The standard of the teacher of additional education. Profstandart - Children's art school in the village of Zheleznodorozhny. Requirements for a modern teacher

On the transition to work in the context of the introduction of professional standards

On July 1, 2016, the Federal Law of May 2, 2015 No. 122-FZ “On Amendments to the Labor Code” came into force. Russian Federation and Articles 11 and 73 of the Federal Law "On Education in the Russian Federation".

Federal Law No. 122-FZ of May 2, 2015

Article 195.3 of the Labor Code of the Russian Federation establishes: “If this Code, other Federal Laws, other regulatory legal acts of the Russian Federation establish requirements for the qualifications necessary for an employee to perform a certain labor function, professional standards in terms of these requirements are mandatory for employers to apply.”

The Ministry of Labor and Social Protection of the Russian Federation, in an information letter dated February 10, 2016 “On the Application of Professional Standards in the Sphere of Labor”, explains the procedure for applying professional standards. Professional standards are used by employers in the formation of personnel policy and in personnel management, in organizing training and certification of employees, developing job descriptions, billing of work, assigning tariff categories to employees and establishing wage systems taking into account the peculiarities of the organization of production, labor and management (including in the organization of staff development and intra-institutional methodical work).

Information dated February 10, 2016 "On the application of professional standards in the field of labor"

Decree of the Government of the Russian Federation of June 27, 2016 No. 584 "On the specifics of the application of professional standards in terms of the requirements that are mandatory for the application of state or municipal unitary enterprises, as well as state corporations, state companies and business entities, more than fifty percent of the shares (stakes) in the charter the capital of which is in state or municipal ownership” introduces a procedure for the phased introduction of professional standards.

Order of the Ministry of Labor and Social Protection of the Russian Federation dated May 5, 2018 No. 298-n "On approval of the professional standard"Educator additional education children and adults."

Updated professional standard for teachers of additional education for children and adults. The Order of the Ministry of Labor of Russia dated 09/08/2015 No. 613n, which approved the previously existing professional standard, was recognized as invalid. According to the standard, the purpose of the activities of these specialists is to organize the activities of students in the assimilation of knowledge, the formation of skills and competencies: the creation of pedagogical conditions for the formation and development of creative abilities, meeting the needs for intellectual, moral and physical improvement, health promotion, organization of free time, professional orientation, ensuring that students achieve the results of mastering additional general educational programs. The functions of these specialists include:

Teaching in additional general education programs:

Organizational and methodological support for the implementation of additional general educational programs;

Organizational and pedagogical support for the implementation of additional general education programs.

The standard establishes the requirements for education and work experience necessary for a specialist to perform his job functions.

Please note that the order of May 5, 2018 N 298n does not contain a provision that “the professional standard is applied by employers in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the conclusion of employment contracts, the development of job descriptions and the establishment of systems wages” (previously it was required).

Peculiarities pedagogical activity teacher of additional education relate to his tasks, nature, means, the ratio of pedagogical leadership and the independence of children, the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of the pedagogy of additional education. The solution of creative problems in cooperation with the 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 (I like to be with everyone, carries a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives arising from the above interaction reorients, in turn, the motives and the process of solving pedagogical problems by creating a holistic semantic field in the space of creative interactions (13)

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MODERN REQUIREMENTS

TO THE TEACHER OF ADDITIONAL EDUCATION FOR CHILDREN

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

the implementation of additional education for children and adolescents, the organization of their various creative activities;
completing the composition of the pupils of the educational group, section, studio, club and other children's association and the application of measures to preserve the contingent during the period of study;
providing pedagogically sound forms, means and methods of work (education and training), based on psychophysiological expediency;
ensuring the observance of 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 pupils;
drawing up a plan and training program. Ensuring their implementation;
identifying the creative abilities of children, contributing to their development, the formation of sustainable professional interests and inclinations;
support for gifted and talented pupils, 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 norms of labor protection, safety and fire protection;
participation in the activities of methodological associations and other forms of methodological work, improving their professional qualifications (3).

Main and end result professional activity The teacher of additional education is the pupil himself, the development of his personality, abilities and competence. At the same time, using the materials of the above-named author, the very professional activity of a teacher of additional education can be represented in the form of the following structure.

Diagnostic activitywhich is necessary for the study of 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 needed so that the teacher of additional education, on the basis of objective data, can subsequently evaluate the effectiveness of his work. It should be noted here that systematic diagnostic activity with fixation 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 end result. However, as you know, it is the goal that is the benchmark for the final result. That's why this species activity, first of all, is expressed in setting the goal and objectives of pedagogical activity. The reality and literacy of goal setting depends not only on life and pedagogical experience, not only on professional pedagogical knowledge and skills, but also on how well the diagnostic activity was carried out. For a teacher of additional education who has sufficient experience, the basis for prognostic activity should be an analysis of previous experience, based, again, on data obtained in the course of diagnostic activity.

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

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

Organizational activity.This activity allows you to organize pedagogical process, to direct it to the solution of urgent problems and the achievement of the goal. It is associated with the ability to interact with pupils, to 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 in setting goals, organizing their solution, in controlling the process and evaluating the results by each member of the group. Pedagogical leadership is also providing, supporting the desire to solve a problem, participate in the solution, achieve and be responsible for the result.

Communication-stimulating activity.At the heart of the activities 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 pupils, the content of which is the exchange of information, educational interaction, organization of relationships with the help of communicative 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 by communicative means. Properly organized communicative and stimulating activity can act as a means of solving educational goals, as a socio-psychological support of the educational process and as a way of organizing the relationship between the educator and children, which guarantees the success of education and upbringing.

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

Research - creative activity.The creative activity of a teacher of additional education is a necessary component for obtaining new, more high results pedagogical work.Creativity is defined as an activity that generates a qualitatively new, never existed before.Is there a place for creativity in teaching? There is an opinion that pedagogical activity is one of the types of art, that is, creativity. And today these two concepts are used, characterizing the pedagogical process.Pedagogical art is the teacher's perfect mastery of the totality of psychological and pedagogical knowledge, skills and abilities, combined with professional enthusiasm, 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 activity of the teacher to transform the "pedagogical" reality, in the center of which is the child.

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

Voluntariness and mass participation of children in extracurricular activities.In institutions of additional education, the child voluntarily chooses a leader and a children's community in which he feels most comfortable. Voluntariness in institutions of additional education is also manifested in the fact that a child can change the circle at any time or leave the institution altogether. To keep it, teachers of additional education 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 personality, sincerity and goodwill of the teacher contribute to the fact that the child spends his leisure time in an additional education institution for a long time. Therefore, the study of the interests and needs of children, their dynamics in a changing socio-cultural 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 institutions of additional education - between the understanding of children of their free time as recreation and the activities of an out-of-school institution as an institution of social education that solves the corresponding pedagogical tasks.

Differentiation of students according to interests and focus on a particular type of activity.The satisfaction of interest (at different stages of its formation - from curiosity to theoretical interest) is the basis for the motivation that the child attends classes at an additional education institution for a long period. The teacher of additional education, unlike the school teacher, is in a more advantageous position. This is due to the fact that in out-of-school institutions there is a differentiation of children according to 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 obtaining the knowledge, skills and abilities that the teacher transfers to him. And the proximity of the results of activities to the original goal becomes another incentive for such activities. A positive aspect of differentiation is that the child satisfies his cognitive and communicative needs in a community of like-minded people, i.e. people (both children and teachers) for whom the same interests, goals, and in many respects values are significant. This contributes to the creation of a benevolent and friendly atmosphere, creative activity children, development of their initiative and independence.

The ability to adjust the training programs taking into account the individual interests, abilities and level of preparedness of the child.Raising the status of additional education institutions has also led to an increase in the quality educational services offered by these institutions. Additional educational programs, the authors and developers of which are the teachers of additional education themselves, become the result of the creative integration of comprehension and analysis scientific and methodological literature and own practical experience. The programs are based on the paradigm of interaction, which implies the possibility of their certain correction, taking into account individual abilities and the 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 abilities of children is taken into account, conditions are created for the advanced development of more prepared and gifted children, and an individual rate of transmission of material is provided for children who have difficulties in mastering it. An important condition for their effectiveness is taking into account the priority activities of children in various age groups and other psychophysical features 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 free choice, voluntary participation, selectivity by students of their educational path, mode, level and end result. This specificity is expressed in the need to design in the program of additional education a special methodology for creative cooperation, the activities of the teacher and the child, the teacher and the children's association, the methodology of active and intensive training. The specificity of pedagogical interaction in the institution of additional education allows you to more fully use the potential individual approach in working with children, since in the field of additional education there is no such rigid attachment to federal state educational standards, and the number of children with whom the teacher works at the same time is initially less than in the school class. All this contributes to the disclosure of the individual abilities of the individual, its self-realization and self-determination in the new conditions of the sphere of free time.

The publicly accessible and socially useful nature of the activities of children, which has practical and personally significant tasks for each pupil.M. B. Koval highlights different kinds such activity. These are, firstly, mass and group types of subject-practical activities that contribute to the involvement of adolescents in the association, require him to demonstrate certain skills and a conscientious attitude to business. These include exhibitions, competitions, holidays, contests, festivals.

The second category includes circles, 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 provide equal opportunities for the participation of all interested students, 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 certain period time.

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

An important factor in motivating children to study in an additional education institution is the practice-oriented nature of the proposed activity and the opportunity to see the results of this activity in dynamics. In addition, the practical and activity basis of additional education is also 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 the children.Communication is one of essential funds pedagogical interaction. The joint creative enthusiasm of the teacher and children leads to informality of communication, which is highly attractive in the eyes of children, because it contributes not only to the establishment of a friendly atmosphere, but also to the growth of children's self-esteem, a sense of social significance and adulthood. Such communication creates genuine democratic and humanistic relations, brings the child to the level of an active participant (subject) of interaction, enhances the opportunities for the institution of additional education in the organization of cognitive leisure for children, in expanding and deepening their knowledge, teaching them a specific business, in developing individual inclinations and self-determination of the individual. .

Creative and friendly atmosphere, the opportunity for the child to change his status in the peer group.The atmosphere that arises in various children's communities of institutions of additional education due to the above features gives a real chance for the child to change (improve) his social status among peers. In addition, in out-of-school institutions, children's communities often have a mixed age character. This contributes to the fact that an older child, even occupying a low social status in a school team of the same age, can realize his leadership ambitions, using a 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 through creating conditions for 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 ratio of pedagogical leadership and the independence of children, the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of the pedagogy of additional education. The solution of creative problems in cooperation with the 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 (I like to be with everyone, carries a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives arising from the above interaction reorients, in turn, the motives and the process of solving pedagogical problems by creating a holistic semantic field in the space of creative interactions (13)

Bibliography

Buylova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education for children: a teaching aid .- M .: Humanitarian and methodological center VLADOS, 2001.-160s.
Buylova L.N., Klenova N.V. How to organize additional education of children at school? Practical guide.–M.: ARKTI, 2005.–p. 7-9.
Golovanov V.P. Methods and technology of work of a teacher of additional education. -M.: VLADOS. 2004.
Deich B. A., Kucherevskaya M. O. Additional education of children as a professional pedagogical activity. - Novosibirsk: Publishing house of NGPU. 2014.
Evladova E. B., Loginova L. G., Mikhailova N. N. Additional education for children. - M: VLADOS, 2002.
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.-96s

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

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.
Pedagogy of additional education: monitoring the quality of the educational process in the institution of additional education for children: guidelines / comp. A.M. Tarasova, M.M. Loboda; under total ed. N.N. Rybakova. - Omsk: BOU DPO "IROOO", 2009.
Savchenko A.V. Organization methodological activity institutions of additional education for children: guidelines. - Orenburg .: Central Children's Theater of the Industrial District, 2017, 75 p.
Model regulation on an educational institution of additional education for children (03/07/1995 No. 233)
Requirements for the minimum content and level of training of graduates in the specialty 0317 "Pedagogy of additional education" // Vneshkolnik. - 1999. - No. 3. - S. 5.
Fomina A.B., Kochneva S.V. Organization of methodological work in institutions of additional education for children. Recommendations. - M.: TsRSDOD of the Ministry of Education of Russia, 1999. - 24 p.
https://studme.org/125775/pedagogika/pedagog_dopolnitelnogo_obrazovaniya_osobennosti_organizatsii_pedagogicheskoy_deyatelnosti Teacher of additional education: features of the organization of pedagogical activity
http://dopedu.ru/articles/151-2012-05-23-19-02-32.html Buylova L.N. The main means and forms of methodological assistance to the teacher of additional education.
19. ddt.bip31.ru/dokumenti/method_kopilka/metod_kopilka/9.pdf Methodological service of an educational institution.

Regulatory support

Federal level

Regional level

2016

Regional innovation platforms for approbation of the professional standard "Teacher of additional education for children and adults"

Organizational and methodological support

Federal level

Organizational and methodological support for the process of introducing a professional standard in the field of additional education is carried out by the Federal State Autonomous Institution " Federal Institute development of education”.

Regional level

Organizational and methodological support for the activities of regional innovation platforms for approbation of the professional standard "Teacher of additional education for children and adults" is carried out by the regional resource center TOGBOU DO "Center for the Development of Creativity for Children and Youth".

Events

Federal level

November 19-24, 2015 On the website (FGAU FIRO) there was a public discussion of the professional standard "Teacher of additional education for children and adults"

Professional retraining and advanced training of teachers

Programs of additional professional education (advanced training and retraining) for teachers in the field of preschool education based on the application of the professional standard "Teacher of additional education", implemented in the Tambov Regional State Educational Autonomous Institution of Additional Professional Education "Institute for Advanced Studies of Educators" in 2016, 2017.

Additional professional education programs

Professional retraining program:

1. "Pedagogy of additional education" (280 hours)

Additional professional programs:

1. Senior counselors for the program: "Organization of children's activities public organization in the context of the implementation of the Federal State Educational Standard (72 hours);

2. Teachers of additional education under the program: "Modeling, cultural and educational space for the individual development of the child by means of additional education in the context of the implementation of the Federal State Educational Standard (72 hours);

3. Heads of institutions of additional education for children under the program: "Managing the quality of additional education for children in the context of the development of a unified educational space of the municipality" (72 hours);

4. Counselors of summer recreation camps: "Training of teaching staff for work in organizations for recreation and rehabilitation of children in the summer" (36 hours);

5. Teachers of additional education, heads of theater associations (studios) according to the program: “Technological features of the implementation of programs of artistic and aesthetic orientation ( modern technologies work with a children's theater group)" (36 hours);

6. Counselors under the program: "Technological features of the organization of the work of counselors of the Russian movement of schoolchildren" (36 hours);

7. Teachers of additional education under the program: “Technological features of designing additional general educational general developmental programs” (36 hours);

8. Teachers of additional education under the program: "Practical aspects of the use of ICT in children's creative associations of arts and crafts" (36 hours).

Certification of teaching staff

Information and methodological materials

Methodological recommendations of the Department of State Policy in the field of education of children and youth of the Ministry of Education and Science of Russia on the approbation and implementation of the professional standard "Teacher of additional education for children and adults" (attachment to the information letter of 04/26/2016 No. 09-962 "On sending information") (to Yandex.Disk)

At the Extended meeting of the Presidium of the Board of Directors of additional education organizations "Implementation of the action plan of the Concept for the development of additional education for children in the territories" on February 26, 2016

Presentation by N.V. Shcheblanina "Introduction of professional standards as a mechanism for ensuring the quality of additional education" (presentation by N.V. Shcheblanina at the V regional pedagogical readings dedicated to the memory of A.K. Brudnov "Accessibility and quality of additional education: relevance and development prospects" (April 22, 2016)

Approbation of the professional standard "Teacher of additional education for children and adults" by the Tambov regional state budgetary educational institution of additional education "Center for the Development of Creativity for Children and Youth"

Accompanying text for the presentation “Questioning teachers

additional education

The teacher of additional education provides additional education for children, develops their various creative activities. Completes the composition of the participants of the 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, is responsible for the quality of their implementation, the life and health of pupils.

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

Among other things, the teacher is responsible for compliance with safety regulations, participates in methodical conferences. As we can see, the duties of a teacher of additional education are quite extensive. In addition to the usual pedagogical tasks, he is also called upon to develop the creative side of the child's personality, to promote spiritual growth and an in-depth process of knowledge.

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

Additional education centers are not a new phenomenon in pedagogical practice. It has received significant distribution in the so-called micro-district schools, which, with the development of a variable education system, faced an outflow of students. The creation of independent centers with their own personnel infrastructure made it possible to expand the choice of educational, recreational programs, to introduce programs that are attractive to different categories of students, including students with problems. The possibilities of additional education centers in achieving new results lie in their focus on solving the problems of the entire school, students, regardless of age, measure of progress in educational activities. In addition, centers for additional education for children that work directly on the basis of schools, in essence, are centers for quick response to students' requests and their problems.

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

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

The teacher of additional education is more often perceived as more competent, 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 features of a helper, parent and friend. Although there are also negative images of a teacher as a passive and unhardworking person, which can be explained by negative personal experience 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.

Adolescents first of all pay attention to the culture, erudition of the teacher, the level of his practical skills. Also, in the image of students, such components immediately appear as adherence to principles, exactingness of the educator, the attitude of the teacher to his work. Moral qualities in the image of a teacher are also important: his sensitivity, attention, tact.

The 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.

The perception of a teenager is more purposeful, planned and organized than the perception of a younger student. Sometimes it is distinguished by subtlety and depth, and sometimes it is striking in its superficiality.

Attention of middle school students school age specific, selective: interesting lessons or cases interest students, and they can focus on one material or phenomenon for a long time. But slight excitement, interest in the unusual often become the reason for switching attention. In this regard, it is important for a teenager the ability of a teacher to transfer his skills and knowledge.

Thinking in adolescence becomes more systematized, consistent, mature. The ability for abstract thinking improves, the relationship between concrete-figurative and abstract changes in favor of the latter. The teenager begins to analyze the personality of the teacher and the motives for 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 an average professional 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; 5 to 10 years; over 10 years) or qualification category.
3. Appointment additional education teacher and exemption from it is made by order of the director of the institution upon presentation.
Teacher of additional education must know:

1. The Constitution of the Russian Federation.

2. Laws of the Russian Federation, resolutions and decisions of the Government of the Russian Federation and educational authorities on education 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 the interests and needs of students (pupils), the basis of their creative activity.
6. The methodology for finding and supporting talents.
7. Content, methodology and organization of scientific, technical, aesthetic, tourist and local history, health and sports, leisure activities, recreation and entertainment.
8. Programs of occupations of circles, sections, studios, club associations.
9. Fundamentals of activities of children's groups, organizations and associations.
10. Norms and rules of labor protection, safety and fire protection.

Teacher of additional education 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 appropriate rights and is responsible for the quality and timely performance of the duties assigned to him.

Teacher of additional education:

1. Carries out additional education of students (pupils), develops their various creative activities.

2. Completes the composition of the students (pupils) of the 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 the observance of the rights and freedoms of students (pupils).
5. Participates in the development and implementation of educational programs, is responsible for the quality of their implementation, the life and health of students (pupils).
6. Draws up plans and programs of classes, ensures their implementation.
7. Reveals the creative abilities of students (pupils), contributes to their development, the formation of sustainable 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 its competence.
11. Ensures compliance with the rules and norms of labor protection, safety and fire protection during classes.
12. Participates in the activities of methodological associations and other forms of methodological work.
13. Improves his professional qualifications.

Teacher of additional education has the right:
1. Get acquainted with the draft decisions of the management of the institution regarding its activities.
2. On issues within its competence, submit proposals for the management of the institution to improve the activities of the institution and improve working methods; comments on the activities of employees of the institution; options for eliminating shortcomings in the activities of the institution.
3. Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary for its implementation official duties.
4. Involve specialists from all (individual) structural divisions in solving the tasks assigned to him (if this is provided for by the regulations on structural divisions, if not, then with the permission of the head of the institution).
5. Require the management of the institution to assist in the performance of his duties and rights.

Rights

The teacher of additional education 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;

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

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

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

Freely choose and use methods of education and upbringing, study guides and materials, textbooks, methods for assessing students' knowledge;

Improve 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 orders related to the organization of classes and observance of discipline, bring students to disciplinary responsibility in the cases and in the manner established by the Charter and the Rules on rewards and penalties for students on parole.

A responsibility:

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

For non-performance or improper performance without good reason of the Charter and the Internal Labor Regulations of the parole institution, legal orders of the director of the parole institution and other local regulations, official duties,

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

For the use, including a single one, of methods of education related to physical and (or) mental violence against the personality of a student, 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 responsibility.

For the guilty infliction of damage to parole or participants in the educational process in connection with the performance (non-performance) of their official duties, the teacher of additional education shall be liable in the manner and within the limits established by labor and (or) civil legislation. Relationships. Relations by position

Teacher of additional education:

Works in the mode of fulfilling the volume of the teaching 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 have not been established;

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

Submits to the Deputy Director of UDO for educational work a written report on his activities at the end of each academic quarter;

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

Works in close contact with teachers, parents of students (persons replacing them); systematically exchanges information on issues within its competence with the administration and teaching staff of the school, be a member of the methodological association of teachers of additional education of the appropriate profile.

Methodology for organizing the work of a teacher of additional education

Description of "differentiation of learning" in pedagogy

Differentiation translated from the Latin "difference" means division, stratification of the whole into various parts, forms, steps.

In pedagogical literature learning differentiation- this is:

form of organization educational process, in which the teacher works with a group of students, drawn up taking into account the presence of any significant general qualities for the educational process (homogeneous group);
part of the general didactic system, which provides specialization of the educational process for different groups of students. (MRI School Technologies, 2005, p. 288)

Learning differentiation(differentiated approach to teaching) is:

creation of a variety of learning conditions for various schools, classes, groups to take into account the characteristics of their contingent;
a set of methodological, psychological, pedagogical, organizational and managerial measures that provide training in homogeneous groups.

The principle of differentiation of training- the position according to which the pedagogical process is built as a differentiated one. One of the main types of differentiation (separation) is individual learning.

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

By characteristic individual psychological characteristics children, which form the basis for the formation of homogeneous groups, differentiation is distinguished:

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

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

By area of interest (humanitarian, physical-mathematical, biological-chemical and other groups, directions, departments, schools);

By level mental development(level of achievement);

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

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

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

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

Differentiation according to the level of development of abilities

Classification parameters of the technology of differentiation 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).

The scientific concept of mastering experience: adaptable.

Orientation to personal spheres and structures: information, knowledge, skills.

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

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

Predominant methods: explanatory and illustrative with programming elements.

Organizational forms: all forms.

Prevailing means: programmed + electronic.

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

Target Orientations:

Teaching everyone at the level of his abilities and abilities;

Adaptation (adaptation) of education to the level and characteristics of the development of various groups of students.

Features of differentiation by level

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

Positive aspects	Negative aspects
Unjustified and inappropriate for society leveling and averaging of children are excluded	The division of children according to the level of development is inhumane
The teacher has the opportunity to pay attention to a weak student	Socio-economic inequality is highlighted
The absence of lagging behind in the class eliminates the need to reduce the overall level of teaching	The weak are deprived of the opportunity to reach out for the stronger, to receive help from them, to compete with them.
There is an opportunity to work more effectively with difficult students who do not adapt well to social norms	Transfer to weak groups is perceived by children as a humiliation of their dignity
The desire of strong students to move faster and deeper in education is realized	The imperfection of diagnostics sometimes leads to the fact that extraordinary children are transferred to the category of the weak.
The level of self-concept rises: the strong are affirmed in their abilities, the weak get the opportunity to experience educational success, get rid of an inferiority complex	The level of the self-concept decreases, in the elite groups there is an illusion of exclusivity, an egoistic complex; in weak groups, the level of self-esteem decreases, an attitude to the fatality of one’s weakness appears
The level of motivation for learning in strong groups increases	The level of motivation decreases in weak groups
In a group where the same children are gathered, it is easier for a child to learn	Recruitment destroys great teams

According to the features of the organization of homogeneous groups, there are:

a) external differentiation:

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

Intraschool (levels, profiles, departments, recesses, slopes, flows);

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

Interclass (optional, free, mixed-age groups);

b) internal differentiation: intra-class or intra-subject (groups within the class).

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

Education- a controlled process of interaction between a teacher and students, aimed at mastering knowledge, skills, shaping a worldview, developing mental strength and potential of students, developing and consolidating self-education skills in accordance with the goals set.

Process- a successive 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- the joint activity of the teacher and students in the transfer and assimilation of new knowledge and mastery of skills over a certain period of time.

The strategy of modern education is its focus not only on the formation of certain knowledge, skills and abilities, but on the upbringing and development of the child's personality, his theoretical thinking, linguistic intuition, interest, careful and thoughtful attitude to business, to his mission and, in general, to knowledge, on the development of the most important learning skill in a younger student - to learn.

Educational activity is a system of such learning conditions that make it possible for the development of a younger 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 academic plan. The Russian language as an academic subject solves two groups of tasks: special (they follow from its characteristics) and general subject (they are implemented by all school disciplines). The organization of differentiated learning can contribute to the combination and solution of these problems.

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

The development of a system of additional education for children is impossible without serious conceptual software 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, teachers of the IPC, and researchers.

Additional educational programs implemented in educational institutions should, on the one hand, compensate for the shortcomings of standardized education, and on the other hand, take into account its advantages. Therefore, when developing author's programs, teachers of additional education need to get acquainted with the content of those subjects that can be most related to the content of an 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, stimulate his self-education and self-development.

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

orientation to a broad humanitarian content, which allows to harmoniously combine national and universal values;
the formation of a holistic and emotional-figurative perception of the world among schoolchildren;
appeal to those problems, topics, educational areas that are personally significant for children of a particular age and which are not sufficiently represented in basic education;
development of cognitive, social, creative activity of the child, 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, i.e., focused on expansion, a certain change, taking into account specific pedagogical tasks, differ in 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 continuing education programs children. In the system of additional education for children, the following types of programs are distinguished:

exemplary;
modified or adapted;
experimental;
copyright.

It is possible to single out the levels of mastering 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 education:

cognitive (informational and educational);
research;

social adaptation;
professional applied;
sports and recreation;
developing artistic talent;
leisure.

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

complex;
integrated;
modular;
through.

Additional educational programs should be issued in the form of a regulatory document.

Title page with the necessary details: higher educational authorities; educational institution that implements the program; 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; the duration of the program; the author of the program; reviewer information.

Program sections:

Introduction.
The main directions and content of activities.
Conditions for the implementation of the program.
The mechanism for evaluating the results.
Thematic planning (number of hours for each topic by year of study).
The content of the sections of the program ( summary topics of each section, indicating the forms and methods of organizing educational programs).
List of used literature (author, book title, place and year of publication).
Availability of reviews: internal (methodological advice of the institution of additional education for children) and external (third-party organizations and educational institutions).

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

From the article you will learn:

What information contains professional standards for teachers of additional education 2019

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The approved document is used and taken into account when:

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

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

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

teachers;
trainers-educators;
additional education teachers;
teachers-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 of a teacher of additional education for children and adults

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

development and organization of the implementation of programs, tools for studying the market for services additional. education of children and adults;
study of the service market;
formation of programs and proposals for the promotion of additional education services.

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

formulate and submit for discussion with the management of the concept, methodology of market research;
form a sampling plan and develop research tools;
optimize the costs of such work;
to test the developed tools;
coordinate activities and distribute research responsibilities;
process primary results.

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

introduction of effective methods of assimilation;
search for an individual approach to each student;
introduced new methods to improve all the main programs of additional education;
organization of events aimed at preserving the contingent of students of different ages;
holding presentations, exhibitions, and other events aimed at drawing attention to additional education programs.

Required knowledge

The teacher of additional education for children and adults has an extensive list of knowledge, taking into account age features student contingent:

familiar with the list and characteristics of general education programs for children and adults;
basic rules for creating information materials;
methods that ensure the interest of students;
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 teachers of additional education will help to optimize and systematize the activities of extracurricular work centers, to conduct effective personnel policy successfully implement new modern methods and programs.