Teaching potential in the development of education. Development of pedagogical potential as a factor in increasing the effectiveness of education. Tolkachev V.A. Innovation in higher education as a strategic factor in the development of Russia

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION "School No. 15, Feodosia, Republic of Crimea" Development of innovative pedagogical potential Prepared by: teacher of Russian language and literature Badyuk T.V.

Feodosia 2016 Contents Introduction……………………………………………………………3 Chapter 1. Theoretical information about the innovative potential of a teacher……………………… ………………………………………………………….5 1.1. Innovative potential of a teacher…………………………………6 Chapter 2. Pedagogical readiness for innovative activities. 2.1. The readiness of teachers to innovate is the basis for the development of innovative potential……………………………………………6 2.2. Pedagogical conditions and factors influencing the development of innovative pedagogical potential…………………………….7 Chapter 3. Analysis of one’s own work on the development of innovative pedagogical potential…………………………………… ………….13 3.1. Analysis of your teaching activities……………………………17 3.2. Cultivating tolerance as one of the ways to develop innovative pedagogical potential……………………………...18 Conclusion……………………………………………………………………………… …..19 List of references…………………………………......21 2

Introduction Today, the problem of education occupies one of the leading places in the development of our state. All innovations occurring in the field of the education system require a revision of some approaches to the formation and strengthening of the professional potential of a teacher. The teacher is the bearer of knowledge, therefore it is he who plays an important role in the learning and development of the student’s personality. In this regard, every teacher must develop and improve his innovative potential, since the teacher’s ability to innovate is the most important factor in his professional development. It is impossible to provide a decent level of education in the modern world without the introduction of innovative techniques and technologies. Today, the role and place of the school in the life of society and its value orientations are gradually changing. The leading role in the process of school development is played by the teaching staff, ready for innovative transformations. The condition for the successful development of innovative processes in the field of education is the innovative potential of each teacher. Teachers are the main potential resource for school modernization, but they can also become the main obstacle to its implementation. Practice shows that during the implementation of innovative transformations, we are faced with the teacher’s need for rapid development and the inability to do this, or even a complete reluctance to change or a lack of motivation for innovation. Therefore, special attention should be paid to the ability of members of the teaching staff to search for 3

new and creative activities. In this regard, the development of innovative pedagogical potential is relevant. The relevance of the project lies in the fact that modern pedagogical activity places certain demands on the personality of teachers - to be capable of changes both in their activities and in their personality. After all, not only the quality of education, but also our future depends on his professionalism, moral values ​​and intelligence. Awareness of its priority role in transforming society requires increased attention to the development of pedagogical potential so that teaching staff meet the requirements not only of today, but also of tomorrow. The goal of the project: to identify and justify the pedagogical conditions for the development of the innovative potential of a teacher in vocational education. Objectives:  study of work on developing the innovative potential of teachers;  identification of factors contributing to the development of innovative potential of teachers;  determining the presence of conditions conducive to the development of pedagogical potential;  study of the level of teachers' readiness for innovative activities. Project object: professional activity of a teacher. Subject of the project: conditions for developing the innovative potential of teachers and analysis of their own work. 4

Chapter 1. Theoretical information about the innovative potential of a teacher. 1.1. Innovative potential of the teacher. People started talking about innovations in the Russian educational system in the 80s of the 20th century. It was at this time in pedagogy that the problem of innovation and, accordingly, its conceptual support became the subject of special research. The terms “innovations in education” and “pedagogical innovations,” used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy. The innovative potential of a teacher is a set of sociocultural and creative characteristics of the teacher’s personality, which determines the readiness to improve one’s own teaching activities. In general, the innovation process is understood as a complex activity of creation (birth, use and dissemination of innovations, development), development, development. Thus, innovations in the field of education are new qualitative states of the educational process, formed when the achievements of pedagogical and psychological sciences are introduced into practice, with using advanced pedagogical experience. Chapter 2. Pedagogical readiness for innovation. Readiness for innovative pedagogical activity is a state that requires the teacher to have motivational 5

value attitude to professional activity, possession of effective ways and means of achieving pedagogical goals, ability to be creative and reflective. By “acceptance of innovations” by teachers we mean their mental assimilation, the teacher’s preparedness to perceive certain innovations, evaluate them as necessary, and readiness to implement them in their practice. On this basis, E. M. Rogers distinguishes the following groups of teachers: 1st group - innovators - teachers with a pronounced innovative spirit, who are always the first to perceive new things, boldly disseminate and implement them; 2nd group - leaders (leaders) who are ahead of others in perceiving the new, willingly taking on implementation; 3rd group - moderates (neutralists), the so-called “golden mean”, who do not strive to be either the first or the last, supporting the new only when it is accepted by the majority, when it prevails; 4th group - the penultimate doubters, choose between the new and the old, leaning towards the new only after a general public opinion has been formed; 5th group are the last, closely associated with the old, conservative, and the last to decide to accept the new. 2.1. The readiness of teachers to innovate is the basis for the development of innovative potential. The innovative potential of an individual is associated with the following main parameters:  creative ability to compare new ideas and concepts, and most importantly, use them in practical forms; 6

 openness of the individual to new things, which is based on personal tolerance and flexibility of thinking;  cultural and aesthetic development and education;   developed innovative consciousness, innovative needs, willingness to improve their activities; motivation of innovative behavior. Professional readiness is a natural result of education and special training, self-education, education and self-education. One of the important qualities of self-determination, a teacher, and the conditions for his success as a professional is readiness for innovative activity. Pedagogical innovations, like any other innovations associated with the need to combine innovative programs with state education and training programs, give rise to problems. They require fundamentally new methodological developments. No less acute are the problems of adapting innovation to new conditions. The success of innovative activity requires that the teacher understands the practical significance of various innovations in the education system not only at a professional, but also at a personal level. But the inclusion of a teacher in the innovation process often occurs spontaneously, without taking into account his professional and personal readiness for innovation. 2.2. Pedagogical conditions and factors influencing the development of a teacher’s innovative potential. Innovative activity and its process largely depend on the innovative potential of the teacher. Therefore, there is a need to consider this category. The innovative activities of teachers have their own specifics. For our work, first of all, we will need 7

freedom of action and creativity of the teacher. Therefore, freedom of creativity must be coupled with the personal responsibility of the subject of innovative search. To determine the conditions and factors influencing the development of innovative pedagogical potential, I conducted a series of surveys and questionnaires among the teaching staff of MBOU school No. 15. During the survey “Information preparedness of the teaching staff,” it turned out that all teachers responded that they receive information about innovations: 43% at meetings of the pedagogical council, methodological associations, and seminars; 10% from the media and at school meetings; 30% of teachers also receive information from books on innovation in education and from communication with colleagues at school. 17% - from communication with colleagues from other schools. The qualification readiness of the teaching staff to master innovations is at the optimal level. 8

The next survey “Anti-innovation barriers of teachers that impede the development of innovations” revealed the following barriers among teachers: poor awareness in the team about possible innovations – among 7% of teachers; the belief that it is possible to teach effectively the old way – 17%; poor health, health, other personal reasons - 27%; heavy teaching load – 42%; little work experience in which traditional work does not work out – 15%; lack of financial incentives – 40%; feeling of fear of negative results – 18%; disagreements, conflicts in the team - 5%. After analyzing the results, I found out that barriers such as heavy study load, lack of incentive, and personal reasons predominate. The survey “Motivational readiness of the teaching staff to master innovations” shows that 23% of teachers are guided in their innovative activities by awareness of the insufficiency of the results achieved and the desire to improve them; high level of professional aspirations, strong need to demonstrate, achieve high results - 19%; the need for contacts with interesting, creative people – 51%; the desire to create a good, effective school for children - 19%; the need for novelty, renewal, change of scenery, overcoming routine - 32%; need for leadership – 7%; the need for search, research, better understanding of patterns - 16%; need for self-expression, self-improvement – ​​19%; a feeling of one’s own readiness to participate in innovative processes, self-confidence 20%; desire to test acquired knowledge about innovations in practice – 15%; need for risk – 5%; material reasons: increased wages, the opportunity to undergo certification, etc. – 46%; the desire to be noticed and appreciated – 37%. 9

Thus, in their innovative activities, teachers are primarily guided by motives related to the need for contacts with interesting and creative people, the opportunity to pass certification, and the desire to be noticed and appreciated, but self-improvement does not play a leading role among teachers. Having conducted a survey among teachers of various pedagogical categories and, based on personal experience, I identified some factors influencing the development of innovative pedagogical potential: 1. A teacher’s heavy workload. We have no time left for self-development; most of our time is spent preparing for lessons and filling out various kinds of school documentation. 2. The potential of students, their motivation for learning: from the students’ already developed skills, existing knowledge, students’ aspirations in studying the subject, the perception of the teacher himself and the readiness to perceive innovations. Nowadays, students have different life values. 3. High motivation of teachers to master and accept innovations. 4. Teachers’ need for self-expression and self-improvement. 5. Difficulties in the work process: technical equipment, the opportunity to exchange experiences both with colleagues in general subjects and with teachers of other subjects and associations. communication with methodological Hence the need arises to develop solutions to these issues, but it is necessary to understand by what means the innovative potential is realized in pedagogical activities. In the context of a general education institution, where I have been working for the fifth year (MBOU school No. 15 in the city of Feodosia, Republic of Crimea), our teaching staff has to face a number of problems: 10

 awareness by the majority of teachers of the need to activate creative forces or the lack of the necessary pedagogical conditions for teachers to comprehend their own professional experience;  active creative position, self-development, self-education, reluctance to stand out and lack of mechanisms for including teachers in oriented innovation activities;  poor motivation for professional growth and lack of technical means;  constantly increasing in volume and becoming more complex in content scientific and practical information in the field of pedagogical innovation;  insufficient mobility of forms of scientific and methodological support for the process of developing the innovative potential of teachers;  relationships in the team. The readiness of a teacher for innovative activity is usually understood as the formation of the working capacity necessary for this activity, the ability to withstand the effects of stimuli, readiness for creativity, as well as knowledge of new technologies, mastery of new teaching methods, the ability to develop projects, the ability to analyze and identify the causes of shortcomings. A common problem is the adaptation of teachers in the school community. First of all, this is the fear of the team itself, as well as the school administration. People who entered the profession by accident do not stay in it for long. The development of innovative pedagogical potential is also influenced by relationships in the team. Support from experienced colleagues motivates a young teacher and a desire for professional growth appears. The age group also plays an important role. Over the past three years, our school has received very 11

many young teachers. Therefore, communication in this age category also plays an important role in the development of a young teacher, and also contributes to the development of his innovative teaching potential. Communicating and consulting not only with experienced teachers, but also among young professionals, I find a lot of useful information for myself. In my opinion, in such an environment it is easier for a young specialist to find a common language with his age group. A common problem is the adaptation of a young teacher to the school community. First of all, this is the fear of the team itself, as well as the school administration. An important role in the development and establishment of innovative potential is played by conflict situations in the classroom and ways to resolve them on the part of the teacher. In my teaching career, I encountered various kinds of conflict situations in my lessons. For example, one of the students in my class, to whom I raised my voice, said: “Please don’t yell at me!” What could you answer to such a student? I soberly assessed the situation and explained in a calm voice that I was very concerned about his behavior. It is necessary to rationally, while maintaining self-esteem, find a way out of the current situation. It will be better for everyone. A student in my 9th grade stopped doing homework and preparing for the subject, and violated discipline. The guy is capable, but bad marks began to appear in many subjects; no amount of persuasion had any effect on him. I invited the student’s parents and found out whether what was happening at school depended on any family problems, tried to find a friendlier attitude towards the student, an individual approach to him, and also found and provided an area of ​​success 12

this student, increasing his motivation to learn, giving additional responsible tasks. In such conflict situations, one must always find a compromise, because the teacher is responsible, and also find an individual approach to the student. A necessary condition for the successful implementation of innovative activities of a teacher is the ability to make innovative decisions, take certain risks, successfully resolve conflict situations that arise when introducing an innovation, and remove innovation barriers. Chapter 3. Analysis of our own work on the development of innovative pedagogical potential. Today, the main goal of education is not only the accumulation by the student of certain knowledge, skills, and abilities, but also the preparation of the student as an independent subject of educational activity. The basis of modern education is the activity of both the teacher and, no less important, the student. It is precisely this goal of educating a creatively active personality who knows how to learn and improve independently, and the main tasks of modern education are subordinated. An innovative approach to teaching allows you to organize the learning process in such a way that the lesson benefits the student without simply turning into entertainment. And, perhaps, it is precisely in such a lesson, as Cicero said, that “the eyes of the listener and the eyes of the speaker will light up.” 3.1. Analysis of your teaching activities. In my work, I adopt the experience of the teaching staff of my school. Observing the teaching activities of experienced teachers and mentor teachers and analyzing their work, each time I discover 13

for yourself new methods, techniques and teaching style in your activities. In the lessons of these teachers, for myself and my teaching activities, I learned many new and effective ways, techniques and methods of conducting lessons and extracurricular activities, which helped and continues to help me in the further development of innovative pedagogical potential. From the work experience of other teachers and my own, I increasingly began to use various methods of work in the classroom, where students show independence in finding solutions to problems and searching for the necessary information. The methods are not new, but they are quite effective and can be varied. These are group, individual and project activities. Non-traditional lessons also contribute to the development of critical thinking, which increase the student’s interest both in the subject and in learning in general. Finding himself in an unusual situation, the child is involved in activities, cooperation with the teacher, while a positive emotional background is created, the intellectual sphere begins to function actively, knowledge is more easily absorbed, and skills and abilities are formed faster. Non-traditional forms of homework, which are designed to consolidate the knowledge, skills and abilities acquired in the lesson, and allow the child to show independence and find a solution to a non-standard question or task, are also of great importance for unlocking the student’s creative potential. By using various technologies in the classroom, I achieve success: learning results become better. I feel more confident because I know modern techniques. All this contributes to the development and enhancement of innovative pedagogical potential. When talking about a modern lesson, we should not forget about information and communication technologies (ICT). Management and 14

Learning with the help of a computer leads to increased learning efficiency and increased mental activity of students. One of the main purposes of a computer as a teaching tool is to organize students’ work using software and pedagogical tools, the degree of perfection of which determines the effectiveness of teaching. The use of ICT significantly influences the motivational sphere of the educational process and its activity structure. In my lessons, I was not always given the opportunity to diversify the learning process and make it more effective using ICT, which today facilitates the preparation and presentation of material in lessons. The problem has been resolved for now. But, nevertheless, this is not the main auxiliary means for the development of professional activities of teachers. After all, previously, each of them could diversify the learning process and make their lesson interesting, informative, as well as increase the motivation of each student without the use of technical means, which means that at the same time the development of innovative potential took place. Information technologies significantly expand the possibilities of assimilating educational information. The use of color, graphics, and sound in presentations allows you to recreate the real environment of the activity. The computer can significantly increase students' motivation to learn. ICTs involve students in the educational process, contributing to the widest development of their abilities and the activation of mental activity. Very informative, useful and effective means for motivating students are various types of online testing in various subjects, distance competitions and olympiads, as well as working with special sites where students systematically test their 15

knowledge on each completed section or topic, which is very helpful in preparing for the state final certification, as well as passing the Unified State Exam. These tools and methods not only motivate students to take prizes or get high marks, but also develop their intellectual and creative abilities in the study of specific subjects. Every year my students participate in various distance learning competitions and competitions. Many of them take prizes. This not only increases the student’s interest in my subject, but also motivates him to further work. I use a computer and multimedia in the classroom to solve practical problems written in the Russian language and literature program: developing strong spelling and punctuation skills; vocabulary enrichment; mastering the norms of literary language; knowledge of linguistic and literary terms; formation of general educational skills. An important role is played by extracurricular work in the subject, as well as the presence of classroom management, which serve as factors influencing the development of innovative pedagogical potential. In extracurricular activities, I try not only to learn from the experience of my colleagues, but also to find new approaches and methods of presenting material, as well as to promote the development of creative abilities, both as a group of students and as individual participants. From the first year of work, I was already assigned to the 5th grade. Over the course of five years, I grew up along with my students. Of course, difficulties arose both in communicating with students and their parents due to their 16

inexperience. But after going through one circle and analyzing my academic and extracurricular work, I will begin to focus on the already acquired experience of the class teacher and subject teacher. Classroom management involves enormous responsibility and an individual approach to each student, not only in the academic field, but also to find a personal approach to each child. The leading role here is played by the use of various methods to unite the class team. This helps the teacher both in the educational activities of the class and in the relationships between students. The search for new ways to stimulate the educational process of teachers is determined by other approaches to assessing their innovative and, in general, teaching activities. In the diagnostic system, assessment as a means of using stimulation, interactive forms and methods of teaching teachers in the system acquires new qualities. methodological work requires the implementation of innovative approaches to monitoring and assessing the knowledge and skills of teachers mastering the basics of innovative activity. The implementation of these approaches involves assessing the activities of teachers in accordance with the levels of their knowledge acquisition during methodological training. The first level (recognition) - the teacher only distinguishes a given object or action from its analogues, showing a formal acquaintance with the surface object or the learning process, with its external characteristics. At the second level (reproduction), the teacher can not only select a particular object or phenomenon based on a number of characteristics, but also give a definition of the concept and reveal the content. The third level (productive activity) the teacher not only shows an understanding of the functional dependencies between the students 17

phenomena and the ability to describe an object, but also solves problems, revealing cause-and-effect relationships, knows how to connect the studied material with practice, with life. At the fourth level (creative activity, transformation), the teacher is able, through the targeted selective application of relevant knowledge in the course of solving creative problems, to develop new, and even original, techniques and methods for solving them. 3.2. Cultivating tolerance as one of the ways to develop innovative pedagogical potential. Our educational institution is basic in terms of tolerance not only towards the teaching staff, but also between students. Children of different nationalities study at the school. Students of Crimean Tatar nationality occupy 30% of the institution. Therefore, questions of national education are very frequent. In my opinion, this topic should be taken seriously and more activities on the topic of tolerance should be introduced into extracurricular activities, both among students and among the teaching staff. Very often in literature lessons we come across works that touch on national issues, so in such lessons I try to smooth out the situation or completely eliminate this element without affecting the main content. For example, in my 9th grade there are 7 Crimean Tatars. In all five years of working in this class, the question of nationality never arose. We honor each other's history, culture and national traditions. Students are familiar with the national holidays of both cultures, always congratulate and treat each other to national dishes, and share the stories of their holidays. In order for the basis of tolerance between the future I would like, 18

representatives of one or another nationality have never become an obstacle to communication and exchange of experience not only between students, but also in the relations of the school staff. Conclusion 19

The main reason that forces people to turn to innovative activities is the intense competition that almost every teaching staff in the field of education has to face. Today, teachers are obliged to independently take care of maintaining their competitiveness, monitor the emergence of new scientific and technological achievements and, accordingly, be a little ahead. The development of innovative pedagogical potential takes place through the use of innovative technologies. Today there is a huge number of such technologies, combined according to various criteria and already used in practice in teaching activities. But the diversity of these technologies is an obstacle to their development and practical application. In this work, special attention was not paid to various technologies, because the main direction of a teacher’s activity is considered to be the organization of the optimal way to familiarize a modern teacher with such technologies for the further development of pedagogical potential. Among the barriers to the development of pedagogical innovative potential, I consider such factors as: fear of meeting the problem of innovation, independence and creative activity, poor motivation for insufficient teaching experience, professional development and lack of technical means. As a result of work on this project, ways to familiarize teachers with emerging innovative technologies, conditions and factors influencing the development of innovative pedagogical potential were analyzed, and an analysis of our own 20

pedagogical activities in the field of development of innovative potential. As a result, the following patterns were derived that contribute to the development of innovative pedagogical potential:  increasing the teacher’s desire for self-development in reducing the need for independent search and application of innovative technologies in his teaching activities;  easy access to these innovations without leaving the workplace;  mutual exchange of experience between teachers to enrich their own experience. As a result of this project, I propose to create and implement the following:  create at school a system of organized mutual attendance at lessons of colleagues, both the same subjects and other educational subjects;  include in the work plan of the methodological office the holding of subject decades at the municipal level;  conduct various types of trainings that contribute to the development of innovative pedagogical potential;  stimulate the use of innovations with incentives, while creating technical conditions for the use of innovative technologies. 21

List of used literature 1. Angelovski K. Teachers and innovations: Book. for the teacher. M.: Education, 1991. 159 p. 2. Babansky Yu.K. Development of initiative and creativity of the teacher is the dictate of the times // Education of schoolchildren. 1987. No. 2. P. 2 7. 3. Deberdeeva T. Kh. New values ​​of education in the conditions of the information society // Innovations in education. – 2005. – No. 3. P. 5 – 7. 4. Zueva E.N. Development of the innovative potential of the teaching staff Electronic resource Sidorov S.V. Website of the teacher-researcher. institutions. 5. Ilyina N.F. Development of the innovative potential of educational resources http://ds23.centerstart.ru/sites/ds23.centerstart.ru/files/razvitie_innovacio nnogo_potenciala_ou_tomskiy_gpu.pdf Electronic 6. Maslow A. Motivation and personality. St. Petersburg, 1999. – 378 p. 7. Oleshkov M.Yu. , V.M. Uvarov. Modern educational process: basic concepts and terms. M.: Sputnik Company, 2006. – 256 p. 8. Polyakov S.D. In search of pedagogical innovation. M.: New School, 1993. 64 p. 9. Potashnik M. M. School development as an innovative process: A methodological guide for heads of educational institutions. M.: New School, 1994. – 164 p. 10. Pugacheva N. B. Sources of innovation in educational institutions // Head teacher. – 2005. – No. 3. 189 p. 11. Rapatsevich E. S. Pedagogy. Large modern encyclopedia. – Minsk: Modern Word, 2005. – 318 p. 22

12. Rogers K. In the world of the Soviet professional // Journal of Practical Psychologist, 1997, N 3. 139 p. 13. Tretyakov P.I. Practice of modern school management. M., 1995. 200 p. 14. Yusufbekova N.R. General foundations of pedagogical innovation: Experience in developing the theory of innovative processes in education: Method, manual. M., 1991.260 p. 23

Panteleeva Irina Valentinovna,

Deputy Director for Educational Work,

MBOU gymnasium No. 3, Gryazi

Everything that happens today in the field of education is aimed at fulfilling one of the main tasks - improving the quality and efficiency of education.

I would like to pay special attention to one of the areas of the “Our New School” program, namely: “Development of teacher potential.”

Managing a modern school is one of the complex processes. The head of an educational institution needs not only knowledge of the intricacies and specifics of professional pedagogical activity, but practical and theoretical knowledge from the field of management.

All the transformations taking place today in the field of education are aimed at fulfilling one of the main tasks - improving the quality and efficiency of education. And only professionals can solve this problem.

What does professionalism consist of? Maybe this is a thorough knowledge of the subject? Or the ability to feel the child's condition? Or something else? Professionalism is a personality characteristic that represents the relationship between pedagogical competence, teaching skill, professionally significant qualities and the individual image of a teacher. Today, there is an extremely high demand for a teacher whose personal and professional qualities would be at the level of complexity of the tasks facing society.

Such demands must be supported by appropriate conditions, because without high-quality training of a teacher, without his social protection, without providing him with the necessary working conditions, without motivating his success, high quality education cannot be achieved.

And the first of them is the comfortable educational environment of the institution, which is a launching pad for the development of human resources and includes the material base of the institution, its technical equipment and financial support.

We rely on an effective personnel policy that contributes to the creation of a team of teachers ready for creativity and innovation. That is why a whole system of incentives has been created to retain the best teachers and recruit a new generation of teachers capable of working in modern conditions. This is a model of a system for assessing the quality of education; the mechanism for calculating the incentive part of remuneration based on work results works effectively, which is the basis for increasing the average salary. Thus, the problem of bringing the average salary of teaching staff to the level of the regional average can be solved.

Stimulates the professional development of a teacher, promotes his self-realization, and allows him to gain greater satisfaction from his work through his scientific and methodological activities. To do this, the school can take part in the experimental work “Testing the organizational mechanisms for introducing the Federal State Educational Standard of Basic General Education”, implement, for example, the programs “Gifted children, children with increased motivation to study”, “School project as a means of integrating educational and extracurricular activities” and others. Working with such programs allows each teacher to feel that the experience and knowledge he has accumulated allows him to lead his students.

A person’s personal and professional destiny and the progress of society as a whole depend on a person’s education. Our graduates enter various educational organizations to continue their studies, occupy budget-funded places in them, choose specialties that are in demand today, in order to subsequently bring undoubted benefit to the country and society, their native country.

Of course, this is facilitated by the high performance of graduates at the state final certification.

Particular attention must be focused on creating conditions for full inclusion in the educational space and successful socialization of children with disabilities, thus implementing the “Accessible Environment” program

We are pleased with the increased activity of teachers’ participation in the competition movement in recent years. This is important not only for the prestige of the educational institution and increasing the self-esteem of the teacher, but is also a powerful incentive for the professional growth of the teacher.

Confirmation of the high professionalism of teachers is the achievements of their students.

One of the most important areas of the gymnasium’s personnel policy is the dissemination of effective teaching experience. It is carried out at seminars, conferences, through publications and publishing activities of teachers and their students.

The innovative school model also needs a new teacher. Does this mean that the former teacher should be thrown off the “ship of modernity”? In no case. You just need to move on to the formula by which they live in the civilized world - “education throughout life.”

Our teachers today have already understood: in order to achieve professional success, it is not enough to graduate from a university once and rest on your laurels until retirement, being convinced of your knowledge acquired once and for all. That is why it is necessary to systematically carry out work on professional development and certification of personnel.

All of the above allows us to successfully solve issues of increasing the effectiveness of education in the context of modernizing the educational environment of the school.

Bibliography

1.National educational initiative "Our new school." [Electronic resource]. – Access mode: http://old.mon.gov.ru/dok/akt/6591/

2. Ten signs of a professional. [Electronic resource]. – Access mode: http://www.elenalazarenko.ru/page26.html

The education sector prepares qualified personnel for all sectors of the economy, incl. and for yourself. The training of teachers and educators for all levels of educational institutions is carried out by scientific and pedagogical personnel of universities. The teaching staff includes the positions of dean, head of department, professor, associate professor, senior teacher, lecturer, and assistant.

Number of teaching staff at universities in the Russian Federation, thousand people.

The growing need for teaching staff for universities and other educational institutions contributed to the development of the university education system (see table).

The number of universities increased mainly due to the renaming of institutes. The number of classical universities in 1994 was 46, i.e. less than a third. In the first half of the 90s, the number of students decreased, then began to increase again.

Slide 1 “Development of pedagogical potential

as a factor in updating the quality of education"

Chegodaeva Lyudmila Vladimirovna, director of MBOU secondary school No. 2 r.p. Choir

Dear colleagues, conference participants.

The school, from the moment of its creation and at all times, has been the object of close attention of society.Slide 2Successful school - This a system in which conditions have been created for the effective self-development of all participants in education. One of the main components in it is the teacher.The more satisfied a teacher is with his work, the more interested he is in improving his skills.In this regard, one of the most important tasks of modern education is the development of professionalism of teachers as a factor in updating the quality of education.

Slide 3Our school has the necessary and sufficient pedagogical potential to carry out the educational process.76.2% of teachers have higher education, 23.8% have secondary specialized education. 77.8% of teachers have the highest and first categories.Slide 4The system of tutor support for teachers during the period of preparation for certification helped to achieve such high results. She is aimed at developing the teacher’s individual style and increasing his methodological, psychological, research, and technological culture.

Slide 5Over the past three years, 8 young teachers have come to our school. All of them have gained a foothold in our school. Teachers-mentors, custodians of cumulative experience, help them master the science of pedagogy through classes at the “Young Teacher’s School”. They are the ones who are involved in mentoring.

Slide 6Over the past three years, young teachers have been taking part in the municipal competition of pedagogical excellence “Pedagogical Debut” and becoming its winners and laureates. In 2016, Natalya Sergeevna Dzhulyak, a physical education teacher, was awarded a 3rd degree diploma from the regional competition “Pedagogical Debut”.

Slide 7To develop human resources, it is necessary to have a comfortable educational environment of the institution, which is a kind of launching pad.

Slide 8Today the school is equipped with computer and interactive technology. The Internet is connected and working, there is a school website, alive and operational. The school has created a comfortable information and educational environment that ensures effective cooperation between student and teacher.Slide 9And as a result of this, the bank of school teachers’ websites is replenished, scientific and methodological publications are regularly published in magazines and electronic media.

Our teachers are regular participants in All-Russian, regional and regional competitions.

Slide 10A school team of children and teachers annually takes part in the regional training seminar-competition “Digital Vacations”. In 2015, “ALIENS.RU” became the winner of this competition.

Slide 11The teaching staff of the school is the winner of the districtcompetition for the best designweb-page dedicated to the 80th anniversary of the formation of the municipal district named after Lazo among educational organizations of the municipal district.

Slide 12Maslova F.A. and Minaeva T.A. - laureates of a regional competition for the best organization of work on the prevention of juvenile delinquency and the formation of healthy lifestyle skills among students in an educational institution in the category “The best system of work for a class teacher.”

Slide 13Four teachers from our school took part in the regional competition “Teacher of the Year - 2015”: Kochetova E.G., Koroleva E.V., Minaeva T.A., Khortova O.V. Koroleva E.V. became a laureate of the competition.

Slide 14 Our school became a participant in the open all-Russian workshop competition with international participation “Best Internet site of an educational organization - 2016”.

Slide 16In 2016, three teachers of the school were awarded the medal of the All-Russian Fleet Support Movement “To the Teacher. For loyalty to the profession" for merits in teaching activities and many years of conscientious work in the field of education: Krasilnikova Irina Sergeevna, Ushakova Anna Anatolyevna, Chegodaeva Lyudmila Vladimirovna.

Slide 17A teacher is only a teacher when he feels that his accumulated experience and knowledge allow him to lead his students.

Students of our school take part in competitions, olympiads, scientific and practical conferences at various levels and win prizes.

Slide 18Teachers understand that to achieve professional success, it is not enough to graduate from a university once. In order to be a professional and confirm this high status of a teacher, it is necessary to continuously study. Today there are many opportunities for teachers: full-time courses at the Institute of Educational Institutions, distance learning courses and retraining courses that give the right to conduct a new type of professional activity. During the 2015-2016 academic year, 18 out of 38 teaching staff completed such courses at our school, receiving an additional profession.

Slide 19Today, there is a demand for a teacher who can independently search for new technologies, analyze his own activities, build a strategy for the educational process in accordance with the requirements of the time, effectively implement his plans, solve non-standard problems, and consciously change and develop his professional activities.

Slide 20A new school year is ahead.

Let it become a year of fulfilling assigned tasks, creative achievements and victories, a year of purposeful work in accordance with chosen priorities!

Congratulations on the upcoming Knowledge Day! Health, professional growth, success!

CHAPTER VI IMPROVEMENT OF QUALIFICATIONS OF TEACHING STAFF. EDUCATION MANAGEMENT

Simonova Alevtina Alexandrovna

Ural State Pedagogical University, Vice-Rector for Academic Affairs, Head of the Department of Theory and Practice of Organizational Management, Candidate of Pedagogical Sciences, Associate Professor, [email protected], Ekaterinburg

DEVELOPMENT OF PEDAGOGICAL POTENTIAL OF THE MUNICIPAL EDUCATIONAL SYSTEM

Simonova Alevtina Aleksandrovna

Ural State University teacher education, pro-rector for academic affairs, chair of theory and practice of organization management, Ph.D., associate professor, for teaching uchny head readings, [email protected], Ekaterinburg

DEVELOPMENT OF THE MUNICIPAL BUILDING PEDAGOGICAL EDUCATION SYSTEM

Successful professional activity of a teacher is impossible without continuous updating of knowledge and improvement of professional competence. An analysis of the theory and practice of education indicates that significant opportunities for improving educational activities lie in creating conditions for the growth of pedagogical potential. The concept of “teaching potential” is very often used to describe the activities of both teachers and the education system as a whole. The issue of developing pedagogical potential arises whenever the problem of developing professional skills and pedagogical competence of a teacher is raised, which determines the search for new educational technologies aimed at developing one of the components of professional skills - pedagogical potential. Meanwhile, managing the development of the potential of teaching staff is not the object of intra-school planning. When working with teaching staff, school leaders, as a rule, do not attach much importance to studying and determining the conditions for the development of their potential. This actualizes the problem of finding and creating organizational and pedagogical conditions for the development of the pedagogical potential of both teachers and the education system as a whole.

We consider the purpose of this article to be to consider approaches to defining the concept of “pedagogical potential”, the concept of “pedagogical potential of the municipal educational system”, its structure and organizational and pedagogical conditions for development within the municipal education system. By organizational and pedagogical conditions we mean a set of content-based, subjective, structural and procedural components of the educational environment that influence the dynamics of pedagogical potential.

An analysis of scientific and methodological literature has revealed several basic interpretations of the concept of “pedagogical potential”.

The concept of “potential” is considered as a means, reserves, sources that are available and can be mobilized, put into action, used to achieve certain goals, implement plans, solve any problems: as the capabilities of an individual, society, state in a certain areas.

T. L. Bozhinskaya considers pedagogical potential as an integral education with a pronounced prognostic orientation, creating the opportunity for a specialist to transmit cultural experience and contribute to its appropriation by subjects of culture and education, adaptation and development of their personality in culture. Pedagogical potential, according to this author, accumulates the necessary resources of regional culture and ensures the effectiveness of professional teaching activities. Pedagogical potential also characterizes the necessary resources of a teacher and ensures the effectiveness of professional teaching activities. B. A. Vyatkin, E. A. Silina, based on the provisions of V. Merlin’s theory of integral individuality, consider pedagogical potential as a structure that includes psychodynamic, instrumental and motivational characteristics. The intellectual characteristics of teaching potential are represented by the professional experience of the teacher and some personal qualities. Instrumental characteristics of pedagogical potential are pedagogical abilities. They play a special role in the structure of pedagogical potential and are its core. L.D. Kudryashova, who owns the original psychological theory of abilities, specifically draws attention to this fact.

An analysis of scientific and practice-oriented research shows that pedagogical potential is realized when solving problems of professional pedagogical activity, as a result of the mobilization of physiological, adaptive, information resources around cultural and value guidelines, which represent unique centers of polarization of significant components of experience.

N. G. Zakrevskaya in her research proves that the professionalization of pedagogical potential, its transformation into professional pedagogical potential goes through the stages of formation and accumulation in the process of professional university training, develops as a sustainable system.

a system of connections that creates conditions for the transfer of experience in the process of professional activity and additional professional education. The criteria for the development of professional and pedagogical potential are: the degree of professional subjectivity, the level of professional self-awareness, the ratio of professional capabilities and aspirations, the degree of actualization of the individual’s pedagogical potential.

The main conditions for the development of professional and pedagogical potential are: ensuring in the process of education movement in development from the accumulation of opportunities to their implementation; implementation of harmonization of the processes of education and personal development of a person; ensuring continuity and integration of educational and professional activities, plurality and variability of educational conditions in the area of ​​realization of professional pedagogical potential.

N. G. Zakrevskaya, exploring the problem of developing pedagogical potential in a university setting, isolated the aspect of scientific and pedagogical potential as the unity of scientific schools, scientific and pedagogical personnel at all levels of reproduction of socio-cultural models that contribute to the preservation of scientific traditions and the development of scientific research; scientific and pedagogical potential of the individual, which is considered as a relationship between intellectual, moral, physical improvement and is the basis of social health.

This author emphasizes that the scientific and pedagogical potential of the scientific community develops if the necessary conditions for its formation and development are created: the assimilation of the subculture of the reference group; development of cognitive abilities; social environmental factors; translation and production of knowledge as functions of the scientific community presuppose scientific and pedagogical activities and the creation of scientific schools in the field of education. In the conditions of the municipal education system, the prototype of the scientific community is associations of teachers and administrators, created in order to intensify the scientific and methodological work of school methodological associations, departments and individual teachers.

Thus, the pedagogical potential of the municipal education system represents the integration of the pedagogical potential of subjects of educational activity, the pedagogical potential of professional and scientific communities, the potential of regional culture in its municipal context, and the organizational and managerial conditions of their mutual influence.

Analysis of the above scientific approaches and those not mentioned in this article allows us to determine the main indicators that can be taken as criteria for the development of the pedagogical potential of the municipal educational system:

Pedagogical potential is a set of value, content and scientific-methodological means that make it possible to provide pedagogical (educational) influence on people;

Integral education with a pronounced prognostic orientation, using the necessary resources of regional (territorial, including municipal) culture and ensuring the effectiveness of professional teaching activities;

The development of pedagogical potential is considered in relation to the personality of the subjects of pedagogical reality (teachers, students, researchers, interested population), as well as in relation to the phenomena of culture and social reality, educational systems and institutions, scientific communities;

Ensuring the effectiveness of the formation and development of pedagogical potential requires the identification of theoretical and methodological foundations, the development of a practice-oriented concept (model), technology of implementation and support (organizational and managerial model), and a description of the necessary conditions (resources).

All of the above allows us to draw conclusions about the possibilities and conditions for the development of the pedagogical potential of the municipal education system. A model containing normative foundations can be the model of the national educational initiative “Our New School”. A necessary condition for the effective functioning of the municipal education system for the development of pedagogical potential is taking into account the characteristics of the educational space, traditions and prospects for the development of the educational environment, the teacher in the context of his professional and personal formation and development. A real manifestation of the level of development of pedagogical potential in the practice of educational activities is the professional mobility of teachers, the formation of which requires, as B. M. Igoshev points out in his study, the creation of an integrated educational environment at the managerial, organizational and resource levels.

In our opinion, the basis for designing the development of the pedagogical potential of the municipal education system in accordance with modern trends in the development of education can be the strategic project “City School Standard “Five Stars””, implemented since 2003, developed by decision of the Board of the Head of the City of Yekaterinburg for the period until 2015 . .

The main criteria for assessing a project as the basis for the development of pedagogical potential can be: the goal-result relationship (quality of formulations, reality, consistency with each other, reliance on the specifics of today’s Yekaterinburg and taking into account the provisions of the strategic development plan, taking into account educational trends external to Yekaterinburg); ways to move from goal to result; coverage of subjects of the educational system; resource support capabilities (personnel, organizational, material, financial, etc.); continuity of this project with previous program documents of Yekaterinburg.

The main task of the city educational complex is the high-quality implementation of the constitutional rights of citizens to education, which

involves increasing the professional orientation of the education received, ensuring the readiness of the younger generation to realize their personal potential, interests and needs. Setting the goals and results of the program through the development of the potential of subjects of the educational system puts forward requirements for the development of the pedagogical potential of the professional pedagogical community and resource support for educational activities.

The project in its approaches and directions corresponds to federal trends and takes into account federal programs for the development of education.

An analysis of the needs and interests of the city community, a study of the opinions of residents of Yekaterinburg, carried out during the period of work of the Education Department on the Strategic Development Plan for Yekaterinburg for the period up to 2015, made it possible to identify the main “components” of the city’s social order for the general education system today:

The need of city residents for sustainable development and reliable functioning of educational institutions of all types and types;

The need for reliable provision of legal guarantees in the field of education for all social strata of the city’s population, all subjects of educational activities;

Public request for the provision of high quality services for children and adolescents of Yekaterinburg in all general education disciplines in any educational institution in the city;

Particular attention, according to city residents, should be paid to achieving a modern level of general education, sufficient for real self-determination of all graduates of the general education system in life;

Request for optimal updating of the content and methods of modern general education in accordance with the progress of society, science, culture in full compliance with the requirements of compliance with the age capabilities of students and the absence of physical, neuropsychic overload of students and teachers, undermining their health;

An order to conduct effective preventive work in educational institutions aimed at nurturing sustainable social and spiritual resistance of children to the effects of drug addiction, alcoholism, a criminogenic environment, and reactionary teachings;

The need for the development of a general education system capable of not only more fully utilizing the total cultural potential of the city of Yekaterinburg, but also ensuring its further enrichment and growth.

In the process of preparing the project, a discrepancy was identified between the trends in the strategic development of the city as a modern multifunctional center with elements of a world city and the level of development of children's education, which today does not meet international quality standards, which leads to a low starting level of development of the labor potential of citizens. The data obtained as a result of the analysis indicate that in the city there is a real problem of maintaining a discrepancy between the

the quality of education received at school and the needs of real life in a modern metropolis such as Yekaterinburg. The consequences of the problem are an increase in the number of citizens who are unable to successfully adapt to the living conditions of a modern largest city, a decrease in the overall intellectual potential of citizens and, as a consequence, a decrease in labor potential and mobility of personnel reserves.

The project is aimed at all categories of citizens. The result of the project is planned to increase the level of development of the city’s labor potential in the future, ensuring the quality of general education for children in accordance with international standards, aimed at ensuring prospects for the development of the city’s labor potential by means of increasing the professional and personal potential of citizens.

The Project states the following indicators: ensuring territorial accessibility of a full range of quality educational services for all categories of residents of Yekaterinburg; ensuring international standards of educational quality in accordance with the modern concept of quality; ensuring professional orientation of young city residents, nurturing readiness for active adaptation in the labor market of the largest city.

The results of solving problems are clearly stated, transparent, and measurable, which is not often found in such large, fairly long-term projects, for example, the development of a dynamic variable general education system that satisfies the educational needs of residents of Yekaterinburg and ensures equal access of citizens to quality education, regardless of place of residence and level family income, etc.

The structural plan covers all components of the educational system: children, teachers, managers, family, public, providing conditions, processes of learning, education, protection and correction of children’s health (physical, mental, social).

The technology of the project involves its implementation through a system of medium-term development programs in the Education sector for 3-4 years and strategic subprojects for the long term, in priority areas for the development of the city’s education system. This modular principle of constructing programs has already proven itself in educational practice.

The city’s universities, general education institutions, educational authorities, as well as city scientists are involved in the development and implementation of the project, which increases the guarantee that all problems will be considered and taken into account.

An organizational plan has been developed in detail, including activities, project stages, and the cost of each activity. The financial plan of the project is presented, and the costs of individual areas of activity and major events are determined step by step. This indicates the reality of the developers’ ideas about the possibilities for developing the city’s education system, including the development of pedagogical potential.

The next, more specific level is city target programs for 2-3 years. For example, the city target development program

education system of the municipal municipality "Ekaterinburg" for 2011-2013. Analysis of the results of the previous development program, comparison of the requirements of the “Our New School” model with the real indicators of educational institutions made it possible to formulate the main tasks of the educational system:

1. Creation of an accessible, health-saving, technologically equipped educational environment for all categories of the child population of the city of Yekaterinburg, including through optimizing the infrastructure of educational institutions.

2. Providing access to general education for children with disabilities and children in difficult life situations through the creation of a barrier-free environment.

3. Improving the system of working with talented children and providing conditions for the development of individual abilities, personal qualities, and creative potential of gifted children.

4. Transition to new educational standards in the general education system of Yekaterinburg.

5. Providing the general education system with highly qualified personnel, their support from local governments and the public.

6. Creating conditions for students and teachers to master modern information technologies for teaching and organizing the life of educational institutions.

7. Development of experimental and innovative activities, including through interaction with universities and other vocational education institutions.

8. Creation of conditions for managing and organizing monitoring of the quality of education (quality of conditions, quality of the educational process and quality of the educational result) in each educational institution.

The positive dynamics of the pedagogical potential of the educational system is ensured primarily by the development of the potential of teaching staff of educational institutions. Therefore, in the program for the development of the education system in Yekaterinburg, special attention is paid to the section “Providing the education system with highly qualified personnel.”

Today in Yekaterinburg there are enough conditions for the development of the educational system: there is an extensive infrastructure of educational institutions, staffing is provided, experience in mobile content modification has been accumulated, a layer of professional developers of content, technologies, programs has been formed, a network of manufacturers of teaching aids is developing, at the level of educational institutions and at the municipal level. level there is experience in updating content and technologies, using non-traditional techniques; in the external environment, interest in education and demand for educational services have increased. As the next organizational level, we give an example of the project Urban Pedagogical

ski readings that have been held in Yekaterinburg for the past sixteen years.

Analysis of the experience of scientific management of pedagogical readings allows us to draw some conclusions and generalizations on the organization of such long-lived events. A study of the composition of participants showed that most of them regularly participate in pedagogical readings. Thus, a pedagogical community (a kind of public organization) has been formed, which functions and develops according to the laws and rules of the theory and practice of organizational development. Currently, Pedagogical Readings are an almost year-round project. In March, an Innovation Forum is held, in which managers and teachers - winners of the PNP "Education" and other innovation competitions, and participants in network innovation platforms - take part. At this Forum, innovative ideas, initiatives and projects in educational institutions of Yekaterinburg are analyzed and discussed, and an exhibition of innovative projects is organized. The result of the round tables is proposals for the development and implementation of innovative ideas, and the theme of the pedagogical readings of the year is determined. And then the technology described above is implemented. The time interval for conducting pedagogical workshops and master classes has also been expanded for the period from October to February next year.

Taking into account a wide range of scientific, intellectual, educational, professional and other factors that influence changes in the city’s educational system makes it possible, to a certain extent, to foresee the main features, properties, directions of these changes, and to influence the development of pedagogical potential.

In connection with the need to ensure continuity of professional pedagogical education in order to develop pedagogical potential, the relevance of interaction between institutions (faculties) of additional professional education that implement advanced training and professional retraining programs with municipal information and pedagogical centers is increasing. An important place in the organization of advanced training for managers and teachers is occupied by resource centers: the introduction of information technologies into the educational process, the organization of distance learning, the work of virtual methodological associations of teachers, holding video conferences on the innovative activities of teachers. Such forms as presenting pedagogical experience at the regional and all-Russian level, monitoring the effectiveness of advanced training and professional retraining of teaching and management personnel, using the potential of teachers and school leaders in the emerging mobile system of advanced training of teaching and management personnel, in organizing network, project interaction with institutions of higher and professional education.

Bibliography

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Lopapova Elena Valentinovna

Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Pedagogy and Psychology, Omsk State Medical Academy, [email protected], Omsk

COMPETENCE-BASED MODEL OF THE SYSTEM FOR IMPROVING QUALIFICATIONS OF TEACHERS

Lopanova Elena Valentinovna

Professor Associalte, Head of Department for pedagogy and psychology, lopanova_omgpu@ mail.ru, Omsk

LOPANOVA E.V. MODEL OF SYSTEM OF IMPROVEMENT OF PROFESSIONAL SKILL OF THE TEACHERS, BASED ON COMPETENCE

Among the problems of transition to a new educational standard, the following stand out: transfer of a set of key competencies to the list of educational