"Methodological support for preschool teachers as a necessary condition for improving the quality of education."

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

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

Which included:

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

SLIDE 13

STAFF ANALYSIS

By level of professional education

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

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

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

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

SLIDE 14

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

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

SLIDE 15

Table "Qualifications of teachers"

SLIDE 16

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

SLIDE 17 Table 4 Awards, titles have 5 teachers

SLIDE 18 Table "WORK EXPERIENCE OF TEACHERS"

work experience

SLIDE 19 Comparative chart of work experience

Pedagogical workers of preschool educational institution for 3 years

SLIDE 20

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

SLIDE 21 STABILITY OF THE PEDAGOGICAL TEAM

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

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

SLIDE 24 Questioning and/or testing:

SLIDE 25

PHOTOS OF TEACHERS PERFORMING TASKS

SLIDE 26

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

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

SLIDE 27-28 Problem Analysis professionalism of teachers based on the results of diagnostic activities

SLIDE 29

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

SLIDE 30

Effective forms of work with the teaching staff

SLIDE 31

MAIN METHODS OF INTERACTION WITH TEACHERS OF THE DOE:

Pedagogical hour, consultations,

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

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

Master Class

Pedagogical workshop

creative laboratory.

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

SLIDE 36

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

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

SLIDE 37-38 Mentoring

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

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

SLIDE 39 WORK PLAN "SCHOOL OF YOUNG TEACHER"

SLIDE 40 Stages of professional development of a young specialist

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

Stage II - developing (2-3 years of work). There is a process of development of professional skills, accumulation of experience, search for the best methods of influencing a group of children in the process of upbringing and educational work, one's own style of work is being developed, there is an interest in the experience of colleagues.

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

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

SLIDE 41 Interactive forms and methods at work

with young professionals

PHOTO

SLIDE 42 WORK OF THE CREATIVE GROUP

The composition of the creative team:

PHOTO

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

PHOTO

SLIDE 43 The work of the methodical office

Expansion and modernization of methodological equipment

PHOTO

Replenishment of the media library fund

PHOTO

Accumulation and systematization of materials created by teachers

PHOTO

Material Development ( electronic variant) on the subject of pedagogical councils

PHOTO

Placement of materials of teachers and specialists on the site

PHOTO

Edition and publication of conference proceedings

PHOTO

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

PHOTO

SLIDE 44 self-education.

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

Self-education work plan

SLIDE 45 Methodological topics on self-education of teachers

SLIDE 46 PHOTOS OF SELF-EDUCATION FOLDERS

SLIDE 47 Schedule for certification of pedagogical workers and

SLIDE 48 Schedule for certification of teaching staff

SLIDE 49 INTER-CERTIFICATION PERIOD

SLIDE 50 Professional retraining and advanced training courses.

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

Professional retraining courses

Refresher courses according to GEF

SLIDE 51

Refresher courses from April to October 2015 under the additional professional program "Active approach to the educational process in the context of the implementation of the Federal State Educational Standard preschool education» passed from 26 people - 23, which is85% (specialists and newly arrived employees did not pass the courses)

SLIDE 52

During the academic year 2 tutors speech therapy group completed advanced training courses

SLIDE 53

∙ Clarity in the organization professional activity.

∙ Variety of methods and techniques of working with children.

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

∙ Emotionally favorable microclimate in the group.

∙ Information security of each direction of work.

∙ Popularity among pupils, parents, colleagues.

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

∙ Pedagogical expediency of methodological support.

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

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

SLIDE 54

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

SLIDE 55

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

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

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

International competitions"The best master class"

SLIDE 56

Teachers actively:

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

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

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

In order to improve competence in the use of ICT technologies, educational and methodological materials posted on the portal are being studied."Open Education".

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

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

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

Before methodical The tasks of the Child Development Center are:

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

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

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

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

SLIDE 57

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

Model of methodological support in the preschool educational institution

SLIDE 58

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

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

In the organization of methodological support:

Conditions are being created for distribution and implementation practical experience in

activities of other educational organizations;

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

SLIDE 59

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

There is a mechanism for obtaining results and making corrections educational process in preschool;

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

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

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

− increased professional competence of preschool teachers;

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

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

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

Sufficient level of regulatory support for monitoring activities.

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

Sufficient level of impact of innovations for the goals and objectives of the Federal State Educational Standard, including Professional Development teachers.

SLIDE 60

Planned for the new academic year:

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

* encourage teachers to improve their skills;

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

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

SLIDE 61

The result matches the following parameters:

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

,

ZDNMR MAOU "Secondary School No. 8"

Krasnokamensk

One of the key areas of the National Educational Initiative "Our New School" is the development of teacher potential. This is primarily due to the new paradigm of education, focused on the formation of practical skills in students, the ability to apply knowledge, implement their own projects, that is, the formation of UUD. The relevance of the problem of the formation of universal learning activities due to new requirements for the education system, which are defined in the Federal State Educational Standard for Primary General Education, approved by the Ministry of Education and Science Russian Federation October 6, 2009 The methodological basis of the standard is the Program for the Formation of Universal Learning Actions, which implements a system-activity approach in learning, and their formation is a priority.

Since any transformations that take place in modern school, are directly dependent on the level of professional and pedagogical competence, their personal qualities, as well as on the level of development of motivational and value orientation to the profession of "teacher", then the question arises of the need to develop the professional competence of the teacher, his skill, the development of professional value orientations and qualities, creative style of thinking, mastering modern pedagogical technologies, self-development and full-fledged self-realization in the chosen profession.

One of the main forms of advanced training for teachers in the postgraduate period is methodological work. It includes all substantive and organizational forms of providing methodological assistance to teachers. Methodological work is considered by us as part of the system of continuous education of teachers.

The situation associated with the changes taking place in recent years in education, the problem-oriented results of the analysis of methodological work, led to the need to change approaches to the implementation of methodological work at school, to focus on the development of a system of motivation for teaching staff, on the formation of a corporate and professional culture pedagogical community, on a differentiated approach in working with teachers. Solving these problems requires the school administration to move from a managerial to a managerial leadership system, which attracts, first of all, with its personal orientation. The slogan "Cadres decide everything" is especially relevant today. The higher the level of development of the teacher in terms of the totality of his professional knowledge, skills, abilities and motives for pedagogical activity, the more effective and efficient the activity of the educational institution will be.

The former system should give way to a new system of scientific and methodological work, which should become a means of developing a new style of pedagogical thinking and teacher activity at school. Therefore, the work should be aimed at creating an intra-school model of methodological support for teachers, which is able to ensure professional growth, the development of active creativity.

Based on this, we have developed the program "Intra-school model of scientific and methodological support as a condition for the development of teacher potential."

Target programs: creation and testing of an intra-school model of scientific and methodological support for teachers, which ensures the development of pedagogical potential, their readiness to implement in their practice the ideas of an activity-based approach.

To achieve this goal, it is necessary to solve a number of tasks:

1. Develop and test an intra-school model of scientific and methodological support for teachers.

2. Create conditions that provide scientific and methodological support for teachers, taking into account the teaching experience, age, qualifications of the teacher, his attitude to professional activities (based on a differentiated approach).

3. Determine the diagnostic system, criteria and indicators for assessing the level of personal and professional readiness in accordance with the new goals and objectives of school education.

4. Make the transition from managerial to managerial leadership system.

Scientific - theoretical background intra-school model of scientific and methodological support

In management theory, the term "development" means the entire scope of activities, processes, procedures that, firstly, help the staff to acquire the necessary competencies to effectively perform the tasks facing the organization, and secondly, contribute to the most complete and comprehensive disclosure of the potential of each. “Development” and “employee training” are treated as identical concepts.

Based on the provisions of personnel management, it is possible to single out the socio-psychological and psychological-pedagogical conditions for the effective training of teachers:

1. First of all, you need motivation. Each teacher must have a clear understanding of the objectives, i.e. how the training will affect his work, student learning outcomes, and also affect future personal well-being.

2. The school administration must create a climate conducive to learning, and this implies the active participation of teachers in the learning process; the desire to learn new things, to analyze their achievements and mistakes; management support; desire to answer questions. Organizations with such an encouraging and supportive climate are called "learning".

3. The learning process should be divided into successive stages with the consolidation of practical skills acquired at each of them. This is especially important when the subject matter is quite complex.

4. Positive feedback is needed: praise, approval, encouragement of teachers, etc.

To create an intra-school model for the development of teacher potential, it is necessary to know the basics of andragogy.

Andragogy the science of adult learning.

Adult learning technology is integral part andragogy. Its components are: content, sources, means, forms and methods of teaching. But the main thing here is the activity of the learner and the teacher. The leading role belongs to the student himself. An adult student - a teacher - is an active element, one of the equal subjects of the learning process.

On the basis of the main provisions of andragogy, it is proposed to build activities for the development of teacher potential, the main characteristics of which are considered to be the active, leading role of the student (teacher) in the construction and implementation of the training program, on the one hand, and his joint work with the teacher, on the other hand.

Based on domestic and foreign experience in organizing advanced training, based on the existing conditions in a general education institution, the following basic principles should become the foundation of an intra-school model for developing teacher potential:

1. Self-learning priority

2. The principle of joint activity

3. The principle of individualization

4. The principle of focusing on problematic issues of practice

Active:

Trainings, etc.

In the proposed model, preference is given to active forms.

2. Creation of organizational (work of resource rooms or information centers) and methodological (consulting) conditions for the participation of school teachers in various events: courses, conferences, regional methodological associations, round tables, workshops, etc.

3. Provision of methodological support (tutorship) for teachers conducting their research activities, pedagogical experiment.

4. Information support for the participation of teachers in various pedagogical events (conferences, master classes, competitions of professional skills) for the presentation, generalization of their experience.

5. Psychological and pedagogical support.

Psychological and methodological assistance related to the introduction of personality-oriented learning technologies in the educational process (both in the field of interaction and in relationships with children).

Preventive orientation associated with the acquisition by teachers of the skills of emotional self-regulation, the development of the ability to maintain and activate compensatory, protective and regulatory mechanisms in order to maintain emotional health and professional longevity.

From the experience of the school on the introduction of an intra-school model of scientific and methodological support for teachers

The teaching staff of the school has been working on this problem for the first year. During this time, it was possible to achieve certain positive results. We believe that the effectiveness of methodological work depends on many factors, and above all on:

Priority areas of school education;

Priority directions of OS;

Taking into account the individual professional characteristics of each teacher in its planning and organization;

Reliance on the individuality and creativity of teachers of their professional interests and abilities;

The established advanced pedagogical experience of the educational institution;

Planning methodological work begins with an analysis of the needs of teachers, identifying existing problems. For this purpose, questionnaires, interviews with teachers, self-examination of the educational institution for all the main processes are carried out: managerial, educational, educational, scientific and methodological, psychological and pedagogical.

For the successful implementation of methodological work, control and analytical expertise is carried out throughout the entire time, in the following areas:

w state and effectiveness of methodological work;

It is indicated what will be developed by the teacher to ensure the EP and innovative activities: author's programs of training courses, calendar-thematic and lesson planning, lesson notes, collections of exercises, didactic materials, texts of tests, test tasks

3. Generalization of own experience of pedagogical activity

The topic on which the teacher intends to generalize his experience is indicated. Actions to systematize the accumulated material, analysis of experience, preparation of final summarized materials - writing recommendations, articles, preparation of messages.

4. Participation in the system of methodical work

It is indicated in which methodological activities of the school the teacher intends to participate. What is its role

Development of a program, project, master class, etc.

5. Education in continuing education courses outside of school

The topics of the courses that the teacher intends to complete are indicated.

Coursework, abstract

The bodies in which the teacher works, his functional duties are indicated.

Action plan, performance reporting

7. Teacher self-diagnosis

Diagnosis, self-diagnosis, understanding the results of pedagogical activity and personal growth are indicated.

Teacher's personal diary, "portfolio" of pedagogical achievements

8. Evaluation of the results of professional growth

Tracking the results of personal growth (diagnostic studies, monitoring)

Types of activities of teachers in the conditions of scientific and methodological support

Scientific and methodological support of innovative and experimental work is carried out on the basis of the implementation of the program "Technology for managing innovative processes at school".

To optimize the control process, special measures are provided for managing the implementation of the program: forms for presenting intermediate and final results and reporting on them at meetings of the MO, NMS, an interview on the implementation of the teacher's professional and personal growth program.

An important structural component of scientific and methodological support is its multi-level nature, which can be represented as a model:

w individual scientific and methodological and experimental work of teachers, which is carried out through the provision of methodological assistance in the development of:

Individual programs of the OER;

In choosing an individual methodological topic;

In creating a "portfolio" of teacher achievements;

In advanced training on an individual topic;

When visiting and analyzing lessons;

When preparing open lessons;

Assistance to teachers participating in professional competitions.

w microgroup work of teachers includes:

Provision of methodological assistance in the development and implementation of OER programs (permanent creative groups of long-term projects);

Development of educational projects;

Conducting integrated lessons;

Providing methodological assistance in preparing for teachers' councils;

w research activities within the framework of the MO work are related to:

Development of quality programs in educational areas;

Work on the methodical theme of methodical association:

w collective scientific and methodological work includes:

Information support for teachers;

Participation in pedagogical councils;

Scientific and practical conferences;

Work on a single methodological theme;

Conducting monitoring studies.

Stimulation of professional growth, raising the creative mood of the teacher is facilitated by collective work on a single methodological topic, which becomes a tool for managing professional pedagogical activity, the basis of professional growth. Work on a single methodological theme is carried out in stages, at each stage certain tasks are solved, various organizational forms are used. Work on a single methodological theme unites the creative efforts of teachers, has a positive effect on raising the level of professional competence of teachers, including the level of methodological competence and the general pedagogical culture of teachers. This academic year, the teaching staff of the school worked on the topic: "Improving the quality of education based on the formation of universal educational activities." Purpose of activity within the framework of this problem - creation of conditions conducive to the development of universal educational activities that determine the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience. The work was organized in several stages:

I stage. Organizational work. 2008//2010 G.

Study of second generation standards;

Choice of topics for the work of the Ministry of Defense, departments, methodological service;

Determination of the composition of creative and problem groups, creative workshops;

Determining the topics of teachers' councils, theoretical seminars and psychological and pedagogical workshops;

Development of individual themes of self-education;

Review - presentation of literature on the methodological topic, topics of self-education;

Drawing up a control schedule.

II stage. Assistance to teachers in the implementation of new generation standards. 2009/2010 G.

Practical training for educators on the use of second generation standards

Approbation of new forms of evaluation of educational results of students;

The introduction of modern psychological and pedagogical technologies that contribute to the formation of UUD;

New forms of advanced training (organizational and activity games, creative workshops, advanced modeling of lessons, presentation of PPO, etc.)

Implementation of the control schedule.

III stage. Collection and processing of the received information 2011/2012. G.

Active implementation of results pedagogical research, the use of advanced pedagogical experience of colleagues, the experience of creative and problem groups.

Forms of work:

1. Creative reports

2. Protection of projects

3. Open lessons

4. Self-generalization of experience

5. Innovative work

IV stage. Final. 2012/2013

· Analysis of the work of the teaching staff on a scientific and methodological topic (pedagogical council, school educational forum, NMS, meeting of departments, MO).

Organization of thematic exhibitions

assessment of the level of professional skills of school teachers

Collection and structuring of materials from work experience

definition of prospects further development.

Work on a single methodological theme contributed to the activation of the creative mood of teachers, their professional growth.

Scientific and methodological support for teachers in the context of the transition to the Federal State Educational Standard is carried out through the implementation of the program "Comprehensive support of the educational process in the context of the school's transition to the Federal State Educational Standard".

To provide methodological support for teachers during the transition of the school to the Federal State Educational Standard methodical service Schools have set themselves the following goals:

Organization of theoretical, psychological and pedagogical training of teachers;

Providing methodological support for participants in the approbation of the Federal State Educational Standard;

Study, generalization and dissemination of the experience of school teachers.

At the organizational stage, creative groups were created in elementary and senior schools, which developed and are testing the Program for the formation of UUD. Solving the problem of helping teachers to read and understand a large amount of new documentation, recommendations of the standard, changes in the planning of the teacher's work, the methodological office organized the study of basic documents for the transition to the Federal State Educational Standard.

In order to improve the methodological competence of teachers, a system of advanced training has been built at all levels: self-education - school level - municipal level - regional.

Scientific and methodological support for teachers in the certification mode was carried out through the implementation of the program " The program of preparation for certification of teaching staff "

Target: Creation of an effective mechanism for improving the professional qualities of teaching staff.

Tasks:

Contribute to the development of the needs of the personality of the teacher to improve pedagogical qualifications. Provide maximum opportunities for creative self-expression of the personality of the teacher.

Stages of development of professional qualities of a teacher:

Stage I: preparatory:

explanatory work on the goals of certification, the principles of the certification commission; self-diagnosis of the effectiveness of professional activity, on the basis of which the teacher draws up an application; advisory assistance to the administration: the teacher must be aware of his achievements, innovations, correlate them with qualification requirements, requirements for compliance with the position held;

II stage: studying the requirements of written qualification tests (Rules for attestation in the Trans-Baikal Territory), acquaintance with the average statistical data of the results of the work of teachers in the Trans-Baikal Territory:

development of a lesson summary (class), solving pedagogical situations, familiarization with tests on ICT competencies, self-assessment of activities by teachers; expert assessment of the practical activities of teaching staff.

Annual cyclogram of the work of the Deputy Director,

organizing training for certification of teaching staff

	Events	Responsible
September	1. Creation of an information base for preparing teachers for certification. 2. Registration of orders on the approval of schedules for the passage of certification by teachers for compliance with the position held.	Director
	Instructive and methodological meeting for teachers who are certified for compliance with their position and who have applied for the first and highest qualification categories: the rights and obligations of the certified person; rights and obligations of the members of the attestation commission; requirements for those certified for compliance with the position held; requirements for those who are certified for the first and highest qualification categories.
November-April	1. Visiting the lessons of certified teachers, studying the documentation in order to provide methodological assistance. 2. Examination of professional competence. 3. Examination of practical activities (documented results). 4. Interview with teachers about the level of their readiness for certification.	Director
	1.Analysis of certification work. 2. Preparation of a schedule for certification for the new year. 3. Drawing up an application for advanced training courses for the next academic year, taking into account the needs of teachers to undergo certification in the future.

Teachers' work plan for five years

previous year– assignment of a qualification category

1 - 3 years:

Raising the level of qualifications in the courses. Self-education.

The work on self-education takes place in three stages:

The choice of a topic, its theoretical study, the study of existing work experience. The choice of topic is determined by an analysis based on diagnostics, as well as taking into account a single methodological topic. Use of the received theoretical knowledge in practice; Creativity of the teacher with access to positive results: open lessons, master classes. Methodical work within creative groups, methodical association.

4th year- preparation for certification.

The algorithm of the teacher's activities in the year preceding the application:

The study of the "Regulations on the procedure for attestation of state and municipal educational institutions of the Ministry of Education and Science of the Russian Federation and the rules for attestation of teachers in the Trans-Baikal Territory." Comprehension of the accumulated for the period that has passed since the previous certification. Defining a claim for a qualification category. Structuring the accumulated materials. Choice of certification form. Formulation of the topic of a creative report at school in front of the team. Writing an application.

5th year:

Registration of the accumulated materials in accordance with the requirements for the declared category. Preparation of a video sequence of a performance: exhibitions, video fragments of lessons. Work on the content of the presentation. Conducting open lessons, events with the invitation of the school administration, colleagues.

Scientific and methodological support for young teachers was carried out through the implementation program "School of a young teacher".

This program is aimed at solving the problem of more successful adaptation of novice teachers.

Target programs: assistance to young specialists in professional and personal adaptation.

Tasks programs:

create conditions for the development of an individual style of pedagogical creative activity;

· to assist in the study and creative implementation of the achievements of pedagogical science and best practices in the educational process;

create conditions conducive to the formation of continuous self-education.

Stages of leadership in the professional development of a young teacher

Stage I: introductory

familiarization with the school, its traditions, educational opportunities of the school; providing the teacher with a full load; attachment to young teacher mentor; planning methodological work aimed at improving the psychological, pedagogical and methodological culture (work in the Moscow Region, self-education); assistance in planning educational activities .

II stage: stimulating the activity of a young teacher:

creation of conditions for pedagogical community of different generations; control over the pedagogical activity of a young teacher; moral stimulation.

Stage III: summarizing:

fixing the level of teacher training, the effectiveness of the activities of the teaching staff in professional support young teacher; determination of the prospects for further development of the professional skills of a young teacher.

Mentoring is organized for young specialists in the methodological association. School mentoring is one of the forms of individual training for young professionals. Mentors are selected from among the most experienced teachers. In addition to mentoring, the school has a young teacher school, classes are held once or twice a quarter, in between classes, young teachers are engaged in self-education. Every year in April, the school holds a week of a young teacher "My pedagogical achievements". Young professionals hold open lessons and extracurricular activities, speak at meetings of the Ministry of Defense with a report on self-education. During such events, mentors provide methodological assistance and pedagogical support.

Scientific and methodological support for teachers who generalize advanced pedagogical experience is carried out on the basis of the implementation of the program "Theory and methods of generalizing advanced pedagogical experience". In order to provide advisory and methodological assistance to teachers who summarize their pedagogical experience, the OPPO department has issued a collection of methodological recommendations for summarizing pedagogical experience. Accompanying teachers consists in familiarizing them with the method of generalizing experience, assisting in identifying the teacher’s private methodological system, determining the stages of the teacher’s work on generalizing the teacher’s pedagogical experience, offering an approximate list of materials from the teacher’s work experience, conducting diagnostic studies to identify the level of teachers’ knowledge of research skills, the level of readiness of the teacher in experimental research activities, diagnostic programs "personal-pedagogical self-regulation of the teacher", etc.

Purposeful work to provide methodological assistance to teachers who summarize their pedagogical experience made it possible to summarize the experience of 11 teachers over the past 3 years.

We attach great importance to moral and material incentives for teachers.

In connection with the introduction new system wages, the “Regulations on the distribution of the incentive part of the payroll for teachers, class teachers of the MOU “Secondary School No. 8” were developed. This provision was developed in order to strengthen the material interest of school teachers in improving the quality of the educational process, developing creative activity and initiative in the performance of tasks. The main criteria that affect the amount of incentive payments to teachers are criteria that reflect the results of the teacher's work. Criteria for evaluating the effectiveness of professional activity are developed in 3 main blocks:

teacher's activities aimed at ensuring the quality of student learning. scientific and methodological and innovative activity. the role of the teacher as a class teacher.

At the end of the academic year, a personal rating of teachers is determined. The application of the methodology for determining a personal rating allows:

increase the personal responsibility and interest of the teacher; bring competitiveness into the educational process; increase discipline in daily activities; get more objective data on the successes and shortcomings in the work of the teaching staff.

Due to the fact that scientific and methodological work at school is based on a problem-based diagnostic basis, collective and individual planning, a systematic approach to managing methodological work, tracking and continuous analysis of results, stimulating and creating conditions for the growth of teacher's professional competence, we managed to achieve certain positive results. for the last 3 years:

72% of teachers have qualification categories; 98% of teachers have completed long-term or challenging professional development courses; 100% of teachers are covered by methodical work, they are engaged in self-education.

The activity of teachers, their desire for creativity has increased, the number of teachers participating in innovative processes has increased. School teachers take part in competitions of various levels and achieve good results:

The school is the winner of the competition of educational institutions implementing innovative educational programs and received a grant from the president;

In the competition "Teacher of the Year - 2010", the English teacher took II place at the municipal level; In the district competition of educational initiatives, 4 creative groups were given the status of "District creative laboratory", and members of creative groups - the status of "Teacher-researcher"; 6 teachers of the school are the winners of the competition "The Best Teachers of Russia within the framework of PNPE", the Head of the Library became the winner of the regional competition of author's programs for teachers of additional education; II place in the competition "Intra-school systems for ensuring the quality of education"; In the city review - the competition "The best model of methodological work in educational institutions", the methodological service of the school was awarded the victory in the nomination "Knowledge. An experience. Professionalism".

Since 2008, the school has been a regional platform for the design and implementation of quality management systems. In 2010, a primary school teacher received a grant from the Head of Administration of the municipal district Krasnokamensk and Krasnokamensky District. 13 articles on the generalization of experience were published in the journal "Practice of Administrative Work", in magazines for the leaders of the Educational Institution "Management of the Quality of Education", in collections of materials at the level of the district, region.

In turn, the growth of the level of professional skills contributes to the advancement of students in all areas of educational and social activities, this is the essence of the organization of scientific and methodological support of the EP.

PROGRAM PLAN (EXAMPLE)

Individual development trajectory

professional competence of mastering

activity method of teaching a teacher-"trainee"

A task: gain experience in the implementation of knowledge: theoretical and methodological features of the technology of the activity method and didactic principles of the system in practical activities, based on ready-made developments (scenarios) of the lessons of master teachers

Result of activity: knowledge realization experience - methodological features technologies and systems of didactic principles of the activity method - and, as a result, an increase in methodological skills, the acquisition of the status of a "practitioner" teacher.

Timing	Implementation Actions
	Coordination and approval of the plan-program "Individual
	Participation in the design, preparation and conduct of business or
	problem game, discussion or round table: “Goals and values
	news modern education"," The quality of modern education
	research and ways to achieve it: a new stage in the development of the Russian
	schools” (Law of the Russian Federation “On Education” 2004, state
	darts. school curriculum).
	Preparation of a speech at the pedagogical council in the form of a case
	howl or problem game, discussion or round table.
	Active participation in the pedagogical council.
	Participation in the discussion of an open or video lesson, in the design
	research and preparation of the workshop.
	A selection of material for the design of a methodological stand about di-
	dactical system "School 2000 ...", the activities of the TsSDP "School
	Participation in the workshop "Methods of formation-
	new knowledge”, or
	“Implementation of the principle of activity in the construction of educational
	new space of the lesson.

Timing	Implementation Actions
	Visiting open lessons of master teachers in secondary school No. and
	participation in the exchange of opinions about the lesson.
	The study of lesson notes of master teachers in order to identify
	niya features in the construction of lessons.
	Writing a lesson summary for a meeting of the methodological association
	teachers' opinions elementary school and mathematics "Study of cons-
	pects of lessons of teachers who have passed the basic level of education.
	Self-preparation for the analysis of a video lesson or abstract of an open
	lesson followed by a presentation and answers to questions from colleagues. Commenting on the lesson summary, answering questions from colleagues
	with participation in the workshop "Studying abstracts of the
	kov teachers who have passed the basic level of training.
	Proposals for the development of plan-programs "Individual
	trajectory of development of professional competence of mastering
	the activity method of teaching the teacher-"trainee" for the new
	groups of teachers who have completed basic level courses.
	Demonstration of an open lesson or video analysis -
	lesson followed by discussion and question-and-answer sessions
	Analysis together with the deputy director of the organization of improvement
	professional competence in the post-course period. Message
	information about the results of the development of the DSDM at the methodological association.
	Coordination with the Deputy Director and approval of the program plan
	“Individual trajectory of development of professional
	petitions for mastering the activity method of teaching a teacher-
	"technologist" (subject to passing courses of technological
	level) or correction of the plan-program "Individual
	trajectory of development of professional competence of mastering
	activity method of teaching a teacher-trainee.

Svetlana Lutkova
Methodological support for the activities of teachers in Dyussh

Sport is a competitive activity, special training for it, as well as interpersonal relations and norms inherent in it. On the present stage development of society, the main criteria for physical perfection are the norms and requirements of state programs in combination with the standards of a unified sports classification. An important place in the field of physical culture and sports and in the modern education system of our country is occupied by sports schools, which are institutions of additional sports education.

The sports school is one of the most dynamic and developing educational systems: today it is the most open and free from the standard approach (its content is constantly updated, methods and forms of work with children, a creative author's position is possible teacher.

The educational system should form and develop personal qualities and values, to teach the ability to think, to live in the new conditions of a market economy, to teach tolerant thinking and communication.

Human resources are called upon to play a key role in the conditions of modernization in the education system.

The main path that significantly affects the level increase pedagogical skills of teachers, is a clear organization methodical work.

The main factor in the implementation of such activity is systematic methodological support.

Methodological support for the activities of teachers is relevant, since the modernization of the education system requires the creation and development of various areas for increasing professional competence teachers.

Methodological support of the teacher- the most important way to organize methodological activity in an educational organization that allows you to best meet the needs teachers in receiving timely methodical assistance in solving educational problems in the conditions of modernization of education.

Therefore, strengthening the continuous nature of training and professional development is of particular importance. teacher. During professional development, there is a comprehension of one's own pedagogical experience and development of pedagogical position.

The solution of the tasks facing the sports school depends, on the one hand, on an adequate understanding and description of the functioning system, and on the other hand, on the introduction of modern methodologies, scientific pedagogical technologies and achievements in the training process aimed at the final result. It involves not only a special motivational-goal orientation teaching staff, but also a new approach to scientific methodical and information support, organization of work, analysis, planning, control and regulation of all activities.

In this development, the mechanisms methodological support training process, providing a transition from a functioning to a developing mode.

Methodological support of the teacher's activities We will consider it as a holistic, systematically organized activity, during which conditions for professional growth are created teacher, development of his professional pedagogical competence, i.e., as a management technology for organizing cooperation between subjects.

Methodological support involves continuous (pre-planned) activity aimed at preventing difficulties or learning new things. Based on the definition of organizational methodological support, the subject of education is given greater independence in terms of deciding on the need to provide him with assistance. Besides, "creating conditions" speaks of the freedom of choice by the subject of education of one or another way of solving the problem.

Program methodological support considered through the sequential implementation of the following steps:

Diagnosis of the essence of the problem;

information retrieval methods to solve it;

Discussing options for solving the problem and choosing the most appropriate way to solve it;

Providing primary care during the implementation phase of the solution plan.

In the process activities were held Events:

A multi-level model has been developed methodological support of the pedagogical activity of the Youth Sports School, based on specific conditions, educational requests and needs of trainers-teachers;

Mechanisms for integrating their pedagogical discoveries through the work of master classes in the framework of workshops;

The monitoring system is functioning pedagogical process ;

Work is underway to update additional educational programs,

creating work programs and methodological recommendations;

Advisory and practical assistance is provided in the design and development of programs and other educational documentation;

A mechanism for monitoring the effectiveness of competitive activities of athletes.

As ways and means of organizing activities may used: modern learning technologies, including information and communication, distance learning, dialogue, etc. For Methodists important that these methods contain a reflexive basis as necessary element and an indicator of the quality of interaction in the system of continuous professional development.

In addition, to the forms methodological support for teachers include:

organization methodological support(consulting, tutoring, assistance in the work of creative groups, school-wide seminars, pedagogical councils). This direction is mainly in the nature of the transfer of information, but the forms here can be very diverse. They can be divided into active (discussions, trainings, etc.) and passive (speech at the teachers' council, conferences; questioning (other survey forms); familiarization with printed information (books, tutorials) etc.);

Creation of organizational and methodical(consulting) conditions for participation teachers in different events: courses, conferences, methodical associations, round tables, workshops, etc.;

Rendering methodological support(tutorship) for teachers;

Information support for participation teachers in various pedagogical events(conferences, master classes, professional skill competitions) presentation and generalization of experience.

Successfully included in the training process: open classes, pedagogical(coaching) advice, parent meetings, workshops, pedagogical readings.

Regular sports events are held to promote a healthy lifestyle.

Underway methodical work with the coaching and teaching staff on the design "Coach Portfolio". Such work, in fact, presents a panorama of excellence and allows pedagogical team to get to know their colleagues better, to get a positive, benevolent assessment of their activities. This requires a full theoretical and methodological training , encourages trainers-teachers to reflect on their activities and motivation for mastering new levels of skill and professionalism, which set a higher bar and give rise to incentives for further growth.

Methodological support of course, this is a very serious and responsible work, during which difficulties and problems may arise. But its end result will bring joy and satisfaction to all participants in the educational process.

Any change implies a transition from one state to another. Different in quality, different in level, different in terms of the degree of compliance with the external system of requirements and our system of values.

If change is not managed, it will still happen, whether we like it or not. That's just not at all the fact that they will be exactly the way we want. Management is intended precisely to transfer the system to the desired state for us. To work in conditions that suit us. To do what we like. To get satisfaction from your work.

Methodological support is a set of measures aimed at supporting teachers who have different levels qualifications. This is the definition used earlier in the scientific literature. Over time, the educational process and everything has become much more complicated. Today, educational activities are being modernized everywhere, various educational technologies are being introduced. Participants in the process have new opportunities and completely new needs. All this leads to a significant complication of the content of methodological support for the activities of teachers.

History reference

Concepts such as "methodical service", "methodical work" began to be used at the beginning of the 20th century. However, some information about the origin of these forms of activity can be found in the sources of the 19th century. For example, in the Regulations on gymnasiums of 1828, it is recommended to form teachers' councils to discuss the methods and content of education.

In the second half of the 20th century, so-called congresses of teachers began to be convened. Exhibitions were prepared for them didactic material, pedagogical works performed by students and teachers. At such congresses, participants read reports on their successes, shared problems with colleagues. In addition, the lessons attended by the trustees of educational institutions were analyzed. All this suggests that already in those years the key components of methodological activity began to be determined. At the same time, subject sections began to appear - the prototypes of the associations of pedagogical workers that exist today.

Since the end of the 20th century in the literature began to use the term "methodological support".

The origins of the system

significant event in the history of the formation of the foundations of educational and methodological support was the All-Russian Congress, dedicated to the issues of public education and held from January 5 to January 16, 1914. It was for the first time declared the need to form a service of teacher-instructors. They were to receive theoretical and practical training and be elected by teachers' organizations. The duties of such teacher-instructors included trips to different schools, demonstrating the latest teaching methods and techniques to teachers, reading reports, and also checking the results achieved by educational institutions.

In the 1920s The Soviet government announced a course towards the elimination of illiteracy. A stream of non-specialists poured into the schools, and the methodological support of teachers acquired particular relevance. The management of such activities was entrusted to specialized "bureaus". Subsequently, they were transformed into methodological rooms, some of which became institutions for the improvement of teachers.

Creation of an organizational base

In the 1930s in the first editions of the Regulations on pedagogical (methodological) offices, the duties of methodological workers were reflected. They included the following:

1. Attending lessons and analyzing the activities of teachers.
2. Advisory assistance to teachers.
3. Planning, organizing and holding meetings of methodological groups and associations.
4. Review scientific literature.
5. Generalization, dissemination of pedagogical experience.

By the 1960s, forms of methodical work had formed, which later became traditional. In the same period, the first serious scientific studies related to them began to appear. So, for example, in his dissertation, V. T. Rogozhkin identified 3 key organizational forms:

1. Teachers' Council.
2. Method association.
3. Self-education.

A new round in the development of the system

At the end of the 20th - beginning of the 21st century, there was a change in the scientific paradigm. Today, methodological support is the key to understanding the preservation and strengthening of pedagogical traditions, stimulating innovative search, and improving pedagogical skills. Teaching activity in the conditions of modernization of the educational system is very multifaceted. It is closely connected with the conduct of the Unified State Examination, the introduction of specialized education, and the improvement of not only the structure, but also the content of education. One of the key areas of system modernization is the introduction psychological methods into the pedagogical process.

Tasks and goals

As publications show, the main objective systems of methodological support - this is an increase in the professional level of a teacher. The problem of insufficient qualification of the teaching staff does not lose its relevance today.

One of the most important tasks of methodological support is the implementation of new programs aimed at reforming the educational system.

Component composition of the system

In the structure of the methodological support of the educational process, the following aspects are distinguished:

1. Diagnostic and analytical.
2. Value-semantic.
3. Methodical.
4. Prognostic.

The methodological block, in turn, includes the following modules:

1. Information and methodical.
2. Organizational and methodological.
3. Experimental implementation (practical).

Assumes the provision of a teacher necessary information about modern educational technologies, provision of advisory assistance, etc.

Stages of implementation of methodological programs

The introduction of scientific and methodological developments should be carried out in stages. Only in this case, you can expect a positive effect from the work. The main stages of the implementation of programs for methodological support are:

1. Problem diagnosis.
2. Search for solutions. For this, information sources are used, including the Internet.
3. Discussion of the found options, selection of the most suitable solution.
4. Assistance in the implementation of the selected option.

Forms of work

Program and methodological support is carried out through:

1. Consulting, assistance to creative groups, tutoring, teachers' councils, seminars. This direction involves mainly the transfer of information. In this case, the forms can be any. They can be conditionally divided into passive (speeches at the teachers' council, questioning, familiarization with printed publications, etc.) and active (discussions, trainings, etc.).
2. Formation of organizational and methodological conditions for attracting teachers to various events. We are talking, in particular, about courses, conferences, round tables, workshops, master classes, etc.

Methodological support of the child (as a full participant in the educational process) can be carried out with the help of modern educational technologies, including the remote method, through dialogue, games, focus groups, etc.

AT recent times such a form as "Skype escort" has become popular. It involves remote step-by-step individual training. This form of methodological support of the educational process is not limited to the number of sessions. Each subsequent meeting begins with checking homework. If it is not performed or performed incorrectly, then the session is not held.

Key conditions

The effectiveness of methodological support both in preschool educational institutions and in general educational institutions is ensured by:

• the inclusion of the teacher in events related not only to his professional, but also to his spiritual development;
• studying the teacher's personality in its various aspects, creating situations aimed at developing his potential;
• improving the psychological and material mechanisms for managing the educational process, focused on increasing motivation for professional growth.

The role of methodological support in the modern educational system

Today, high demands are placed on graduates of schools and universities. Only highly qualified teachers can educate a person who is able to quickly adapt to constantly changing conditions of life, successfully self-actualize. This means that teachers must have not only psychological, pedagogical, didactic, subject skills and knowledge, but also sufficient potential, the key components of which are internal beliefs, values, and attitudes.

It is on the development of all these qualities, knowledge, skills that methodological work in an educational institution is aimed. The key condition for its effectiveness is the active participation of the teacher himself in the process of self-development and self-realization.

Scientific and methodological support ensures the socialization and adaptation of the teacher. So, taking an active part in the process, the teacher receives a certain status and secures it for himself. Moreover, he gets the opportunity to solve the problem associated with professional self-preservation, overcoming the gap achieved from the new requirements for the educational process. Methodological support helps the teacher to get rid of outdated views, increases his susceptibility to changes taking place in society. As a result, the teacher becomes more competitive.

The main thing in methodological support is the provision of effective, real assistance. It is a complex of practical measures based on scientific achievements, advanced pedagogical experience. Methodological support is aimed at a comprehensive increase in the professional skills and competence of the teacher, the implementation creativity each teacher individually and the entire staff of the educational institution. Ultimately, this will lead to an increase in the level of upbringing, education and cultural development of students.

Requirements for a modern teacher

Modernization of the domestic pedagogical system, updating all elements of the educational process. At present, the teacher creatively, comprehensively, at a high professional level should be able to solve complex problems, in particular:

1. Conduct a diagnosis of the level of development of children, formulate realistic tasks and set achievable goals for their work and the activities of students.
2. Choose educational tools and methods of learning that are appropriate modern conditions life and the requirements of society, while taking into account the cognitive abilities and social characteristics of students.
3. Track and evaluate the results of their work and the activities of children.
4. Develop and implement various educational programs, use well-known and offer their own innovative ideas, methodological techniques, technologies.
5. Provide learning activities for students.

All these requirements determine the role of the modern teacher not as an ordinary "subject teacher", but as a researcher, psychologist, technologist. In this regard, methodological work is of particular importance and contributes to the development of pedagogical skills.

Conclusion

Due to the fact that methodological activity can have a significant impact on the quality of education and training, on the final performance of an educational institution, it can be considered as one of the most important management factors. pedagogical system. Accompaniment and support are mainly related to overcoming specific difficulties that arise for the subjects of the educational process. Methodological activity involves pre-planned continuous work aimed at preventing problems in the development of new educational technologies. At the same time, the subject of the educational process independently determines whether he needs support or not.

All forms of methodological work aimed at methodological support and support of teachers are presented by K. Yu. Belaya in the form of two interrelated groups:

• group forms- pedagogical councils, seminars, workshops, consultations, methodological exhibitions, mutual visits and collective reviews of the pedagogical process, creative microgroups, schools of excellence, work on common methodological topics, business games, brainstorming, etc.;
• customized molds- self-education, individual consultations, interviews, internships, mentoring, teacher's diary, etc.

The organization of a common methodological space is carried out through the activities of the pedagogical council, which is a creative workshop of teachers together with a senior educator. Conducting teachers' councils according to the traditional method does not teach teachers new knowledge and experience. Updating the forms and content of the teachers' councils make it possible to make decisions and make choices, exchange opinions, communicate with each other, and cooperate. Therefore, the modern work of teachers' councils is built on the basis of dialogue, it is a free exchange of views of the pedagogical community on ways to solve problems, and not passive listening to reports; education analytical activities on the example of the analysis of pedagogical situations, modeling of psychological and pedagogical situations, individual and group consultations on specific problems that arise during the implementation of the educational process, open views of various types of children's activities, regime moments, and not just classes, etc.

On the basis of interactive learning, topical issues are discussed together, problems are solved collectively, etc. This allows you to see how colleagues work, use their positive experience, and realize your shortcomings. Currently, many forms of such interactive group work have been developed: business games, master classes, pedagogical trainings, professional skills competitions, workshops, workshops, collective viewings, competitions, conferences, pedagogical readings, consultations, mentoring, self-education. They are used to improve the socio-psychological and pedagogical culture of teachers, the development of communicative skills and abilities through the pedagogy of cooperation.

Based on the collected data, the level of professionalism of teachers of a preschool educational organization is analyzed, and programs for their professional growth are drawn up. Today, the opportunities for advanced training and additional education for teachers of a preschool educational organization are wide, and the forms of their activation are different for improving professional skills. Successful professional development of specialists is achieved through a combination of various forms of work: regular completion of advanced training and retraining courses, acquaintance with new technologies for teaching and educating preschoolers, interaction with parents through specialized publications - magazines on preschool education, methodological literature, participation in competitions held by publishing houses. The periodicals publish both the theoretical foundations of the activities of specialists in the field of preschool education, and practical developments (author's developments of teachers) for use in the educational process.

For example, according to the order of the Ministry of Education of the Moscow Region dated December 28, 2009 No. 2804 “On the organization of a regional system for advanced training of pedagogical and executive employees of educational institutions of the Moscow Region”, preschool educational organizations are actively restructuring and organizing various additional forms of training for teachers on the ground. The increase in the competence of teachers is facilitated by their participation in regional events: thematic and scientific and practical conferences, training and problematic seminars, round tables. The forms of work are determined taking into account the categories of teachers, their level of preparedness, experience and education.

An effective form of managing teachers and improving their qualifications in a preschool educational organization is the organization of work problematic or creative team under the guidance of a senior educator, which is created from experienced, highly qualified, creative teachers interested in studying and disseminating advanced pedagogical experience. Such a group allows you to solve a number of problems: the accumulation of pedagogical materials, the development regulatory documentation (for example, regulations on monitoring the quality of the educational process), analysis of the results of activities on a methodological topic, etc.

Can be distinguished methodical associations, which are formed from experienced highly qualified teachers capable of creative work, their goal is the implementation of practical measures based on the achievements of science and best practices and aimed at improving the professional skills of each teacher, developing the creative potential of the teaching staff as a whole, which contributes to improving the quality of preschool education. At the same time, the increase in the competence of teachers of a preschool educational organization is implemented through a system of various forms of methodological work: the work of a kindergarten on a methodological topic, self-education.

The kindergarten can also be created innovation advice. Its activities are aimed at combining the innovative potential of employees, practical updating of the content of the educational process, demanded by the new pedagogical situation and influencing the strategic management of the development of the kindergarten itself. The activity of such a council allows a preschool educational organization to work in an innovative mode, to form employees' readiness to master and introduce theoretical innovations into practice.

The introduction of innovations is carried out in stages:

Stage I - assistance to teachers in mastering theoretical knowledge in the field of innovation, lectures, problematic seminars, round tables, discussions, interactive games are organized, independent work and other forms with the invitation of representatives of science, there may be online consultations in order to identify problems and find ways to solve them;

II stage - development of a concept, a program of innovative content, implementation and testing in the educational process, for example, the development of projects;

Stage III - generalization of the pedagogical experience of a teacher or a creative group and dissemination through participation and presentations at conferences, publication of printed publications, etc.

Innovations include competitive work, the work of experimental and internship sites. Competitive work is carried out both within the kindergarten (for example, a competition of visual material, a competition of pedagogical ideas, pedagogical skills), and in society (at the municipal, regional, federal levels). This is a special organization of methodological work with the active involvement of teachers, which allows you to improve their professionalism, provides an opportunity to look at your work differently, get acquainted with the experience of colleagues, and get satisfaction from creativity.

For example, at the beginning of such work, you can conduct training according to the method of E. de Bono "Six Thinking Hats"» . The purpose of this training:

• show the process of creating, mastering and disseminating innovations that ensure the modern quality of educational activities in a preschool educational organization;
• increasing the scientific and pedagogical potential of a preschool educational organization through the inclusion of teachers in research, experimental and experimental activities on topical issues;
• formation of motivational, methodological and technological readiness of teachers for the development of innovations.

During the training, teachers, having become acquainted with innovative experience, can express their opinions and concerns, show feelings by putting on hats of six colors:

Then you can organize a discussion for teachers with interactive tasks "Ladder of Innovation". In the course of this form of methodical work, teachers, who have decided on the composition of microgroups and the topics of work of their group in an innovative context, determine the stages of work, build the logic of the process of creating and mastering innovations, using a ladder model. This form of work makes it possible to construct an innovation “from theory to practice”, moving along the steps, to determine the theoretical, methodological and didactic content of the methodological products produced by them.

Such an innovative mode of functioning involves the work of experimental sites, the activities of which are related to the search, development and testing of new pedagogical ideas, findings or discoveries, their inclusion in educational activities organizations. For this, a concept, a program of the experimental site, an action plan are being developed, which are implemented in the form of research projects, seminars, round tables, master classes, providing advisory support to teachers from representatives of science, stimulating and developing pedagogical creativity, summarizing pedagogical experience, creating methodological developments, and disseminating them.

The final level of innovative and methodological competence of teachers and its dynamics is studied by a kindergarten methodologist with the help of an expert assessment according to several criteria Romashkova EI Card file of forms of cognitive activity of students. M. : TTssfera, 2005.

Yakovleva G. V. How to assess the professional and methodological competence of a teacher of an innovative preschool educational institution // Preschool education. 2009. No. 10. S. 88-94.