Requirements for a modern teacher. Modern requirements for a teacher of additional education for children Professional requirements for a teacher of additional education

Order of the Ministry of Labor dated May 5, 2018 No. 298 approved a new professional standard “Teacher of additional education for children and adults.” The order was registered with the Ministry of Justice on August 28 under number 52016. The professional standard, approved by order of the Ministry of Labor dated September 8, 2015 No. 613n, has lost its force.

The information is relevant for students of professional retraining and advanced training courses in the following areas:

Requirements for methodologists of additional education for children and adults

Methodist additional Education of children and adults must have a higher or secondary vocational education in the field of Education and Pedagogical Sciences, or have a non-pedagogical education, but corresponding to additional programs. education that is implemented in the institution, undergo (from 3 months).

Teacher-organizer: requirements for the position

To hold the position of teacher-organizer, it is not necessary to have a higher pedagogical or secondary vocational education in a pedagogical specialty. If the organizing teacher does not have a pedagogical education, it can be obtained through professional retraining courses (from 3-6 months).

additional education

An additional education teacher provides additional education for children and develops their various creative activities. Completes the composition of participants in a circle, section, studio, club and other children's association, for which he is responsible and takes measures to preserve them during the period of study.

The teacher also participates in the development and implementation of educational programs and is responsible for the quality of their implementation, the life and health of students.

A special feature of the work of a teacher of additional education is also the identification of the creative abilities of students, support for their development, and the formation of sustainable professional interests and inclinations. Responsibility for mass, cultural organizations also often rests with the teacher of additional education.

Among other things, the teacher is responsible for compliance with safety regulations and participates in methodological conferences. As we see, the responsibilities of an additional education teacher are quite extensive. In addition to the usual pedagogical tasks, it is also designed to develop the creative side of the child’s personality, promote spiritual growth and an in-depth process of cognition.

Accordingly, the image of an additional education teacher in the minds of students has a wide range of characteristics.

Continuing education centers are not a new phenomenon in pedagogical practice. It became widespread in the so-called microdistrict schools, which, with the development of a variable education system, were faced with an outflow of student populations. The creation of independent centers with their own personnel infrastructure made it possible to expand the choice of educational and recreational programs, and to introduce programs that are attractive to different categories of students, including students with problems. The ability of additional education centers to achieve new results lies in their focus on solving the problems of the entire school, students, regardless of age, and measures of academic performance. In addition, centers for additional education for children, which operate directly on the basis of schools, are, in essence, centers for rapid response to students’ requests and problems they have.

Regardless of age, gender and academic performance, teenagers pay attention to such characteristics of the teacher as: knows a lot - 76%; sensitive and attentive - 74%; hardworking - 73%; kind, fair - 72%; interesting, explains from the heart - 69%; when explaining, he sees someone who doesn’t understand and rushes to help - 61%; with a cheerful character - 61%; does not complain to parents - 58%; during changes with us - 38%.

High school students have higher assessment requirements for teachers. They pay more attention to the moral qualities and intellectual abilities of the teacher, his ability to fully interact.

An additional education teacher is often perceived as more competent and passionate about his work. It is understood that he can take a creative approach to education and tries to identify the child’s abilities, support him, and compensate for the lack of attention from subject teachers and parents. His psychological image is complemented by the traits of a helper, parent and friend. Although, there are also negative images of the teacher as a passive and unhardworking person, which can be explained by the negative personal experiences of students.

The image of a teacher of additional education is similar to the image of a teacher in general, but has its own structure and content features.

Teenagers first of all pay attention to the culture, erudition of the teacher, and the level of his practical skills. Also, such components as adherence to principles, the exactingness of the teacher, and the teacher’s attitude towards his work immediately appear in the image of the students. The moral qualities in the image of a teacher are also important: his sensitivity, attention, tact.

Structure and content of the image

Based on this, evaluative characteristics are formed in the structure of the image: respect and sympathy, approval of the teacher’s activities, completed by a complex of emotional perception of this person.

A teenager's perceptions are more focused, planned and organized than those of a younger schoolchild. Sometimes it is distinguished by its subtlety and depth, and sometimes it amazes with its superficiality.

The attention of middle school-age students is specific, selective: interesting lessons or activities interest students, and they can focus on one material or phenomenon for a long time. But slight excitement and interest in the unusual often cause a shift in attention. In this regard, it is important for a teenager to be able to convey his skills and knowledge.

Thinking in adolescence becomes more systematized, consistent, and mature. The ability for abstract thinking improves, the relationship between the concrete-figurative and the abstract changes in favor of the latter. The teenager begins to analyze the personality of the teacher and the motives of his actions; the created image acquires critical features.

Belongs to the category of specialists.
For the position additional education teacher a person is appointed who has a secondary vocational education (without presenting requirements for work experience; teaching experience: from 2 to 5 years; from 5 to 10 years; over 10 years) or higher professional education (without presenting requirements for work experience; teaching experience : from 2 to 5 years; from 5 to 10 years; over 10 years) or qualification category.
3. Appointment to a position additional education teacher and release from it is carried out by order of the director of the institution upon presentation.
Additional education teacher must know:

1. The Constitution of the Russian Federation.


2. Laws of the Russian Federation, decrees and decisions of the Government of the Russian Federation and educational authorities on educational issues.
3. Convention on the Rights of the Child.
4. Age and special pedagogy and psychology, physiology, hygiene.
5. The specifics of the development of interests and needs of students (pupils), the basis of their creative activity.
6. Methodology for finding and supporting talent.
7. Content, methodology and organization of scientific and technical, aesthetic, tourism and local history, health and sports, leisure activities, recreation and entertainment.
8. Lesson programs for clubs, sections, studios, club associations.
9. Fundamentals of the activities of children's groups, organizations and associations.
10. Norms and rules of labor protection, safety and fire protection.

Additional education teacher reports directly to the director of the institution or other official.
During absence additional education teacher(vacation, illness, etc.) his duties are performed by a person appointed by order of the director of the institution. This person acquires the corresponding rights and is responsible for the high-quality and timely performance of the duties assigned to him.

Additional education teacher:

1. Provides additional education to students and develops their various creative activities.


2. Completes the composition of students (pupils) of a circle, section, studio, club and other children's association and takes measures to preserve them during the period of study.
3. Provides a pedagogically sound choice of forms, means and methods of work (training) based on psychophysiological expediency.
4. Ensures compliance with the rights and freedoms of students (pupils).
5. Participates in the development and implementation of educational programs, bears responsibility for the quality of their implementation, the life and health of students (pupils).
6. Draws up lesson plans and programs and ensures their implementation.
7. Reveals the creative abilities of students (pupils), promotes their development, the formation of stable professional interests and inclinations.
8. Supports gifted and talented students (pupils), incl. children with developmental disabilities.
9. Organizes the participation of students (pupils) in public events.
10. Provides advisory assistance to parents (persons replacing them), as well as teaching staff within the limits of their competence.
11. Ensures compliance with the rules and regulations of labor protection, safety precautions and fire protection during classes.
12. Participates in the activities of methodological associations and other forms of methodological work.
13. Improves his professional qualifications.

Additional education teacher has the right:
1. Get acquainted with the draft decisions of the institution’s management concerning its activities.
2. On issues within his competence, submit for consideration to the management of the institution proposals to improve the activities of the institution and improve working methods; comments on the activities of the institution’s employees; options for eliminating existing shortcomings in the institution’s activities.
3. Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary to fulfill his official duties.
4. Involve specialists from all (separate) structural units in solving the tasks assigned to it (if this is provided for by the regulations on structural units, if not, then with the permission of the head of the institution).
5. Demand that the management of the institution provide assistance in the performance of his official duties and rights.

Rights

An additional education teacher has the right:

Participate in the management of the Center in the manner determined by the Charter of the Center;

To protect professional honor and dignity;

Get acquainted with complaints and other documents containing an assessment of his work, give explanations on them;

Protect your interests independently and/or through a representative, including a lawyer, in the event of a disciplinary investigation or internal investigation related to a teacher’s violation of professional ethics;

To the confidentiality of a disciplinary (official) investigation, except for cases provided for by law;

Freely choose and use teaching and educational methods, teaching aids and materials, textbooks, methods for assessing students’ knowledge;

Improve your qualifications;

Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification;

Give students during classes and breaks mandatory instructions related to the organization of classes and compliance with discipline, bring students to disciplinary liability in cases and in the manner established by the Charter and the Rules on rewards and penalties for UDL students.

Responsibility:

A teacher of additional education is responsible under the legislation of the Russian Federation for the quality of implementation of educational programs, the life and health of students during classes, and violation of their rights and freedoms.

For non-fulfillment or improper execution without good reason of the Charter and internal labor regulations of the parole, legal orders of the director of the parole and other local regulations, job responsibilities,

The additional education teacher bears disciplinary liability in the manner prescribed by labor legislation.

For the use, including one-time use, of educational methods associated with physical and (or) mental violence against the student’s personality, as well as the commission of another immoral offense, a teacher of additional education may be relieved of his position in accordance with labor legislation and the Law of the Russian Federation “On education.” Dismissal for such an offense is not a measure of disciplinary liability.

For culpable infliction of damage to the educational institution or participants in the educational process in connection with the performance (non-performance) of their official duties, the additional education teacher bears financial responsibility in the manner and within the limits established by labor and (or) civil legislation. Relationships. Relationships by position

Additional education teacher:

Works in the mode of fulfilling the volume of the academic load assigned to him in accordance with the schedule of training sessions, participating in compulsory planned school-wide events and self-planning of compulsory activities for which production standards are not established;

Independently plans his work for each academic year and each academic quarter. The work plan is approved by the deputy director of the educational institution for educational work;

Submits a written report on his activities to the deputy director of the educational institution for educational work at the end of each academic quarter;

Receives from the director of the parole and his deputies information of a regulatory, organizational and methodological nature, gets acquainted with the relevant documents against receipt;

Works closely with teachers, parents of students (persons replacing them); systematically exchanges information on issues within his competence with the administration and teaching staff of the school, and is part of the methodological association of additional education teachers of the relevant profile.

Methodology for organizing the work of an additional education teacher

Description of "differentiation of instruction" in pedagogy

Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps.

In pedagogical literature differentiation of learning- This:


  1. a form of organizing the educational process in which the teacher works with a group of students, composed taking into account the presence of any common qualities that are significant for the educational process (homogeneous group);

  2. part of the general didactic system, which provides specialization of the educational process for different groups of students. (Moscow Research Institute of School Technologies, 2005, p. 288)
Differentiation of learning(differentiated approach to teaching) is:

  1. creating a variety of learning conditions for different schools, classes, groups to take into account the characteristics of their population;

  2. a set of methodological, psychological, pedagogical, organizational and managerial measures that ensure training in homogeneous groups.
The principle of differentiation of training– a provision according to which the pedagogical process is built as differentiated. One of the main types of differentiation (separation) is individual training.

Differentiated learning technology is a set of organizational decisions, means and methods of differentiated teaching, covering a certain part of the educational process.

According to characteristic individual psychological characteristics children, who form the basis for the formation of homogeneous groups, differentiate:

By age composition (school classes, age parallels, different age groups);

By gender (male, female, mixed classes, teams, schools);

By area of ​​interest (humanities, physics, mathematics, biology, chemistry and other groups, directions, departments, schools);

By level of mental development (level of achievement);

By personal psychological types (type of thinking, accentuation of character, temperament, etc.);

By level of health (physical groups, groups of impaired vision, hearing, hospital classes).

In any training system, to one degree or another, a differentiated approach is present and more or less ramified differentiation is carried out. Therefore, the technology of differentiated teaching itself, as the use of various methodological means of differentiation, is included, penetrating technology.

However, in some teaching models, differentiation of the educational process is the main distinguishing feature, a system-forming factor, and therefore they can be called “differentiated teaching technologies.”

Differentiation by level of development of abilities

Classification parameters of differentiation technology according to the level of development of abilities

Methodological approach: differentiated, individual.

Leading factors of development: sociogenic with assumptions of a biogenic nature (it is impossible to learn everyone to the same level).

Scientific concept of mastering experience: adaptive.

Focus on personal spheres and structures: information, knowledge, abilities and skills.

Type of social and pedagogical activity: psychological and pedagogical, compensatory.

Type of management of the educational process: small group system + tutor.

Predominant methods: explanatory and illustrative with programming elements.

Organizational forms: all forms.

Predominant means: programmed + electronic.

Approach to the child and the nature of educational interactions: all types.

Target orientations:

Training everyone at the level of their capabilities and abilities;

Adaptation of teaching to the level and developmental characteristics of different groups of students.

Features of differentiation by level

Differentiation by level of mental development does not receive an unambiguous assessment in modern pedagogy: it contains, along with positive, some negative aspects.


Positive aspects

Negative aspects

Unjustified and inappropriate for society equalization and averaging of children are excluded

Dividing children by development level is inhumane

The teacher has the opportunity for a weak student to pay attention to a strong one.

Socio-economic inequality highlighted

The absence of underachievers in the class eliminates the need to reduce the overall level of teaching

The weak are deprived of the opportunity to reach out to the stronger ones, receive help from them, and compete with them.

There is an opportunity to work more effectively with difficult students who do not adapt well to social norms

Transfer to weaker groups is perceived by children as a violation of their dignity

The desire of strong students to advance faster and deeper in education is realized

Imperfect diagnostics sometimes leads to the fact that extraordinary children are relegated to the category of weak.

The level of self-concept increases: the strong are confirmed in their abilities, the weak get the opportunity to experience academic success and get rid of the inferiority complex

The level of self-concept decreases, in elite groups an illusion of exclusivity and an egoistic complex arise; in weak groups the level of self-esteem decreases, an attitude towards the fatality of one’s weakness appears

The level of learning motivation in strong groups increases

The level of motivation in weak groups decreases

In a group of similar children, it is easier for a child to learn

Overstaffing destroys great teams

Based on the characteristics of the organization of homogeneous groups, they are distinguished:

a) external differentiation:

Regional - by type of school (special schools, gymnasiums, lyceums, colleges, private schools, complexes);

Intra-school (levels, profiles, departments, recesses, slopes, flows);

In parallel (groups and classes of various levels: gymnasium, compensatory education classes, etc.);

Interclass (optional, free, mixed age groups);

b) internal differentiation: intraclass or intrasubject (groups within a class).

In the modern world, there are various models of differentiation of training. (Annex 1). Each model has its own characteristics and subject of instruction, but they have one thing in common: all models of differentiated education are aimed at creating an inferiority complex in the student in relation to learning, stimulating the child to work and getting results. In order to organize the correct model of differentiated instruction, the teacher must know what models exist and which model is suitable for his class. But first of all, let's look at what learning is, the process, the process of teaching the Russian language.

Education– a controlled process of interaction between teacher and students, aimed at assimilation of knowledge, skills and abilities, formation of a worldview, development of mental strength and potential capabilities of students, development and consolidation of self-education skills in accordance with set goals.

Process– a consistent change of phenomena, states in the development of something, the course of development of something; a set of cognitive actions aimed at achieving certain results.

Learning process– joint activity of the teacher and students to transfer and assimilate new knowledge and mastery of skills over a certain period of time.

The strategy of modern education is its focus not just on the formation of certain knowledge, skills and abilities, but on the education and development of the child’s personality, his theoretical thinking, linguistic intuition, interest, careful and thoughtful attitude to business, to his purpose and, in general, to knowledge, to develop in a primary school student the most important educational skill – to study.

Educational activity is a system of such learning conditions that make possible the development of a primary school student: the emergence of his ability to self-change.

Learning objectives are one of the categories of methodology that characterizes a subject in terms of the reason for its inclusion in the curriculum. The Russian language as an academic subject solves two groups of problems: special (they arise from its features) and general subject (they are implemented by all school disciplines). The combination and solution of these tasks can be facilitated by the organization of differentiated training.

Thus, differentiated learning is considered as a form of education, part of the general didactic system, the creation of a variety of learning conditions, a set of methodological and psychological-pedagogical measures.

The development of a system of additional education for children is impossible without serious conceptual program and methodological support for the educational process. This is a serious task that requires constant and painstaking work under the guidance of the most qualified teachers or methodologists of institutions of additional education for children, IPK teachers, and researchers.

Additional educational programs implemented in general education institutions must, on the one hand, compensate for the shortcomings of standardized education, and on the other, take into account its advantages. Therefore, when developing original programs, additional education teachers need to become familiar with the content of those academic subjects that may be most related to the content of the additional program. This can be a good basis for joint creative work with subject teachers.

The development of a system of additional education for children becomes truly effective if additional programs correspond to the interests and needs of students, take into account the real possibilities of meeting them in a particular institution, help the child form his own valuable and effective position, and stimulate his self-education and self-development.

The development of additional educational programs of a new generation involves a number of principles:


  • orientation towards broad humanitarian content, allowing for a harmonious combination of national and universal values;

  • formation in schoolchildren of a holistic and emotional-imaginative perception of the world;

  • addressing those problems, topics, educational areas that are personally significant for children of a particular age and that are underrepresented in mainstream education;

  • development of the child’s cognitive, social, creative activity, his moral qualities;

  • reliance on the content of basic education;

  • implementation of the unity of the educational process.
Additional educational programs of the new generation should contain different levels of complexity and allow the teacher to find the best option for working with a particular group of children or with an individual child. They should also be of an open type, that is, oriented towards expansion, a certain change taking into account specific pedagogical tasks, and be distinguished by their content, variability, and flexibility of use. On their basis, it is possible to build work that will meet the socio-cultural characteristics of a particular region, the traditions and conditions of a particular educational institution, the capabilities and interests of various groups of students, their parents, and teachers.
Requirements for additional education programs children. In the system of additional education for children, the following types of programs are distinguished:

  • approximate;

  • modified or adapted;

  • experimental;

  • author's.
We can distinguish the levels of mastery of additional education programs for children on the basis of “general professional”:

  • general developmental;

  • specialized;

  • professionally oriented.
Additional education programs for children are distinguished according to the purpose of learning:

  • educational (informational and educational);

  • research;

  • social adaptation;

  • professionally applied;

  • sports and recreation;

  • developing artistic talent;

  • leisure.
According to the form of organization of the content and process of pedagogical activity, programs are:

  • complex;

  • integrated;

  • modular;

  • end-to-end.
Additional educational programs must be formalized in the form of a regulatory document.

Title page with the necessary details: higher educational authorities; educational institution implementing the program; the responsible employee of the institution who approved the program; number of the protocol of the pedagogical council that approved the program; the name of the program; the age of the children for whom the program is designed; duration of the program; author of the program; reviewer information.

Program sections:


  • Introduction.

  • Main directions and content of activities.

  • Conditions for the implementation of the program.

  • Mechanism for evaluating the results obtained.

  • Thematic planning (number of hours on each topic by year of study).

  • Contents of the program sections (a brief summary of the topics of each section, indicating the forms and methods of organizing educational programs).

  • List of references used (author, book title, place and year of publication).

  • Availability of reviews: internal (methodological council of the institution of additional education for children) and external (third-party organizations and educational institutions).

The professional standard for additional education teachers comes into force on January 1, 2020. When and why the draft professional standard, which has undergone changes, is being introduced, you can find out from the article, where expert recommendations and files for downloading are available.

The description of the complex of special knowledge and competencies necessary for a teacher to perform professional activities to implement the auxiliary program content of the school education complex determines the professional standard of a teacher of additional education. Professional standards, in contrast to qualification reference books, which have lost relevance due to socio-economic changes of recent decades, fully embrace the paradigm of the educational environment, and the complex of additional education is no exception. The use of the professional standard for additional education teachers is necessary when:

  • establishing qualification requirements for an employee at the stage of making a management decision on suitability for the position;
  • allocation of job functions, powers and level of responsibility for a specific category of teachers, taking into account the specifics of the educational institution;
  • determining the list of job responsibilities;
  • organizing activities aimed at ensuring the rights and obligations of employees to improve their qualification level and streamline issues of remuneration.

Keep this for yourself so you don't lose it:

For up-to-date information on the procedure for applying professional standards at school, read the magazine “Regulatory documents of an educational institution”:

- How to check whether a teacher’s qualifications meet the requirements of the professional standard (checklist with comments)
- How the professional standard for additional education teachers has changed (changes in legislation!)

The vectors of state policy in the field of education, which determined the need to abandon qualification reference books in favor of professional standards - descriptions of the qualification characteristics necessary for teachers to successfully perform professional functions - were initiated back in 1997 through the adoption of the Program of Social Reforms in the Russian Federation for 1996-2000. For many years, the project remained in the stage of being frozen or finalized, but in recent years, regulatory and legal, and then management and organizational activities in this area have been intensified. On the eve of January 1, 2020, when the changes of the Ministry of Labor come into force, it is important for each head of an educational institution to once again update the question of why a professional standard for a teacher of additional education is needed, and to check whether all the changes are reflected in the local documentation of the institution and are being implemented at the school.

Let us recall that the application of professional standards in education, as well as in other spheres of the national economy, is due to the need to have a theoretical framework approved at the state level to update the requirements for applicants for positions and develop job descriptions that correspond to the realities of the market and the expectations of consumers of educational services.

The professional standard for a teacher of additional education has gone through a significant evolution: this legal act was in force since January 1, 2017, but due to the need for improvement it was withdrawn for two years. At the same time, in accordance with the Decree of the Government of the Russian Federation dated June 27, 2016 No. 584, which provides for the completion of all measures to implement professional standards by January 1, 2020, the draft professional standard for additional education teachers comes into force again. The study and analysis of the professional standard “Teacher of additional education for children and adults”, carried out by experts, gives the right to assert that the presented description of labor functions will allow directors of educational institutions to streamline certain aspects of local documentation support and personnel work in educational institutions.

Conceptually, the draft professional standard for additional education teachers corresponds to similar legal acts developed to determine qualification characteristics for representatives of other teaching positions. The “General Information” section contains the full name of the type of professional activity (“Pedagogical activity in additional education of children and adults”) and code (01.003). The main goal of the work of employees subject to the professional standard of a teacher of additional education is the organization of activities for the acquisition of a set of knowledge and competencies, the creation of pedagogical conditions for the development of creative potential, the satisfaction of a set of personal needs for self-realization and health promotion, the organization of meaningful leisure time, as well as the provision of accessible means achievement by schoolchildren of the results of additional program content.

The section devoted to generalized labor functions presents all possible job titles for the implementation of additional general education programs, namely:

  1. Teaching (possible job titles - additional education teacher, senior additional education teacher, trainer-teacher, senior trainer-teacher, teacher).
  2. Organizational and methodological support (methodologist, senior methodologist).
  3. Organizational and pedagogical support for activities in the field (teacher-organizer).

I would immediately like to draw attention to the fact that before the introduction of the latest edition of the professional standard for a teacher of additional education, the assignment of the position of “teacher” was allowed only in organizations implementing pre-professional program content, but now this name can be used only for employees of children’s art schools (teachers, providing training in various types of arts). As for the job title “coach-teacher,” its use is recommended when organizing the implementation of pre-professional educational programs in the field of physical education and sports.

The list of necessary knowledge and skills, differentiated according to the names of job functions, contains descriptions of the areas of knowledge and competencies without which it is impossible to successfully perform job duties. The content of these sections should be taken into account when making management decisions about the suitability of the applicant for the position for which he is applying, the advisability of creating conditions for urgent professional development of the employee or issuing an order for his promotion. Thus, the use of the draft professional standard guarantees the possibility of building a competent management strategy in the direction of preschool education within the boundaries of an individual school and the system as a whole, and also contributes to the creation of conditions for the active professional development of representatives of the profession.

Job description of a teacher of additional education according to professional standards

The professional standard changes the system of requirements for the content of professional pedagogical activities in the field of additional education. Accordingly, the system of working with personnel must change, which necessitates a revision of job descriptions. At the time when the professional standard for additional education teachers is introduced, namely January 1, 2020, adjustments must be made to the school’s local documentation, in particular, in job descriptions - the wording on individual points must be changed.

Generalized labor function Labor function Formulations in the outdated and updated version of the professional standard for additional education teachers
Teaching in further education programs Ensuring interaction with parents (legal representatives) of children mastering additional program content when solving current problems of the educational process. Among the employee’s responsibilities, it is necessary to indicate, within the framework of his powers, the observance of the rights of a minor, the rights and responsibilities of mothers and fathers for the upbringing and development of children (instead of “... adults fulfilling their responsibilities”).
Pedagogical control and assessment of mastery of educational content in additional education programs. It is recommended to include control of changes in the level of preparedness of students in the process of mastering program content in the job description of a teacher of additional education according to the professional standard (instead of “Fixing and assessing the dynamics of preparedness...”).
Organizational and methodological support for the implementation of additional education programs for schoolchildren Monitoring and assessing the quality of implementation of additional program content by teachers. Organization of additional professional education for teachers under the guidance of an authorized leader (instead of “... and advanced training and retraining...”).

It should be noted that the job description of a teacher of additional education according to the professional standard is adjusted only in terms of qualification requirements. In the remaining parts of the local document, based on the draft professional standard, it is possible to indicate only those requirements and competencies of the employee that are really needed to perform professional duties, taking into account the specifics of the functioning of a particular educational institution. Thus, paragraph 9 of the letter of the Ministry of Labor dated 04.04.2016 No. 14-0/10/B-2253 indicates the possibility of distributing the list of duties and level of responsibility presented in the updated version of the professional standard for additional education teachers among several employees of the educational institution, which allows for the implementation of a complex of local , organizational and pedagogical activities in the area at the proper level.

Automatic replacement of the provisions of a job description drawn up on the basis of qualification reference books that have lost their relevance, in view of the approaching date for the entry into force of the professional standard of a teacher of additional education, is unlawful. After making changes to the local documentation regulating the procedure and content of work in the area (employment contracts, job descriptions, staffing), it is necessary for the employees of the educational institution to familiarize themselves with the new versions of the acts for signature.

Implementation plan for the professional standard for additional education teachers

The regulator recommended the gradual introduction of professional standards into the educational environment in order to conveniently replace outdated provisions of qualification reference books. But in light of the fact that the deadline for introducing the professional standard for additional education teachers is coming to an end (we remind you that by January 1, 2020, all measures for the implementation of professional standards must be completed), the heads of educational institutions, who have not yet managed to ensure compliance with the requirements in this area, need to intensify their efforts . First of all, create a working group, including not only teaching staff, but also an accountant, lawyer or HR specialist.

According to paragraph 1 of Government Resolution No. 584 dated June 27, 2016, the working group is obliged to develop a plan for introducing a professional standard for pre-service teachers, including the following points:

  1. The name of the professional standards that will be applied in the educational institution, taking into account the personnel composition of the organization.
  2. List of local acts and regulations that need to be amended.
  3. Information about the need to improve the qualification level of employees enrolled in the staff. According to the current version of professional standards, a further education teacher must undergo training in the specialty “Education and Pedagogical Sciences”. At the same time, methodologists in the field, whose positions cannot be applied for with education in the areas of “Humanities” and “Social Sciences,” were equated in status to teachers.
  4. List of employees who have already been trained to meet the requirements of the standard. Since the updated version of the document regulating the requirements for the professional level of additional education teachers does not contain a requirement for the employer’s obligation to train employees in professional programs, according to Art. 196 of the Labor Code of the Russian Federation, the commission must decide on the need for retraining during certification. In pursuance of clause 2, part 5, art. 47 of Federal Law No. 273-FZ of December 29, 2012, it is recommended that additional education teachers be sent to advanced training courses every three years.
  5. Stages of professional standard implementation (for example, preparatory and basic).

After developing a plan for implementing the professional standard for a teacher of additional education, having thought through further steps step by step, it is necessary, first of all, to take care of the employees of the institution. First of all, the staff must be informed about what changes are taking place in the school’s document flow. Step by step, publicly, explaining each step to the team, it is necessary to act in this direction so that there is no panic, rumors, or speculation.

Features of the pedagogical activity of a teacher of additional education relate to his tasks, nature, means, the relationship between pedagogical leadership and the independence of children, and the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of additional education pedagogy. Solving creative problems in collaboration with a teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (like being with everyone, being carried away by a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives that arises during the above interaction reorients, in turn, the motives and process of solving pedagogical problems by creating an integral semantic field in the space of creative interactions (13)

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MODERN REQUIREMENTS

TO THE TEACHER OF ADDITIONAL CHILDREN'S EDUCATION

V. P. Golovanov believes thata teacher of additional education is a specialist who organizes the educational process in direct contact with children in the sphere of free time,and identifies the following tasks of its activities:

  • providing additional education for children and adolescents, organizing their various creative activities;
  • staffing the composition of students in an educational group, section, studio, club and other children's association and applying measures to maintain the contingent during the training period;
  • providing pedagogically sound forms, means and methods of work (education and training), based on psychophysiological expediency;
  • ensuring compliance with the rights and freedoms of children; participation in the development and implementation of educational programs, bearing responsibility for the quality of their implementation, for the life and health of students;
  • drawing up a lesson plan and program. Ensuring their implementation;
  • identifying the creative abilities of children, promoting their development, the formation of sustainable professional interests and inclinations;
  • support for gifted and talented students, as well as children with developmental disabilities;
  • organizing the participation of pupils in public events;
  • providing advisory assistance to parents (persons replacing them), as well as teaching staff within their competence;
  • when conducting classes, ensuring compliance with the rules and regulations of labor protection, safety and fire protection;
  • participation in the activities of methodological associations and other forms of methodological work, improving one’s professional qualifications (3).

The main and final result of the professional activity of a teacher of additional education is the student himself, the development of his personality, abilities and competence. At the same time, using the materials of the above-mentioned author, the professional activity of a teacher of additional education can be represented in the form of the following structure.

Diagnostic activitieswhich is necessary for studying children, their abilities, level of development, interests and needs, as well as relationships in the children's community. But, in addition, diagnostic activity is also necessary so that a teacher of additional education, based on objective data, can subsequently evaluate the effectiveness of his work. It should be noted here that systematic diagnostic activity with recording and analysis of its results among practicing teachers can be found quite rarely. The reasons for this are the lack of necessary knowledge and motivation for this type of activity.

Orientation and prognostic activity.The essence of this type of activity is to predict the final result. However, as you know, it is the goal that is the guide to the final result. Therefore, this type of activity is, first of all, expressed in setting the goals and objectives of pedagogical activity. The reality and correctness of goal setting depends not only on life and pedagogical experience, not only on professional pedagogical knowledge and skills, but also on how competently the diagnostic activity was carried out. For a teacher of additional education who has sufficient experience, the basis for predictive activities should be an analysis of previous experience, based, again, on data obtained during diagnostic activities.

Constructive and design activities.The results of this type of activity should be formalized in a program of additional education for children created by the teacher. This activity involves thinking through and designing the upcoming pedagogical process, its conceptual foundations, forms, methods, technologies and content of the activity. The basis for this type of activity is the results of the two previous ones, because when designing future activities, the additional education teacher must clearly understand the goals and objectives facing him, take into account the interests, needs and abilities of the students.

Information and explanatory activities.This type of activity is associated with the transfer of specific knowledge and skills to students, the formation on their basis of certain personal qualities and value guidelines. This is the direct purpose of the teacher. Of course, the content, technologies and methods of information and explanatory activities are interconnected with the previous components of the professional activity of a teacher of additional education.

Organizational activities.This type of activity allows you to organize the pedagogical process, direct it to solve current problems and achieve the set goal. It is associated with the ability to interact with students and mobilize them for one or another type of activity. The components of this type of activity are pedagogical management and pedagogical leadership. The first consists of setting tasks, organizing their solution, controlling the process and evaluating the results by each group member. Pedagogical leadership is also provision and support of the desire to solve a problem, participate in the solution, achieve and be responsible for the result.

Communicative and stimulating activities.The basis of the activity of a teacher of additional education is, as mentioned above, communication.Professional pedagogical communication is a system of organic socio-psychological interaction between a teacher and students, the content of which is the exchange of information, educational interaction, organizing relationships using communication means.It includes the ability to create the necessary atmosphere for interaction with children, maintain contact with them at the level of cooperation and co-creation, and also solve pedagogical problems using communicative means. Properly organized communicative-stimulating activities can act as a means of solving educational problems, as a socio-psychological support for the educational process, and as a way of organizing the relationship between the teacher and children, guaranteeing the success of training and education.

Analytical and evaluation activities.This type of activity is associated with the need for regular correction of the pedagogical process. It is based on an analysis of the results of diagnostic activities, pedagogical reflection and, based on them, a real self-assessment of the achievements of a teacher of additional education, problem areas, successful and unsuccessful techniques. The technologies used, forms and methods of interaction with children, their effectiveness, as well as the degree to which the tasks and goals are achieved need to be analyzed and evaluated. The result of analytical and evaluation activities can be partial or even complete changes at all of the above stages of activity.

Research and creative activity.The creative activity of a teacher of additional education is a necessary component for obtaining new, higher results of pedagogical work.Creativity is defined as an activity that generates something qualitatively new, something that has never existed before.Is there a place for creativity in teaching? There is an opinion that teaching is one of the types of art, that is, creativity. And today these two concepts are used to characterize the pedagogical process.Pedagogical art is the teacher’s perfect mastery of the entire set of psychological and pedagogical knowledge, skills and abilities, combined with professional passion, developed pedagogical thinking and intuition.An essential aspect of pedagogical art, according to V.P. Golovanov, iscreativity of the teacher, which is presented as the highest form of active activity of the teacher to transform the “pedagogical” reality, in the center of which is the child.

Isolation and awareness of the features of pedagogical interaction when organizing educational work with children in additional education institutions allows for more effective implementation of pedagogical activities. These features include the following (6.1):

Voluntariness and mass participation of children in extracurricular activities.In additional education institutions, the child voluntarily chooses a leader and a children's community in which he feels most comfortable. Voluntariness in additional education institutions is also reflected in the fact that a child can change classes at any time or leave the institution altogether. To retain him, additional education teachers cannot use the arsenal of disciplinary techniques that a school teacher has. Only the attractiveness of the activity itself, the forms and methods of its organization, the comfortable atmosphere in a children’s community of different ages and, finally, the bright individuality, sincerity and friendliness of the teacher contribute to the fact that the child spends his leisure time in an additional education institution for a long time. Therefore, studying the interests and demands of children, their dynamics in a changing sociocultural situation is one of the most important tasks of institutions of additional education. It is its solution that can help overcome the main objective contradiction in the activities of additional education institutions - between children’s understanding of their free time as recreation and the activities of an out-of-school institution as an institution of social education that solves relevant pedagogical problems.

Differentiation of students according to interests and focus on a certain type of activity.The satisfaction of interest (at different stages of its formation - from curiosity to theoretical interest) is the basis for the motivation for a child to attend classes at an additional education institution for a long period. An additional education teacher, unlike a school teacher, is in a more advantageous position. This is due to the fact that in out-of-school institutions children are differentiated by interests, which, as mentioned above, becomes a motivation not only for choosing a direction of activity, but also contributes to the child’s interest in acquiring the knowledge, skills and abilities that the teacher imparts to him. And the proximity of the results of activity to the original goal becomes another incentive for such activity. A positive aspect of differentiation is that the child satisfies his cognitive and communicative needs in a community of like-minded people, that is, people (both children and teachers) for whom the same interests, goals, and, in many ways, values ​​are significant. This helps to create a friendly, friendly atmosphere, increase the creative activity of children, and develop their initiative and independence.

The ability to adjust lesson programs taking into account the child’s individual interests, abilities and level of preparedness.The increase in the status of additional education institutions has led to an increase in the quality of educational services offered by these institutions. Additional educational programs, the authors and developers of which are additional education teachers themselves, are the result of a creative integration of comprehension and analysis of scientific and methodological literature and their own practical experience. The programs are based on an interaction paradigm, which implies the possibility of certain corrections taking into account the individual abilities and level of preparedness of children. The implementation of such programs in practice leads to the fact that in the process of pedagogical interaction the correspondence of the specific case and the personal capabilities of children is taken into account, conditions are created for the accelerated development of more prepared and gifted children, and an individual pace of transfer of material is ensured for children who have difficulties in mastering it. An important condition for their effectiveness is taking into account the priority activities of children in different age groups and other psychophysical characteristics of age.

A feature of additional education for children, as mentioned above, is that it is provided to children in their free time and is carried out as a result of free choice, voluntary participation, and students’ selectivity of their educational path, mode, level and final result. This specificity is expressed in the need to design in the additional education program a special methodology for creative cooperation, the activities of a teacher and a child, a teacher and a children’s association, and a methodology for active and intensive learning. The specificity of pedagogical interaction in an additional education institution makes it possible to more fully use the potential of an individual approach in working with children, since in the field of additional education there is not such a strict attachment to federal state educational standards as in school, and the number of children with whom one works at the same time teacher, initially less than in a school class. All this contributes to the disclosure of individual abilities of the individual, his self-realization and self-determination in the new conditions of the sphere of free time.

The generally accessible and socially useful nature of children’s activities, which has practical and personally significant tasks for each pupil.M. B. Koval identifies various types of such activities. These are, firstly, mass and group types of subject-based practical activities that contribute to the involvement of adolescents in the association, requiring them to demonstrate certain skills and a conscientious attitude to the matter. These include exhibitions, competitions, holidays, competitions, and festivals.

The second category includes clubs, studios, sections and other creative associations of children who want to engage in systematic activities in accordance with their interests and capabilities. These organizational forms ensure equal opportunities for the participation of all interested schoolchildren, regardless of their abilities and preparedness. It can also be noted that the activities of children in such communities are regular and long-term, and the forms described above are used periodically and act as a kind of creative final report on the activities of any circle, club or studio in a certain period of time.

In addition, forms and types of work are identified for the most prepared children and adolescents. These include student scientific societies, children's scientific conferences, summer away camps and expeditions. Participation in them allows children to expand their theoretical knowledge and test it in practical activities.

An important factor in motivating children to study in an additional education institution is the practice-oriented nature of the proposed activities and the opportunity to see the results of this activity over time. In addition, the practical and activity-based basis of additional education is expressed in the fact that the child tries to independently solve vital problems for himself, which, of course, has an impact on his development.

A variety of areas of communication, the possibility of informal communication between the leader and children.Communication is one of the most important means of pedagogical interaction. The joint creative passion of the teacher and children leads to informality of communication, which is highly attractive in the eyes of children, since it contributes not only to the establishment of a friendly atmosphere, but also to the growth of children’s self-esteem, sense of social significance and adulthood. Such communication creates genuine democratic and humanistic relationships, brings the child to the level of an active participant (subject) of interaction, strengthens the possibilities of the institution of additional education in organizing cognitive leisure for children, in expanding and deepening their knowledge, teaching them a specific task, in the development of individual inclinations and self-determination of the individual. .

A creative and friendly atmosphere, an opportunity for a child to change his status in a group of peers.The atmosphere that arises in various children's communities of additional education institutions due to the features listed above provides a real chance for a child to change (increase) his social status among his peers. In addition, in out-of-school institutions, children's communities quite often are of different ages. This contributes to the fact that an older child, even one who occupies a low social status in the school community of the same age, can realize his leadership ambitions, taking advantage of higher intellectual and physical development than younger students. The specificity of pedagogical activity in institutions of additional education helps to compensate for the lack of attention and participation that a certain part of children experience in school and family; it is largely aimed at helping to solve the problems of pedagogically neglected and even deviant children by creating conditions for them to do feasible and interesting work that raises their status in the children's community.

Thus, it can be noted that the features of the pedagogical activity of a teacher of additional education relate to his tasks, nature, means, the relationship between pedagogical leadership and the independence of children, and the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of additional education pedagogy. Solving creative problems in collaboration with a teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (like being with everyone, being carried away by a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives that arises during the above interaction reorients, in turn, the motives and process of solving pedagogical problems by creating an integral semantic field in the space of creative interactions (13)

Bibliography

  1. Builova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education for children: educational and methodological manual. - M.: humanitarian and methodological center VLADOS, 2001.-160 p.
  2. Builova L.N., Klenova N.V. How to organize additional education for children at school? Practical guide. – M.: ARKTI, 2005. – p. 7-9.
  3. Golovanov V.P. Methods and technology of work of a teacher of additional education. -M.: VLADOS. 2004.
  4. Deych B. A., Kucherevskaya M. O. Additional education of children as a professional pedagogical activity. - Novosibirsk: NSPU Publishing House. 2014.
  5. Evladova E. B.. Loginova L. G.. Mikhailova N. N. Additional education for children. - M: VLADOS, 2002.
  6. Kuznetsova N.A., Yakovlev D.E. Management of methodological work in institutions of additional education: a manual for managers and teachers / under the general editorship of N.K. Bespalova. - M.: Airis-press, 2003.-96p.

6.1. Koval M.B. Pedagogy of out-of-school institutions. - Orenburg, 1993.

  1. Novichkov V.B. The role and place of additional education in the upbringing of a young Muscovite./Education of a young Muscovite in the system of additional education.–M.: MIROS, 1997.–p. 31-35.
  2. Pedagogy of additional education: monitoring the quality of the educational process in an institution of additional education for children: methodological recommendations/comp. A.M. Tarasova, M.M. Loboda; under general ed. N.N. Rybakova. – Omsk: BOU DPO “IROOO”, 2009.
  3. Savchenko A.V. Organization of methodological activities of institutions of additional education for children: methodological recommendations. - Orenburg.: CDT Industrial District, 2017, 75 p.
  4. Model regulations on educational institutions for additional education of children (7.03.1995 No. 233)
  5. Requirements for the minimum content and level of training of graduates in specialty 0317 “Pedagogy of additional education” // Out-of-school student. - 1999. - No. 3. - P. 5.
  6. Fomina A.B., Kochneva S.V. Organization of methodological work in institutions of additional education for children. Recommendations. - M.: CRSDOD Ministry of Education of Russia, 1999. - 24 p.
  7. https://studme.org/125775/pedagogika/pedagog_dopolnitelnogo_obrazovaniya_osobennosti_organizatsii_pedagogicheskoy_deyatelnosti Additional education teacher: features of the organization of teaching activities
  8. http://dopedu.ru/articles/151-2012-05-23-19-02-32.html Builova L.N. Basic means and forms of methodological assistance to teachers of additional education.

    19. ddt.bip31.ru/dokumenti/metod_kopilka/metod_kopilka/9.pdf Methodological service of an educational institution.


The professional standard for a teacher of additional education establishes requirements for qualifications, work experience, basic and additional education of specialists. The employer focuses on professional standards when forming personnel policies and solving other organizational issues.

From the article you will learn:

What information do professional standards for additional education teachers 2019 contain?

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The approved document is used and taken into account when:

  • formation of personnel policy;
  • concluding employment contracts;
  • planning training;
  • conducting assessment and certification;
  • establishing wage systems.

Please note: the professional standard of a teacher of additional education formulates the main goals of professional activity and regulates the necessary competencies for successful work.

In accordance with approved professional standards, additional education teachers of the sixth qualification level can occupy the following positions:

  • teachers;
  • trainers-teachers;
  • additional education teachers;
  • teacher-organizers;
  • Methodists.

Job description of the teacher-organizer taking into account the requirements of the professional standard “Teacher of additional education for children and adults”

Professional standard for a teacher of additional education for children and adults

The professional standard for a teacher of additional education for children and adults includes the following labor functions:

  • development and organization of implementation of programs, tools for studying the market of additional services. education of children and adults;
  • study of the services market;
  • development of programs and proposals to promote additional education services.


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Skills of a teacher of additional education for children and adults:

  • formulate and submit for discussion with management concepts and market research methods;
  • formulate a sampling plan and develop research tools;
  • optimize the costs of such work;
  • test the developed tools;
  • coordinate activities and distribute research responsibilities;
  • process primary results.

If a teacher is engaged in direct work teaching additional education programs to children and adults, the main skills are aimed at:

  • introduction of effective learning methods;
  • searching for an individual approach to each student;
  • introduced new methods to improve all basic programs of additional education;
  • organizing events aimed at preserving the number of students of different ages;
  • holding presentations, exhibitions, and other events aimed at attracting attention to additional training programs.

Required knowledge

A teacher of additional education for children and adults has an extensive list of knowledge taking into account the age characteristics of the student population:

  • familiar with the list and characteristics of general education programs for children and adults;
  • basic rules for creating information materials;
  • methods that ensure student interest;
  • techniques and methods of persuasion;
  • ability to listen to the interlocutor;
  • methods of involvement in activities;
  • ways to quickly resolve conflicts.

Please note that the gradual introduction of professional standards for additional education teachers will help optimize and systematize the activities of out-of-school work centers, implement effective personnel policies, and successfully implement new modern methods and programs.

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