Forms of methodological support for the professional development of teachers. Methodological support for preschool teachers according to the Federal State Educational Standard in preschool education

Anzhero-Sudzhensky GO 2017

Relevance…………………………………………………………..p. 3

Directions methodical work in educational

institution…………………………………………………………..p. five

introduction of GEF DO………………………………………………p. 8

Conclusion……………………………………………………….p. 13

Literature ……………………………………………………….p. fourteen

Application…………………………………………………………p. 15

Relevance

With the entry into force of the Federal Law of December 29, 2012 No. No. 273-FZ "On education in Russian Federation» preschool education received the status of the first independent level of general education. In this regard, the standardization of preschool education is of particular relevance. The federal state educational standard for preschool education (hereinafter - GEF) is a set of mandatory requirements for preschool education. The subject of regulation of the standard are relations in the field of education arising from the implementation of the educational program of preschool education.

Modern education is developing in the mode of innovative search, causing changes in various components of the activities of specialists. In this regard, strengthening the continuous nature of training and professional development of the teacher as a condition for his active adaptation to new models of activity, increasing the level of preparedness for solving professional problems and improving the quality of results is of particular importance. educational process generally.
In this regard, the main task of preschool institutions is to create conditions under which children develop fully, and as a result live fully. preschool age, and move to the next level motivated to get an education at school. Creation of conditions for successful socialization of children at various stages of their age development defined by the Federal State Educational Standards, tracking the personal progress of students, identifying problems of continuity between preschool and primary levels of education are important tasks of modern educational policy. Leading evaluation criteria pedagogical process is the readiness of each specialist to create the following conditions:

for the formation of the personality of the child as a subject of social life and the creation of a pedagogically expedient environment;
to achieve the goals of the educational process;
to respect the rights and obligations of the child in society.

It is also necessary to evaluate the content of the activities of educators:

social order of the state to this type of institution;
social expectations of the subjects of the educational process (children, parents of legal representatives, teachers);
involvement of other specialists of the institution in pedagogical work.

The methodological service of the preschool educational institution needs to seriously work on improving the competence of teachers, which will allow them to organize educational activities in accordance with the requirements of the Federal State Educational Standard. The capabilities and competencies of the teacher are one of the key points of the standard. The document spells out the various competencies that are necessary for teachers to work according to this standard. Based on these competencies, it is necessary to build a system of teacher training.

The main principle of this activity is the principle of "growing", the essence of which is as follows:

The socially significant goal of the teacher and the individuality of the activity of the student managed by him are two sides of the requirements for the activity of the teacher (teacher). Without correlating the content of the student's activity, developing a variant of content that is subjectively significant for him, without managing these processes, it is impossible to achieve pedagogical goals.

Management of educational activity is carried out by the teacher with the maximum awareness of the student of all the processes of self-determination in it. Outside of these processes, their reflexive analysis, without developing an adequate attitude towards them, it is impossible to build a personally significant implementation of educational activities.

The pedagogical impact on the student must be understood and accepted by the latter. Otherwise educational activity is not recognized by the student as “his own”, for which he is “personally” responsible (O. S. Anisimov).

Directions of methodological work in an educational institution

Methodological work is an integral system of interrelated measures based on science and progressive pedagogical and managerial experience, aimed at improving the quality and efficiency of the educational process through ensuring the professional growth of teachers and developing their creative potential.

Methodological work includes the following areas:

Methodological support(interaction of the accompanied and the accompanying in matters of identifying, information retrieval and designing ways to solve problems that are relevant for the teacher professional activity).

Methodological support(joint search (creation), examination and selection, approbation and implementation in practice of more effective models, methods, technologies for the development of pupils).

The purpose of methodological work in preschool educational institutions in the context of the introduction of the FSES DO can be formulated as follows: increasing the professional competence of teachers for the implementation of the FSES DO through the creation of a system of continuous professional development every educator.

Methodological support is a properly organized action (process) for organizing the introduction of the Federal State Educational Standard in an educational institution. This is a process aimed at resolving the problems of professional activity that are relevant for teachers: updating and diagnosing the essence of the problem, information search for a possible way to solve the problem, consultations at the stage of choosing a path, designing and implementing a plan.

Achieving a new quality of preschool education and the child's personality is possible only if the level of professional competence pedagogical workers. Based on this, the tasks of the methodological service at the new stage will be as follows:

Simulation basic general education program preschool educational organization according to GEF DO.
Creation of a developing educational environment in pre-school education, which will allow to realize the achievements of a new quality of education.
Formation of a team of like-minded people in the preschool educational institution: develop a pedagogical credo, develop traditions, control and analysis of the educational process, identify, generalize and disseminate advanced pedagogical experience, involve educators in experimental work.
Promoting the development of professional competencies of educators aimed at the use of productive pedagogical technologies.
Improving the pedagogical skills of teachers through their involvement in competitive projects.

The procedural model of methodological support consists of six consecutive interrelated and interdependent stages:

Diagnostics of educational activity of the teacher.

Determination of the difficulties of the teacher in educational activities in the context of the introduction of the Federal State Educational Standard of Preschool Education and their causes.

Problematization of the difficulties of the teacher in the implementation of educational activities in the context of the introduction of the Federal State Educational Standard of preschool education.

Registration of an order for professional development of a teacher.

Organization of teacher training.

Methodological guidance, consulting on the creation and design of methodological development.

Each stage of methodological support, having its own goals, content, forms (specific methodological measures, which together make up the system of methodological work of the preschool educational institution in terms of solving the problem) and methods, is interconnected with the actions of the teacher to eliminate the identified difficulties. The transition to the next stage is possible only if there is a result defined for each specific stage. (see Attachment)

Educational and methodological support- this is one of the main areas through which work is carried out with the teaching staff. It must meet the requirements of the subject-developing environment and new generation programs (allowances, toys, technical means of teaching and educating preschoolers), help the educator in organizing the educational process at the modern level. The work carried out by the methodological service allows teachers to keep abreast of scientific and methodological information and quickly use new items in practical work. One of the effective and efficient forms of methodological work that gives impetus to the creativity of teachers is the system of support for the professional growth of teachers.

Methodological support for teachers is:

necessary information, educational and methodical complexes, i.e. a variety of methodological tools that equip and contribute to a more effective implementation of professional pedagogical activity;
is a process aimed at creating various types of methodological products (programs, methodological developments, didactic aids), including, in addition to methodological equipment components such as: joint productive work of the methodologist and teacher (team);
approbation and implementation in practice of more effective models, methods, technologies;
information, education and training of personnel.

This process will work with the proper organization of the work of the methodological service of the preschool educational institution, which is a holistic system of interrelated measures aimed at ensuring the professional growth of the educator, development of his creative potential, and, ultimately, to improve the quality and efficiency of the educational process, to increase the level of education, good breeding, development, socialization and preservation of the health of pupils.

The result of the activity of methodological support in the conditions

introduction of GEF DO

The end result of methodological support is the fact of effective and stable implementation by the teacher of educational activities established as a result of repeated diagnostics in the context of the introduction of the Federal State Educational Standard of preschool education.

It follows that the subject of methodological work in modern conditions is primarily the teacher himself, acting as an independent creator of his professional activity.

The first stage - diagnostics of the educational activity of the teacher - allows you to obtain the necessary information about the features and levels of the educational activity of the teacher at the moment.

At the second stage, in the process of summarizing the results of diagnostics, the difficulties of the teacher in the implementation of educational activities in the context of the introduction of the Federal State Educational Standard of preschool education and their causes are determined.

At the third stage, there is a problematization of the difficulties of the teacher in the implementation of educational activities in the context of the introduction of the Federal State Educational Standard of preschool education. The need to eliminate the identified difficulties requires not just informing teachers about the facts of the absence of something, non-compliance with the requirements, etc. It is important for the teacher to accept the fact of the presence of difficulties, recognizing them as “their own”, active participation in determining ways to eliminate them.

The fourth stage involves assistance in placing an order for advanced training of a teacher, namely, in determining and planning a system of activities for preschool education to eliminate the identified difficulties.

At the fifth stage, teacher training is organized, aimed at updating the teacher's knowledge and developing his skills to carry out educational activities in the context of the introduction of the Federal State Educational Standard of preschool education. Advanced training is carried out through lectures, problematic seminars, thematic pedagogical councils, thematic practical seminars and conferences, individual and group consultations.

The sixth stage involves methodological guidance, consulting on the creation and design of methodological development in the form of a detailed procedure for fulfilling the requirements for the educational activity of a teacher, which guarantees its effectiveness.

This is followed by the application by the teacher of methodological development in the design, organization, analysis and evaluation of educational activities in the context of the introduction of the Federal State Educational Standard of preschool education at each lesson, event.

Repeated diagnostics, on the one hand, having established the fact that the teacher has solved the problem of carrying out educational activities, indicates the effectiveness of methodological support, and on the other hand, it is the “starting point” for setting a new task for the teacher.

The obtained data are used to determine the typical difficulties of teachers and to establish their causes.

First of all, teachers are introduced to the results of diagnostics, typical difficulties that prevent them from carrying out educational activities in the context of the introduction of the Federal State Educational Standard of preschool education, and their causes.

Problematization of difficulties involves assisting the teacher in detecting and realizing the lack of knowledge, pointing out the existing illusions, actualizing the need to eliminate shortcomings. Without denying the existing achievements, it is possible to show how, on the basis of what a teacher has positive, to “build up” what is missing in his practice; demonstrate how it is in practice and how it should be. It is necessary to help teachers to see the causes of their difficulties not in external conditions, but in themselves, their shortcomings.

It is important that any new activity- and such a teacher should perceive educational activities in the context of the introduction of the Federal State Educational Standard of preschool education - it causes difficulties, requiring a change in stereotypes, updating knowledge, developing the skills necessary for its implementation, increasing the amount of work, etc., which means that the resistance of teachers is filled with personal meaning and is required pay attention to the inside.

The foregoing allows us to clearly formulate and realize the contradiction between the presence of difficulties and the one-sided vision of the teacher of the reasons for their elimination (in external factors) and turn to the consideration of other versions of the causes of difficulties. This work is carried out as long as the teachers did not indicate the main cause of the difficulties - in themselves.

Questions: “What to do now?”, “What do we want to achieve?”, “Can we do it ourselves? If by yourself, how? - allow teachers to establish their opinions on the need for additional knowledge, practice-oriented and problematic seminars, during which a picture of the implementation of this activity will be built, the requirements for educational activities will be clearly formulated in the context of the introduction of the Federal State Educational Standard of preschool education and methods of its diagnostics.

Thus, an order for advanced training is formed, a plan for the methodological work of the preschool educational institution is drawn up, which is a set of methodological measures aimed at improving the qualifications of teachers in the aspect of the effective implementation of educational activities.

Based on the knowledge gained, the skills acquired by the teacher during the previous stage, the positive experience of their colleagues, drawn up in the form of abstracts of classes, events and stored in the methodological office, teachers create and draw up a methodological development - an algorithm for designing, implementing and reflecting educational activities, requirements for its organization in the context of the introduction of the Federal State Educational Standard of preschool education, the application of which in practice guarantees the effective implementation of this activity.

Methodological support is carried out in the form of methodological guidance in the process of creating methodological development and consulting teachers during its design.

Repeated diagnostics makes it possible to establish the fact that the teacher has solved the problem of carrying out educational activities and to prove the effectiveness of the developed model.

Evaluation of the effectiveness of the professional activities of teachers is carried out according to the following indicators:

Clarity in the organization of professional activities.
Variety of methods and techniques of working with children.
Dynamics of pedagogical support for the individual development of the child during the year.
Emotionally favorable microclimate in the group.
Information security of each direction of work.
Popularity among pupils, parents, colleagues.
The breadth of coverage of problems solved through social ties with state and public structures.
Pedagogical expediency of methodological support.
Availability of publications, generalization and presentation of experience at the city, federal and international levels.

The methodological service must be created on a diagnostic and prognostic basis through a monitoring system aimed at tracking the level of professional competence of preschool teachers and the quality of education, attracting preschool teachers to participate in competitive projects, creating a portfolio of each teacher, developing technological maps on educational programs.

The professional development of a preschool teacher is a long process, the purpose of which is to form a person as a master of his craft, a true professional. It's no secret that modern teacher you need to be competitive, be able to position yourself in the conditions of preschool educational institutions.

In conclusion, it should be noted that the result we are striving for corresponds to the following parameters:

1) the conscious readiness of preschool teachers to implement new educational standards;
2) the subjective position of the teacher in relation to the implementation of the Federal State Educational Standard of preschool education,
3) increasing the professional competence of teachers;
4) activation of pedagogical reflection of one's own professional activity;
5) self-realization of the teacher in professional activity.

CONCLUSION

The methodological service in the context of the introduction and implementation of the Federal State Educational Standard is the link between management and the educational process, which implements the main educational program and ensures the results of educational activities, which means that its planning and implementation must be treated scrupulously and very responsibly.

“The processes of introducing the Federal State Educational Standard require specially organized activities of educational institutions, methodological services, and a new content for advanced training of personnel.”

All of the above suggests that the federal state educational standards require serious support of the teacher in various areas.

At the same time, the main result of teacher training should be considered not the sum of units of learned information, but the necessary changes that involve the dynamics of the personal development of teachers mastering a new educational standard, which provides for an assessment of the formation of their independence, responsibility, creativity, the structure of interests and values, the ability to express themselves, etc. .P.

Methodological and psychological support for teachers will help them not only understand and accept new educational standards, but also successfully implement them in their professional activities.

Bibliography:

Demin, V.A. Professional competence: concept, types [Text] / V.A. Demin // Monitoring of the educational process. - 2000. - No. 4. - S. 35-39.
Mayer, A.A. Accompanying the professional success of a preschool teacher [Text]: Toolkit/ A.A. Mayer. - M .: TC Sphere, 2012. 128s.
Prospects for the implementation of the GEF of preschool education as a condition for the formation of the social experience of children [Text]: materials of the All-Russian scientific and practical conference, Kemerovo, February 19-20, 2014: at 2 pm / ed. Col.: E.A. Pakhomov, A.V. Chepkasov, O.G. Krasnoshlykova and others. - Kemerovo: Publishing house KRIPKiPRO, 2014. - Part 1. - 288s.
Troyan, A.N. preschool management educational institutions[Text]: tutorial/ A.N. Trojan. - Magnitogorsk, 2001. - 276s.

Appendix

MODEL FOR THE IMPLEMENTATION OF METHODOLOGICAL SUPPORT IN THE CONDITIONS OF THE IMPLEMENTATION OF GEF

Direction	Organizational and methodological	Information and methodological	Monitoring
Target	introduction of effective educational technologies that contribute to the implementation of the Federal State Educational Standard	ensuring the professional activities of teachers in the study, implementation and implementation of the Federal State Educational Standard	obtaining analytical, diagnostic and prognostic information; current intermediate control of the state and effectiveness of the educational process
Forms of work	seminars, workshops, master classes, webinars, round tables, scientific and practical conferences, project activities, coursework for teachers	pedagogical readings, scientific and practical conferences, formed digital libraries, media libraries, databases of teachers	questionnaires, surveys of participants in the educational process, expertise teaching materials

"Methodological support for teachers of preschool educational institutions, as necessary condition improving the quality of education”.

On an annual basis for the 2016 - 2017 academic year, adoptedat the pedagogical council of the MDOU "Center for Child Development - Kindergarten № 1

"Dream" of the city of Rtishchevo, Saratov region "from" August 30, 2016, p Protocol No. 1 spelled out sectionVI. methodical work,

Which included:

Open views of pedagogical activity, mutual visits;
Training seminars, workshops;
Consultations;
mentoring;
The work of the methodical office;
Self-education.
Certification schedule;
Professional retraining and advanced training courses.

SLIDE 13

STAFF ANALYSIS

By level of professional education

To date, the Center continues to work on the formation of a cohesive, efficient team of teachers.

8 teachers have a high potential for personal development, striving for self-development and development of interaction with surrounding colleagues.

12 teachers are more prone to a performing role in teaching activities and in establishing relationships in the team, they do not show creative initiative.

6 teachers with great creative potential, but have difficulty in establishing contacts with colleagues (uncertainty in their abilities, low level of responsibility for the performance of professional duties). This is due to the constantly changing composition of the teaching staff. During the first half of the year, the team changed by 30%, which is due to the young contingent of teaching staff. Nevertheless, positive dynamics is observed and confirmed by formal indicators, where there is a steady increase in the number of teachers with higher professional education. 14 people were sent for retraining and education.

SLIDE 14

Comparative diagram of the educational level of pedagogical workers of preschool educational institutions for 3 years

There is an increase in the number of teachers with a qualification category.

SLIDE 15

Table "Qualifications of teachers"

SLIDE 16

Comparative diagram of the qualification level of pedagogical workers of preschool educational institutions for the last 3 years

SLIDE 17 Table 4 Awards, titles have 5 teachers

SLIDE 18 Table "WORK EXPERIENCE OF TEACHERS"

work experience

SLIDE 19 Comparative chart of work experience

Pedagogical workers of preschool educational institution for 3 years

SLIDE 20

Age characteristics of the teaching staff (in percentage and quantitative ratios).

SLIDE 21 STABILITY OF THE PEDAGOGICAL TEAM

SLIDE 22 An analysis of teachers' competencies is presented in Table 8

SLIDE 23 PHOTO COPIES OF CERTIFICATES OF COMPLETION OF ICT COURSES, CERTIFICATES ON PUBLICATIONS OF TEACHERS, MULTIMEDIA PRESENTATIONS, PROJECTS.

SLIDE 24 Questioning and/or testing:

SLIDE 25

PHOTOS OF TEACHERS PERFORMING TASKS

SLIDE 26

In the practice of the methodological service of the Centerthe system of individual support of teachers is used.

The choice of the optimal variant of methodological work involves a comprehensive study of the personality and activities of the educator preschool. The support system is based on the distribution of teachers into groups, taking into account the experience of teaching, as well as a differentiated approach to the teacher in accordance with the results of pedagogical monitoring.

SLIDE 27-28 Problematic analysis of the professionalism of teachers based on the results of diagnostic activities

SLIDE 29

Filling in pedagogical passports allows you to conditionally divide the teaching staff into 4 conditional groups:

SLIDE 30

Effective forms of work with the teaching staff

SLIDE 31

MAIN METHODS OF INTERACTION WITH TEACHERS OF THE DOE:

Pedagogical hour, consultations,

Electronic page and electronic mechanism for collecting information through e-mail.

The most effective and popular among teachers are the following forms of work:

Master Class

Pedagogical workshop

creative laboratory.

SLIDES 32-35 “Solution of annual tasks in various forms»

SLIDE 36

PHOTOS OF SEMINARS-WORKSHOPS, ESSAYS, COPIES OF CERTIFICATES OF PASSING THE CPC, COPIES OF DIPLOMAS AND DIPLOMAS FOR VICTORY IN PROFESSIONAL COMPETITIONS, OPEN VIEWS, MASTER CLASSES, SCREENSHOTS OF E-MAIL PAGES, CONSULTATIONS.

The next priority activity of the methodological service is the adaptation of young professionals who do not have professional experience.

SLIDE 37-38 Mentoring

Mentors have plans to work with young professionals, carry out individual work to provide practical, theoretical, methodological and psychological and pedagogical assistance to teachers.

Gradually, with the support of the mentor, the young educator begins to introduce the existing theoretical knowledge and skills into the practice of working with children and their parents. A mentor helps to master the art of communication, to find an approach to any parent, and through him to learn as much as possible about the child, and in general to establish a trusting relationship with children, and in the future to win the love of children and the respect of their parents. Mentors and young specialists, when attending classes and regime moments, fill out a notebook of mutual visits.

SLIDE 39 WORK PLAN "SCHOOL OF YOUNG TEACHER"

SLIDE 40 Stages of professional development of a young specialist

Stage I - internship (first year of work). A graduate of a college or university realizes his abilities as a teacher, begins to understand his importance for children, their parents, and the entire staff of the preschool educational institution. In practice, he applies the knowledge and skills acquired in the educational institution. Awareness of insufficient knowledge of the content of work with children makes him engage in self-education.

Stage II - developing (2-3 years of work). There is a process of development of professional skills, accumulation of experience, search best practices influence on a group of children in the process of upbringing and educational work, one's own style of work is developed, and interest in the experience of colleagues appears.

III stage - formation (4-5th year of work). In the activities of the teacher, a system begins to take shape.

Stage IV - improvement(more than 5 years of work), self-development, mastering new pedagogical technologies.

SLIDE 41 Interactive forms and methods at work

with young professionals

PHOTO

SLIDE 42 WORK OF THE CREATIVE GROUP

The composition of the creative team:

PHOTO

Meetings of the creative group are held on the first Monday of the month, at which, in accordance with the plan, regulations are developed on the organization and holding of reviews and competitions at the Center.

PHOTO

SLIDE 43 The work of the methodical office

Expansion and modernization of methodological equipment

PHOTO

Replenishment of the media library fund

PHOTO

Accumulation and systematization of materials created by teachers

PHOTO

Development of materials (electronic version) on the subject of pedagogical councils

PHOTO

Placement of materials of teachers and specialists on the site

PHOTO

Edition and publication of conference proceedings

PHOTO

Replenishment of the fund of methodical, scientific-practical, periodical, informational literature

PHOTO

SLIDE 44 self-education.

All teachers work according to individual plans for professional development. When drawing up individual plans and choosing a methodological topic, teachers in May present “ Explanatory note”, in which they indicate the relevance of the choice of this topic (after the analysis of pedagogical diagnostics, I highlight the problem, determine the goal and set tasks, justify the use of funds) and develop a plan, determining the methods of implementation.

Self-education work plan

SLIDE 45 Methodological topics on self-education of teachers

SLIDE 46 PHOTOS OF SELF-EDUCATION FOLDERS

SLIDE 47 Schedule for certification of pedagogical workers and

SLIDE 48 Schedule for certification of teaching staff

SLIDE 49 INTER-CERTIFICATION PERIOD

SLIDE 50 Professional retraining and advanced training courses.

In the period from 2015 to 2016, 23 people completed advanced training and retraining courses, which is 85% of the total number of teachers, including the use of distance learning technologies and training in the form of webinars.

Professional retraining courses

Refresher courses according to GEF

SLIDE 51

From April to October 2015, advanced training courses for the period from April to October 2015 under the additional professional program "Active approach to the educational process in the context of the implementation of the GEF of preschool education" were completed from 26 people - 23, which is85% (specialists and newly arrived employees did not pass the courses)

SLIDE 52

During the academic year, 2 educators of the speech therapy group completed advanced training courses

SLIDE 53

∙ Clarity in the organization of professional activities.

∙ Variety of methods and techniques of working with children.

∙ Dynamics of pedagogical support for the individual development of the child during the year.

∙ Emotionally favorable microclimate in the group.

∙ Information security of each direction of work.

∙ Popularity among pupils, parents, colleagues.

∙ The breadth of coverage of problems solved through social ties with state and public structures.

∙ Pedagogical expediency of methodological support.

∙ Availability of publications, generalization and presentation of experience at the municipal, regional, federal and international levels.

∙ Improving the pedagogical skills of teachers through their involvement in competitive projects.

SLIDE 54

Information about the participation of teachers of the Central Regional Development Center of the MDOU - Kindergarten No. 1 "Dream", Rtishchevo, Saratov Region, in competitions at various levels

SLIDE 55

Municipal competitions:"Best Pedagogical Website", "Fair of Pedagogical Ideas", "Triumph of Excellence",

Regional competitions"Leaders of Preschool Education" "Saratov Today"

All-Russian competitions:"Talents of Russia", "Requirements of the Federal State Educational Standard for the system of preschool education", "My master class".

International competitions"The best master class"

SLIDE 56

Teachers actively:

Representing work experienceregional MO "Kaleidoscope pedagogical ideas», the topic "Organization of joint project activities of adults and children in the framework of the implementation of the GEF DO";

Take part inAll-Russian seminars "Self-education of a teacher - the basis of the professional competence of a teacher", « Creative activity teacher as a necessary condition for the creative development of children", in about the All-Russian remote autumn festival of educators"Creativity of teachers"on the Giftedness.RU portal www.ya-odarennost.ru

in the all-Russian webinars "Implementation of a system-activity approach in the learning process", "Self-education as a necessary condition for improving the professional competence of a teacher", in the all-Russian remote competition teachers "Vernissage of fine arts".

In order to improve competence in the use of ICT technologies, teaching materials posted on the portal"Open Education".

Participation in municipal and all-Russian professional competitions is a desire not only to transfer one's own, but also to perceive someone else's experience, professional ambition, and competitiveness. The very fact of participation in any professional competition, regardless of the result achieved (victory or participation), definitely testifies in favor of the applicant, as it characterizes his desire for continuous improvement of professional competence, opportunities for professional growth.

The results of the work of self-education was the use of positive pedagogical experience in the organization of educational and educational activities of a preschool institution.

In 2015-2016 academic year and in the 1st half of the 2016-2017 academic year, work was organized to improve pedagogical skills, active teaching methods were used, and the experience of teachers was used.

Front methodical The tasks of the Child Development Center are:

1. Creating an educational environment allowing to realize the creative potential of each child, teacher, and the entire teaching staff.

2. Orientation of teachers to self-education, self-development, self-improvement.

Since the beginning of the academic year, 17 teachers and specialists have taken part in municipal meetings of methodical associations and seminars. On the basis of MDOU, a seminar "Generation NEXT" was held in October

Professional development of a preschool teacher -this is a long process, the purpose of which is to form a person as a master of his craft, a true professional.

SLIDE 57

A model for organizing methodological support, which was created at the Center on the basis of diagnostic and prognostic activities. When creating a monitoring system aimed at tracking the level of professional competence of preschool teachers and improving the quality of education, it is possible to actively involve preschool teachers to participate in competitive projects. Only when studying personal and professional qualities teacher and through the creation of their own style of pedagogical activity of each teacher, it is possible to achieve a high quality of education in a preschool educational institution.

Model of methodological support in the preschool educational institution

SLIDE 58

Properly organized methodological support of teachers contributes to the development of the professional competence of a particular teacher in the field of the content of preschool education, the development of his erudition, as well as the necessary for a teacher - the practice of personality traits and qualities.

A modern teacher should be competitive and be able to position himself in a preschool educational institution.

In the organization of methodological support:

Conditions are being created for the dissemination and implementation of practical experience in

activities of other educational organizations;

A mechanism is being created to reflect, store and analyze the results of pedagogical monitoring of the implementation of the BEP DO.

SLIDE 59

In the education quality management system (new approaches and technologies, novelty in the system of interaction with partners):

A mechanism has appeared for obtaining results and for correcting the educational process in a preschool educational institution;

Teachers have the opportunity to independently and competently assess the quality of education in preschool educational institutions and the implementation of educational tasks in groups, in relation to each child;

There was an opportunity to expand the prospects for the development of educational institutions, to define new goals, to expand the space of educational areas.

In the organization of professional activities and professional development of a teacher:

− increased professional competence of preschool teachers;

− the teacher's interest in monitoring and in the positive dynamics of the effectiveness of mastering the program has increased, the methods for monitoring and correcting the individual development of the child have changed;

− increased cohesion in the work of the teaching staff, informal acceptance and achievement of common goals, the implementation of common tasks.

The tasks set in the current academic year have been fully implemented and contributed to the achievement of key results.

Sufficient level of regulatory support for monitoring activities.

A sufficient level of methodological activity is the activity to create methodological products.

A sufficient level of influence of innovations for the goals and objectives of the Federal State Educational Standard, including the professional development of teachers.

SLIDE 60

Planned for the new academic year:

* continue the organization of mentorship, providing psychological, pedagogical and methodological assistance to young professionals;

* encourage teachers to improve their skills;

* intensify work with parents, inviting them to consultations, open events;

* to send pedagogical workers who need advanced training in various areas of children's development and mastering the technologies of developmental education (speech therapists, music directors, teacher - psychologist, physical education instructor).

SLIDE 61

The result matches the following parameters:

1) conscious readiness of preschool teachers to implement new educational standards;
2) the subjective position of the teacher in relation to the implementation of the Federal State Educational Standard of preschool education,
3) increasing the professional competence of teachers;
4) activation of pedagogical reflection of one's own professional activity;
5) self-realization of the teacher in professional activities.

Competition for the best methodological products of pedagogical

workers

Department of Education of the Asbest City District

Municipal budgetary preschool educational institution

"Kindergarten "Zhuravushka""

Asbestovsky urban district

Nomination name: Toolkit

Master class on the topic:

"Methodological support of the educational process through dress

development of methodological support of pedagogical activity in DOW".

Yuryevna,

senior teacher,

first qualifying

Tel: 8-904-547-36-24

Asbestovsky urban district

2016-2017 academic year.

Dear colleagues! I am glad to see you! My name is Fominykh Svetlana Yurievna. I work in the kindergarten "Zhuravushka". Art. educator.

The theme of the master class "Methodological support of the educational process through mmodel for the development of methodological support of pedagogical activity inDOW.I would like to hear your expectations from our meeting today and get feedback.

In order to tune in to the work of the master class, I propose to answer a few questions. There are signal rollers in front of you and if you agree with the question, raise a green card, if not, then a red one

Do you agree with the opinion that the quality of educational work in a modern kindergarten cannot be improved without the use of innovative technologies? (YES)

Do you agree with the opinion that the development of innovative technologies is impossible without improving the professional competence of teachers? (YES)

Do you agree that in order to improve professional competence, you need to use:

Traditional methods of working with teachers

Non-traditional (active) methods of working with teachers?

Now I want to hear your opinion

How do you understand what professional competence of an educator is? - statements. Now I will read to you what isProfessional Competence - an integrative property of the teacher's personality, characterizing his awareness in various fields of knowledge, professional skills, personal experience. At the same time, it is necessary that the teacher be focused on the prospects in work, open to obtaining new and necessary knowledge, self-confident and able to achieve professionally significant results.

I brought out the problem - the insufficient level of competence of teachers

Based on this, the purpose and tasks of the work were determinedas a senior educator with teaching staff in our preschool educational institution.

Target : creation of a model for the development of methodological support for pedagogical activity and its implementation in a preschool educational institution.

Tasks:

to study the theoretical and methodological aspect of the problem of managing methodological work in a preschool educational institution;

define modern requirements to the professional competence of preschool teachers;

to study the existing models of methodological support of the educational process in preschool educational institutions;

to analyze the educational process and methodological work in preschool educational institutions

develop a modeldevelopment of methodological support of pedagogical activity in preschool; put this model into practice

For myself, I used the traditional model of pedagogical support for activities in preschool educational institutions

In the process of our work, we will answer the following questions with you

What is professional methodological support of educators?

What helps to develop the professional competence of teachers?

What forms of work help me to increase the level of professional competence?

How to build a system of methodical work in a preschool educational institution with teachers?

The modern teacher has higher requirements. These include: possession of methods and forms of activity of pupils; knowledge of the theory and methodology of educational work; management methods educational systems; the use of modern pedagogical technologies for productive, differentiated, developmental learning, the implementation of an activity approach.

For our kindergarten, this issue is the most relevant and a priority.

When analyzing the methodological work, problems were identified: the inability of the teacher to recognize or determine their creative abilities and find application for them in working with children; creative disclosure of the teacher, and in finding the application of his creative potential in common work the whole kindergarten; lack of knowledge and skills of the teacher methodically competently summarize the experience on the problem under study. And in this regard, our institution has developed the program "Development of Human Resources", which is presented on the demonstration table.

Through the implementation of the program:

I have identified priority areas of work with each teacher. I have united teachers into initiative creative microgroups that actively cooperate with each other.

Third microgroup

6 teachers (28%).

First microgroup

9 teachers (42%).

Second microgroup

4 teachers (19%).

The ongoing analysis of the personnel potential of the institution reveals both positive and negative trends:

The replenishment of young personnel led to a decrease in the level of qualification categories, but revealed an increase in the educational level of teachers.

The prevalence of teachers aged 30 to 50 years and with more than 10 years of experience shows the period of development of their creative potential

Working on the Development program in our preschool educational institution, the growth of education of teachers increased, 3 specialists entered higher educational institution, 12 people who do not have special education have undergone course retraining, today 57% of employees have the first and highest qualifications. category (of which 3 teachers were certified that year, the experience was less than 2 years.)

The purpose of my activity in preschool education is to increase the professional competence of pedagogical workers for the implementation of the Federal State Educational Standard of DO through the creation of a system of continuous professional development of each pedagogical worker.

My methodological work includes methodological support and provision of teaching staff - mutual identification of the problem, then the search for a solution to it, through self-education projects.

Me as a head teacher it is necessary to seriously work on improving the competence of teachers, which will allow them to organize educational activities in accordance with the requirements of the Federal State Educational Standard. The capabilities and competencies of the teacher are one of the key points of the standard. The document spells out the various competencies that are necessary for teachers to work according to this standard. Based on these competencies, it is necessary to build a system of teacher training. So I developed tables for myself that allowed me to track the work of each teacher

Tracking the professional growth of teachers

FULL NAME. teacher

DOW level

city level

Regional level

the Internet

It is filled in for each teacher separately during his inter-certification period.

BUT now I want to offer you to work in creative groups and I want you to share your experience in working with teachers visually divided into microgroups (you have tablets on your tables, as I said earlier that visually all teachers can be divided into 3 groups, you need to fill them out in as much detail as possible so that I can develop this table, how methodological recommendation to work with teachers for beginner senior educators).

Types and forms	Target settings	Means of achieving the goal
First microgroup
Second microgroup
Third microgroup

And now let's analyze your completed tables: (Table) Methodological work - a means of managing the process of increasing the professional competence of teachers

Types and forms

Methodological work with teachers of different levels of professional competence

Target settings

Means of achieving the goal

First microgroup

Young teachers (work experience from 0-5 years)

School of a novice teacher (on a demonstration table)

Mentoring

Consultations with teachers, theoretical and practical seminars

Outdoor events with children

Providing comprehensive assistance to novice teachers in planning and organizing regime moments

Direct viewing of the organization of sensitive moments from experienced colleagues.

Demonstration of methods of working with children;

Self-analysis of the joint activities of the educator with children

Practical tasks

Second microgroup

Teachers with 5-10 years of experience

Reviews - competitions

Improvement of professional competence

Improving the theoretical knowledge and practical skills of teachers on speech development preschoolers.

Consultations

Third microgroup

Trainees (work experience of 10 years or more)

Reviews - competitions

Consultations with teachers, theoretical and practical seminars

Outdoor activities with children

Master classes

Methodical hours

Generalization of advanced pedagogical experience

Improving theoretical knowledge and practical skills of teachers

Consultations

Organization of joint events

Modeling situations that can be further used in work with pupils

Show effective techniques work with preschoolers

Participation in pedagogical competitions at different levels

Analyzing methodical work carried out by me in our preschool educational institution, I identified the following problems that are on the slide: but after all, all teachers should work actively, disseminate work experience, participate in professional competitions, and this is my goal that I try to realize throughout my pedagogical activity in the preschool educational institution.

At the beginning of my activity as a senior educator, I used an already existinga model of methodical work, which is based on the traditional approach to its organization and content, and looks like this on the slide.

But I quickly realized that the methodological support of the educational process (EP) is not being carried out, i.e. methodological work (MR) is not aimed at improving the effectiveness of the educational process, since it only aims to change the professional competence of the teacher.

To overcome the identified problems, it is necessary to develop a new model of methodologicalsupport of pedagogical activity inDOW. And I tried to develop it.

It is presented on your tables. (Appendix 1.2)And she developed a system of methodical work, it is also on your tables.

And when it was put into practice, the following results were obtained:

Conditions have been created in the developing subject-spatial environment of kindergarten groups

Practical methodological hours, master classes, round tables are held, where teachers share their accumulated or acquired work experience with each other.

All teachers have completed course retraining and are taking refresher courses.

Teachers actively participate in professional skills competitions, there are also winners. (Portfolios are presented on the demonstration table)

Methodological work occupies a special place in the management system of a preschool institution, since, first of all, it contributes to the activation of the personality of the teacher, the development of his activities, and also affects the quality of the educational process. The constant connection of the content of methodological work with the results of the work of teachers ensures a continuous process of improving the professional skills of each educator.Today, our kindergarten is a close-knit team - a unity of dissimilarities, where each specialist is a unique personality, creating, thinking, experiencing a team for each other. Behind last years many young, highly qualified teachers came to work in the kindergarten. We think that they will continue the traditions of our kindergarten and maintain the image of our kindergarten.
Through knowledge, skill, creativity employees, their love for children, the kindergarten has achieved good results in educating the younger generation. The kids love their kindergarten, and every morning they rush here with pleasure, knowing that they are welcome here ...
Kindergarten remembers its pupils, is proud of their successes, rejoices at the meeting.

Reflection I suggest you evaluate the work of the master class according to the following criteria:

1. Red color - I liked it, I will use the material in my work;

2. Green - I liked it, I already use the material in my work;

3. Yellow - I liked it, I learned new tricks.

There are leaflets with drawings of “trees” in front of you, I ask you to place stickers on these trees as follows: each branch is signed, place the sticker so which teachers you have more in your preschool and draw 3-5 methods of methodical work with them.

Your questions.

Appendix:

tables

Presentation

manual

With the entry into force of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", preschool education received the status of the first independent level of general education. In this regard, the standardization of preschool education is of particular relevance. The Federal State Educational Standard for Preschool Education (hereinafter referred to as GEF) is a set of mandatory requirements for preschool education. The subject of regulation of the standard are relations in the field of education arising from the implementation of the educational program of preschool education.

Due to this the main task of preschool institutions is to create conditions under which children fully develop, and as a result, fully live preschool age, and move to the next level motivated to receive education at school. Creating conditions for the successful socialization of children at various stages of their age development, defined by the Federal State Educational Standards, tracking the personal progress of students, identifying problems of continuity between preschool and primary levels of education are important tasks of modern educational policy .

The leading criteria for assessing the pedagogical process is the readiness of each specialist to create the following conditions:

for the formation of the personality of the child as a subject of social life and the creation of a pedagogically expedient environment;
to achieve the goals of the educational process;
to respect the rights and obligations of the child in society.

It is also necessary to evaluate the content of the activities of educators:

social order of the state to this type of institution;
social expectations of the subjects of the educational process (children, parents of legal representatives, teachers);
involvement of other specialists of the institution in pedagogical work.

Methodological work includes the following areas: methodological support (interaction of the accompanied and accompanying in matters of identifying, information retrieval and designing ways to solve problems of professional activity that are relevant for a teacher) and methodological support (joint search (creation), examination and selection, approbation and implementation in practice more effective models, methods, technologies for the development of pupils).

In our opinion, the goal of methodological work in preschool educational institutions in the context of the introduction of the FSES DO can be formulated as follows: increasing the professional competence of teachers for the implementation of the FSES DO through the creation of a system of continuous professional development of each teacher.

The organization of high-quality methodological work in a preschool institution is provided by a senior teacher. The quality of the educational process in MDOU depends on his professional competence of an active personal position, professional abilities.

These include:

1.Analytical:

Analysis:

The state of the educational process, the implementation of the educational program;

The level of professional competence of teachers, improving their qualifications, certification;

Advanced pedagogical experience;

The latest research in the field of pedagogy and psychology;

The effectiveness of methodological work.

2.Design

Forecasting (together with the head) the strategic and tactical goals of the processes of education, training and development of preschoolers, the development of a program for the development of MDOU;

Designing the development of the teaching staff as a whole and individual teachers;

Planning the goals and content of the scientific and methodological activities of the team, individual teachers;

Designing methodological work in MDOU.

3. Organizational

Management of the activities of teachers in accordance with the Development Program, the annual plan, educational program MDOU;

Professional development (of teachers and one's own);

Organization of normalized interaction between teaching staff;

Identification, study, generalization and dissemination of innovative experience of MDOU;

Organization of the implementation of the plan of scientific and methodological work in MDOU.

4.Regulatory

Implementation of control over the state of all areas of the educational process in the MDOU, their regulation in accordance with the Development Program, the work plan of the MDOU, Temporary requirements for the content and methods of education and training of preschool children;

Monitoring and evaluation of advanced training of teachers, the progress of scientific and methodological work at the MDOU.

5.Communicative

Building relationships in the team based on mutual trust, respect, goodwill

Selection and use of the most effective means of organizational impact on teachers

Studying and taking into account the relationship of teachers in the performance of work

Foresight and conflict prevention

Self-control in critical situations

Correct perception of criticism and taking it into account in their activities

The effectiveness of methodological work is influenced by such personal qualities of a senior educator as a creative approach to business, the ability to rationally organize one's time, etc.

Thus, our approaches to the organization of methodological work are based on understanding the specifics of the MDOU, its external and internal environment, the management system with the coordinated interaction of its elements: the development of professional and personal qualities senior educator.

Methodological work in the preschool educational institution should contribute to the development of the professional competence of a particular teacher in the field of the content of preschool education, the development of his erudition, as well as the necessary for the teacher - the practice of personality traits and qualities. The growth of the pedagogical skills of the educator and specialist of the preschool educational institution is a necessary indicator of the quality of the educational process. The educational process changes to the greatest extent the teacher himself, if he has a positive impact on the formation and development of the personality of each preschool child, ensures the unity of education, upbringing and development.

It follows that the subject of methodological work in modern conditions is primarily the teacher himself, acting as an independent creator of his professional activity. Of particular importance, therefore, is the formation of the ability of teachers to independently, problematically approach both their own activities and the activities of colleagues, the entire teaching staff.

Evaluation of the effectiveness of the professional activities of teachers is carried out according to the following indicators:

Clarity in the organization of professional activities.
Variety of methods and techniques of working with children.
Dynamics of pedagogical support for the individual development of the child during the year.
Emotionally favorable microclimate in the group.
Information security of each direction of work.
Popularity among pupils, parents, colleagues.
The breadth of coverage of problems solved through social ties with state and public structures.
Pedagogical expediency of methodological support.
Availability of publications, generalization and presentation of experience at the city, federal and international levels.

Achieving a new quality of preschool education and the child's personality is possible only if the level of professional competence of pedagogical workers is increased. Based on this, we single out the tasks of the methodological service at the new stage.

Modeling the main general education program of a preschool educational organization in accordance with the Federal State Educational Standard.
Creation of a developing educational environment in preschool educational institutions, which will allow to realize the achievements of a new quality of education.
Formation of a team of like-minded people in the preschool educational institution: develop a pedagogical credo, develop traditions, control and analysis of the educational process, identify, generalize and disseminate advanced pedagogical experience, involve educators in experimental work.
Promoting the development of professional competencies of educators aimed at the use of productive pedagogical technologies.
Improving the pedagogical skills of teachers through their involvement in competitive projects.

A methodological service must be created on a diagnostic and prognostic basis through a monitoring system aimed at tracking the level of professional competence of preschool teachers and the quality of education, attracting preschool teachers to participate in competitive projects, creating a portfolio of each teacher, developing technological maps for training programs.

The professional development of a preschool teacher is a long process, the purpose of which is to form a person as a master of his craft, a true professional. It is no secret that a modern teacher needs to be competitive, to be able to position himself in a preschool educational institution.

Educational and methodological support is one of the main areas through which work is carried out with the teaching staff. It must meet the requirements of the subject-developing environment and new generation programs (allowances, toys, technical means of teaching and educating preschoolers), help the educator in organizing the educational process at the modern level. The work carried out by the methodological service allows teachers to keep abreast of scientific and methodological information and quickly use the latest in practical work. One of the effective and efficient forms of methodological work that gives impetus to the creativity of teachers is the system of support for the professional growth of teachers.

Methodological support for teachers is:

the necessary information, educational and methodological complexes, i.e. a variety of methodological tools that equip and contribute to a more effective implementation of professional pedagogical activity;
this is a process aimed at creating various types of methodological products (programs, methodological developments, didactic manuals), including, in addition to methodological equipment, such components as: joint productive work of a methodologist and teacher (team);
approbation and implementation in practice of more effective models, methods, technologies;
information, education and training of personnel.

This process will work with the proper organization of the work of the methodological service of the preschool educational institution, which is a holistic system of interrelated measures aimed at ensuring the professional growth of the educator , development of his creative potential, and, ultimately, to improve the quality and efficiency of the educational process, to increase the level of education, good breeding, development, socialization and preservation of the health of pupils.

One of the core conditions for the life of a preschool institution is the methodological support of the educational process. Based on its features, the subject-developing environment of the MDOU is organized (the composition of its elements, their essential characteristics are determined, a complex of medical and recreational support for the implementation of programs and technologies is selected.) Work is being built with the family and society.

The program and methodological complex of a preschool institution is selected taking into account the orientation towards state requirements, the legal status of a preschool institution (type, priority direction), the characteristics and laws of the mental development of children, the specifics of pedagogical and children's groups that determine the possibility and expediency of implementing each program and technology.

The completeness and integrity of the software and methodological support is determined by the following characteristics:

Focus on the content of education (basic, additional);

Focus on the all-round development of the child, taking into account the Temporary Requirements in force before the adoption of the State Standard;

The relationship between the content of complex and partial programs that implement basic education;

The relationship of programs that provide the implementation of technologies and methods.

The integrity of the educational process in MDOU is achieved through the use of the main (comprehensive program), special (correctional) and qualified selection of partial programs, each of which includes one or more areas of development of the child.

In conclusion, it should be noted that the result we are striving for corresponds to the following parameters:

Methodological work in a preschool institution is
a holistic system of activities aimed at ensuring high
the quality of the implementation of the strategic tasks of MDOU.

The purpose of methodological work in MDOU is to create optimal
conditions for a continuous increase in the level of general and pedagogical culture
participants in the educational process. Its focus is
social order of the state, social institutions (families, schools),
the structure of the management system in a preschool institution. Pursuit
senior educator to high level development of personal and
professional qualities, contributes to the organization of quality
methodical work in MDOU.

Implementation of interrelated functions (analysis, planning,
organization, control) methodological service of a preschool institution
is aimed at the continuous development of teaching staff, improving their
qualifications; identification, study, generalization and dissemination of advanced
pedagogical experience, full methodological support
educational process, coordination of interaction between MDOU, families,
society for the continuous, comprehensive development of children.

The effective solution of these problems is influenced by a variety of
the nature of the content of methodological work and the variety of forms and methods
work with teaching staff, family, society. Priority is given to active methods of work (solving problem situations, business games etc.), which contribute to the greatest development of educators, parents, increase their motivation and activity in improving the pedagogical culture.
In accordance with the goals and objectives of the methodological work,
monitoring its effectiveness. Monitoring data contribute
the timeliness and effectiveness of making adjustments to the organization
methodical work.

Leading role in helping educators to organize
educational process, ensuring their continuous, professional
self-development, generalization of best practices, improvement of competence
parents in matters of raising and educating children belongs to the methodological
MDOU office, which is an information center and creative
laboratory for teachers and parents.

Bibliography:

Demin, V.A. Professional competence: concept, types [Text] / V.A. Demin // Monitoring of the educational process. - 2000. - No. 4. - S. 35-39.
Mayer, A.A. Accompanying the professional success of a teacher of a preschool educational institution [Text]: a methodological guide / A.A. Mayer. - M .: TC Sphere, 2012. 128s.
Prospects for the implementation of the GEF of preschool education as a condition for the formation of the social experience of children [Text]: materials of the All-Russian Scientific and Practical Conference, Kemerovo, February 19-20, 2014: in 2 hours / ed. Col.: E.A. Pakhomov, A.V. Chepkasov, O.G. Krasnoshlykova and others. - Kemerovo: Publishing house KRIPKiPRO, 2014. - Part 1. - 288s.
Troyan, A.N. Management of preschool educational institutions [Text]: textbook / A.N. Trojan. - Magnitogorsk, 2001. - 276s.

Senior Educator MDOU CRR - Kindergarten No. 1

Kopteva Veronika Alexandrovna

total:0
In contact with 0
Google+ 0
OK 0
Facebook 0