Yumshanova Maria Valerievna
04/11/1989 year of birth
Criteria score: 2 points
Analytical comment:
The use of ICT (information and communication technologies) is one of the priorities of education. Informatization of the education system makes new demands on the teacher and his professional competence. A modern teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. Therefore, I believe that the use of information and communication technologies is very relevant for our time.
The level of information competence allows me to systematically apply electronic resources:
1. Working with children I actively involve the possibilities of modern information and communication technologies, which allow me to achieve a high level of mastering the tasks of the general educational program of preschool education by means of multimedia, in the most accessible and attractive, playful way. In accordance with the program implemented at MADOU and the comprehensive thematic planning, I use ICT in continuous educational activities in the areas of cognitive and artistic and aesthetic development, as well as in the course of organizing listening to musical and literary works, holding physical education breaks, final events and leisure activities, and exactly:
Selection of illustrative material for GCD;
Creating presentations in the Power Point program allows me to qualitatively improve the effectiveness of educational activities with children, the pedagogical competence of parents in the process of conducting parent meetings, as well as to broadcast the experience of work among the teachers of our institution. I created presentations and videos for classes, holidays, pedagogical councils, parent meetings (Appendix 2.2.1, 2.2.2., 2.2.3., 2.2.4., 2.2.7. in electronic version);
Registration of group documentation (lists of children, information about parents, monitoring the development of children, planning, reports, etc.).
Group arrangements;
2. Working with parents I use computer capabilities to design parental corners of various subjects (Appendix 2.2.5.), demonstrations at teacher meetings, parent-teacher conferences and family clubs presentations and videos I created on a specific topic, conducted in a group and kindergarten events (Appendix 2.2.7. in electronic version). Together with our parents, we created a page for our VKontakte group - https://vk.com/club104224436 - MADOU No. 4, group No. 9 (Appendix 2.2.6.).
| Name of the site / forum / Internet community | Website Internet address |
| Site MADOU "Kindergarten No. 4", Syktyvkar | http://ssvds4.ru/ |
| Komi Republican Institute for the Development of Education | http://kriro.ru/ |
| Cognitive and entertaining portal for children, parents, teachers "Solnyshko" | http://www.solnet.ee/ |
| Center for Civic Education "Ascension" | http://civiledu.ru |
| Center for organizing and holding All-Russian competitions "SUCCESS!" | http://konkurs-uspeh.ru/konkursy/ |
| "900 children's clip presentations" | http://900igr.net |
| Site of workers of preschool education "My Kindergarten" | http://www.ivalex.vistcom.ru/zanatia.htm |
| Electronic journal "Preschool education" | http://dob.1september.ru/ |
| Site for kindergarten, for kindergarten teachers and parents "Preschool age: preschool education" | http://doshvozrast.ru/ozdorov/ozdorov.htm |
| Group page number 9 in contact | https://vk.com/club104224436 |
4. For registration of work experience and its publication on the Internet(Appendix 3.2.1.).
5. To participate in absentee competitions(Appendix 3.7.1.).
Thus, the use of ICT in the educational process makes it possible to motivate children and improve the quality of classes, make educational activities more effective due to a high degree of visibility, which ultimately contributes to the development of children's abilities; provide information to the parents of pupils on education issues, as well as improve their professional level, share their work experience, get acquainted with the materials of other community members and receive feedback on work, and resolve professional issues.
Annex 2.2.1.
Presentation for the game - the fun "Petushki"
(in electronic version)
Annex 2.2.2.
Presentation for the GCD "Let's help the Bear cub learn about spring"
(in electronic version)
Annex 2.2.3.
Presentation on the project "Magic Health Items"
(in electronic version)
Annex 2.2.4.
Presentation of the master class "Easter Bunny"
(in electronic version)
Annex 2.2.5.
Decorating parenting areas
Annex 2.2.6.
Screenshot of the MADOU website,
pages of the group "In contact" MADOU No. 4, group No. 9
Annex 2.2.7.
Slide - the film "Happy Defender of the Fatherland Day!"
(in electronic version)
2.3. Involving families of pupils in joint educational activities for the upbringing and development of children preschool age
Table number 3. - The number of families of pupils involved in joint educational activities
| Year | Total number of families in the group | Type and name of the event | Event level (kindergarten, municipal, republican, federal, international) | Event participants | |
| Qty | % of the total number of families in the group | ||||
| 2015-2017 | Exhibition-competition "Mother's hands do not know boredom" | Kindergarten | 27% | ||
| Photo Contest "My Mom" | Kindergarten | 77% | |||
| Review competition " New Year's decoration groups" | Kindergarten | 100% | |||
| Competition "The Best Winter Playground" | Kindergarten | 100% | |||
| Project activity | Kindergarten | 100% | |||
| Republican | 4% | ||||
| Master Class | Kindergarten | 77% | |||
| 100% | |||||
| Total: | 84% |
Analytical comment:
federal state educational standard preschool education emphasizes the exceptional role of the family in solving the problems of educating the younger generation. Recognition of the priority of the family requires other forms of interaction between the family and the kindergarten. In our work, we try to make the most of the full pedagogical potential of traditional and non-traditional forms of interaction, and we are also working to find new, relevant forms of cooperation with parents (legal representatives) that allow us to take into account the actual needs of parents that contribute to the formation of an active parental position:
To analyze data about the family of each pupil, the general cultural level of his parents, their pedagogical knowledge, family attitudes towards the child, requests, interests, needs of parents for psychological and pedagogical information, I use questionnaires, surveys, home visits, interviews in my work;
To enhance the joint creative activity of the family and children, to establish warm informal, as well as more trusting relationships with the families of pupils, we organize joint holidays, entertainment, gatherings, actively invite to participate in competitions (Appendix 2.3.1.);
To familiarize parents with the peculiarities of the age and psychological development of children, with rational methods and techniques for raising children, to form practical skills in parents, we conduct master classes, family clubs, seminars - workshops, with the inclusion of games with pedagogical content, with playback problem situations, modeling ways of parental behavior, sharing experience in family education (Appendix 2.3.2.);
To improve the pedagogical competence of parents, their acquaintance with the organization of the educational and educational process in the preschool educational institution during master classes, family clubs, seminars, workshops, parent meetings, we actively use the presentations we created, films, videos from the life of the group (Appendix 2.2.3., 2.2.7.);
To involve parents in project activities (Appendix 2.1.7., 2.1.8..2.1.9., 2.1.10.; 2.3.1.);
To solve the problems of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, evaluating the activities of our work, in accordance with the work plan, we draw up parental corners, folders - shifters, group albums, newsletters, booklets, stands of desktop thematic information, compiled at the request and requests of parents (Appendix 2.2.5.);
To organize remote communication, in order to involve parents in the educational process, awaken their interest in the life of children in a preschool institution, enhance participation in various events on the institution's website http://ssvds4.ru/ and the group https://vk. com/club104224436 we place various recommendations for parents in the areas of educational work (memos, recommendations), didactic materials for home use (card files, game files, audio libraries, etc.), advice from MADOU specialists .
Our group has developed stable traditions: the active participation of pupils and their families in competitions, projects, exhibitions held annually in a preschool institution - "Bright colors of autumn", "Symbol of the year" exhibitions dedicated to Mother's Day, etc.
According to Table 3, it can be seen that in joint educational activities for the upbringing and development of preschool children during 2015 – 2017 academic years took part 178 people (84%).
The results of the competitions held in the kindergarten showed that our children and their parents are creative and active people. In two competitive events, such as "My mother", "Mom's hands do not know boredom", our mothers became winners (1st place), winners in the nominations "In the garden or in the garden." In addition, the active participation of parents in such competitions as "The Best Winter Playground" and "New Year's Decoration of Groups" contributed to the fact that our group took winning places in these events. (Appendix 2.3.1., 3.6.1.).
Also, an indicator of the involvement of parents in the educational process is the presence of gratitude and positive feedback. (Appendix 2.3.3.).
Annex 2.3.1.
Letters, diplomas, thanks, orders
for participation of parents in competitions
Annex 2.3.2.
Master class for parents "Easter Bunny"
Annex 2.3.3.
Thanks and positive feedback from parents
Yumshanova Maria Valerievna
04/11/1989 year of birth
Ø Municipal autonomous preschool educational institution "Kindergarten No. 4 of a general developmental type", Syktyvkar, educator.
Ø Education: secondary - vocational, specialty "Special preschool education", qualification "Educator of preschool children with developmental disabilities and safe development", 2014.
Ø total work experience - 6 years, general teaching experience - 2 years, experience in this institution - 2 years.
Ø Scientists and honorary titles: No
Ø Self-assessment score: 24 points
| List of documents and materials | |
| Self-assessment sheet of the professional activities of the educator | |
| Self-assessment of the results of pedagogical activity | |
| Criterion #1. Identification and development of the abilities of preschool children for intellectual, creative activities, as well as their participation in contests, festivals, competitions (for the last 2 years) | |
| Annex 1.1. Achievements of pupils for the 2015-2016 academic year. Copies of certificates and diplomas. Orders on the results of the activities carried out | |
| Annex 1.2. Achievements of pupils for the 2016-2017 academic year. Copies of certificates and diplomas. Orders on the results of the activities carried out | |
| Criterion #2. Ensuring the quality of the educational process | |
| 2.1. Organization of children's activities based on modern technologies, methods, programs and techniques | |
| Annex 2.1.1. Planning activities for the formation of ideas about healthy lifestyles and valeological education in children of primary preschool age | |
| Appendix 2.1.2. Games aimed at forming ideas about healthy way life in preschoolers | |
| Annex 2.1.3. Complexes of awakening gymnastics "Autumn", "Winter", "Spring" for children of primary and secondary preschool age with the inclusion breathing exercises, acupressure, exercises for the prevention of flat feet in children, tempering procedures | |
| Annex 2.1.4. A complex of recreational games and exercises (finger games, breathing exercises, eye gymnastics, dynamic pause) in accordance with a comprehensive thematic planning for the organization joint activities teacher with children | |
| Annex 2.1.5. Information and educational project "My friend is a traffic light" | |
| Annex 2.1.6. Wellness project "Magic Health Items" | |
| Annex 2.1.7. creative project"Wide Shrovetide" | |
| 2.2. The use of information and communication technologies (hereinafter referred to as ICT) in the educational process | |
| Annex 2.2.1. Presentation for the game - the fun "Petushki" | |
| Annex 2.2.2. Presentation for the GCD "Let's help the Bear cub learn about spring" | |
| Annex 2.2.3. Presentation on the project "Magic Health Items" | |
| Annex 2.2.4. Presentation of the master class "Easter Bunny" | |
| Annex 2.2.5. Decorating parenting areas | |
| Annex 2.2.6. Screenshot of the MADOU website, the page of the VKontakte group MADOU No. 4, group No. 9 | |
| Annex 2.2.7. Slide - the film "Happy Defender of the Fatherland Day!" (in electronic version) | |
| 2.3. Involving families of pupils in joint educational activities for the upbringing and development of preschool children | |
| Annex 2.3.1. Certificates, diplomas, thanks, orders for the participation of parents in competitions | |
| Annex 2.3.2. Master class for parents "Easter Bunny" | |
| Annex 2.3.3. Thanks and positive feedback from parents | |
| Criterion number 3. Professional development of a teacher in the inter-certification period (for the last 3 years) | |
| 3.1. Information about teacher training | |
| Annex 3.1.1. Copies of certificates and certificates. Extract from Order No. | |
| 3.2. Generalization of pedagogical experience | |
| Annex 3.2.1. Copies of publication certificates | |
| 3.3. Participation of a teacher in project, organizational and methodological activities at different levels | |
| Annex 3.3.1. A letter of thanks for participating in the Festival-exhibition. A photo | |
| Annex 3.3.2. Extract of the order "On the organization of the work of creative groups in the 2016-2017 academic year" | |
| Annex 3.3.3. Photo of the methodological manual "National Park Yugyd Va" | |
| 3.4. Participation of the teacher in expert activities | |
| Annex 3.4.1. Extract from the order "On the organization of the competition Garden on the window" | |
| Annex 3.4.2. Extracts from the orders “On the organization of the competition of creative works “This Victory Day”, “On the results of the competition of creative works “This Day of Victory” | |
| 3.5. Broadcasting generalized pedagogical personal experience in the form of open events with preschool children, master classes, seminars, webinars (including via the Internet), conducting classes at advanced training courses | |
| Annex 3.5.1. Feedback on the event: Game - fun "Petushki" using ICT | |
| Annex 3.5.2. Extract from the protocol of the pedagogical council | |
| Annex 3.5.3. Feedback on the event: GCD with the use of ICT "Let's help the Bear cub learn about spring" | |
| 3.6. Participation of the teacher in competitions of professional skills in full-time form | |
| Annex 3.6.1. Diplomas and orders for participation in competitions | |
| 3.7. Participation of the teacher in professional competitions in absentia | |
| Annex 3.7.1. Diplomas and orders for participation in competitions |
Self-assessment sheet of the professional activities of the educator
| Criteria | Subcriteria | Indicators | Educator assessment |
| 1. Identification and development of the abilities of preschool children for intellectual, creative activities, as well as their participation in competitions, festivals, competitions (for the last 2-5 years); | 1.1. Participation of pupils in activities of different levels. | 0 points - no participation of children in various activities 1 point - the average indicator of children's participation in activities of various levels is from 5 to 15%; 2 points - the average indicator of participation of children in events of different levels is from 16 to 30% 3 points - the average indicator of participation of children in events of different levels is over 31% | |
| 2. Ensuring the quality of the educational process (for the last 2-5 years) | 2.1. Organization of children's activities based on modern technologies, methods, programs and techniques. | 1 point - the declared technology, method, program, technique in the methodological development, planning of the educational process is not traced; 2 points - the declared technology, method, program, methodology in methodological development, planning can be traced partially; 3 points - the declared technology, method, program, methodology in methodological development, planning is presented in full. | |
| 2.2. The use of information and communication technologies (hereinafter referred to as ICT) in the educational process. | 0 points – ICT is not used by the teacher in professional activities; 1 point – ICT is used in the teacher's professional activity as a modern means of visualization; 2 points - the teacher uses electronic educational resources, Internet resources in working with preschool children, families of pupils, in professional communication | ||
| 2.3. Involving families of pupils in joint educational activities for the upbringing and development of preschool children. | 0 points - no participation of the parents of pupils in joint activities 1 point - involved in joint educational activities from 5 to 15% of the total number of families of pupils. 2 points - from 16 to 50% of the total number of families of pupils are involved in joint educational activities 3 points - more than 51% of the total number of families of pupils are involved in joint educational activities | ||
| 3.Professional development of the teacher in the inter-certification period (for the last 3 years) | 3.1. Professional development of a teacher | 0 points - advanced training is not provided or the teacher has not mastered advanced training programs in full-time, part-time, remote form in the form of courses, internships, seminars (short-term webinars do not count); 1 point - advanced training is provided in full-time, part-time or distance learning in the form of advanced training courses 1 time in 3 years. 2 points - advanced training is provided in full-time, part-time or distance learning in the form of advanced training courses, internships, seminars, etc. at least 2 times in 3 years 3 points - annual, continuous, advanced training in various forms and types of training | |
| 3.2. Generalization of pedagogical experience. | 0 points - there are no publications from work experience 1 point - the teacher is the author, author-compiler, compiler of published methodological materials, didactic materials at the municipal level; 2 points - is the author, author-compiler, compiler of published methodological materials at the republican level; 3 points - is the author, author-compiler, compiler of published methodological materials at the federal level. | ||
| 3.3. Participation of a teacher in project, organizational and methodological activities at different levels | 0 points - the indicator is not disclosed; 1 point - the teacher participates in projects, events, organizational and methodological activities at the kindergarten level; 2 points - participates in projects, events, organizational and methodological activities at the municipal level; 3 points - participates in projects, events, organizational and methodological activities at the republican or Russian, or international levels. | ||
| 3.4. Participation of the teacher in expert activities | 0 points - the indicator is not disclosed; 1 point - the teacher is a member of expert groups, the jury of olympiads, competitions, competitions, etc. at the kindergarten level. 2 points - the teacher is a member of expert groups, an attestation commission, the head of a methodological association, the head of an innovative platform, a member of the jury of olympiads, competitions, competitions, etc. at the municipal level, republican federal, international level | ||
| 3.5. Broadcasting generalized personal pedagogical experience in the form of open events with preschool children, master classes, seminars, webinars (including via the Internet), conducting classes at advanced training courses. | 0 points - information about the translation of the generalized personal pedagogical experience of the teacher is not presented; 1 point - the generalized personal pedagogical experience was broadcast by the teacher annually in various forms at the kindergarten level; 2 points - the generalized personal pedagogical experience was broadcast by the teacher in various forms at the municipal level; 3 points - the generalized personal pedagogical experience was broadcast by the teacher in various forms at the republican, federal, international level. | ||
| 3.6. Participation of a teacher in full-time professional skill competitions | 0 points - no participation in professional skills competitions 1 point - teacher - winner, prize-winner (laureate) of professional skills competitions at the kindergarten level, participant of professional skills competitions at the municipal level; 2 points – teacher-winner, prize-winner (laureate), participant in professional skills competitions at the municipal, republican level; 3 points - the winning teacher, prize-winner (laureate) of the competition of professional skills "Teacher of the Year" at the republican level, federal level. | ||
| 3.7. Participation of the teacher in professional competitions in absentia | 0 points - no participation in professional competitions 1 point - a teacher participating in a professional competition at the municipal republican, federal, international level; 2 points - the teacher-winner, prize-winner (laureate) of a professional competition at the municipal, republican, federal, international level. | ||
| Total points |
Self-assessment sheet
pedagogical activity of a special (correctional) educator educational institution
№
Assertions (assessment options)
score
Comment
I am indifferent to criticism
1
I always listen to the opinion of colleagues. This contributes to my development and improvement of personal and professional qualities.
I encourage even the smallest successes of pupils
5
I encourage even the smallest successes of pupils. approval motivates striving for success.
I am well aware of the main regulatory documents that reflect the requirements for the content and results of the education process in my institution
4
I know the main regulatory documents well, this knowledge helps me to adapt my own plans and programs to the conditions of study in this educational institution as much as possible.
I can establish collaborative relationships with students
5
I am able to establish cooperative relationships with pupils, because in my work I use an axiological approach in conjunction with a concrete scientific level.
People don't listen to my suggestions
1
People around listen to my suggestions, because I try to come up with reasoned proposals that have a practical focus.
I consider it important to distinguish between the purpose and theme of the educational hour
5
I consider it important to distinguish between the goal and the theme of the educational hour, but the goals must necessarily be related to the topic.
On my educational hours there are no conditions for the formation of a stable positive motivation of pupils.
1
All the conditions for the formation of stable positive motivation of pupils have been created on my educational hours. For this I:
I use the stimulus of recognition,
I take into account the dignity of the pupils,
I applaud the success
give a chance using praise,
turn to selfishness
I show the achievements of the pupils,
My knowledge of the method of conducting an educational hour and self-training needs serious improvement.
2
I know and own the methodology of conducting an educational hour and self-training, tk. I have extensive work experience and relevant education.
Innovation is the credo of every good educator
5
Without innovation, the progress and development of pedagogy, like any other science, is impossible, so I believe that innovation is the credo of every good educator.
In my educational hours and self-training, students do everything according to the algorithm, they do not reason on their own
1
On the contrary, thanks to the methods of self-control and control, I create an opportunity for pupils, through solving educational problems, to "reach the truth" themselves.
My general outlook is quite limited
1
Outlook - the cognitive activity of the teacher, due to the desire to master skills, knowledge, interest in the new. My general outlook is broad, because I read a lot, I educate myself, and not only within the framework of my professional activities.
All my pupils take part in setting the goals and objectives of the educational hour, joint activities
5
If pupils take part in setting the goals and objectives of the educational hour, joint activities, then they feel the importance and effectiveness of their activities, their faith in their strengths and abilities increases, interest and motivation are born. The knowledge acquired as a result of one's own activity is more solid and thorough.
I do not consider it necessary to analyze the level of assimilation of the proposed material and the development of pupils
1
Educational work requires analysis in order to assess what is done right and what is wrong. The same can be said about the analysis of the level of assimilation of the proposed material and the development of pupils.
I have enough
superficial
picture of
age
features
pupils
1
The age characteristics of children affect their perception, attention and other qualities, the formation and development of which is aimed at educational activities, therefore, knowledge about the age characteristics of pupils directly affects my work, its pace, goals, objectives and methods.
I do not consider it necessary to demonstrate the success of pupils to their parents (other adults)
1
Positive motivation for learning in a child is formed through praise for merit, so it is necessary to talk about success to adults, thereby encouraging the child and encouraging him to good results.
I do not use new information and communication technologies in my classes
1
ICTs are multifunctional teaching aids, "assistants" in the organization of educational work, so I regularly use new information and communication technologies in the classroom.
I find it difficult to justify the merits and limitations of the education program I have developed
1
The program was developed by me, so I know all its shortcomings and positive characteristics and can justify its advantages and limitations.
I can resolve conflicts in the best way
4
I try to resolve conflicts in the best possible way, I try to make compromises, but this is not always crowned with success.
It is typical for me to "keep myself in hand"
5
I have extensive experience of participating in the work of groups for the development of programs, training and methodological materials
5
I have participated in the development of programs many times, both in groups and personally. My last work is participation in the development of the program "Soviet district - my small homeland."
I pay a lot of attention to skill building learning activities pupils
5
It is on self-training that I form the skills of educational activities, I try to help teachers working with my pupils, therefore, in addition to normative tasks, I use developing tasks.
I give preference to pupils who carefully and accurately fulfill the requirements of the educator
1
I equally distribute my attention between pupils, because I believe that each child needs an individual approach.
The set of teaching and methodological materials I use for various categories of pupils is rather limited.
1
In my work, I use a wide range of teaching and methodological materials; educational work requires differentiation of the abilities of pupils, and, accordingly, different sets of teaching and methodological materials.
When making a decision in a problem situation, long-term consequences are not important.
1
A problematic situation always has consequences. When making a decision, I always analyze it from a perspective.
I believe that the educator is not obliged to comment on the grades he gives to pupils
1
Comments allow pupils to understand their mistakes, to make an adequate self-assessment, therefore, I believe that the teacher is obliged to comment on the marks given to them by pupils.
I pay attention to the bad mood of my colleagues
3
I consider it necessary to adhere to the principles of professional ethics, to observe tact, to show sensitivity.
When setting the goals of the educational hour, regulatory requirements should dominate, and not the individual characteristics of students
2
It is necessary to combine regulatory requirements and individual characteristics of students.
I organize an educational hour in such a way that students reason, discuss, and perform non-standard tasks for them.
5
I organize an educational hour in such a way that students reason, discuss, and perform non-standard tasks for them, using methods of stimulation and motivation, identification, taking into account the interests and inclinations of the students.
My education program does not involve the solution of didactic problems
1
In my work I use a system-structural approach based on the active initiative of the pupils in combination with the managerial activity of the teacher, so my education program involves the mandatory solution of didactic tasks.
It is easy for me, it turns out, to solve several problems at the same time
5
It turns out that I can solve several problems at the same time thanks to carefully thought out stimulation of pupils aimed at the formation of positive motivation.
I do not waste time for students to formulate the goal of their activity at the educational hour
1
When planning and conducting an educational hour, I set not only the goals of my own activities, but also determine the goals of the pupils in order to arouse interest aimed at the productivity and effectiveness of the educational process.
Only a few pupils with great interest work on my educational hours
1
In my work I use the method of stimulating the behavior and activities of pupils: exercise, competition, requirement-approval, therefore all pupils work with great interest on my educational hours.
In preparation for the educational hour, in addition to the main material, I use Additional materials
5
In preparation for the educational hour, in addition to the main material, I use additional materials. This allows and contributes to the expansion of horizons, the development of thinking, replenishment vocabulary pupils.
I do not have training and methodological materials developed independently
1
I have a card file of methodological materials, tk. I have been working with children with disabilities for a long time.
I often hear that the pupils did not understand the material I presented at the educational hour
1
I don’t have to hear that the pupils did not understand the material I presented at the educational hour, because I effectively use the following methods in my work:
reproductive
Working with a book
Heuristic
Video method.
My awareness of current events in social life is quite limited
2
I try to keep abreast of social events.
All my pupils are well aware of the reasons for their successes and failures.
4
Together with the pupils, we analyze their successes, failures and the reasons for their occurrence, so that in the future mistakes will not be repeated.
I encourage pupils to independently set and solve problems with a high degree of freedom and responsibility (for example, prepare literature for an educational hour; take care of flowers, etc.)
5
In my work I use a system-structural approach based on the active initiative of pupils in combination with the managerial activity of the teacher, which obliges me to encourage pupils to independently set and solve problems with a high degree of freedom and responsibility.
I use for pedagogical purposes even “extraordinary” situations, seemingly unrelated to the material being studied
5
“Orientation on life”, a practical method of working with children, is often used by me in my work, so I use even “freelance” situations for pedagogical purposes.
I can remain calm in the most unforeseen situations
4
I think that the main professional characteristic of a teacher is the ability to "control oneself". That's why I try to do it in my work.
Pupils do not need to know the criteria for evaluating their work.
1
Pupils need to know by what criteria they are evaluated, because this allows them to structure their work and direct it in the “right direction”.
I find it very difficult to manage a conversation or negotiation
1
I have a sufficient level of dialogical speech and the ability to maintain a conversation, I always express my position correctly and delicately.
I constantly invite students to independently monitor the results achieved.
3
Sometimes I suggest that pupils independently exercise control over the results achieved, but under my direct supervision.
I don’t know how to dose tasks so that students feel their success
1
I know how to dose tasks so that the pupils feel their success. Success motivates children to achieve better results.
I always cook different variants conducting educational hours for pupils of different levels
5
Pupils of different levels require a differentiated approach, which allows them to strive for best results and do not stand still, so I always prepare different options for holding educational hours for pupils of different levels.
My parenting program is not well founded
1
My education program was compiled and tested by me in different classes, I have been working on it for more than one year, so I think that it is fully justified.
I have considerable experience of joint work on the preparation and implementation of various events, projects, programs, etc.
4
I have repeatedly participated in the development of events, projects and programs in groups. My last work is participation in the development of the program "Soviet district - my small homeland."
My workplace is always in order
4
Order in the workplace is an integral characteristic of a teacher and a guarantee of his productive work, so I try to keep order in my workplace.
At my educational hour, students cannot answer the question “What should be achieved as a result of the lesson?”
1
At the beginning of the educational hour, I always voice the goal and objectives, and at the end I sum up the results, therefore, at my educational hour, pupils can always answer the question “What should be achieved as a result of the lesson?”
Motivation of pupils is the responsibility of the educator
5
The initial level of basic knowledge about any subject of study implies the presence of questions. Curiosity, interest, emotions give rise to the ability to respond to them. The role of the teacher is to awaken interest and, accordingly, motivation.
I need additional training to teach the theory and methods of raising children with developmental disabilities to university students
4
There is no doubt that teaching students the theory and methods of raising children with developmental disabilities is a responsible thing, I can tell them a lot, but I cannot say that I am 100% ready for this.
I believe that it is possible to successfully express new material without taking into account previously acquired knowledge and skills
1
When presenting new material, it is necessary to rely on previously acquired skills and abilities, without which the development of the child is impossible.
I easily keep up conversations on abstract or related topics.
4
My general outlook is broad, because I read a lot, educate myself, and not only within the framework of my professional activities, so I easily support conversations on abstract or related topics.
None of the pupils on my educational hours takes part in setting goals and objectives
1
In my work I use a system-structural approach based on the active initiative of the pupils in combination with the managerial activity of the teacher, so my pupils take an active part in setting goals and objectives during the educational hours.
My educational hours cannot interest pupils
1
I actively involve pupils in setting the goals and objectives of the educational hour, encourage and motivate children, I can easily say that my educational hours may interest pupils.
The opinion and reaction of other participants in the educational process are not important when making pedagogical decisions.
1
In my work, I always rely on the opinions and reactions of other participants in the educational process. This allows me to identify the pros and cons of my program.
On educational hours, methods of mutual assessment and self-assessment of students are often used.
5
I consider these techniques the most effective in achieving results in the educational hour.
I am always interested in how other people feel about my words and actions.
5
People's opinion is important to me, it allows me to evaluate my performance.
I usually state the goal of the parenting hour several times during the lesson.
5
I voice the goal of the educational hour several times during the lesson so that the children do not forget the goal of the lesson and it runs like a “red thread” through the entire lesson; I voice the goal of the educational hour several times.
My students are brave enough to take on difficult tasks.
5
My methods of stimulation and encouragement lead to the fact that my students boldly take on difficult tasks.
I own a limited set modern methods organization of children's activities
1
I have full knowledge of a variety of teaching and upbringing methods, their classification.
I create a working atmosphere and maintain discipline at the educational hour by non-directive methods
5
I never use non-directive methods in my work, but use the basic rules of stimulation:
Act in accordance with the wishes of the students
Use identification
Take into account interests and inclinations.
In terms of an educational hour, I always prescribe the stages of achieving the goal step by step.
5
In terms of an educational hour, I always prescribe the stages of achieving the goal step by step, which allows me to achieve the greatest effect in educational work.
Negative attitude to learning is a consequence of errors in pedagogical activity
5
The teacher must create a positive motivation for learning. This is his work.
There are no "tricky" questions from pupils, but there is ignorance of the teacher
5
The incompetence of the educator leads to a "check" of his professional suitability on the part of the pupils, and the teacher is obliged to know the material that relates to his work, and if he does not know, then it is necessary to find out.
My methodological and didactic developments have never brought me victory in professional competitions
3
I did not participate in professional competitions.
The humanism of the educator is not important criterion evaluation of his work
1
The humane attitude of the teacher to the students is the most effective tool education, since the creation of problem situations that require the ability of pupils to empathize, understand, tolerance, respect for choice, teach humanity and develop a moral position of students.
I often find it difficult to make the goals of the educational hour personally significant for pupils.
1
I always set personally significant goals at the educational hour in order to interest the pupils.
It happens that I highly appreciate the pupil not for the correct, but for the creative answer
5
It happens that I highly appreciate the pupil not for the correct, but for the creative answer. As a result, the pupil feels success, increases faith in himself, his abilities and abilities.
I am well versed in the social situation of the group, I know and take into account the relationship of pupils for educational purposes
5
I know about all their desires, needs, dreams. For me, they are my children, so I am well versed in the social situation of the group, I know and take into account the relationship of pupils for educational purposes.
I easily change my decision under the influence of new information
3
The new generation is more pragmatic and makes specific demands dictated by life. Therefore, I use the subjective-pragmatic method of education, which entails the ease of decision-making under the influence of new information.
The formation of self-esteem skills in pupils is not the task of the educator
1
The formation of self-esteem skills is one of the main tasks of educational work, so I always form self-esteem one of the first. Adequate self-esteem will be useful to them in life.
Signature _______ (______________)
The date________________________________
Regional state budgetary institution
additional professional education
Introspection and self-assessment
professional activity
teacher of preschool education based on the professional standard "Teacher"
O. N. Gorbatova, teacher of geography, MBOU "Gymnasium No. 27 named after the Hero Soviet Union V. E. Smirnov ", Barnaul, head of the department of the regional educational and methodological association in natural scientific disciplines; M.V. Mosintseva, Chairman of the Education Committee of the Administration of Novoaltaisk.
Compiled by: N.G. Kalashnikova, Dr. ped. Sciences, Professor, First Vice-Rector of ACIPKRO; E.N. Zharkova, Ph.D. ped. Sciences, Associate Professor, Vice-Rector for UMR AQIPKRO; T.G. Blinova, Associate Professor, Department of Primary General Education; I.N. Stukalova, Ph.D. Sciences, Associate Professor of the Department of Natural Sciences, Life Safety and Physical Education;
T.D. Pashkevich, Ph.D. ped. Sciences, Associate Professor, Department of Preschool Education.
Self-analysis and self-assessment of professional activityS 17 preschool educator on the basis of the professional standard "Teacher": methodological recommendations / comp. N. G. Kalashnikova, E. N. Zharkova,
T. G. Blinova, I. N. Stukalova, T. D. Pashkevich. – Barnaul:
KGBU DPO AKIPKRO, 2016. - 22 p.
ISBN 978-5-7423-0530-9 guidelines materials are presented, the use of which will help the teacher of preschool education to assess the psychological and pedagogical competence, the effectiveness of their professional activities and its compliance with the requirements of the professional standard "Teacher", the requirements of job functions.
Methodological materials are intended for preschool educators, heads and deputy heads of educational organizations, methodologists of municipal education authorities.
UDC 373.2 LBC 74.104 ISBN 978-5-7423-0530-9 KGBU DPO AKIPKRO, 2016
Introduction1. Self-analysis of the features of the job functions of a preschool teacher
2. Self-assessment of professional achievements of a preschool teacher
3. Self-assessment of the psychological and pedagogical competence of a preschool teacher
4. Self-analysis and self-assessment of the professional activities of a preschool teacher based on the professional standard "Teacher"
4.1. Labor function “General pedagogical function.
Education"
4.2. Labor function "Educational activity" ....... 14
4.3. Labor function "Developing activity" ........... 16
4.4. Labor function "Pedagogical activity for the implementation of programs of preschool education" ........... 18
5. The results of self-assessment of professional activity ....... 21
05.2014 No. 3241p-P8), the management of the professional development of teachers in general educational institutions of the Altai Territory is planned to be carried out on the basis of a differentiated program for the development of professional competence of teachers of an educational organization and individual plans for the professional development of teachers. New tools for managing the quality of the staff of a general education organization are aimed at creating conditions for the participation of all teachers in lifelong education, increasing professional mobility; strengthening the role of employers in the development of professional competencies of employees;
establishing the compliance of the employee's qualifications with the requirements of the professional standard "Teacher" (PSP).
Planning for the professional development of teachers of an educational organization includes the sequential implementation of the following steps:
- self-analysis of the content and quality of the professional tasks of the teacher at a particular workplace, taking into account the requirements of job functions;
- self-assessment of the existing level of professional competence of a teacher based on the requirements for labor functions, labor actions, skills, knowledge based on the requirements of the professional standard "Teacher";
– identification of professional deficits based on the results of self-assessment;
- building an individual plan for the professional development of a teacher;
- building a differentiated program for the development of professional competence of teaching staff of an educational organization.
These methodological recommendations provide materials that will help teachers assess their psychological and pedagogical competence, the effectiveness of their professional activities and their compliance with the requirements of the PSP.
To determine the level of professional competence, it is recommended to use the following criteria:
0 points - low level of competence: performance of activities under the guidance of a mentor with limited personal responsibility for improving labor and educational activities; application of professional competencies only when solving standard (typical) tasks;
1 point - average level possession of competence: partial independence in the management of labor or educational activities in standard situations; owns the technologies for designing and organizing the educational activities of schoolchildren, builds interaction with specialists, is able to develop teaching materials on the implementation of the Federal State Educational Standard;
2 points - high level possession of competence: complete independence in the performance of professional activities;
choice of alternative methods in solving (implementing) the tasks; monitoring of activities, reflection and correction of the set goals in accordance with changes in conditions.
In the future, the results of self-analysis and self-assessment of professional activity will be used in the development of individual plans for the professional development of teachers and a differentiated program for the development of professional competence of teaching staff of an educational organization.
– – –
In this part of the analysis, you will have to correlate the planned and actually obtained results of educational activities;
to identify the achievement of which goals for the development of your children is strong point your professional activity; what deficits can you indicate that you intend to improve?
Table 2 Targets Strengths Professions in accordance with the Federal State Educational Standards of professional preschool education activities deficiencies Targets for education in infancy and early childhood The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions The child uses specific, culturally fixed objective actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills, seeks to show independence in everyday and play behavior The child speaks actively, is included in communication, can ask questions and requests, understands the speech of adults, knows the names of surrounding objects and toys education activity deficits The child seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult The child shows interest in peers; observes their actions and imitates them The child shows interest in poetry, songs, tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art. The child has developed large motor skills, he strives to master various types of movement (running, climbing, stepping over, etc.).
) Targets at the stage of completion of preschool education The child masters the main cultural methods of activity, shows initiative and independence in different types activities - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities The child has a positive attitude towards the world, to different types of work, to other people and to himself, has a sense of dignity, actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of other targets Strengths of the Professions in accordance with the Federal State Educational Standards, professional preschool education activities are deficient, empathize with the failures and rejoice in the successes of others, adequately show their feelings, including a sense of faith in oneself. Tries to resolve conflicts The child has a developed imagination, which is realized in various activities, and above all in the game; owns different forms and types of games, distinguishes between conditional and real situations, knows how to obey different rules and social norms The child is quite good at oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can highlight sounds in words; the child develops the prerequisites for literacy The child has developed a large and fine motor skills; he is mobile, enduring, masters the basic movements, can control and manage them The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene The child shows curiosity, ask questions to adults and Benchmarks Strengths of Professions in accordance with the Federal State Educational Standards of professional preschool education activities deficits for peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.;
The child is capable of making his own decisions, relying on his knowledge and skills in various types activities
Draw conclusions from the results of self-assessment:
- Achievements of your professional activity (these should include those results that are stable or have a positive trend): ...
– – –
Draw conclusions based on the results of self-assessment of psychological and pedagogical competence:
- Achievements of your professional activity (these should include those results of self-assessment that coincide with an external assessment, for example, an assessment of teachers who work with these same children): ...
- The results of your professional activity that you want to improve: ...
– – –
– – –
What professional competencies of yours can you present to your colleagues?
Transfer the competencies (labor actions) that you rated with a score of "0" to the first column of Table 8 in accordance with the specified labor function.
In this part of the analysis, you will have to determine the list of professional deficits that you plan to fill in the next 3 years, and fix it in the second column of table 8.
In the future, the contents of this table will be used by you to draw up an individual plan for professional development for 2016–2018.
Table 8 Competences (labor Ranking of actions), estimated deficits by years Note with a score of "0" of their replenishment Labor function "General pedagogical function. Education"
Labor function "Educational activity"
Labor function "Developing activity"
Competences (labor) Ranking of actions, estimated deficits by years Note with a score of "0" for their replenishment Labor function "Pedagogical activity for the implementation of preschool education programs"
– – –
Self-analysis and self-assessment of the professional activity of a preschool teacher based on the professional standard "Teacher"
Elena Nikolaevna Zharkova; Tatyana Georgievna Blinova;
Irina Nikolaevna Stukalova; Tatyana Dmitrievna Pashkevich Computer layout GN Mazhnik Format 60x90/16. Conv. p. l. 1.375. Signed for publication on February 24, 2016. Paper for duplicators. Times New Roman typeface. Circulation 100 copies. Order no.
656049, Barnaul, Socialist Ave., 60.
Editorial and publishing office of AKIPKRO.
Printed in the printing house "Concept".
656049, Barnaul, Socialist Avenue, 85
Self-assessment sheet
(teacher of a preschool educational institution)
____________________ Lening Olga Anatolyevna __________________
(last name, first name, patronymic in full)
_ teacher MBDOU kindergarten No. 15 of the city of Aleysk ___________
(subject taught, name of the educational organization in accordance with the charter)
Your professional activity is one of the most important and complex. In order to learn more about what techniques and methods you use in your work, we invite you to fill out a self-assessment sheet. We hope that the proposed method will help you professional development. You will be able to appreciate your own strengths, identify reserves for further professional growth.
You are invited to evaluate a number of statements that reflect individual actions and qualities necessary for professional pedagogical activity, using a 5-point scale:
5 – Do you absolutely agree with the statement
4 - You rather agree with the statement
3 - You choose something in between, your opinion depends on the situation, circumstances, additional factors
2 - You rather disagree with the statement
1 - You absolutely disagree with the statement
Mark your answer with a score in the appropriate column.
Thanks in advance for your cooperation!
I don't care about criticism
I always listen to criticism addressed to me and draw the appropriate conclusions.
I encourage even the smallest successes of children
The successes and victories of my children, even the smallest ones, are my successes and victories. Therefore, I always encourage and rejoice in them. Starting small, we move forward and do not stop there!
I am well aware of the GEF DO and other regulatory documents that reflect the requirements for the content and results of preschool education
Knowledge normative documents and the Federal State Educational Standard at the intermediate level, so I am taking retraining courses at the KGBU DPO AKIPKRO in the direction of "Fundamentals of the theory and methodology of preschool education."
I can establish cooperative relationships with children
I easily establish cooperative relationships with children. I think this is very important in our profession.
People don't listen to my suggestions
Very often people around listen to my suggestions.
I consider it important to distinguish between the purpose and the topic of the lesson.
It is important to distinguish both the purpose and the topic of the lesson. The goal is what we should achieve in the lesson, and the topic determines what we will talk about in it.
In my classes there are no conditions for the formation of sustainable positive motivation for children
In the classroom I try to create conditions for the formation of sustainable positive motivation for children. If the child is interested, then he will be more willing and better to study.
My knowledge of the integration of educational areas needs serious improvement
professional development of a teacher in accordance with the professional standard "Teacher additional education children and adults."
FULL NAME. Reshetova Svetlana Alekseevna Available category - higher. Date of establishment of sq. categories - December 19, 2013
In the process of self-analysis, you will have to assess your own competence in accordance with the requirements of the professional standard "Teacher of additional education for children and adults", using the following scale: 0 points - competence is not expressed; 1 point - competence is poorly expressed; 2 points - competence is expressed at an average level; 3 points - competence is expressed at a high level.
In the comment column, it is advisable to specify what exactly in this competence causes difficulties for you or what exactly you can teach others.
Recruitment of students is carried out through the demonstration of elements of activities corresponding to the program of additional education. To do this, information materials are prepared on the possibilities and content of the program (booklets) and presented during events to attract students (presentation of the program in educational institutions). It is necessary to understand the motives of behavior, their educational needs and requests (for children and their legal representatives), using communication techniques and techniques (listening, persuasion), taking into account the age and individual characteristics of the interlocutors to motivate students different ages to the development of the chosen type of activity (the chosen program). Recruitment and completion of a group of students, taking into account the specifics of the additional program being implemented, individual and age characteristics students (for teaching the program).
Current control, assistance to students in the correction of activities and behavior in the classroom.
At the beginning, the predisposition (inclinations) of children to master the type of activity they have chosen is diagnosed; then persons are selected who have the creative abilities necessary for mastering the relevant educational program. If some children do not have such data, then assistance is provided in correction and behavior in the classroom.
Develop measures to modernize the equipment of the educational premises, form its object-spatial environment.
Based on the observation and interpretation of my results, I develop measures to decorate the classroom with elements of the history of theatrical art, build a stage for a puppet theater to form its object-spatial environment, which ensures the assimilation of the program. I also analyze the equipment and draw up an application for the purchase of a “puppet theater”, taking into account the objectives of the program and the age characteristics of students.
Analyze opportunities and attract resources from the external socio-cultural environment for the implementation of the program, increasing the development potential of additional education.
I use the main approaches and directions of work in the field of vocational guidance, support and support of professional self-determination in the implementation of the program; I attract the resources of the external socio-cultural environment to increase the potential of education (work in the school library).
Self-assessment sheet for the activities of a teacher-psychologist
Self-assessment sheet for the activities of a teacher-psychologist
Assertions (assessment options)
I can solve psychological and pedagogical problems with different levels of development, inclinations, abilities, interests and health status of categories of students
I strictly observe ethical principles in my activities and confidentiality in working with information
I have a positive outlook on the world
I can implement value-based activities for specific groups of students, teachers, parents and analyze the effectiveness
I know the basic forms of contingent differentiation
In my practice, I use a wide range of technologies, trainings, training exercises, methods and means of organizing and conducting psychological classes, providing variability and high efficiency of results.
I can establish and develop productive relationships with members of the teaching staff, administration, children and parents
I have special knowledge on the basics of general, developmental and pedagogical psychology
I own project activities
I am able to establish collaborative relationships with students
I know well the main regulatory documents that reflect the requirements for the activities of a teacher-psychologist of an educational institution
I am able (to) arouse interest in psychology among students and their parents
I am proficient in individual and group counseling.
I know state of the art education systems
I have the skill of conducting a qualitative analysis of the experience of colleagues from the point of view of psychological science (knowledge of the experience of colleagues, the ability to study and compare on a precisely chosen problem, highlight the general and specific in their activities, convincingly argue the conclusions) and the ability to select recommendations, exercises for self-improvement
I am able to carry out the optimal selection of methods, means, forms of conducting psychological classes and have experience in independent developments that can be recommended for distribution.
Teachers' Council "Professional competence of the teacher of preschool educational institution"
« Professional competence of a preschool teacher»
Pedagogical Council « Professional competence of the teacher» .
1 part pedagogical council.
1 slide: Responsible Kvasova A. Yu.
Dear teachers, today we will consider the issue of a preschool institution. teachers' council I would like to start with the statement of Anton Semyonovich Makarenko “Skill is something that can be achieved, and as a master turner, an excellent master doctor can be known, so should and can be an excellent master teacher».
GOAL teachers' council: actualization of development professional competence of a preschool teacher.
— consider the basic theoretical concepts related to professional competence of the teacher.
- definition of components professional competence and a list of basic professional competencies for teachers.
— provision professionally- personal self-determination teacher in the educational space of a preschool educational organization.
- to develop cohesion, the ability to work in a team, to defend one's point of view with reason.
1. Consideration of the main theoretical concepts professional competence of a teacher.
2. Business game "Who knows the value of his essence?"
- results of the business game
3. Decision making teachers' council.
Let's try to determine the meaning of words competence and competence:
competence(lat. competentia - belonging by right) - the terms of reference of institutions or a person, the range of issues in which this person has knowledge, experience.
competence(Latin competens, competentis - appropriate, capable) - a set of knowledge, skills, abilities and personal qualities that allow you to successfully solve the functional tasks that make up the essence professional activity.
What do you think, which term is closer to us?
- Which drawing is closer to us?
(№2, competence, because teacher- this is not just a person with a certain stock of knowledge, skills, experience, but also a creative person).
Let's try to define the concept professional competence of the teacher.
1. Behavior teacher+ communication skills with colleagues, parents and pupils, ensuring the high-quality implementation of their professional activity;
That is, the main and important component of successful and high-quality implementation professional activity is how teacher looks how he behaves in relation to others, how his speech is built, how he competently communicates with colleagues, parents and pupils.
2. The ability of a particular specialist to solve the problem;
3. Application of knowledge, professional skills and abilities of teachers;
4. Ability teacher support your own professional level.
Lewis Carroll: “Alice in Wonderland” - With us, - said Alice, - when you run as fast as you can for a long time, you will certainly end up in another place.
What a slow country! said the Queen. - Well, here,
you know, you have to run as fast as you can just to stay in the same place! If you want to get to another place, then you need to run at least twice as fast!
Professional quality: Knowledge, Abilities, Skills, Experience
Personal qualities: Independence, Initiative, Responsibility, Creativity
7 slide: Professional competence is the unity of pedagogical knowledge, experience, properties and qualities teacher allowing for the effective implementation pedagogical activity, purposefully organize the process pedagogical communication and also involving personal development and improvement teacher.
8 slide: Key Features competence:
having the knowledge to be successful
understanding the significance of this knowledge for practice;
a set of operational skills;
possession of algorithms for solving labor problems;
ability creativity to professional activity
9 slide: Unconscious incompetence "I don't know what I don't know":
(A person does not have the necessary knowledge, skills, and he does not know about their absence or in general about the possible requirements for such for successful activity)
10 slide: Conscious incompetence "I know that I don't know"(Conscious incompetence "I know that I don't know").
11 slide: Conscious competence "I know that I know"(A person knows what is included in the structure and is the content of his professional knowledge skills and abilities and can apply them effectively.)
12 slide: Unconscious competence (Professional skills are fully integrated, built into behavior. Professionalism is part of the personality.)
part 2 pedagogical council
business game "Who knows the value of his essence"
Responsible: Kvasova A. Yu.
Divide teachers for 4 groups. Landmarks are laid out on the tables. Upon entering the hall, teachers take a note-drawing from the box, and, in accordance with the drawing, sit down at the tables. Name commands: "erudite", "masters", "like-minded people", "ict-advanced". Group 5 is the jury.
Dear colleagues, our game consists of 3 blocks:
1. Educator - educator,
2. Educator - children,
3. Educator - parents.
Question-situation for all: “A new group is opening in kindergarten, you were put on this group. Which of your colleagues would you invite to be your partner? Think and write. Hand over your papers to the jury members.
1 question: “What should a modern educator look like?” Time 1 min.
Teams answer in turn, complementing each other.
2. Question: “What can we do better than others” and “What have we not been able to do yet?”
3. Question: "What values should be the basis of the activity teacher preschool education?
4. Question: “Who and how would you like to be recognized? (bosses, parents, children, colleagues)
I suggest watching the video, reviews of colleagues about each other.
The jury counted the notes with the names of the teachers. They call the name of the most authoritative educator, who is more trusted. Yes, we are proud of our teachers! Building a teacher model (kindness, human qualities, sincerity, etc.). The educator is a crystal, the larger its cut, the more it sparkles. !
1 question: “Educator for children - who? "Time 1 min.
Question: “What communication style do you use in joint activities with children?
Question: “How to teach and educate today?”
Question: “How to answer questions for why children in order to contribute to their intellectual development, and to have patience for numerous questions from the mouth of a child?
2. Pedagogical situation for each group.
* According to the regime, it's time to start the lesson, and a group of children in a passion builds a bridge. Question: "What should the educator do?
* A boy and a girl are arguing loudly. The teacher finds out that the boy broke the mirror that she brought to kindergarten. The boy claims that it happened by accident. The girl demands money for a broken thing or a new mirror.
Question: "How to defuse the situation?"
* A child's wrist watch disappeared during a walk. The child complained to the teacher. She immediately asked the children "search". The watch was found in a boy's pocket. He is frightened, insists that he did not take the watch. In the evening, when his mother came for the boy, he told his mother, assuring him that he was not to blame.
Question: “Maybe a real thief planted a watch on him? How to be?
* At a lesson in fine arts, the girl does not want to do anything. The teacher inspires her that all this will be useful to her in the future. Girl firmly answers: “I will marry by calculation and only for the rich. I will have a servant. Then I won't have to do anything." Question: "What to say to the girl?"
3. What do you think the children think of you? (I offer a video recording of children with statements about educators).
Outcome: The teacher must communicate honestly and purely with the children so that the child is comfortable in the group, joyfully. Why do children hold a grudge against their teachers? Every conflict needs to be taken very seriously. The quality of justice is important in the eyes of the child. Speak ethically, one on one.
No matter how you are evaluated by colleagues, children, management, first of all you are evaluated by your parents.
teachers interview each other by asking question:
dramatization game "How to proceed?"
- Task for teams. Each team comes up with a conflict situation "educator - parent", announces it to the opposing team. Each of the teams must come up with and lose this situation, and the opposing team finds a way out. (mother makes a claim, the teacher finds a way out).
What do your parents think of you (listening to videos)
Outcome: Parents should know about their child from the mouth of the educator. You only need to talk about the success of the child, then the parents will be your associates and helpers.
Reflection: Dear colleagues!
Today you looked at yourself from the outside, as beautiful women, as professional mothers. Despite all our difficulties, our profession allows us to always be joyful, in good mood to always be young!
Our game is coming to an end, I invite you to express your opinion about teachers' council. Take a piece of paper, circle your palm and answer all 5 questions:
We draw a palm, each finger is a position in which you need to express your opinion opinion:
Big - for me it was important and interesting ...
Indicative - on this issue I received specific information ...
Medium - it was difficult for me (I did not like ...
Nameless - my assessment of the psychological atmosphere ...
Little finger - for me it was not enough ...
The jury sums up and awards teachers certificates for participation in pedagogical council, according to the following
nominations: "The most active teacher", "Most Reputable Educator", "Hidden Potential", "The Wisest Educator", "The Severe Critic".
Thank you all for your active participation, we make a decision teachers' council.
name terms responsible
1. Level up professional competence constantly all teachers
2. For teachers DOE conduct self-assessment work professional level based on the requirements of regulatory documents for certification (self-assessment sheet). until May 2016 all teachers
3. Everyone teacher make adjustments to the self-education work plan, taking into account the results of the self-analysis, and consider attending refresher courses based on the results of the self-assessment. to end school year all teachers
My professional activity I, Tkachenko Raisa Talgatovna, have a higher education. She graduated from the Lesosibirsk Pedagogical Institute with a degree in Pedagogy and Methodology.
Pedagogical council with elements of the business game "Professional standard of the teacher" Pedagogical council with elements of the business game "Professional standard of the teacher" Lyalenkova VV - senior educator.
Professional activities of a teacher on the topic of self-education Only the teacher who himself studies all his life can teach something new, useful and interesting (Herbert Spencer) Constant work.
Professional competence of the teacher Modernization of the education system in Russia puts forward the questions of the formation of professional competence of various teaching staff.
Professional competence of a teacher of a preschool educational organization B modern conditions reforming education, the status of the teacher is radically changing, his educational functions are changing accordingly.
Professional competence of a teacher in the context of the Federal State Educational Standard of preschool education recent times in the education system, there have been significant changes in the strategy and tactics of educational activities aimed at.
Abstract on vocational guidance "Professional career" The word "career" means successful promotion in the field of public, official, scientific and other activities, occupation, profession.
Conflictological competence as a component of the success of a teacher's professional activity Conflicts between people arose with the advent of the first communication between them. Each person is an independent person with his own position and position.
Article "Basic approaches to defining the essence of the concept of professional mobility of a preschool teacher" Basic approaches to defining the essence of the concept of professional mobility of a preschool teacher The article deals with the essence.
Essay "My professional philosophy" Topic: "My professional philosophy". We all come from childhood. You will not find an adult who would not like to return there for a brief moment.
Download for free and without registration. Federal Law "On education in Russian Federation» Art. Certification of teaching staff.
The procedure for attestation of teaching staff. Recommendations on documentary support for the certification of preschool teachers.
Order of the Ministry of Education and Science of the Russian Federation dated "On the procedure for attestation of teaching staff of state and municipal educational institutions" (with an appendix). Letter from the Department of General Education of the Ministry of Education and Science of the Russian Federation and the Trade Union of Workers public education and science of the Russian Federation from 1.
N 0.3-5.2/4. 6 "On the direction of Explanations on the application of the procedure for attestation of teachers of state and municipal educational institutions" (with an appendix). Order of the Ministry of Health and Social Development of the Russian Federation dated n “On approval of the Unified qualification handbook positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers" (with an appendix). On amendments to the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers" (with an appendix). Organization of the certification procedure for teachers of state and municipal educational institutions of the Orenburg region. Order of the Ministry of Education of the Orenburg Region dated g. On holding meetings of the Attestation Commission in 2. Order of the Ministry of Education of the Orenburg Region dated g /1.
On Approval of the List of Experts for Conducting an Expert Assessment of the Professional Activities of Pedagogical Workers. Order dated 5. 02 “On approval of the cost of educational programs of the IPK and PPRO”. Order on the educational institution "On the certification of pedagogical workers."
Application to AC 2. Application to the application - a copy of the certification sheet (for the highest category). Certification sheet (in form); Documents confirming the professional activity of the teacher: 4. Sheet of self-assessment of pedagogical activity 6. Results of expert assessment and self-assessment of pedagogical competence (table of final scores). Documentary support for certification of teachers for the first (highest) qualification category PORTFOLIO Portfolio structure: 1. General information: title page, full name of the teacher, name of the educational institution, photocopies of documents on advanced training, photocopies of 6 documents sent to Orenburg, 2.
Certificate of the results of the work of the teacher for 5 years, certified by the head of the preschool educational institution 3. Methodological piggy bank (notes of classes, scripts for holidays, etc. Copies of letters, diplomas, etc. Copies of letters, diplomas, etc.) Job description(on the basis of the Order of the Ministry of Health and Social Development of the Russian Federation dated n “On approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees, section “Qualification Characteristics of the Positions of Educational Workers”) ) 3.
Certification of pedagogical workers of preschool educational institutions. Buttons: Presentation on the topic: Certification of teaching staff. Download this presentation. Sample application for certification APPLICATION Please certify me in.
Register of employees' applications for certification for the first (highest) qualification category 4. Order for an educational institution "On passing the certification of teaching staff." Full name Position Date of appointment Date of the previous attestation Dates of attestation.
Certification of teaching staff. ATTENTION! Electronic acceptance of documents is carried out at http: //apr.
A new procedure for attestation of teaching staff. Organization of the certification procedure for teaching staff.
Accompanying the certification of pedagogical workers of the preschool educational institution Journal of accounting for employees' applications for certification for the first. Criteria and indicators used in the certification of teaching staff in 2015-2016 Preschool educational institutions show v. 13. Application for attestation; Approximate view structure on. Certification of teaching staff is a level I assessment. A long-term plan for the certification of preschool teachers. II. Sample application. III.
Slides captions: Documentary support of the procedure for attestation of pedagogical workers of the preschool educational institution Lyudmila Albertovna Malgina, deputy head of the UVRMBDOU Kindergarten No. 119 Regulatory framework: Labor Code RF of December 30, 2001 No. 197 - FZ (as amended by the Federal Law of December 30, 2001).
2006 No. 90 - FZ), art. 21, 22, 81, 82, 187, 196, 197, 372, 373, 374 Law of the Russian Federation "On Education" (as amended by the Federal Law of January 13, 1996 No. 12 - FZ, dated December 29, 2006 No. 258 - FZ, dated 27.07.
2010 No. 215 - FZ), art. 28, 29, 55Order of the Ministry of Education and Science of the Russian Federation dated March 24, 2010 No. 209 "On the procedure for attestation of teachers of state and municipal educational institutions" RF dated 26.08.
2010 No. 761n “On Approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees, Section “Qualification Characteristics of the Positions of Educational Workers” New rules for attestation of teaching staff of state and municipal educational institutions (since 01.01.
) TYPE OF CERTIFICATION MANDATORY Purpose: confirmation of the compliance of the teacher with the position held by him (CZD) VOLUNTARY Purpose: establishing the compliance of the level of qualification of the teacher with the requirements for the qualification category (first, highest) Basis for certification MANDATORY Presentation of the employer but not less than 3 months before the expiration of the existing qualification category Attestation form MANDATORYQualification test in writing RESULT: Corresponds (does not correspond) to the position held (position is indicated) VOLUNTARY Comprehensive analysis of the results of the professional EG (examination of activity) RESULT: Level of qualification (position is indicated) meets (does not meet) the requirements for the first (highest) qualification category Documents for certification in order to confirm compliance The assessment of teaching staff of the position held (SZD) is carried out once every 5 years in relation to teaching staff who do not have qualification categories (first or highest) Certification is not subject to: Teachers who have worked in their position for less than 2 years caring for a child until he reaches the age of 3 years (not earlier than 2 years after graduation) Teachers who have a qualification category during their validity period Documentary support for certification of teachers at the SZD business qualities of a pedagogical worker, the results of his professional activity on the basis of the qualification characteristics for the position held, information on the passage of advanced training by a teaching worker, including in the direction of the employer, for the period preceding the certification, information on the results of the previous certification Doku mental support for the certification of teachers at the SZD 2. Application for admission of qualification tests for the SZD addressed to the rector of JSC IPPK RO3. Resolution of the trade union committee of the primary trade union organization (for trade union members)4. Attestation sheet (according to the form - in electronic form)5. Copies of documents (certified by the head): - passport (1 sheet); - diploma of education; - work book (1,2 and last sheets); - certificate of course preparation (for 5 years); - copy of the certification sheet (if any) .
Documentary support for the certification of teachers for the first (highest) qualification category I. stage - application to the SAC1. Application (written by the applicant) 2. Copies of documents (certified by the head): - passport (1 sheet); - diploma of education; - work book (1,2 and last sheets); - certificate of course preparation (for 5 years); - copy of the certification sheet (if any) .
Attestation sheet (according to the form - in electronic form); 4. Documents confirming the professional activity of a teacher Documentary support for certification of teachers for the first (highest) qualification category II. Stage - examination of the teacher's activities1. An order to conduct an examination based on the SAC protocol2.
Work plan of the EG (approved by order)3. Personal attestation file: - Minutes of the SAC meeting; - Order on the preschool educational institution on the examination; - EG work plan; - Expert certificates (analysis of the teacher’s activities according to the examination plan, interviews with the teacher); - Results of the teacher’s questioning; - Expert opinion, order on assignment categories, attestation sheet Documentary support of certification of teachers for the first (highest) qualification category III. Stage - summarizing the work of the expert group1. Expert opinion (according to the form)2. Comments on the expert opinion3. EG4 meeting minutes. Appendices to the expert opinion: - copies of certificates, certificates, certificates on the activities of the person being certified Local acts and documents required for the certification of employees 1.
Job description (on the basis of the Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n “On Approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees, Section “Qualification Characteristics of the Positions of Educational Workers”)2. Plan (perspective) for the certification of teachers of the preschool educational institution (approved by the order of the head, considered at the pedagogical council of the preschool educational institution)3.
Register of employees' applications for certification for the first (highest) qualification category Reason (order, order).
2. Preschool
3. Assessment of the degree of mastery of professional and pedagogical skills Assessment scale:
0 - did not master the skill;
1 - mastered to a minimum degree;
· 2 - mastered to an average degree;
3 - mastered to a high degree.
In the appropriate column, put down a score that determines the degree of mastery of the following skills:
Last day of practice in a preschool organized final conference where the activities of each student are discussed. Compiled characteristics for trainees. An exhibition of manuals and games made by students is being held.
At the final conference in a preschool institution, students are given a preliminary assessment for practice. It is finally approved at a meeting of the department.
At the final conference on practice at the university, the following issues are discussed:
Characteristics of the pedagogical activity of the basic preschool institution and the material and technical equipment of the educational process;
Accounting for the methods of work of the educator, the level of development and characteristics of children in the implementation of their own project of pedagogical activity; the effectiveness of the planned activities;
Self-analysis of the organization of educational and extracurricular activities of preschoolers;
Implementation of work with parents;
Self-assessment of professional and pedagogical skills;
Participation in the life of the teaching staff and assistance in equipping the pedagogical process;
Successes and difficulties during the internship;
Proposals for improving the organization of practice.
- Student's diary containing: 1) data on the basic educational institution visited (preschool educational institution, school, pedagogical college, PMPK): type, type, category of educational institution, main areas of work, continuity in the work of various specialists, basic program, Additional services, the number of age groups of preschool educational institutions, etc.; 2) calendar plan practices; 3) photographs of observations of the activities of children and teachers in kindergarten; four) detailed description content of the student's own activity; 5) reflective analysis of observations and own activities with a mark of the group leader for each day of practice.
– “Student-trainee portfolio”, in which during the practice a variety of materials are accumulated that are necessary for the practical activities of the future specialist: notes of classes conducted with children (those in which they managed to take a direct part), games, walks, entertainment, presentations of their own projects of a new registration of any component of the subject-developing environment, and many others. others
- Report on the work done on all points of the content of the practice with its reflective introspection: well-being and self-awareness, success, success, what causes them, problems, difficulties, their causes, ways to resolve and overcome difficulties; the importance and necessity of educational practice, what was learned during the practice, proposals for improving its organization and content.
Criteria for evaluating the activities of a student-trainee:
1. Organization and discipline.
2. The manifestation of activity, independence, initiative, creativity.
3. Timely submission of all reporting documentation, the content of the "Probationer's Portfolio".
Students need to learn that observation is the basis of learning a child in kindergarten. Observation allows you to see the natural manifestations of the child. Not knowing what is the object of study, the baby behaves freely, uninhibitedly. This allows you to get objective results.
Objectivity of observation is achieved under three conditions. The first condition: the child does not know what is the object of study. The second condition: the observation is carried out not from case to case, but systematically, because. in the process of observation, a whole group of facts appears before the researcher, and it can be very difficult to separate the characteristic from the accidental and secondary. The third condition: the correct position of the researcher. It is necessary to get rid of social stereotypes, not to be fixed on a personal attitude towards the child. Preference for a child to other children or, conversely, a negative attitude towards him leads to a distortion of perceived facts (exaggeration of achievements or emphasis on negative aspects). The basic rule of observation is that every fact, every observed phenomenon must be recorded, as far as possible, in the form in which this fact or phenomenon existed as something real.
The nature and type of observation may vary depending on the goals and objectives of the student's activity.
Galina Ivanova
The teacher and his influence on the formation of the child's self-esteem
Advice for parents on topic:
The teacher and his influence on the formation of the child's self-esteem.
Educator MBDOU DSKV No. 102
Ivanova Galina Dmitrievna
Bratsk, Irkutsk region
The activity of the individual is largely determined self-esteem, which develops active activity on the basis of relationships with others. Value judgments of a preschooler are continuously intertwined with value attitudes on the part of other children, and especially educator.
Based self-esteem there is a level of claims, the level of achievements, which, in the opinion child, he can do it. The teacher, directing the activities of children, their mental development, must not only take into account not only self-esteem and claims of their students, but also activate this self-esteem, raise the level of claims. To a large extent, this can be facilitated by pedagogically appropriate child's self-esteem, which to the greatest extent - at this stage of his life - contributes to formation personality in a favorable direction, supports faith in one's own abilities, stimulates activity.
The nature of expediency self-assessment educator determines taking into account age and individual characteristics child, its capabilities both today and on "zones of proximal development", and on the knowledge of the specific microenvironment in which it is included.
How build that self-esteem? According to scientists, it should affect the influence of surrounding adults. Efficiency is largely determined by the level of pedagogical skill educator. He, firstly, seeks to raise the overall child's self-esteem; secondly, to optimize interpersonal relations in the group in order to create a favorable psychological climate for those children who have a low sociometric status among their peers.
What will contribute to the success in this work?
Studying the value orientations of preschoolers, their evaluative attitudes, psychologists discovered: popularity child in a group depends primarily on success in joint children's activities. This circumstance allows suppose: if success in activities is ensured for children who are inactive, with a low sociometric status, then this can lead to a change in their position and will become an effective means of normalizing relations with peers. Successful activity changes the attitude of the group towards their peers and, as a result, the emotional climate in the group improves.
The same direction in their work is chosen by caregivers. These include pupils who are not self-confident, pre-preparing them for meaningful activities for preschoolers. Revealed: the accuracy and objectivity of the evaluation and self-esteem grow as you master and acquire child of knowledge, skills, personal experience.
educator it is necessary to identify the causes of low sociometric status. Sometimes they lie in an unfavorable for mental development child family microenvironment. Excessive severity, obsessive moralizing, constant suppression of the will child interfere with the establishment of warm, intimate contact with parents. These relationships not only develop such personal qualities, as shyness, insecurity, lack of initiative, but also interfere to kid find a favorable position in the group.
Active, preferred preschoolers in the group also require attention. It is important that the role of leader, which these children often perform, does not develop in them arrogance, arrogance, and a desire to command. The teacher must know for what qualities, actions their peers prefer, on what their authority is built. After all, the moral core, the value orientations of the so-called popular children are not always built on a positive, socially significant basis.
Corrective activity, the purpose of which is to create a pedagogically expedient microclimate for the mental development of children, brings the desired result only when the efforts of both the teacher and parents are combined. This work is not easy, long and painstaking. It is conducted systematically, consistently, conducted kindly, with great pedagogical tact, and patiently.
Related publications:
The influence of design on the development of creativity of a preschool child Control work "The influence of design on the development of creativity of a preschool child." Completed by: Galimon Tatyana Yurievna MDOU.
Formation of positive self-esteem in children of senior preschool age through the educational space. The relevance of the formation of self-esteem is due to the fact that on present stage development of our society increases the role of socially significant.
Consultation for teachers "The influence of the game on the mental development and formation of the personality of a child with disabilities" The value of the game for the mental development of children with disabilities For a long time, the development of a child was judged by the amount of knowledge revealed in him, by volume.
Project "Influence of computer on child's health" PROJECT on the topic “The impact of a computer on a child’s health” Completed by: student of the 2nd “B” class of the MBOU “Secondary School No. 57” Yakusik Ksenia Supervisor: Chernova.
The influence of the computer on the child. What is it? Harm or benefit? Developing games, programs for creativity, interactive whiteboards increase the educational opportunities of the child and the level of his knowledge.
