Dear readers! We bring to your attention a new heading "Resource centers". Her publications will deal with absolutely new projects implemented within the framework of the Federal Target Program for the Development of Education for 2011-2015.

As you know, this program sets the task of bringing the content and structure of vocational education in line with the needs of the labor market. To do this, at the first stage (2011-2013) it is planned to form strategic projects that will be implemented by the subjects of the federation, educational institutions and organizations with support from the state budget. Models and scenarios developed with the help of projects are intended for mass implementation throughout the Russian Federation. This will happen at the second stage (2014-2015).

One of the strategic projects of the federal targeted program is the creation of sectoral resource centers. We emphasize - sectoral, because the concept of "resource center" for Russian education is far from new. In many regions and republics, such structures have already been created thanks to the project "Development of a unified educational information environment (2001-2005)". Their activity is devoted to informatization. In some regions (St. Petersburg, the Komi Republic, Novosibirsk, Sverdlovsk and Samara regions) there are resource centers in the field of open and distance learning that emerged as a result of the DELPHI-1 project of the European TACIS program.

Many resource centers have already been created in the systems of primary and secondary vocational education. It is worth noting that these structures did not appear from a good life. The outdated material base and the shortage of budgetary funds led the organizers to the idea that it was necessary to concentrate resources - material, human, financial and informational - in one place and use them collectively. Then the spending on training will decrease, and with the help of certain transformations it will be possible to obtain the desired result - to ensure the training of exactly the kind of personnel that the modern economy needs with its new technologies and equipment.

Most of the resource centers in the institutions of NGOs and SVEs were created during the operation of the priority national project "Education", that is, as part of the experimental activities of educational institutions that developed innovative training programs for employers. Possessing a relatively developed material and technical base, they perform mainly educational, methodological, informational and analytical functions. The accumulation of resources makes it possible to organize the educational process more efficiently, raise the level of its methodological support and the qualifications of teaching and managerial personnel. In addition, SVE and NGO resource centers are characterized by a well-established system of social partnership, which, in addition to a college or vocational school that received a grant for the implementation of an innovative program, includes other educational institutions, authorities, and employers. And the most important thing in this system is close ties with production, which, first of all, makes it possible for teachers and students to better study the features of new technologies and modern equipment.

Directly related to the work of NGO and SVE resource centers are such important issues as attracting investments, methodological support for programs, organizing business communication between social partners, improving the quality of education, organizing advanced training, saturating the labor market with the necessary specialists, and reducing social tension. Adults (teachers, methodologists) are trained in many resource centers, additional education is provided.

In general, the activities of these structures are assessed as effective. Apparently, therefore, the idea was born in the Ministry of Education and Science of the Russian Federation - to organize sectoral resource centers in some sectors of the country's economic sphere. It is assumed that they will be "points of growth" for the training of sought-after mid-level specialists.

Educational institutions for the implementation of the project were selected by competition, and industries - by the level of shortage of personnel. The requirements for the participants of the competition were very high. The state contract was concluded with the winners.

Judging by the profile of future resource centers, the aviation and space industries, nanoindustry, electric power industry, transport, construction, agriculture, biomedical and pharmaceutical industries, and forestry are most in need of specialists.

The projects are based on a proven idea. They are well endowed financially. If the largest amount allocated to participants in the priority national project "Education" was 60 million rubles, now it has been doubled. It remains to be hoped that both the idea and the investment will work effectively.

And we, for our part, invite readers to get acquainted with the first results of the experiment.

The experience of transforming cultural institutions of the city of Yekaterinburg into resource centers has positively proven itself in the implementation of the long-term target program Talented Children - Talented City. We offer you to get acquainted with the essence of such a transformation, as well as the achieved and planned results....

Voinkova T.E.,

chief specialist in art education of the department of culture of the administration of the city of Yekaterinburg

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The experience of transforming cultural institutions of the city of Yekaterinburg into resource centers has positively proven itself in the implementation of the long-term target program "Talented Children - Talented City". We offer you to get acquainted with the essence of such a transformation, as well as the achieved and planned results.

At present, educational institutions in the field of culture have been tasked with conducting innovative activities in accordance with modern trends in the development of art, culture and education. Innovative activity is an effective tool of strategic management, since it is the focus on innovation that determines the success of an educational institution in the future, allows you to choose your own, unique path of development, contributing to the reformation of the entire system of art education in the municipality.

The creation in the municipality “Yekaterinburg City” of an infrastructure of nine resource centers (for specific educational programs) is primarily aimed at solving topical issues that were identified in Section 3 “Improving the quality of art education for children through ensuring a combination of innovative, practical, professional and orientation of education” of the action plan of the long-term target program “Talented children - a talented city” for 2012-2014.

The main vector of the city target program is to create conditions for the preservation and development of the system of art education for children in the municipality "city of Yekaterinburg" on the basis of existing traditions, educational innovations and taking into account the needs of the city in the reproduction and development of creative capital.

The content and focus of the activity of resource centers also comply with the principles of state policy in the field of culture. One of the important tools in achieving the main goal of the Strategic Plan for the Development of the City of Yekaterinburg until 2020 is “development and realization of the cultural and spiritual potential of each individual and society as a whole; creation of political, legal, socio-cultural and economic conditions for the preservation of spiritual and physical health by citizens, raising their educational and cultural level, for personal, social and professional self-determination, free self-realization and self-development and manifestation of innovative activity, improvement of the social environment of the city in accordance with the needs and interests of citizens.” The strategic goal of the city resource centers coincides with the goals of the long-term target program - creating high-quality conditions for preserving existing traditions in the system of art education for children (early professional self-determination, realization of pedagogical potential and unique teaching methods for educational programs of the art education system) , as well as the active introduction of pedagogical and socio-cultural innovations necessary to meet the urgent needs of the residents of Yekaterinburg.

In accordance with the goal, the tasks of urban resource centers are:

■ Participation in the creation of a network management model for the municipal entity “Yekaterinburg City”, which ensures an increase in the resource potential of the educational process of children's art schools and the success of the implementation of the program “Talented Children - a Talented City”;

■ modernization of the content of educational programs of municipal educational institutions of culture;

■ improving the effectiveness of the pedagogical and managerial activities of the municipality in the field of art education for children;

■ expanding the register of forms of participation of educational institutions of culture in the development of the socio-cultural space of Yekaterinburg.

Thus, a network of urban resource centers was created at the beginning of the 2010/2011 academic year to disseminate positive practice-oriented experience that ensures the implementation of priority areas for the development of the art education system for children.

The network of urban resource centers was created to disseminate positive experience that ensures the implementation of priority areas for the development of the system of art education for children in Yekaterinburg.

In order to provide professional guidance to students and create conditions for their early self-determination and receiving professional education in the field of culture and art, resource centers interact with secondary and higher professional educational institutions within the city network.

Another direction in the development of social partnership of resource centers is joint work with scientific and methodological centers of various levels, resource centers in the Sverdlovsk region and the Russian Federation. It is aimed, on the one hand, at the creation of methodological associations of teachers of children's art schools and, on the other hand, at the development of research activities of teachers, improving their professional skills through participation in scientific and practical conferences, master classes, seminars held on the basis of leading (basic) institutions of additional education for children in the city of Yekaterinburg.

Resource centers interact with secondary and higher professional educational institutions in the field of culture and art and scientific and methodological centers of various levels.

Thus, on the basis of the long-term plan of the main activities of the Talented Children - Talented City program, a Regulation was developed on the activities of the municipal educational institution of culture of additional education for children in the city of Yekaterinburg in the mode of a resource center and the examination of programs for assigning the status of a basic institution of a city resource center.

A list of documents required for the organizational preparatory stage for the approval of nine children's art schools as base sites with the assignment of the status of an urban resource center has also been developed (appendix).

Structure of the Regulation

Basic structural unit

The regulation defines the purpose, conditions, procedure for organizing and financing the activities of a municipal educational institution of culture in the mode of a resource center (hereinafter - MOUK - resource center, RC).

MOUK - a resource center can be a municipal educational institution of culture that has achieved generally significant scientifically based positive pedagogical results, innovative in nature, with the potential to organize activities to systematically familiarize the pedagogical community with the experience of the city's schools in meaningful areas that are significant for the development of the municipal system of art education . MOUK - resource center acts as a base for advanced training of workers in the field of culture and art.

MOUK - resource center acts as a base for advanced training of workers in the field of culture and art.

Recognition of an educational institution of culture as a resource center does not lead to a change in the organizational and legal form, type and kind of an educational institution and is not fixed in its charter.

Organization of the activities of MOUK - resource center

The transfer of an educational institution to the mode of a resource center is carried out in the presence of:

■ the existing system of innovative work of the teaching staff of an educational institution of culture in the current educational direction of development of the municipal system of art education;

■ a detailed description of innovative pedagogical experience, which is the property of the teaching staff of an educational institution of culture, and a set of educational and methodological materials reflecting the implementation of this experience;

■ diagnostic materials that testify to the effectiveness of the presented pedagogical experience;

■ experience in disseminating the results obtained;

■ personnel ready to implement scientific and methodological functions as leaders for the resource center;

■ material and technical base corresponding to the content direction implemented by MOUK - resource center.

In order to coordinate activities culture department the curator of the MOUC - resource center is appointed and an expert commission is determined.

The curator and expert commission are appointed by the Department of Culture.

Powers of curators:

■ development of regulatory legal acts necessary for the implementation of the RC program;

■ preparation of progress reports on the implementation of the resource center program;

■ preparation of proposals to clarify the list of program activities for the next financial stage, clarify the costs of program activities, as well as the mechanism for implementing the program (as needed, in the prescribed manner);

■ development of a list of target indicators to monitor the progress of the program;

■ organizing the introduction of information technologies into the activities of the resource center in order to manage the implementation of the program and control the progress of key events.

Curators are responsible for the timely and high-quality preparation and implementation of the program, ensure the effective use of funds allocated for its implementation.

To the expert committee includes:

■ teachers and practitioners whose activities are recognized by the pedagogical community as innovative;

■ specialists of culture and education management bodies.

The main tasks of the expert commission:

■ consideration of the topics of key activities of the program of activities of the RC;

■ consideration of materials on the course of implementation of the RC program and submission of recommendations for their clarification, as well as consideration of the results of its implementation, in accordance with the stages of the program;

■ identifying scientific and organizational problems in the course of implementing the RC program and developing proposals for their solution.

The procedure for transferring an educational cultural institution to the mode of a resource center

The transfer of an educational institution in the field of culture to the status of a resource center was carried out in several stages.

1) Educational institutions submitted applications with justification for transferring to the resource center mode to the address of the cultural department for the implementation of the program “Talented Children - Talented City”.

The application for the activity of an educational cultural institution in the mode of a resource center contained:

■ name and location of the educational institution (legal address, contact numbers);

■ description of the meaningful direction of activity in the field of art education, the implementation of which can be ensured by an educational institution of culture as a base platform: its relevance, significance for the development of the municipal and regional system of art education;

■ a program of work to disseminate the experience of an educational institution of culture, including individual and group internships for teaching staff, holding seminars, round tables, specified in the calendar plan of work and coordinated with the scientific and methodological center for the management of culture;

■ the expected result of mastering the program by teachers from other educational institutions;

■ if necessary, justification of the amount of funding and its sources.

2) On the basis of the submitted application, the program of the resource center and the full-time presentation of the program in June 2010, the experts assessed the feasibility of transferring each specific cultural educational institution to the regime of an urban resource center. The expertise of the programs of the resource centers was carried out in accordance with the criteria proposed by the Department of Culture. The examination of each program was carried out by four experts by the method of individual evaluation. For each indicator, an average score was given.

3) After a positive conclusion, the experts made a proposal to the head of the department of culture on the advisability of transferring the educational institution to the mode of a resource center for a certain period - two calendar years.

An order to transfer an educational institution to a resource center mode is prepared by the chief specialist of the culture department.

Algorithm for creating resource centers

First stage. The organizational stage of creating resource centers lasted from November 2010 to May 2011. It included:

■ creation of a package of documents regulating the organizational basis for the activities of the resource center (preparation of an application and a program of activities of the resource center with a list of activities);

■ creation of a system of prompt informing educational institutions of culture (according to directions) about the activities and results of the activities of resource centers at the moment;

■ identification of social partners interested in the work of resource centers;

■ formation of network interaction between municipal educational institutions of culture, aimed at the implementation of the tasks of the resource center (by directions).

Second phase. The main stage of the RC creation process began in June 2011 and will last until June 2012. It involves the formation of a network of resource centers in accordance with the directions of the long-term target program Talented Children - Talented City for 2012-2014.

The following technologies for the implementation of this program have been identified:

■ concentration of budgetary funds on priority areas of development of the system of art education for children;

■ creating conditions for identifying, supporting and promoting gifted children and creative youth;

■ modernization of the material and technical base of municipal educational cultural institutions in order to improve the quality of their educational and cultural activities;

■ development of the competition and festival movement in order to stimulate the development of the system of art education for children and adolescents;

■ training and retraining of competent personnel capable of carrying out socio-cultural, artistic and creative, teaching, organizational and managerial activities in the system of art education for children adequate to the modern needs of the city;

■ creation of optimal conditions for professional training and development of a competent specialist who owns both traditional and innovative teaching methods in the field of art education for children;

■ development, support and implementation of interregional, all-Russian and international cultural events, projects and programs that contribute to the growth of the prestige of the municipal cultural sphere, as well as the formation of a positive image of Yekaterinburg in Russia and abroad.

The third stage is practical. The final stage of the process will last from June to November 2012. As part of it, the RCs will present their developments, and these innovations will be introduced into the practice of municipal educational institutions of culture.

At this stage, the following will be prepared:

■ description of the resource center model aimed at implementing the long-term target program Talented Children - Talented City for 2012-2014;

■ description of the positive experience of implementing the activities of the resource centers;

■ description of the mechanisms of network interaction between municipal educational institutions of culture and resource centers in areas.

The cultural management bodies reserve the right to terminate the activities of the MOUC - the resource center.

The activities of the MOUK - resource center may be terminated before the expiration of the established period in case of improper performance of the scientific and methodological functions assumed, fixed in the program of work, insufficient demand by the pedagogical community for the implemented content direction and for other justified reasons.

The basis for the termination of the activities of the MOUK - resource center is the order of the department of culture of the administration of the city of Yekaterinburg.

The cultural management bodies have the right to terminate the activities of the MOUC - resource center on the basis of the order of the culture department of the city administration.

Financing the activities of the MOUC - resource center

In nine resource centers, within the limits of the wage fund allocated to the institution in agreement with the founder, the rates of the deputy head for educational and methodological work of the municipal educational institution of culture have been introduced. This specialist is responsible for managing activities related to the dissemination of experience gained by the school in the current direction. Perhaps in the future it will be allowed to introduce an individual staffing table for the period of work in the resource center mode, subject to agreement with the department of culture and the possibility of financing additional staff positions.

The deputy head for educational and methodological work is responsible for disseminating the experience gained by the school in the current direction.

The basis for the development of the program of the resource center and its full-time protection is the order of the Department of Culture on the introduction of the rate of the deputy head for educational and methodological work of the educational institution of culture.

A supervisor (consultant) may be hired on a contractual basis, while remuneration for his work may also be made from attracted extrabudgetary funds.

The remuneration of the work of the supervisor (consultant) can be made from attracted extra-budgetary funds.

Structure of the city resource center

The City Resource Center has the following structure:

■ “Laboratory” provides coordination and monitoring of activities within the framework of the implementation of the program of the resource center, develops model educational projects for the system of art education, provides methodological support for teachers and schools included in the program in a specific area of ​​the resource center;

■ groups of consultants support individual initiatives within the program (act either on a voluntary basis or as part of cooperation to create a resource center based on a specific children's school of arts).

Conditions for financing the RC

From 2010 to November 2012 funding for resource centers is carried out on the basis of the annual action plan of a large-scale project of the municipal arts education system - the Forum of young talents in the field of culture and art.

From January 2013 to December 2014, funding will be provided in accordance with the approved action plan for the long-term target program Talented Children - Talented City for 2012-2014, which will total RUB 1.2 million over the two-year period.

Also, financing can be carried out on the basis of charity and extrabudgetary investment. It depends on the desire and capabilities of a particular children's art school and resource center program.

Program results

The results of the activities of the city resource center can be:

■ collections of publications and methodological developments summarizing the positive experience of the network of municipal educational institutions of culture in innovative areas of their activity;

■ public events held on the basis of resource centers, with the involvement of personnel and scientific and methodological resources of the network;

■ methodological development of network events for students, teachers and leaders, training seminars of the intra-network advanced training system aimed at updating the content of education in the art education system as a whole.

The main indicators for evaluating the effectiveness of resource centers I can be:

1. Increasing the comfort of the teacher, meeting his spiritual needs and achieving success:

■ optimization of the socio-psychological climate in the teaching staff;

■ increasing job satisfaction and motivation of teachers in various aspects of their teaching activities (participation in innovative practice, improving professional skills, interest in the final results of work);

■ optimization of the ratio of working and free time of the teacher.

2. Changing the attitude of parents to the children's art school, children's satisfaction with the educational opportunities of the school:

■ growth of positive perception of DShI by parents, increase of their activity in realization of the educational program;

■ changing the attitude of parents to the status of children's art school and their assessment of the educational program.

3. Changing the managerial activities of managers, their satisfaction with their work:

■ increasing the active role of teachers of cultural educational institutions in the management of the resource center (according to areas);

■ formation of elements of the system of self-government and technology for obtaining “feedback” on the results of the functioning of educational institutions of culture and the implementation of educational programs;

■ implementation of a collegial-democratic style of management at all levels of the resource center's activities.

Solving this complex and long-term task requires:

1) the creation of an updated infrastructure in and around the base site (DSHI), within which the connection between education and science, culture and art would be carried out on real design grounds. In this case, students would form a new type of mental activity, supported and developed by the family, all teachers, employees and management of the network of municipal educational institutions of culture in the direction of the resource center;

2) changes in the forms and methods of working with the content of education, the development by teachers of methods for translating scientific knowledge and innovative practice into the educational process.

The results of the activities of the municipal network of resource centers will be:

1. Identification of municipal educational institutions of culture as socio-cultural institutions with a high level of implemented technologies, intellectual and creative potential, personal and corporate culture.

2. Creation of a highly valued citywide system of municipal educational institutions of culture, adequate to the requirements of a modern metropolis and resistant to negative environmental influences.

3. Modernization of the system of educational institutions of culture while maintaining the best domestic and regional traditions in the field of art education for children.

4. Formation and development of the creative potential of the city, timely identification and support of gifted children and adolescents, education of intellectually developed and spiritually rich youth.

5. Optimization of the number of students in children's art schools; introduction and support of positive cultural images in teenage and youth subcultures.

6. Improving the efficiency of the municipal system for early detection, training and support of talented and gifted children.

7. Creation of conditions for the continuous professional improvement of teaching staff through involvement in project, innovation and research activities, expanding the possibilities of the system of continuous professional education in the field of culture and art by including the stage of postgraduate education and retraining of personnel in the field of culture and art (formation of personnel reserve in the field of management of municipal cultural institutions).

8. Attracting the general public, sponsors and patrons, expanding the share of their participation in the management and educational activities of the Children's School of Art.

9. Attracting additional financial and material resources to improve educational activities and develop the material and technical base of the Children's School of Art.

Thus, by the end of 2012, it is planned to create such an organizational and meaningful model for the activities of resource centers for specific educational programs that will create high-quality prerequisites and become a launching pad for the effective implementation of the Talented Children - Talented City program in the status of not just an industry, but a long-term one. city ​​target program for 2012-2014.

Material checked by experts Aktion Culture

L. V. Rezinkina

(Kirishi, Leningrad region)

RESOURCE CENTER as a learning organization

IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT OF PEDAGOGICAL STAFF

The article provides a substantiation of the conditions for the functioning of resource centers in the system of continuous education of teaching staff. The features of the creation of such systems on the basis of educational institutions of the Kirishi region are disclosed.

The modernization of education in Russia involves improving its quality and efficiency, ensuring openness and accessibility, advancing development, creating a system of lifelong education, meaningful content of the educational process of advanced training for teachers, creating a unified information and educational environment in order to test and disseminate best practices and innovations, new information and pedagogical technologies. The creation of resource centers contributes to the development and justification of the ideas of a new school, alternative, variant and functional education.

As studies on this issue have shown, the emergence of resource centers in the education system at the turn of the 20th - 21st centuries was due to its rapid modernization, budget deficit, moral and physical depreciation of the material and technical base of institutions of advanced training, as well as increased competition between general education institutions. in connection with the introduction of per capita financing.

The traditional approach to the concept of a resource center is associated with the organizational structure. This approach is based on the concept of a resource center as an institution with the integration of human, material, technical, information potentials (resources) in order to optimize the process of advanced training.

The concept of "resource center" has many interpretations. A number of researchers classify as resource centers any subdivision (organizational cell] of an educational institution that has an autonomous status

(up to an independent legal entity] and producing educational services or educational and industrial products on a paid basis. From the point of view of other researchers, resource centers are defined as organizations created on a cooperative basis by a group of vocational education institutions and interested business partners-co-founders.

A resource center in a broad sense is a form of association, integration and concentration of resources from various owners (government, employers, educational organizations, individuals).

The resource support of education, in our opinion, can include not only material and technical and educational and laboratory equipment, but also scientific, methodological, information sources and means of ensuring the process of vocational training, as well as the personnel and financial potential of social and educational partners interested in advancing system of advanced training of personnel in demand by the market economy. The main idea behind the creation of resource centers is that advanced training should become more individualized, functional and efficient, have a proactive nature, and be close to the place of work.

Today there is an extensive practice of creating and successfully operating resource centers. The problems of formation of resource centers in the system of secondary and higher professional education have been studied sufficiently. While the activities of the resource center on the basis of a separate

taken as an innovative educational institution as a systemic object of advanced training and continuing education for adults have not been studied, the algorithm for the formation of such resource centers has not been comprehended. The classification of resource centers, their influence on the system of advanced training of teaching staff in the conditions of the municipality have not been sufficiently considered.

Based on the analysis of organization practice and regulatory documentation, it is possible to classify resource centers according to strategic and priority areas in their activities. These include the following resource centers: additional education as independent organizations; information technologies; training of workers in the enterprise; on the basis of an interschool educational complex; on pre-profile and profile training; on the basis of a general education institution as a training organization.

Resource centers for additional pedagogical education are institutions that have the legal status of a resource center, provided with highly qualified teaching staff and modern teaching aids, are created to disseminate positive experience that ensures the solution of priority areas for the education system. The centers are institutions of additional education with highly developed information technologies that have access to global, national and regional information resources and provide distance learning for teaching and management personnel. This is the center of communication between general educational institutions, with other general educational institutions and organizations, including institutions of vocational education.

Information technology resource centers emerged in connection with the focus of the educational process on informatization. Their role in the field of general education is performed by information technology centers (CIT), which were created on the basis of institutions of additional education.

The main goal of the information technology center is to create conditions for the effective use of

information and educational resources, the formation of a unified educational information environment of the municipality and the implementation of a unified technical policy in the field of informatization of the education system.

A resource center based on a general education institution as a training organization is a structural subdivision of a municipal educational institution, which is prescribed in the Charter of the school.

The creation of this type of resource center is due to the objectives of the National Project "Education" and the National Educational Initiative "Our New School" to prepare and form an innovative type of teacher, to develop a high level of professional and pedagogical competence in him.

The new requirements for the teacher are due to the need to master the federal state educational standards of the new generation, which are aimed at implementing the following educational functions:

Ensuring the spiritual and moral development of the younger generation, mastering the values ​​of the multinational peoples of Russia;

Transition to the operationalization of learning objectives based on the requirements for the results of mastering the main educational programs;

Comprehensive assessment of the results of educational activities, including subject, over-subject and personal results;

Development of a strategy for cultural creation, social design;

Implementation of opportunities for extracurricular activities;

Development of a management strategy for designing the educational plan of the educational institution "from the needs of the subjects of education" taking into account the basic curriculum;

Formation of personal responsibility for one's own well-being and quality of life, etc.

Innovative processes in the education system cannot be fully developed without continuity with the richest innovative experience. Comprehensive consideration and creative use of the experience of innovative changes allow

it is reasonable to assess the comparative effectiveness of innovative transformations in pedagogical practice.

Under these conditions, the need of the school and teachers to update professional tools, search and find new approaches, original concepts and non-traditional educational technologies arises and is increasingly recognized.

A resource center for advanced training on the basis of a general education institution as a training organization is a new phenomenon in the development of a system of advanced training. Unlike traditional seminars and master classes held by individual schools, the resource center is a holistic andragogical system of advanced training, provides educational services for the training and retraining of teachers on certain issues, as well as for advanced training of specialists of the municipality.

In experimental work on the basis of the Kirishi resource center at the educational lyceum, a system of advanced training for teachers of the district was tested, aimed at developing and implementing new forms and methods of activity related to the creation of a resource center.

The project "Individual educational route of a student as a technology for the formation of universal abilities (competences]" assumed that by the end of the 9th grade, each student should clearly understand not only his individual educational, but also his life route, be able to correlate the results of his educational work and claims to success in life. Primary school teachers united in work on the current project "Psychological and pedagogical workshop "Buk-varenok" as a condition for successful adaptation to school. "Based on the results of a survey of parents, the creative laboratory of computer science teachers and class teachers introduced the electronic diary technology. The project "Teacher Portfolio Technology as a Way increasing the motivation for professional growth "was developed by the administration of the lyceum and teachers-experts. This technology is actively used by all teachers of the lyceum, as it has a practical focus - preparation for teacher certification, distribution of the incentive fund

remuneration and encouragement of the teacher. The project "Portfolio Technology as a Means of Unmarked Recording of Student Achievements" reflects the direction of the lyceum's work with gifted children. One of the projects - "Organization of the competitive movement as a means of developing gifted children" - was developed within the framework of network interaction with the Center for Information Technologies. For several years, the Lyceum has been the initiator and organizer of various competitions within the framework of the forum "Gifted Children - Russia's Hope".

The analysis of the work of the lyceum showed the potential and desire of all participants in the educational process to develop the educational institution as a resource center and a training organization. This conclusion is confirmed by the results of a survey of educators during the regional methodological panorama on the basis of the Kirishi Lyceum.

A survey of 120 participating teachers, conducted as part of the reflection, showed that after conducting a methodological panorama, 98% of participating teachers consider it necessary to operate a resource center in the education system of the district. 100% of teachers highly appreciated the quality of the panorama, being interested in the presented innovative educational products, 94% of them would like to create their own innovative product.

All participants noted the possibility of the resource center performing the function of advanced training courses.

The experiment showed that it is important for teachers of the municipality to receive advanced training at their workplace, on the job (consultations, distance learning), in practical forms, with the possibility of immediate testing and, if desired, with continuation in the form of an internship. Such pragmatism of teachers is due to the rapid modernization of education, in particular, the introduction of the Federal State Standards of the second generation and a new form of certification.

The study found that the system of innovative activity of lyceum teachers, created on the basis of advanced training, contributed to the achievement of the goal associated with increasing the professional readiness of personnel in new organizational forms.

As a substantiation of the most important functions of the resource center, there was a study of the readiness levels of pedagogical and managerial personnel of various educational institutions of the district for innovative activities, which made it possible to form a social order for the lyceum.

Analysis of the data obtained showed that only 14% of managers had a high level of development of the motivational-value component of readiness for innovation activity, and 66.0% and 20.0%, respectively, had an average and low level of development. Quantitative indicators reflecting the level of development of the motivational-value component of teachers' readiness for innovative activity were distributed as follows: a high level was revealed in 21%, an average level in 32%, and a low level in 47% of teachers. A significant number of managers and teachers with a low (low and medium] level of development of the motivational-value component of readiness is explained by the fact that some of the innovations were introduced authoritatively, teachers did not realize their need.

School leaders and teachers noted their own insufficient level of knowledge and skills necessary for the introduction of innovations.

The data obtained as a result of questioning the leaders and teachers of the district were confirmed by the results of observations of their professional difficulties: even with an average or high level of development of the motivational-value component of readiness to master innovations, they did not have sufficient

innovations with professional knowledge and skills.

The study showed that the resource center being created on the basis of the lyceum is an innovative element of the advanced training system if it has the following characteristics:

Satisfies the needs and readiness of personnel in the development of technological, research and design activities;

Performs the functions of transforming educational institutions into specialized resource centers as training organizations;

It has new forms of partnerships between educational institutions and the subjects of their external environment;

It has integrative qualities, allows you to combine the resources of the school and institutions of additional education for adults, including advanced training;

Allows mobile identification, testing and dissemination of experience in innovations in education;

It improves the quality of the results of advanced training without interrupting the school educational process.

Thus, the emergence of resource centers as training organizations is due to the widespread modernization of education, the need to find effective andragogical technologies for the formation of professional competence of a specialist, and the need for significant changes in the system of training teaching staff on the job.

Literature

1. Akulova O. V. et al. Modern school: the experience of modernization / ed. A. P. Tryapitsyna. - St. Petersburg, 2005. - 290 p.

2. Alasheev S. Yu., Golub G. B., Postalyuk N. Yu. Normative-legal and organizational-administrative support of the activities of resource centers for vocational education. - M.: LOTOS, 2006.

3. Innovative project of an educational institution / ed. E. V. Voronina. - M., 2008. - 368 p.

4. Practical andragogy. Book. 2. Advanced education for adults / ed. V. I. Podobeda, A. E. Marona. - St. Petersburg: IOV RAO, 2009. - 404 p.

5. Resource centers of education in Russia / ed. A. N. Tikhonova. - M., 2004. - 315 p.

ADDITIONAL EDUCATION

TRAINING

METHODOLOGICAL SUPPORT

The Resource Center provides the following types of methodological services:

Development and distribution of methodological materials by order of vocational education institutions and organizations

Conducting an examination of curricula, projects, methodological materials

Organization of the development of professional modules of the main professional educational program in accordance with the Federal State Educational Standard and the requirements of employers in the construction industry

What is a resource center?

We can say that this is a set of people, technologies and equipment oriented to the external market. This is a space where representatives of the educational sphere, business and the state meet for a constructive dialogue, that is, those who want to master a new specialty or improve their skills. The resource center is a new, promising model of interaction that allows enterprises to directly participate in the training of their future employees, and the latter, literally from the first months of study, immerse themselves in the production process and become members of the professional community.

The main objectives of the resource center are:

1. Increasing the competitiveness of the region's economy through resource provision of a qualitatively new level of vocational education;

2. Improving the quality of professional training of specialists and workers;

3. Satisfying the personnel needs of employers, educational and professional needs of citizens;

4. Development of social partnership between the spheres of economy and education on the basis of network interaction;

5. Increasing the prestige of the profession of a builder

In its activities, the resource center is guided by the following principles:

– principle of social partnership, involving the implementation of forms of flexible cooperation between the state, non-profit and commercial sectors.

– network principle, implying the interaction of the college with vocational education institutions of various levels and enterprises of the regional economy, including customers and consumers of qualified personnel in the construction industry.

– principle of self-development, providing for the formation of a mechanism for the activity of the Resource Center on the basis of an order in terms of co-financing.

Head of the resource center OGBPOU USK

Kudryashov A.V.

Tel. 8 929 796 49 46