decision making was 4.02 points. The teacher knows the main regulatory documents that reflect the requirements for the content and results of educational activities. The teacher reasonably chooses textbooks and educational - methodological complexes. Can hold comparative analysis training programs, educational - methodical complexes, methodological and didactic materials by areas, identify their advantages and disadvantages. There are published materials:“The great Tatar educator Khusain Faizkhanov”, “Formation of a culture of behavior among preschoolers on the street”She pays great attention to methodical work... In recent yearstook part in courses, seminars:Participation in the seminar "Peculiarities of educational activities in accordance with the Federal State Educational Standard of Education in the framework of the implementation of the International program 00001220" Eco Schools / Green Flag "- 2015, participant of the regional festival of the private educational institution of higher education" Kazan Innovative University named after V.G. Timiryasov "" Mastery of teachers working in accordance with the Federal State Educational Standard ", 2016. Conducted educational activities on speech development for educators and primary school teacherson the basepreschool educational institution "Kindergarten of the village of Pochinok Kuchuk" of the Kukmorsky municipal district of the Republic of Tatarstan - 2015.

Expert reviewin the area of organization of educational activities was 3.60 points. The teacher knows how to establish the subject - subjective relationships: creates a working atmosphere in the classroom, maintains discipline through cooperation with students, conducting a dialogue with them, resolving conflict situations in an optimal way. Uses methods that encourage pupils to reason independently, forms their educational skills, including search skills additional information necessary for solving the educational problem. The teacher takes into account the age and individual characteristics of the pupils when assessing, argues the assessments. The teacher applies various methods of assessing pupils, knows how to combine methods of pedagogical assessment, mutual assessment and self-assessment. In general, the student learns positive social norms and rules of behavior.

Based on the foregoing, the expert believes that the qualification level of Svetlana Vladimirovna Ivanova, educator of the PO MBOU "Pochkuchuk secondary school" of the Kukmorsky municipal district of the Republic of Tatarstan, meets the requirements forfirst qualification category (the value of the skill level indicator is 4.08).

For further improving activities and implementation of the teacher's professional potential is recommended: - continue to work on increasing competence in the ability to develop their own program, methodological and didactic materials.

Independent expert _____________

_____________ S.V. Ivanova was familiarized with the expert opinion.

"" 2016

The solution of new problems facing modern education is impossible within the framework of the traditional "pedagogy of formation". Today, the main shift carried out by developed countries in the field of early, preschool and school education is associated with the idea of ​​its humanization.

The upbringing of a creative, self-actualizing personality presupposes recognition of the importance of the child's self-development processes, his status as a subject of his own development; the need to balance the initiatives of adults and children; taking into account the motives and needs of the participants educational process... This radically changes the role and functions of the teacher.

Diagnostics and subsequent impact on the child (formation, correction) should be replaced by co-existence (joint existence of adults and children, filled with interesting events), the organization of productive communication of participants in the educational process. It is at preschool age that children receive a basic set of key competencies that they will need in life. To a large extent, their success and mobility in the future will depend on how they live their childhood.

The personality of the teacher becomes the decisive factor in the development of the child.

The profession of a preschool educational institution educator is gradually moving into the category of specialties characterized by the highest level of mobility. It is becoming more and more complex, which is associated with the emergence of new professional tasks, behavioral paradigms and views, with the need to master new functions that are in demand by modern society.

The following personal and professional qualities and competencies of the educator come to the fore today:

• a clear vision of the modern tasks of preschool education;
• value attitude to the child, culture, creativity;
• humane pedagogical position;
• the ability to take care of the ecology of childhood, the preservation of the spiritual and physical health of children;
• showing care for the development of the individuality of each child;
• the ability to create and constantly enrich the cultural-informational and subject-developing educational environment;
• ability to work with learning content and a variety of pedagogical technologies giving them a personal and semantic orientation;
• the ability to carry out experimental activities to introduce subjectively and objectively new approaches and technologies, to assess their compliance with those adopted at state level the goals of education, the tasks of humanizing the educational process, the opportunities and needs of children;
• the ability to self-education, self-cultivation of personal structures of consciousness, giving a humane meaning
  activities of the teacher.

Against the background of updating the content, principles of building the educational process, introducing various models of organizing the education of preschoolers, the contradiction between the required and real level is deepening. professional competence educators. In practice, this is expressed in the predominance of the educational model in the work of preschool educational institutions, in the inability of teachers to organize productive joint activities with children, to build object-subject relationships with pupils and their parents, to choose the forms and methods of upbringing, teaching, and development of preschoolers in accordance with the adopted goals. education.

An important step towards eliminating this contradiction should be the determination of the requirements for the professional qualifications of the educator and its components (professional experience, motivation, personal qualities and other professional characteristics).

These requirements should form the basis of the certification procedure for teachers for compliance with the position held, the first and highest qualification categories, and become the basis for organizing the continuing education of educators.

Analysis of the experience of assessing the professional qualifications of educators, represented by different regions, allows us to speak about the ambiguity of approaches to solving this problem. Indicators of the level of professionalism
differ in content, in scale, not for all proposed parameters for assessing professional
qualifications can reveal a pronounced correlation with the success of pedagogical activity. For example, in the Belgorod region, the following set of indicators is used, which determines the level of professional activity of teaching staff:

• advanced training, professional retraining;
• knowledge of the regulatory framework, theoretical and practical foundations of professional activity;
• knowledge and use of information and communication technologies in the process of educational work;
• participation in problem-research, experimental and experimental activities;
• the results of work to reduce the level of morbidity in children;
• the results of work to increase the interest of pupils in visiting preschool educational institutions;
• the level of mastering by children of the general educational program of preschool educational institutions;
• ensuring safe conditions for children to stay in preschool educational institutions;
• the quality of the organization of the developing environment of the group;
• results of pupils' participation in events of various levels;
• teacher rating among parents;
• the presence of generalized pedagogical experience;
• availability of scientific and methodological materials;
• participation in scientific and practical conferences, pedagogical readings, in the work of GMO, RMO, MO DOE, sections,
  teachers' councils;
• holding open classes, master classes;
• professional activity of the teacher: leadership of the Ministry of Education, creative group; participation in organizing committees, jury of competitions, certification commissions; support of students' pedagogical practice;
• participation in professional competitions;
• encouragement of the teacher in the inter-certification period.

In the expert opinion on the level of professional activity of a pedagogical worker of a preschool educational institution, the form of which was developed in St. Petersburg, similar indicators are combined into four groups:

1. Possession of modern educational technologies and techniques, the effectiveness of their application.
2. Contribution to improving the quality of education, dissemination of their own experience.
3. The results of mastering by students, pupils educational programs and indicators of their dynamics
   achievements.
4. Awards and recognition for success in professional activity.

Thus, regulatory requirements to professional activity, which are reflected in the qualification characteristics of the educator and include basic knowledge, abilities, skills, are supplemented by indicators reflecting the ability to apply ZUN, comprehend professional experience, and achieve results.

In line with this trend in the content vocational education and methods for assessing professional performance, such constructs as competencies, competencies and metaprofessional qualities are introduced.

The very definition of the concept of "competence" reflects various aspects of the teacher's professionalism.

Definition 1. Competence is the quality of the employee's actions that ensure an adequate and effective solution to professionally significant subject tasks of a problematic nature, as well as the willingness to take responsibility for their actions.

Definition 2. Competence is a qualitative characteristic of a person's realization of knowledge formed in the educational process, generalized methods of activity, cognitive and practical skills,
competencies, reflecting the ability (readiness) of a person to actively and creatively use the received
education for solving personally and socially significant educational and practical tasks, effective
achieving life goals.

Definition 3. Competence is a quality determined by the availability of knowledge, skills and competencies, but not reducible to a set of competencies and not being a mechanical sum of knowledge, skills and abilities, since it also includes motivational, social and behavioral components.

Definition 4. Competence is a new formation of the subject of activity, which is formed in the process vocational training, which is a systemic manifestation of knowledge, skills, abilities and personal qualities, which allows successfully solving functional tasks that make up the essence of professional activity.

Based on the basic components of the competence of educators, the team of authors led by V.D. Shadrikov, competencies were identified that ensure the successful solution of professional tasks in the following areas of professional activity:

• setting goals and objectives of pedagogical activity;
• motivation for learning activities;
• providing an information basis for pedagogical activity;
• developing programs and making pedagogical decisions;
• organization of educational activities.

The description of the relevant competencies and the parameters of their assessment made it possible to present a professional standard of pedagogical activity, thereby setting an "activity-oriented criterion basis for assessing the quality of professional activity and certification of pedagogical workers." Evaluation of each of the parameters in points allows you to identify the correspondence of the level of complexity and quality of the solution by the teacher
professional (functional) tasks of the declared qualification category.

The authors of the methodology distinguish a number of scientific, methodological, organizational and ethical principles for assessing professional activities and certification of teaching staff. Among the scientific and methodological principles (the principle of the activity approach, the principle of criterion clarity, the principle of focusing on improving the quality of the work of teaching staff), I would like to highlight the principle of differentiating the level of qualifications of teachers.

This principle determines the need for identifying indicators and criteria for assessing each of the selected parameters, which make it possible to differentiate teachers by skill levels.

Practice shows that the presence of scientifically grounded, experimentally verified criteria that have a high correlation with the practice of pedagogical activity is a necessary condition for the objectivity of an expert's assessment activity. It is also important to note that without relying on certain criteria that reflect certain characteristics of professional activity, it is difficult for a teacher to carry out self-assessment.

Analysis of various approaches to assessing the quality of the professional activity of teaching staff allows us to single out various criteria for its effectiveness:

Quantitative. The basis for assessing one or another indicator of a teacher's competence is the amount of something (length of service, the total number of hours of coursework, articles, open events, the number of competition winners, etc.). Obviously, this criterion is often insufficient, since quantity does not always indicate quality.

The severity of the assessment parameter. When using this criterion, the assessment system is most often three-point. Each of the options is given a certain number of points. For example, “The quality of the organization
developing environment of the group ":

a) does not meet the Federal state requirements for the conditions for the implementation of the main general educational program of preschool education,
b) does not fully comply with FGT,
c) fully complies with FGT.

This criterion also does not reflect the qualitative essence of the teacher's activities, its results, is not associated with the personal and professional qualities of the teacher.

Levelness. Such a criterion reflects the level (within the institution where the teacher works, at the level of the district, city, region, all-Russian level) of the presentation of experience (Innovator's Day, district meeting of the methodological
associations, city competition of pedagogical skills, etc.), publications (articles for the website of the preschool educational institution, periodicals or collections of advanced pedagogical experience published in the region; all-Russian edition), incentives (gratitude and diplomas of the preschool educational institution, district, city, regional departments of education ; prizes, awards). This criterion can also be attributed to the degree of scientific nature of the generalized experience, its objective novelty, to the creative component, to the quality of possession of certain pedagogical technologies.

Since in most of the examples considered, the determination of the level of the assessed parameter is based on reasonable, unified requirements, such a criterion can be recognized as quite objective. At the same time, such a criterion as leveling cannot be recognized as universal, in particular, it is not applicable to the assessment of personal qualities, the characteristics of interaction with other people.

The imperfection of each of the criteria used in the practice of assessing professional qualifications determines the need for an integrated approach to their identification.

Within the framework of this approach, the assessment consists of a set of parameters:

• personal attitude of the teacher to this direction activities,
• the level of his general culture,
• professional knowledge and skills,
• possession of certain techniques and technologies,
• the ability to apply them, adapt them to existing conditions, and creatively transform them.

We propose to consider some criteria for assessing the indicators of the qualifications of teaching staff, developed by the team of authors of the Oryol Institute for the Improvement of Teachers.

Personality Competence

Indicator: "General culture".

The assessed parameter: "Literacy and accessibility for understanding the statements of the teacher, the culture of speech."

Competence in the field of setting goals and objectives of pedagogical activity

Indicator: "Ability to set goals and objectives of work in accordance with the age and individual characteristics of children."

The assessed parameter: "The ability to set goals for classes (other forms of work with children) in accordance with the age and individual characteristics of preschoolers."

Not only the question of the choice and formulation of indicators and criteria for assessing the quality of the professional activity of teachers, but also the problem of determining the optimal forms of carrying out certification activities remains controversial. In a number of regions, there is a tendency for a significant increase in the requirements for applicants for the highest qualification category. Such an approach is objectively quite justified, as an attempt to stop the devaluation of titles, degrees, categories.

At the same time, one should not forget about the real staffing situation in the country's preschool educational institution.

Practice shows that as a result of the introduction of a new procedure for attestation of teaching staff, most teachers cannot independently prepare for the corresponding procedure. Special difficulties for educators arise in the process of choosing modern forms of presentation of the results of pedagogical activity, generalization and dissemination of advanced work experience (see Appendix 1). At the same time, teachers do not need one-time consultations, but a systematically organized continuing education(self-education).

We also consider limited approaches to assessing the quality of professional activity based only on one of the methods: portfolio analysis, open classes (other forms of organizing the educational process), essay, presentation. A holistic view of the teacher's work, his personal and
professional qualities can only be compiled based on the results of using the above and other methods (interviews with the person being certified and with the administration of the preschool educational institution, analysis of the results of the teacher's self-assessment, data on diagnostics of his competencies, analysis of the productive activities of children, planning and materials for classes, summaries of activities) (see Appendix 2).

In conclusion, I would like to quote the words of V.D.Shadrikov:

“Assessment of the qualification level of teaching staff ... is an important stage in professional life, which ensures the improvement of the quality of activity by obtaining an external assessment and self-assessment of activities, understanding what has been achieved and designing further steps to improve qualifications and professional development teacher ".

Appendix 1: Forms of presentation of the results of pedagogical activity

There are two types of advanced teaching experience:

1. pedagogical skill - skillful, rational, complex use by a teacher effective methods, forms of work with children, educational technologies;
2. pedagogical innovation is an experience containing the teacher's own creative findings (new educational services, new content, forms and methods, techniques and means of teaching, upbringing, development).

Criteria for assessing advanced teaching experience

Novelty. It can manifest itself to varying degrees - from the introduction of new provisions into science to the effective non-traditional application of already known provisions and the rationalization of certain aspects of the pedagogical process.

High performance. Best practices should provide nice results - high quality training, education, development of children.

Compliance with modern requirements. Work experience should be based on recognized achievements of science and practice, relevant at the present stage of education development.

Also important orientation of experience to the latest regulatory requirements(orders, orders) of the federal and regional levels.

Stability- maintaining the effectiveness of the experience under changing conditions, achieving high results for a sufficiently long time.

The possibility of using experience by other teachers and educational institutions. Good practice can be shared by other educators. It cannot be associated only with the personal characteristics of its author.

Optimality of experience- achieving high results with a relatively economical investment of time, efforts of teachers and children, as well as not to the detriment of solving other educational problems.

The teaching experience can be presented in various forms. Here is a description of the most common options for formalizing the work experience of educators and the requirements for them.

abstract(from lat.refero - I report, I inform) - a summary in writing or in the form public speaking the content of the book, scientific work, the results of the study of a scientific problem; a report on a specific topic, including a review of relevant literature and other sources.

Structure and composition of the abstract:

1. Introduction. In the introduction, the choice of the topic is justified, initial data on the problem under consideration can be given, information about the authors dealing with this problem (full name, specialty, academic degree, academic title), the problematics of the chosen topic, its theoretical and practical significance.
2. Main part. Description of teaching experience.
3. Output. A general conclusion is made on the problem stated in the abstract.

The style of the abstract. Abstracts are usually written in a standard, clichéd language, using typologized speech patterns. To linguistic and stylistic features abstracts include words and turns of speech that are general in nature, verbal cliches. They, as a rule, are characterized by indefinite sentences, abstract nouns, specific and scientific terms characteristic of the problem under study, jargon words, adverbial and participial expressions.

Review and assessment of the abstract. The review is based on the following factors:

• the level of erudition of the author on the topic studied (the modernity and timeliness of the problem considered,
  the degree of familiarity of the author of the work with the current state of the studied problem, completeness of citing sources);
• personal merits of the author of the abstract (additional knowledge used in writing the work, the novelty of the submitted material and the problem considered, the level of proficiency in the topic and the practical significance of the issue under study);
• the nature of the abstract (the consistency of the presentation of the material, the literacy of the author, the correct design of the work, the compliance of the abstract with standard requirements).

Progress report. The results of the work, the results of summarizing the experience can be formalized in the form of a report.

The following requirements are imposed on the report:

• clarity of construction;
• logical sequence of presentation of the material;
• convincing argumentation;
• brevity and accuracy of wording;
• the concreteness of the presentation of the results of the work;
• evidence of conclusions and validity of recommendations.

Report structure:

• title page,
• annotation,
• content (table of contents),
• main part,
• bibliography,
• applications.

The abstract should reflect in a very summary the main content of the report: the volume, number and nature of illustrations and tables, a list of keywords, the essence of the work performed, research methods (work),
brief conclusions and the possibility of applying the results.

The main body of the report includes:

• introduction;
• analytical review of scientific and methodological literature on the topic;
• justification of the chosen direction of work (its relevance);
• sections (chapters) of the report reflecting the methodology, content and results of the work performed;
• conclusion (conclusions and suggestions).

Applications include supporting material:

• digital data tables;
• examples of assignments, lecture notes, diagnostic materials;
• illustrations of an auxiliary nature.

Progress report. The content of the report is intended for public presentation
analogue of the report. It may not cover the entire problem under study, but only some logically completed one.
part, aspect. The requirements for the design and content of the report are less stringent than for the report. The report may not have an annotation, breakdown by chapters, according to the style of presentation, it should be more adapted for oral presentation, listening.

Article is the most common form of presenting research results, generalizing pedagogical experience. The presentation of the material in the article should be systematic and consistent. Particular attention should be paid to the style of work, compliance with the basic requirements (clarity of presentation, accuracy of word use, laconicism, strict adherence to scientific terminology, sequence of presentation of positions, consistency, interrelation of provisions). Great importance in such an article has a statement of the conclusion, conclusions and proposals.

Toolkit - a form of presentation of the results of pedagogical activity, accessible only to experienced teachers. The basis of such a manual can be theoretically grounded methodological recommendations.
to improve the educational process. The manual provides specific examples of the application of the methods and methodological methods of organizing the educational process recommended by the author, and contains visual material.

The teaching aids can be divided into groups:

• teaching methods of any subject, course, educational area;
• methodological developments, which, as a rule, cover the teaching methodology of a separate section, topic
  curriculum or several separate sections, topics;
• methodological recommendations that are devoted to certain aspects of improving the educational process (for example, the development of creative thinking of children in the study of the educational field "Artistic creativity").

Appendix 2: Analysis of the synopsis

Author___________________________________________________________________________________________________________
Name_________________________________________________________________________________________________________
Theme_____________________________________________________________________________________________________________
Educational area ________________________________________________________________________________
Children's age_________________________________________________________________________________________

Stage of the lesson: Organizational moment

Estimated parameters:

Methods for organizing the work of children in class:

1. The essence of the techniques used (what techniques were used: "turning on" long-term educational motives; awakening the interest of children; attracting attention through the use of surprise moments; using "disciplinary" methods).
2. Evaluation of the techniques chosen by the teacher (compliance with the age of the children; effectiveness; compliance with the plot of the lesson, the goals of the children in the lesson, program tasks)

Stage of the lesson: Motivational and indicative

Estimated parameters:

The purpose of the work of children in the lesson:

1. What was the basis for the formulation of the goal (problem situation; educational task; practical (creative) task, etc.).
2. The formulation of the goal by the children (clarity of the formulation; the degree of awareness and acceptance of the goal by the children; the degree of children's participation in the consideration of the problem (educational task), the formulation of the goal of the forthcoming work).
3. The objectivity of the target setting proposed by the teacher (compliance of the goal with the age and individual characteristics of children, their interests and needs, program tasks of education, training, development).

Motivational foundations of children's activities in the classroom:

1. The teacher's orientation towards creating a motivational basis (achieves understanding and acceptance by children of the goals and objectives of the lesson, formulates the criteria for achieving goals, knows how to arouse interest in various types of activities, in the transmitted information).
2. Reliance on personal motives (the desire for communication, self-realization, self-affirmation, satisfaction), cognitive interest, the emotional sphere of children (the desire to show participation in the fate of the character, to help comrades, to please loved ones with their work, etc.). Ability to build assignments so that children feel their success.
3. Formation of the foundations of motivation for learning (demonstration and organization of the practical application of ZUN, competencies; demonstration of the role of learning in human life; acquaintance with examples of learning in the life of people significant for the child; demonstration of the child's achievements in learning, creative and practical activities and etc.)

Stage of the lesson: Search

Estimated parameters:

Organization of joint activities by the teacher to identify ways to achieve the goal
work of children in class:

1. Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; methods of activating thinking; the ratio of monological and dialogical forms of communication).
2. The degree of children's participation in drawing up a work plan, independence in the choice of forms of work, materials

Stage of the lesson: Practical

Estimated parameters:

Forms of organizing children's activities:

1. The rationality of the choice of methods (the correspondence of the methods used and organizational forms of work to the goals, objectives and content of educational interaction, interests and needs, individual characteristics and capabilities of children; reasonable alternation of types of children's activities, activity, the ratio of collective (group), subgroup and individual forms of work).
2. The ratio of reproductive (story, show, explanation, etc.) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, contests, projects, setting and solving cognitive, creative, practical and game tasks, tasks for the development of mental processes) methods, techniques of activation creativity children, curiosity.

1. Educational possibilities of content (solving problems of moral, aesthetic, personal development).
2. Implementation of integration (integration of various types of activities, forms of work with children, content of educational areas).
3. Compliance with didactic principles (systematic presentation of material, compliance with age, program, objectivity, accessibility, clarity, relevance, novelty, problematicity, optimality of the volume of material).
4. The unity of the structure of the lesson (consistency storyline throughout the entire lesson, the presence of a logical connection between the forms of work, fragments of the lesson, the preservation of goals, motivation, interest and a meaningful attitude to work).

Methodical, didactic and technical equipment:

1. Rational choice of materials (compliance with age, interests of children, aesthetic and sanitary requirements, ease of placement, a variety of materials, ensuring individualization of work, A complex approach to the consideration of an object or phenomenon, the reasonable use of modern information and communication technologies, TCO, visibility).
2. Use of author's didactic and (or) methodological developments in the lesson.

Compliance with sanitary and hygienic requirements:

1. Matching the duration of the event age norms(observance of time frames, rationality and efficiency of using the time of the lesson, optimal tempo).
2. The teacher's communication style with children as one of the factors of children's psychological comfort (authoritarian, democratic, conniving).
3. The alternation of types of activity during the lesson (compliance with the requirements for the volume of motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that provide relaxation, the teacher's ability to adjust the form and volume of work in accordance with the well-being of children)

Stage of the lesson: Reflexive-evaluative

Estimated parameters:

The quality of the organization of assessment activities (the teacher acquaints children with the most obvious parameters and criteria for assessing various types of activities, forms of work; takes into account the age and individual characteristics of children when assessing; applies various assessment methods; knows how to combine methods of pedagogical assessment, mutual assessment and self-assessment of children, contributes to the formation of children of self-assessment skills of various activities)

The analysis of the notes was performed by ______________________________________________________________ (full name of the expert)

Literature

1. Order of the Department of Education, Culture and Youth Policy of the Belgorod Region No. 2163 dated 20.08.2010 (Appendix No. 6).
2. Order of the Education Committee of the Government of St. Petersburg “On the forms of expert opinions for
   certification of pedagogical workers of state educational institutions of St. Petersburg "No. 2324-r dated 02.11.2011.
3. Professionalism modern educator: methodology for assessing the level of qualifications of teaching staff / Under scientific. ed. V.D.Shadrikov. - M .: Logos, 2011.
4. Certification of teachers of the preschool education system: the first and highest qualification categories: Methodical recommendations / Authors-compilers L. L. Timofeeva, O. V. Berezhnova, T. M. Kapunova, etc. -
   M .: Pedagogical Society of Russia, 2012.
5. Order of the Ministry of Education and Science of the Russian Federation "On the procedure for certification of pedagogical workers of state and municipal educational institutions" No. 209 of March 24, 2010
6. Novikov A. M. Scientific and experimental work in an educational institution. - M., 1998.

Systemfunctioningexpert groupspreschool teachers

The purpose of the expert groups- tracking the dynamics of the quality and effectiveness of the educational activities of teachers, analysis and obtaining systematized information about the results of the activities of the pedagogical team.

Main directions control analytical activities expert groups of preschool educational institutions:

The quality of the calendar-thematic planning of the educational process;

The quality of planning and organizing walks;

The quality of the functioning of the parent corners.

Planning the content of control and analytical activities for the year by each expert group in accordance with the tasks and annual plan DOE. (AppendixeNo. 2)

Targeted monthly control, collection of received information, and its systematization in a specially designed form of tables . (Appendix # 3)

Qualitative and comparative analysis of control results: identification of features, positive and negative factors; assessment of the quality of professional and educational activities.

Presentation of the results of monitoring for a month on the methodical operational framework.

Summing up the results of the activities of the expert group for the year (Appendix # 5).

Assessment of control results are recorded monthly in Excel spreadsheets based on the data received.

Consider the contents of these tables (Appendix # 4):

In the “header” horizontally for each month, the content of the control is indicated (that is, it is indicated what is checked in this month), and vertically - all groups. At the end of each month, the EG leaders, based on the control results, enter the assessments into each table and analyze the work of each group for the month.

The evaluation criteria are conventionally designated:

0 points - planning is not carried out,

1 point - not enough planned, there are comments and suggestions,

2 points - it is planned with high quality, in accordance with the requirements, without comments.

points - there are "zests", a creative approach

In addition to the assessments, in each cell according to the control results, comments and suggestions are indicated. using the special "notes" function of spreadsheets.

V at the end of each table, the sum of the points accumulated over the year is automatically calculated vertically, by which the percentage of quality and the rating of the group are calculated, which allows you to see the level of quality of the organization of the educational process in each group and in general kindergarten in a year. And the percentage indicators of the quality of the work of each group in the horizontal summary line indicate in which direction the team worked successfully, and where it is not enough and methodological support is required. Thus, it provides an opportunity to multifacetedly analyze the work of the entire teaching staff for the year, timely and accurately determine the problems and areas of work for further development and improving the quality of educational activities of the teaching staff.

Such a form of managerial control and analytical activities, such as the functioning of expert groups in a preschool educational institution, provides an opportunity to obtain objective data on the effectiveness of the work of each teacher, increases the responsibility of each for the final result, and contributes to the business style of relationships in the team. Which significantly improves efficiency and effectiveness pedagogical work, the growth of professional skills of teachers. And systematic analysis, search and timely elimination of problems contributes to effective increase the quality of the educational process at the preschool educational institution.

Appendix # 1.

Approved by:

Head of MBDOU

« Centerchild development -

kindergarten number 18 "Seven-flower»

___________ L.A.Sapegina

"_____" _____________ 2012

POSITION

about the expert group of teachers

1. Basic provisions.

1.1. The internal expert group is a professional association of teachers, employees and managers, which is created in the structure of a preschool educational institution, which is in the development mode.

1.2. It is created at the initiative of the administration to analyze the educational process in order to improve its quality through the search and elimination of problems.

1.3. The expert group may include teachers who are proficient in the methods of problem-oriented analysis and forecasting. The composition of the EG is approved by the order of the head of the preschool educational institution.

2. Goals and objectives.

2.1. Analysis and evaluation of the results of the educational process, the quality of a product or project based on certain results.

2.2. Ensuring effective work of the administration of the preschool educational institution on monitoring the effectiveness of the educational process. Assistance to the administration in studying the effectiveness of the work of teachers, obtaining objective data.

2.3. Creation of an atmosphere of responsibility for the final results of labor.

2.5. Help teachers in self-expression, the formation of their own unique experience.

3. Organization of activities.

3.1. Each expert group draws up a monthly control plan in accordance with the annual work plan of the preschool educational institution.

3.2. The head of the expert groups is the deputy. head by VMR or by AHCh.

3.3. The EG meets once a month to summarize the control results.

3.5. The expert studies the section of the team's activities or the object directly entrusted to him, forms his assessment, prepares and gives the head of the expert council a reasoned opinion on all issues specified in the source documents.

4. Documentation and reporting.

4.1. Every month, expert groups record the results of control, comments and suggestions in the minutes and hand them over to the head, who organizes and stores them.

4.2. The assessments based on the results of the control are entered into the monitoring table on a monthly basis.

4.3. Protocols, information on monitoring the results of control are stored in the office work of the preschool educational institution.

Appendix # 2. Expert group №1.

Responsible group leader - S.V. Kazimirova

Expert group №2.

Responsible group leader - Kolyshkina L.S.

Target:Analysis of the conditions and quality of walks with children, provision of advice onafor teachers in organizing walks, identifying interesting, creative findings of teachers.

Expert group №3.

Responsible group leader - Semyonova S.B.

Throughout the year: * News from the lessons of preschool educational institutions

* Appeals to parents (invitations, thanks ...)

* Personal successes of children!

NSAppendix No. 3.

The table of control results when checking the calendar-thematic

planning

Month________________

The purpose of the control:

Criteria for evaluation:

0 points- planning is not carried out,

1 point- not enough planned, there are comments and suggestions,

2 points- it is planned qualitatively, in accordance with the requirements, without comments.

Control results table when checking parental content

corners

Month________________ Responsible __________________

The purpose of the control:

Criteria for evaluation:

0 points- the content of the corner is not updated,

1 point- the content of the corner meets the requirements, but there are comments and suggestions,

2 points- the content of the corner meets the requirements, without any comments,

additional 1 point- a creative approach to the design of the content.

Table of control results when checking the quality of walking

Month________________ Responsible __________________

The purpose of the control:

Criteria for evaluation:

0 points- the checked object of control is not organized,

1 point- organized enough, but there are comments and suggestions,

2 points- organized efficiently, in accordance with the requirements, without comments.

Additional 1 point- creativity