Long-term development PROJECT “Educational consulting as a model of tutor support for a teacher’s individual professional career” as a model of tutor support for a teacher’s individual professional career” Municipal budgetary educational institution of the city of Kostroma “Lyceum 41”
The goal of the project: to create conditions for teachers to master the tools of effective self-study, self-education, and self-realization; providing resources for personal advancement in a professional career. creating conditions for teachers to master the tools of effective self-study, self-education, and self-realization; providing resources for personal advancement in a professional career.
Objectives: diagnostics of teacher needs for the development of individual educational programs; diagnosis of teacher needs for the development of individual educational programs; ensuring the educational initiative movement of teachers; ensuring the educational initiative movement of teachers; reflection on the methods of self-education, self-study, self-determination, self-realization, self-organization of teachers in the educational space. reflection on the methods of self-education, self-study, self-determination, self-realization, self-organization of teachers in the educational space.
Description of the model Stages Contents 1. Diagnostic diagnostics of the teacher’s readiness for self-education, self-determination, self-realization; diagnostics of features of teaching style. 2. Motivational training for personal growth 3. Goal setting, tutor consultations; defining goals and objectives for each teacher. 4. Design development of individual programs for self-education, drawing up a resource map. 5. Implementation support for the implementation of individual self-education programs; organization of educational events; organization of internships, master classes, training seminars and courses. 6. Evaluative-effective reflection (teacher’s assessment of his own progress in his professional career)
Stages of drawing up an individual educational route: 1) analyzed the case of educational services; 2) determined the invariant and variable parts of the program; 3) selected the content of the educational material; 4) determined the time intervals for mastering the program; 5) chose methods and forms of training; 6) developed a schedule of individual and group consultations; 7) created individual educational routes; 8) made a resource map.
INDIVIDUAL EDUCATIONAL ROUTE Svetlana Borisovna Chistyakova Svetlana Borisovna Chistyakova Name of educational modules/internships Number of hours Form of training Types of training sessions Duration of training Form of control Personally-oriented training in primary school as a means of improving the quality of education. Technology of educational research. During the academic year, self-education Individual consultations with a tutor, interview “Formation of educational learning using the means of educational complex “School 2100” 2 Correspondence classes of a scientific and practical webinar on the basis of the lyceum in a distance mode 2011 interview Modern educational technologies. Technology of critical thinking 12 Full-time (on the job) Scientific and practical seminar classes at the lyceum; visiting master classes and workshops of colleagues Attending lessons with a tutor Organizing the process of spiritual and moral education, development of younger schoolchildren in the course of developing reading competence For two years, self-education Studying methodological literature, Internet resources, individual consultations with a tutor, interview Personally-oriented education in primary school as a means of improving the quality of education. Design in elementary school During the school year, self-education Individual consultations with a tutor Interview Methods of using digital interactive equipment when solving design and research problems in the context of the implementation of the second generation Federal State Educational Standard 72 Full-time course training on the basis of KOIRO interview Innovative technologies in education 72 Full-time Scientific and practical seminar classes at Lyceum database report Electronic school6 Full-time (without interruption from work) Individual consultations with a tutor filling out an electronic journal
Forms of training at the stage of implementing an individual plan for self-education 1. Course preparation on the basis of KOIRO, including distance courses. 2. Course training on the basis of the lyceum (scientific and practical seminar classes). 4. Work on the topic of self-education. 5. Individual tasks. 7. Master classes. 8. Internships. 9. Compilation of a portfolio.
A modern teacher, as the main character of the education system, today must have a high level of professional and pedagogical competence, deep analytical, creative and creative-constructive thinking abilities aimed at improving and radically changing the classical pedagogical paradigm.
TEACHER'S PERSONAL CARD:
Full name teachers: Volkova Margarita Evgenievna
Date of birth:03/29/1978
Education (when and what educational institution graduated from):Kazan State Humanitarian Institute. 2005
Qualification:first
Diploma specialty: "Pedagogy and methodology of primary education".
Place of work:MBOU "Bulgarian secondary school No. 1 with in-depth study of individual subjects in the Spassky district of the Republic of Tatarstan"
Position held:Primary school teacher.
Date of appointment:11/16/2009
Total work experience:20 years
Teaching experience:20 years
Refresher courses:
2012-“Restorative programs in the system of preventing juvenile delinquency in schools. Organization of a school reconciliation service.” 108h.
2015-“Federal State Educational Standards of Non-Governmental Education: the formation of universal educational activities in primary school” 108 hours.
2016- “Speech therapy massage in complex work to overcome speech disorders in children and adults” 72 hours.
Professional retraining:
2008- Institute for Educational Development of the Republic of Tatarstan under the program “Oligophrenopedagogy” in the amount of 600 hours
2016- in the Volga Interregional Center for Advanced Training and Professional Retraining of Education Workers of the Institute of Psychology and Education of the Federal State Autonomous Educational Institution of Higher Education KFU under the program “Defectology (Speech Therapy)” in the amount of 792 hours
Self-education topic:
“The use of information and communication technologies as a means of organizing the teaching and educational space of students in the educational system for the purpose of implementing the Federal State Educational Standards of the educational generation”
The purpose of self-education:
Improvement and growth of pedagogical professional skills, the personality of the teacher in various scientific fields, spheres of public life, modern politics.
Self-education objectives:
improve the professional competence of a teacher;
to form the ability for creative self-development, for creative activity;
provide programming of their activities, creative reflection, generation of ideas, and embodiment of the creative plan.
improve the system of work on the use of innovative technologies in lessons.
study the psychological and age characteristics of schoolchildren.
Form of work on self-education:
Individual - through an individual plan, group - through participation in the activities of the school and district methodological association of teachers, advanced training, participation in internship sites, as well as through participation in the life of the school and through networking with teachers via the Internet.
Expected results:
development of work programs in academic subjects, extracurricular activities in accordance with the Federal State Educational Standard;
improving the quality of teaching basic subjects, increasing the effectiveness of participation in olympiads;
development and testing of didactic materials, tests, creation of an electronic set of pedagogical developments in the educational space.
participation in teacher councils, seminars, webinars, competitions at various levels, in the work of school and district educational organizations of primary school teachers with self-generalization of experience;
promoting a personal portfolio website on the Internet, adjusting its main sections, posting author’s teaching materials on it.
ability to provide practical assistance to colleagues.
Participation in professional skills competitions “Teacher of the Year”, “Master Class”, “Educate a Person”
Planned results of self-realization:
Development of materials in electronic form, including:
a set of didactics in basic subjects (independent, practical and test work);
a set of handouts on the subject (cards, assignments and questions on the subject);
a folder of olympiad material for student preparation.
bank of creative and design-research works of students;
a package of open lesson scenarios using information and communication technologies and an interactive whiteboard
constant maintenance of the teacher’s electronic portfolio.
speaking at seminars, conferences, master classes, publishing articles.
Based on the main general educational problem of the school, the individual topic of self-education, I outlined the main directions of work on self-education:
Scientific and theoretical training.
Development of knowledge of the theoretical foundations of subjects studied in primary school.
Advanced training for primary school teachers.
Scientific and methodological preparation.
Improving knowledge:
Pedagogical technologies (methods, forms, techniques) of teaching in primary school;
Design and research technology;
Health savings programs.
Improving the educational process.
Psychological and pedagogical training.
Improving knowledge of psychological and pedagogical principles of teaching, upbringing and development of children.
Personal creative contribution of the teacher in improving the teaching and educational process.
Improving teacher preparation for lessons.
Application of modern methods in the educational process.
Increasing the effectiveness of the lesson of the educational process.
Participation of the teacher in the creative growth of the teaching staff.
Increasing the teacher's creative growth.
| Name events | Organizational and pedagogical events | Deadlines carrying out |
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| I stage: 1. Scientific and theoretical training. |
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| Development of knowledge of the theoretical foundations of subjects studied in primary school. | Regularly and systematically study special methodological literature and regulatory documents. Study the best teaching practices of innovative teachers and their colleagues. Pay special attention to the study and implementation of materials from the Federal State Educational Standard of the second generation. | April-November |
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| Advanced training for primary school teachers. | Regularly taking advanced training courses. Taking distance courses and webinars. Participation in the work of pedagogical councils of educational institutions. Participation in meetings of the CME and RMO of primary school teachers. | April-November |
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| 2. Scientific and methodological preparation. |
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| Improving knowledge: pedagogical technologies (methods, forms, techniques) of teaching in primary school; design and research technology. Health savings programs. | Development of calendar and thematic planning, development of lesson notes, development of a set of input and output independent tests, including electronic tests. Studying and implementing design and research technology into the practice of their work based on the motivation and activation of students. Use innovative pedagogical technologies and advanced pedagogical experience in educational and extracurricular activities. Attending lessons of teachers at your school and schools in the area. Studying, analyzing and using the work experience of fellow teachers. Exchange of experience with teachers from other schools in the district and region. Participate in competitions at various levels: school, district, regional, regional and Internet competitions. | August-September April-November |
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| Improving the educational process. | Introduction of a new form of cumulative assessment. Systematically and purposefully use ICT and electronic educational resources in educational and educational work. Widely use priority methods and technologies in the educational process (project activities, differentiated learning, group and pair work, etc.) Conducting lessons in non-standard forms. Conducting subject-based extracurricular activities. Creation of presentations, videos for lessons and extracurricular activities, both for your own and with the participation of students. Continue work on accumulating didactic material and the class media library. Regularly update teaching materials for class design. Keep systematic records (card index) of classroom materials. Monitor the quality of students in core subjects. | April-November |
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| II stage: 3. Psychological and pedagogical training |
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| Improving knowledge of psychological and pedagogical principles of teaching, upbringing and development of children. | Study of psychological, pedagogical, scientific and methodological literature (study and analysis of scientific and methodological literature, subscription to the electronic version of the magazine “Primary School” of the publishing house “First of September”) Review of information on the Internet on computer science and ICT, pedagogy, psychology. Systematic study of theoretical knowledge in psychology and pedagogy. Participation (if possible) in theoretical and practical conferences on this topic. Participation in the work of teaching councils of educational institutions, KMO and RMO on problems of psychology. Conduct psychological and pedagogical diagnostics of students. Participation in teacher testing. | April-November |
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| III stage: 4. Personal creative contribution of the teacher in improving the teaching and educational process. |
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| Improvement teacher preparation for the lesson. | Systematically study methodological and educational literature and use materials in work. Rework and, if necessary, develop work programs and calendar-thematic planning for primary school subjects and extracurricular activities. Predict the final results of training and determine priority goals and objectives of training. Regularly and systematically use ICT and digital communication technologies in lessons. Replenish the pedagogical piggy bank with demonstration material (purchase of methodological literature, tables, handouts), replenish the electronic pedagogical piggy bank. Study the individual psychophysiological characteristics of students. | April-November |
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| Application of modern methods in the educational process. | Improve the methods of organizing and conducting lessons and extracurricular activities. Regularly use differentiated, project-based and problem-based teaching methods, individual, pair and group forms of work in lessons. Use various forms of control, self-control, and reflection in lessons. Develop a system of CMM(s) for grades 1-4 that monitors the implementation of the Federal State Educational Standard. Develop programs for working with gifted and low-achieving students. | April-May September-November |
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| Increasing the effectiveness of the lesson of the educational process. | Conducting consultations and providing assistance to students in mastering academic subjects. Conducting additional classes on subjects with students. Improve the system of working with low-performing students on an individual basis. Work with gifted children in the system. Conducting consultations and providing assistance to parents on issues of education and upbringing. | April-May September-November |
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| IV stage: 5. Participation of the teacher in the creative growth of the teaching staff. |
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| Increasing the teacher's creative growth. | Independently search for information necessary for work in various sources (Internet resources, media, etc.). Share the experience of achieved results with colleagues in the form of creative reports, summarizing experience, presentations, conversations, etc. Exchange various types of information with colleagues (development of technological maps, creation of a portfolio, etc.). Provide advisory and practical assistance to colleagues in mastering ICT. Participate in various kinds of competitions of pedagogical skills: (summarizing experience, classrooms, class teachers, etc., various Internet competitions.) |
Ufa multidisciplinary professional college in the field of developing professional competencies in the modern labor market “Competitors.net» "We need to ensure competitiveness our education, otherwise we will face a real quality gap education from modern requirements" V.V. Putin According to the Federal State Educational Standard for Secondary Professional Education, the competence of a future specialist includes general and professional competencies. General competencies are a set of social and personal qualities of a graduate that allow the student to successfully act in many types of professional activities. Professional competencies ensure success in a certain area of professional activity and underlie the competitiveness of a future specialist. Using the information space of a professional educational organization to create a system of effective employment for teaching youth, allowing college graduates to adapt to future professional activities, to form psychological readiness and mobility for changing economic conditions, is one of the main directions of the educational work of the Ufamultidisciplinary professionalcollege in the field of developing professional competencies in the modern labor market. Kovalenko K.N. – Deputy Director for Educational Work, teacher; Khudyakova N.P. – Head of the Center for Marketing and Employment Promotion of College Graduates (CMST), teacher. The project is being implemented by: Center for Marketing and Employment Promotion of College Graduates, socio-psychological service of the college, college volunteers, teacher-organizers, social educators, class teachers, invited specialists. Project implementation timeline: 2014-2015 Scaleproject: 100% coverage of college graduates (more than 300 people). Relevance of this problem: The problem of training competitive specialists proficient in formed professional competencies in the modern labor market is considered very relevant. This is written about in the media and discussed at joint meetings of professional organizations and employers in our country and the republic. Issues of effective employment are of concern to scientists and teachers.Professional organizations are undoubtedly working in this direction, but so far it cannot be said that all graduates have the skills to behave in the modern labor market. An incorrectly chosen profession leads to a change in the type of work and a decrease in its effectiveness. It is not a specialist of the required profile who comes to the labor market, but a “person with a diploma” who has general erudition, but requires additional training in his field of activity. There is no consistency in the employment of graduates of vocational education institutions. The abolition of the previous practice of forced distribution of graduates led to a sharp decline in the rate at which young people realized their professional status. The ongoing project helpsuse the information space of the educational institution to create a system of educational work for the effective employment of youth, allowing college graduates to adapt to future professional activities; for the formation of psychological readiness and mobility of students to changing economic conditions. Targetproject: Formation of general and professional competencies in students in the field of professional activity in the modern labor market through the use of the college information space. Project objectives: Studying literature on the research problem; Creation of a Project to organize educational work to develop behavioral skills in the modern labor market; Creating a college graduate model; Creation of a system of effective employment of teaching youth, allowing college graduates to adapt to future professional activities through the use of the information space of an educational organization. Practical significance of the project: The project can be used by professional educational organizations of the Republic of Bashkortostan to organize educational work to develop behavioral skills in the modern labor market. Methodological principles for project implementation: Development of students' awareness of themselves as socially active individuals; Developing self-respect and self-esteem; Forming the idea that success in a future profession is determined by the development of professional competencies and awareness of the choice of a future profession; Forming a sense of personal responsibility for drawing up a career growth plan and its implementation; Involving students in active social activities; Identification of leadership resources; Organization of leisure time for youth; Replenishment of the ranks of the volunteer movement; Formation of a personality capable of effective behavior in the modern labor market. Project implementation program:
Project results: - developing students’ competence to develop behavioral skills in the field of professional activity in the modern labor market; Improving the level of awareness of problems and ways to solve them; Formation of the ability to defend one’s position and point of view; Increasing the number of students involved in activism; Increasing stress-resistant behavior and refusal techniques; Personal development, increasing self-esteem of students. List of used literature: 1. Apokin A., Yudkevich M. Analysis of student employment in the context of the Russian labor market // Questions of Economics. – 2008. - No. 6. – P. 98-111 2. Lenkina O.B. Evolution of approaches to regulating employment in developed countries // Management in Russia and abroad. – 2012. - No. 3. – P. 30-36 3. Decree of the Government of the Republic of Belarus “On the state program for regulating the labor market and promoting employment in the Republic of Bashkortostan” (as amended: 05/07/2015). 4. Pugach V.F., Fedorova E.A. Employment of graduates of Russian universities // Higher education in Russia. – 2011. - No. 10. – P. 136-147 5. Stepanenko N.A. Activities of employment centers for youth employment: assessment of effectiveness // Soc. politics and sociology. – 2010. - No. 8. – P. 86-96 6. Stepenko A.S. Ensuring youth employment is a condition for the country's economic growth//Sots. politics and sociology. – 2011. - No. 3. – P. 229-243 7. Tkachenko E.V. Problems of training workers in the Russian Federation // Pedagogy No. 6, 2014. 
Publications
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