Improving the level of professional competence. Improving the level of professional competence of a teacher of informatics and ict in the context of the introduction of fgos

Improving professional competence

college teachers as a condition

high-quality training of specialists

In ensuring the functioning of the quality management system vocational education an important role belongs to carefully planned work to improve the level of professional skills of teachers.

Today's requirements force us to take a fresh look at the teacher's activity as a key figure in the educational process. The professional competence of a teacher is now considered, on the one hand, as a quality criterion vocational training and, on the other hand, as a personality trait, which is characterized by a high quality of performance of labor functions, a culture of work and interpersonal communication, the ability to proactively and creatively solve professional problems.

All competencies of a teacher can be conditionally divided into professional (activity component) and personal (personal component).

If we are talking about the high pedagogical qualifications of the teacher, then the high quality of his work is assumed. The category of quality in pedagogy is rather controversial, it is interpreted ambiguously not only in the mechanisms of identification, but also in the purpose. Let's imagine how much intelligence, wisdom, skill is needed to enter the audience to understand what from the prepared will be perceived and what will not.

The work to improve the professional and pedagogical competence of teachers at the Noginsk College is based on the model of a system for improving the professional and pedagogical competence of pedagogical workers, a promising program for improving the qualifications of managers and pedagogical workers, and annual plans to improve the professional and pedagogical competence of pedagogical workers. This framework includes on-the-job teacher training, on-the-job training, learning, generalization and dissemination of advanced teaching experience.

When planning work to improve pedagogical competence for the academic year, the opinions of teachers are taken into account, for which a questionnaire is conducted. For the most part, teachers are satisfied with the college's continuing education system. The overwhelming majority chooses permanent methodological seminars, attendance open classes and extracurricular activities of their colleagues, participation in seminars and scientific and practical conferences held at the regional, regional, all-Russian, international levels. Teachers plan to upgrade their qualifications at courses at advanced training institutes no more than once every five years.

In-service training provides for collective and individual forms. Self-education is the most important link in the system of improving the professionalism of teachers. Each teacher plans individual advanced training annually in accordance with the work plan to improve pedagogical skills. When drawing up individual plans the following basic requirements are observed: taking into account the level of one's own professional training and pedagogical skills; the relationship with the work plan of the subject (cyclical) commission and the plans of the educational, methodical work college; clear formulations and specific nature of activities with an indication of the timing of their implementation.

An important component in organizing work to improve the qualifications of teachers in the college is to conduct open lessons, extracurricular activities, class hours, master classes. They are held with the aim of disseminating advanced pedagogical experience; help to determine and show with specific examples which forms, methods and examples of holistic to apply in the study of the most complex topics of the program, how best to use technical teaching aids and how to achieve good mastering with a minimum amount of study time teaching material... After holding open classes, extracurricular activities, classroom hours, seminars - workshops are held.

Since a modern educational institution of vocational education is a complex, highly organized institution, constant monitoring and analysis of the results obtained is necessary for the successful solution of the tasks, including improving the professional and pedagogical competence of teachers. At Noginsk College, monitoring activities are carried out in accordance with the Regulations on the system of intracollege monitoring of the professional and pedagogical competence of teaching staff, the scheme for conducting monitoring activities, and the plan for comprehensively summarizing monitoring of the activities of the subject (cycle) commission. The assessment of the level of the training lesson conducted by the teacher is determined by the methodology and technology of the system analysis of the lesson.

Holistic systematic work in college to improve the professional and pedagogical competence of teachers leads to positive changes in the personal and professional sphere of teachers, to their transition to more high level professional self-awareness.

One of the features of personnel management is the increasing role of the employee's personality, namely, to his level of professional competence. One of the factors affecting the level of motivation is the process of developing the professional competence of personnel. The professional competence of personnel is a combination of professional knowledge, skills, and skills acquired in the course of the personnel's labor activity, which contribute to the performance of functional duties with high productivity... The process of its development and improvement is understood as purposeful activity an employee for the acquisition of certain competencies in accordance with modern working conditions and professional requirements.

Motivation and the development of professional competence of personnel to achieve results that affect it serve as connecting links that unite all levels of motivation into a single system that can ensure the attraction and retention of talented workers, as well as the rational use of their personal and group potential.

The development of professional competence is conventionally represented in the framework of three vectors:

The process of developing professional competence in modern conditions is purposefully implemented through training technologies that initiate an active educational and cognitive activity of an employee, motivation, organizational culture, professional identity, develop his personal qualities, and allow to build an individual trajectory for the development of professional competencies of employees.

Modern conditions dictate the need for a transition to a systemic model of software development of the professional competence of the personnel of organizations. The new systems approach provides for: 1) modernization of the traditional system educational development professional competence; 2) the formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of the organization's personnel, as well as the implementation of projects for the socio-cultural and motivational development of the professional competence of employees.

Modernization of the traditional system of educational development of professional competence defines three most important areas:

1. Introduction of an integrated mechanism for interconnecting the needs of an economic organization in a particular system of employee competencies and optimization of educational programs for the formation of professional competence.

2. Willingness to continuously search for new, economically relevant knowledge, competent implementation of information processes, which is the basis of the employee's professional competencies.

3. Qualified professional activity presupposes the need to develop not only formal professional knowledge, skills, and abilities, but also motivational potential.

The formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of employees of an organization includes three most important subsystems:

1. Development and implementation within the framework of the economic organization of an independent project aimed at enhancing the process of assimilating and updating the employee's professional experience.

2. Formation of a socially transparent system of social assessment and prospects for the development of professional competence of employees of the organization.

3. Ensuring the compilation of a generalized socio-professional portrait of various groups of workers, determining the range of their professional interests, problems and motivations, as well as readiness to perceive new knowledge and their application in socio-cultural and labor practice.

Thus, it can be assumed that additional ways of developing and improving professional competence contribute to the creation of a favorable educational climate of the organization, which directly affects the increase in labor efficiency, a change in the model of labor behavior from extensive to intensive, as well as the level of motivational background. Considering the importance of developing the professional competence of personnel and the organization itself, it allows us to conclude that the development and improvement of professional competence is a natural need for personnel and contributes to an increase in the level of motivation. However, in order for this need to become the leading one for the employee, it is necessary to create the necessary organizational and educational conditions in the organization.

Professional competence is one of the indicators of a teacher's quality work. Improving your professional level is the first responsibility of every teacher. The work presents the experience of improving the professionalism of teachers and educators in correctional boarding school 8 types of Nolinsk

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"Improving the professional competence of a teacher as a condition for improving the quality

education and upbringing

_____________________________________________________________________________________

Lushchikova E.G., deputy. OIA Director

ISS (C) OS VIII of the city of Nolinsk

"National doctrine of education in Russian Federation"is a conceptual basis for the reform and further development of the education system in Russia for the period up to 2015. It is in the field of education that those people are prepared and educated who not only form the new information environment of society, but who themselves will have to live and work in a new environment.

The concept of modernization of education, determined the main directions and stages of an important process of development of our society - "training of a new generation of pedagogical personnel and the formation of a fundamentally new culture of pedagogical work", training of teachers with high qualifications and the necessary information culture.

Priority task becomes an increase in the professional level of teachers and the formation teaching staff meeting the needs of modern life. Today, the demand for a highly qualified, creatively working, socially active and competitive teacher who is able to educate a socialized person in a rapidly changing world has increased.

V recent times phrases are increasingly heard: quality of life, quality of education, social success... Improving the quality of education is one of the main tasks declared by the Concept for the Modernization of Russian Education.Of course, this cannot be achieved without the introduction of innovative technologies, modern teaching aids, raising the prestige of the teaching profession, and identifying and disseminating advanced pedagogical experience. How impossible to achieve without increasing the professionalism of each teacher.

Our school works with children with disabilities health. In addition, every year more and more children with a complex defect structure come to school. The main requirement for the qualification characteristics of a teacher of a correctional school is the presence of secondary or higher professional education and the corresponding special retraining according to the profile of the activity of a correctional institution of type VIII.

The school administration is working to build quality human resources. A total of 45 teachers work at the boarding school. Analysis of the quality of the staff of teachers shows that 2 teachers have the highest category, 26 - the first qualification category, 7 - the second category, and 10 people do not yet have a category. These are either newly arrived teachers, or teachers who have changed positions within the educational institution itself.

Work is underway to implement the "Personnel" program, calculated until 2015. It includes work on improving the qualifications of teachers within each methodological association, great attention is paid to the continuity of professional education of teachers. If in 2010 only 1 teacher underwent professional retraining, which was 2% of the total teaching staff, then in 2012 there are already 8 people, which is 15% of the total number of teachers. Currently have higher education defectological education, and 18 people have already undergone professional retraining, which is 40% of the total number of teachers. Social teacher continues training in the specialty "Oligophrenopedagogy". Refresher courses are provided for 89% of teachers.

The regular participation of school teachers in the subject-methodological Olympiad of employees of educational institutions of the Kirov region in the direction of "correctional pedagogy" once again confirms the high qualifications of our teachers. In the 2011 - 2012 academic year, Pogudina T.A. became a prize-winner, and N.V. Bokova the winner in the nomination "Teacher-defectologist".

Competitions of pedagogical skills play an important role. They give the teacher the opportunity to become significant in the professional community through the assessment by this society of his teaching activities, the realization of their professional "I" in a competition, to improve their professional level.

In the current academic year, teachers actively participated in professional competitions at various levels, presenting their work experience. So the educator Chusovitina I.N. participated in the regional competition "Teacher of the Year 2012" and became a prize-winner in the nomination "Teacher of additional education".

Music and singing teacher Sudnitsyna N.A. participated in the regional competition "My best lesson with the use of ICT" and became the winner in the nomination "Teacher of a correctional educational institution".

Speech therapist N.V. Bokova became a diploma winner of the regional competition of pedagogical ideas "Open Lesson".She was awarded a 1st degree diploma. Teachers acquire experience that they can apply in their pedagogical activity both in the process of teaching and upbringing, and for further improvement of professional skills.

One of the indicators of the quality of education and upbringing is the use of new methods and technologies by teachers and educators in the educational process. In particular, the teachers of our school are actively mastering Computer techologies, are exploring the possibilities of using an interactive whiteboard in lessons and classes in a special school. 47% of teachers use computer technologies in their lessons and classes.

Since 2009, the school has been working on a single psychological and pedagogical topic "Development of creative abilities as a condition for the socialization of pupils of the correctional schools VIII species ". Applying a variety of methods and techniques to develop the creative abilities of children with intellectual disabilities, using new technologies and the successful experience of other teachers, teachers and educators worked to develop additional practical skills and abilities of students based on their psychophysical characteristics and individual capabilities.

The efforts of teachers are not in vain. Students delight us with their achievements. Pupils of the boarding school regularly take part in regional competitions of children's creativity, and the work of our children does not go unnoticed. In 2010, a 3rd grade student Nikolai Sedlov was awarded a diploma for participation in the regional drawing competition dedicated to the 100th anniversary of the Russian Olympic Committee. Making crafts for the exhibition as part of the regional competition "Best in Profession" also gives children the opportunity to show their creativity and practical skills.

Members of the school's national team in zonal competitions among students of correctional schools in polyathlon, in cross-country skiing become winners in the individual championship and prize-winners in the team championship. Soloists of the choir circle "Do-mi-solka" have repeatedly become prize-winners of the "Nolinsky stars" competition.

Once again, the boarding school took part in the regional competition "Beautiful School". Most of the work to create comfort in the school premises was done by the hands of our pupils.

The ultimate goal special education is an:

the student's achievement of the maximum possible independence and independent life as a high quality of socialization and a prerequisite for self-realization in a rapidly changing world.

In this regard, we can cite data that almost all graduates of the boarding school continue their studies in vocational schools and subsequently successfully find employment.

Thus, positive results the activities of the school are positive changes in the development of the personality of each student: his educational achievements, good breeding, mental functions, creativity, health. Working on the formation of a socially adapted personality of a graduate of a school, successfully integrated into society, the teacher has to pay a lot of attention to self-improvement and self-education, preparation for lessons and extracurricular forms of work. How older age learners, the more labor costs. As you develop your own experience, labor costs decrease. But a huge waste of psychological, temporary, moral and material strength and energy pays off in the end result.

ANGELA BARKHATOVA
Improving the professional competence of a teacher as a means of improving the quality of education in a preschool educational institution

One of the most important areas of activity, in the context of modernization in the system education, is the development of human resources. Priority of this direction of development education is also recorded in the Development Strategy of the Russian education until 2020, FSES preschool education.

“A developing society needs modern educated, moral, enterprising people who can make decisions on their own, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, ready for intercultural interaction, having a sense of responsibility for the fate of the country, for its socio-economic prosperity. "

If understand the essence of the changes,then you can identify the most important points: learning becomes activity-developing, which should ensure the formation of personal qualities of pupils, while it is democratic, humane, based on the joint activities of an adult and children. The indicated innovations entail significant and qualitative changes, first of all, in the practice of the work of the educator. Undoubtedly, educator in the process of education and upbringing - a key figure.

At the present stage, a revision of priorities has become a necessary aspect. professional activities of teachersECE and bringing it in line with three important regulatory documents:

GEF DO (order of the Ministry of Education and Science of Russia dated 17.10.2013 No. 1155);

- "About the approval professional standard« Educator» (pedagogical activities in the field of preschool, primary general, basic general, middle general education ) (educator, teacher)"(Order of the Ministry of Labor and social protection RF dated October 18, 2013 No. 544n);

Letter "Model Code professional ethics of teaching employees of organizations carrying out educational activities» (Ministry of Education and Science of Russia dated 06.02.2014 No. 09-148).

Level professionalism educator in accordance with the requirements of the Federal State Educational Standard and the Standard teacher is given great importance.

Educator. What qualities Must Have a Caregiver Today?

The most important thing is love for children. Without this, the teacher will not be able to give the children anything. In a preschool educational institution, the main thing is to create psychological comfort for children separated from their mothers, and conditions for the development of children. The ability to teach a child the amount of knowledge, skills and abilities that he must master for school is, of course, very important, but, as practice shows, if the child is not comfortable in kindergarten, training will not give the desired result, an individual differentiated approach to each child.

Modern teacher it is impossible to imagine without such qualities, as optimism, vitality, sociability, mobility, learning ability, ability to keep up with the times, possession computer technology.

At the present stage, a new concept has appeared « professional competence» , which is manifested in the ability teacher effectively implement teaching activities defined by job descriptions.

What are pedagogical competences should a modern educator own?

Competence innovative work and the exploratory nature of activity is the ability of educators to develop new or use already known modern technologies, projects educational activities with children; effectively apply those types of cooperation with families that are consistent with the goals, objectives and principles of the GEF; v perfection master the techniques of cognitive and developmental interaction with children, methods educational educational activities that will facilitate psychological and pedagogical support for positive socialization, personality development of preschoolers and optimization educational process with the entire group of pupils, which corresponds to the principles educational Standard.

Communication competence... Everything educators must be sufficiently sociable, benevolent, patient in interaction with their pupils. They must be able to organize various types of communication both with the entire group of children and in the course of individual interaction with each pupil. Caregivers must own various forms, methods and techniques for creating social situations development in their age groups.

Predictive competence presupposes pedagogical educational process and implementation of preschool programs education with their pupils; planning or anticipating possible changes in the organization educationalactivities with children:

Based on results pedagogical diagnostics,

Taking into account special educational needs children,

Taking into account the interests and needs of the families of pupils.

It is very important that a modern educator not only in perfection owned the content and methods of working with children, but also carried out pedagogical design and implementation activities educational process, spent pedagogical diagnostics and, on its basis, built and implemented individual educational routes children... For this, it must be professional in their field, thinkers, capable of analysis and creative processing of information.

Diagnostic competence... Possessing it, educators must exercise pedagogical diagnostics to use it to analyze your own professionalism through the prism of the individual development of their pupils for the subsequent building of individual educational developmental trajectories of children. The main meaning of the diagnostic competence lies in the teacher's ability to track the effectiveness of their pedagogical impacts on children, exercise self-esteem pedagogical competencies and their concrete self-design in case of their absence. Diagnostic competence so way, is closely related to the prognostic.

Didactic competence. Educational technology is a component preschool didactics. Educators choose or create the technologies themselves for the implementation of the variable part educational program ... The volume of the part of the program formed by the participants educational relations, can reach 40% in accordance with the Federal State Educational Standard. All educators must timely study modern innovative technologies and apply them in educational activities in line with age characteristics their pupils.

Information competence... Educators must attend RMO, take courses advanced training, actively and effectively study the information field pedagogical educational activity of teachers all regions of our country, using periodic pedagogical publications and pedagogical Internet portals.

Cultural and cultural competence provides for the level of general knowledge, the use of children's fiction, knowledge of program verses by heart, knowledge of prosodic speech components. Educators must master the intonational expressiveness of speech, so that the process of communication of children with was an interesting teacher, fascinating and developing the interest of preschoolers in oral speech, the use of the artistic word. These competencies oblige teachers to know by heart program verses, counting rhymes, myriloks, nursery rhymes, proverbs, sayings, riddles, texts for outdoor games with rules and round dance games. These two competence include the level of the general behavioral culture of educators, suggest their conflict-free, tactful, correct model of interaction, built by them with their children: authoritarian, democratic, liberal or mixed model.

Self-education competencies, self-education, self-improvement... These competence represent the directions of personal and professional self-improvement of educators... They are fully or largely dependent on themselves, but the aspect of the directing influence of the head and senior educator is important. Self-education should be carried out systematically. These competence involve independent study of modern teaching experience... The effectiveness of the manifestation of these competencies- this is the exchange of experience, the broadcast of your pedagogical experience and perception of the experience of colleagues in the region and the country. This competence in the process of mutual visits, conducting open views by educators educational activities, in speeches at teachers' councils, posting copyright abstracts on the website of the preschool educational institution, on pedagogical Internet portals, during the participation of educators in competitions professional skills of teachers of various levels: DOO, municipal, regional, federal.

Competence of the intensity of professional activity... it modern requirement implemented throughmotivational need:

V professional and personal growth among the educators themselves;

In the ability to be in a constant innovative mode educational activities of modern preschool educational institutions;

In the ability to exercise educational process in groups at high professional level;

In the ability to accumulate advanced experience, modern technologies of interaction with children and families of pupils;

In the ability to carry out on time pedagogical diagnostics and develop and implement in the activities of IOTD for each child;

In the ability to adequately assess their own pedagogical competence, constantly improve them; demonstrate their pedagogical skills at RMO, in the system of open views, publish your experience in professional journals, be certified for qualification categories;

In the ability to create PPMS in accordance with calendar and thematic planning (KTP, own ICT technologies and use digital educational resources(CRC) v educational activities.

At the moment, there is a problem of forming teacher having competence, creativity, willingness to use and create innovations, the ability to conduct experimental work. Systematic work organized with teachers to improve professional competence will help bring them to a higher level.

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