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 methodological conferences. As we can see, the duties of a teacher of additional education are quite extensive. In addition to the usual pedagogical tasks, it is also designed 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.
Centers for additional education - a phenomenon in teaching practice not new. 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 student contingent. 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 learning 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 moral qualities and the 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 the teacher as a passive and unhardworking person, which can be explained by the negative personal experience of students.
The image of a teacher of additional education is similar to the image of a teacher in general, but has its own structure and content features.
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.
A teenager's perceptions are more purposeful, planned and organized than perceptions elementary school 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 of his actions, created image becomes critical.
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; work experience pedagogical work: 2 to 5 years; from 5 to 10 years; over 10 years) or higher professional education (without requirements for work experience; teaching experience: from 2 to 5 years; from 5 to 10 years; over 10 years) or a 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. Constitution 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 relevant 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 methodical 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 teaching and upbringing methods, teaching aids 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 training load assigned to it in accordance with the schedule training sessions, participation in compulsory planned school-wide events and self-planning of compulsory activities for which performance 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 schools, be part of the methodological association of teachers of additional education of the corresponding profile.
Methodology for organizing the work of a teacher of additional education
Description of "differentiation of learning" in pedagogy
Differentiation in translation 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)
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.
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 the level of 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 learning 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.
Kind 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.
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Positive aspects |
Negative aspects |
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Unjustified and inappropriate for society leveling and averaging of children are excluded |
The division of children according to the level of development is inhumane |
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The teacher has the opportunity to pay attention to a weak student |
Socio-economic inequality is highlighted |
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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. |
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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 |
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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. |
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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 self-concept decreases, an illusion of exclusivity, an egoistic complex arises in elite groups; in weak groups, the level of self-esteem decreases, an attitude to the fatality of one’s weakness appears |
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The level of motivation for learning in strong groups increases |
The level of motivation decreases in weak groups |
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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 of various levels: gymnasium, compensatory education classes, etc.);
Interclass (optional, free, mixed-age groups);
b) internal differentiation: intra-class or intra-subject (groups within the class).
AT modern world There are different models of learning differentiation. (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.
Strategy modern learning- its focus is not just 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, to become the most important learning skill of a junior schoolchild is 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 the curriculum. 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 their satisfaction 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.
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.
general developmental;
specialized;
professionally oriented.
cognitive (informational and educational);
research;
social adaptation;
professional applied;
sports and recreation;
developing artistic talent;
leisure.
complex;
integrated;
modular;
through.
Title page with the necessary details: higher educational authorities; educational institution implementing 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 (a brief summary of the 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 is a topical issue. That is why everything related to its introduction is currently a topic for discussion by experts and specialists.
Features of document implementation
This professional standard contains detailed information about all the requirements that apply to employees in the field of additional education. On the this moment the introduction of this standard was postponed, as the pedagogical community perceived its provisions differently. It was decided to preliminary finalize this document, correcting numerous inaccuracies in it.
Characteristics of the category "additional education"
The professional standard of a teacher of additional education was developed for the category of people who use in their professional activity experience, knowledge, competencies in several areas: in psychology, profile direction, pedagogy.
Artistic activity, choreography, technical creativity act as a profile in their work.
Many workers in this field do not have diplomas of pedagogical or psychological education. That is why serious problems arose in the process of developing requirements for teachers of additional education, because it is necessary to take into account all the nuances and specifics of the system of additional education that has developed for a given period of time.
Education Requirements
The professional standard of a teacher of additional education contains a section that states that employees of additional education must have higher Teacher Education(in the form of a bachelor's degree) and professional additional qualification in the field of methodological work in additional education for adults and children.
With a careful study of this requirement, it turns out that a teacher of an additional education system must have two diplomas. If obtaining one education is a real task, then the continuation of the second (paid) education is not available to all employees of the system of additional education.
The standard of a teacher of additional education also contains such a clause, according to which specialists in a professional program corresponding to the profile of activity must be trained at least once every three years.
In order to fulfill this requirement, special centers for advanced training should be created in the country, which would allow teachers of additional education to improve their qualifications in a continuous way.
At the moment, this question remains open, it is impossible to fulfill the requirements for advanced training.
The Importance of Additional Education
The activity of a teacher of additional education is important for the formation of citizenship and patriotism in the younger generation. The Minister of Education of the Russian Federation Olga Vasilyeva has repeatedly emphasized the importance of introducing free sections and circles in educational institutions on scientific and technical creativity, chess, music, and theatrical art.
It is additional education that has now become one of the priority areas of activity of the Ministry of Education and Science of the Russian Federation.
Main problems of implementation
The professional standard of a teacher of additional education is only being considered in the pedagogical community, it has not been introduced into real practice. Among the main reasons for this “slowdown”, experts identify organizational, managerial and pedagogical problems.
As organizational and managerial problems, the presence of full-fledged general educational programs additional education for schoolchildren and adults. In addition, currently in the system extracurricular education not enough teaching aids adapted to the individual age characteristics of schoolchildren.
In order to introduce a professional standard into practice, it is necessary to first provide teachers with methodological support in the development of individual educational programs.
In addition, it is important to organize the work of experts who will analyze the effectiveness of the work of teachers of additional education in special programs, create a full-fledged material and technical base for the implementation of the tasks specified in the methodological recommendations for each profile of education.
Transfer of professional skills
The positive experience of a teacher of additional education should be published so that young professionals have a real opportunity to get acquainted with the best methods, which involves certain material costs.
Despite the fact that many school teachers positively reacted to the idea of organizing numerous studios, circles, creative associations on the basis of comprehensive schools, in which children could study for free, in practice the process of their creation is associated with serious material problems.
Personnel problems
Taking into account the requirements for a teacher of additional education, which are indicated in the professional standard, only subject teachers can work in circles of additional education. In order to "survive", at present, school teachers are forced to take a 30-hour study load, so they have neither the physical nor the moral strength to come up with methodological programs for additional education, organize after-school circles and creative studios for their pupils. .
The qualification of a teacher of additional education presupposes the presence of pedagogical education, but in recent times in higher educational institutions, the number of areas related to the training of teachers has been reduced. This "staff starvation" is also the reason for the slowdown in the introduction of the standard into practice.
The teacher cannot work around the clock, so he prefers lesson activities, for objective reasons, he ignores the system of additional education for schoolchildren.
Key points
Let's look at what extracurricular work is. A teacher of additional education to have a pedagogical education. Otherwise, he has no right to work with children. The professional standard is aimed at helping the management in the implementation of a competent personnel policy, high-quality management of the employees of the educational institution.
This document should be used when conducting certification tests for employees, determining wages, developing job descriptions, and concluding employment contracts with teachers.
A teacher of additional education for adults must also have a pedagogical education, periodically improve their qualifications.
As an exception (in the absence of personnel), employment is allowed with the subsequent receipt by the employee of a profile education of a pedagogical orientation.
The need to implement the standard
Among the objective reasons why a standard should be introduced in Russian additional education, let us single out the difficulties that experts face in the process of attesting teachers.
Part of the legislative norms that guide the members of the attestation commissions were developed many years ago. During this time, they have ceased to be relevant, do not allow experts to fully evaluate the activities of a certified teacher of additional education.
The new norms to be adopted at the legislative level will provide an opportunity to increase the interest and responsibility of teachers involved in extracurricular activities.
Rules for achieving results
In order to achieve maximum results, it is necessary to correctly apply the developed standard. It should not become a measure for strict regulation of the activities of employees, but must be an incentive to search for new methodological techniques, non-standard solutions for employees of the Russian additional education system.
According to the standard, the teacher is obliged to:
- conduct a set of children in groups, studios, creative teams according to the developed program;
- look for ways to motivate students;
- carry out activities aimed at improving the equipment of the classroom;
- develop special information materials;
- take into account the wishes of parents and pupils;
- help children, develop individual educational trajectories for them.
It is the teacher preschool education is obliged to create optimal conditions for schoolchildren so that each child gets a real opportunity to reveal their creative potential, self-development, self-improvement.
The professional standard also includes a clause according to which the teacher must carry out work related to the preparation of his pupils for various exhibitions and competitions.
A true professional knows how to create conditions for self-control of children, find an option for effective cooperation with other organizations, parents of their students.
Conclusion
In connection with the innovations and transformations that have been observed in recent years in the Russian education system, the issue of introducing a professional teacher standard in the system of additional education is relevant and timely.
In order for the educational process to take place according to a certain algorithm, the teacher must have certain personal qualities, also noted in the standard: high creativity, intellectual level, sense of humor, tolerance, love for children.
Amendments were made to the Federal Law “On Education”, which require the passage of mandatory professional certification of all employees of the Russian additional education system. This procedure, according to the developers of the document, is a measure of assessing the skills of teachers. As a confirmation of their achievements, teachers present letters, certificates, thanks, diplomas. Based on the results of certification, they will be assigned a certain qualification category, which will significantly affect the amount of his salary.
The professional standard of a teacher of additional education comes into force on January 1, 2020. When and why the draft professional standard is introduced, which has undergone changes, you can find out from the article, where expert recommendations and files for download are available.
Description of the complex of special knowledge and competencies necessary for the teacher to perform professional activities to implement the auxiliary program content of the complex schooling, determines the professional standard of a teacher of additional education. Professional standards, unlike qualification reference books that have lost their relevance due to the socio-economic changes of recent decades, fully cover the paradigm of the educational environment, and the complex of additional education is no exception. The application of the professional standard of a teacher of additional education is necessary for:
- establishing qualification requirements to the employee at the stage of making a managerial decision on the suitability of the position;
- allocation of official functions, powers and level of responsibility for a specific category of teachers, taking into account the specifics of the educational institution;
- determining the list of labor duties;
- organization of measures aimed at ensuring the rights and obligations of employees to improve the qualification level, streamlining issues of remuneration.
Save this for yourself so you don't lose it:
For up-to-date information on the procedure for applying professional standards at school, read the journal "Regulatory Documents of an Educational Institution":
- How to check if the teacher's qualifications meet the requirements of the professional standard (checklist with comments)- How has the professional standard of a teacher of additional education changed? (legislative changes!)
The vectors of state policy in the field of education, which determined the need to abandon qualification reference books in favor of professional standards - a description of the qualification characteristics necessary for teachers to successfully perform professional functions - were initiated back in 1997 through the adoption of the Program of Social Reforms in the Russian Federation for 1996-2000. For many years, the project remained at the stage of freezing or finalization, but in recent years, regulatory and legal, and then managerial and organizational activities in the direction have been intensified. On the eve of January 1, 2020, when changes to the Ministry of Labor come into force, it is important for each head of the educational institution to once again update the question of why the professional standard of a teacher of additional education is needed, and to check whether all changes are reflected in the local documentation of the institution and are implemented at school.
Recall that the application of professional standards in education, as well as in other areas National economy, is due to the need for a theoretical framework approved at the state level to update the requirements for applicants for a position and develop job descriptions that meet the realities of the market and the expectations of consumers of educational services.
The professional standard of a teacher of additional education has gone through a significant evolutionary path: this regulatory legal act has been in force since January 1, 2017, but due to the need for revision, it was withdrawn for two years. At the same time, according to the Decree of the Government of the Russian Federation of June 27, 2016 No. 584, which provides for the completion of all measures for the implementation of professional standards by January 1, 2020, the draft professional standard for a teacher of additional education comes into force again. The study and analysis of the professional standard "Teacher of additional education for children and adults", carried out by experts, gives the right to assert that the description of labor functions presented will allow directors of educational institutions to streamline certain aspects of local documentation support and personnel work in educational institutions.
Conceptually, the project of the professional standard of the additional education teacher corresponds to similar regulatory legal acts developed to determine the qualification characteristics for representatives of other pedagogical positions. In chapter " General information» the full name of the type of professional activity (“Pedagogical activity in additional education for children and adults”) and code (01.003) are presented. As the main goal of the work of employees who obey the professional standard of a teacher of additional education, the organization of activities for the assimilation of a complex of knowledge and competencies, the creation pedagogical conditions for the development of creative potential, satisfaction of a complex of personal needs in self-realization and health promotion, organization of meaningful leisure, as well as providing affordable means for schoolchildren to achieve the results of additional program content.
In the section devoted to generalized labor functions, all possible job titles for the implementation of additional general educational programs are presented, namely:
- Teaching (possible job titles - additional education teacher, senior additional education teacher, trainer-teacher, senior trainer-teacher, teacher).
- Organizational and methodological support (methodologist, senior methodologist).
- Organizational and pedagogical support of activities in the direction (teacher-organizer).
I would like to immediately focus on the fact that before the introduction of the latest edition of the professional standard of a teacher of additional education, the assignment of the position "teacher" was allowed only in organizations that implement pre-professional program content, but now this name can be used only for employees of children's art schools (to teachers, providing training in different types arts). As for the official title "trainer-teacher", its use is recommended when organizing the implementation of pre-professional educational programs in the field of physical culture and sports.
The list of necessary knowledge and skills, differentiated according to the names of labor functions, contains descriptions of the area of knowledge and competencies, without which the successful performance of job duties is impossible. The content of these sections should be taken into account when making management decisions on the suitability of the applicant for the position for which he is applying for, the expediency of creating conditions for urgent advanced training of the employee or issuing an order for his promotion. Thus, the use of the draft professional standard guarantees the possibility of building a competent management strategy in the direction of preschool education within the boundaries of a separate school and the system as a whole, and also contributes to the creation of conditions for the active professional development of representatives of the profession.
Job description of a teacher of additional education according to the professional standard
The professional standard changes the system of requirements for the content of professional and pedagogical activities in the field of additional education. Accordingly, the system of work with personnel should also change, which necessitates a revision of job descriptions. At the time when the professional standard of a teacher of additional education is introduced, namely January 1, 2020, an adjustment should be made in the local documentation of the school, in particular, in job descriptions - the wording of individual items has been changed.
| Generalized labor function | Labor function | Wordings in the outdated and updated version of the professional standard of the teacher of additional education |
| Teaching under additional education programs | Ensuring interaction with parents (legal representatives) of children mastering additional program content in solving current problems of the educational process. | Among the duties of the employee, it is necessary to indicate ensuring, within the framework of his powers, the observance of the rights of a minor, the rights and responsibilities of mothers and fathers for the upbringing and development of children (instead of "... adults fulfill their duties"). |
| Pedagogical control and evaluation of the development of educational content in additional education programs. | In the job description of a teacher of additional education according to the professional standard, it is recommended to introduce control over changes in the level of preparedness of students in the process of mastering the program content (instead of “Fixing and evaluating the dynamics of preparedness ...”). | |
| Organizational and methodological support for the implementation of additional education programs for schoolchildren | Monitoring and evaluation of the quality of implementation of additional program content by teachers. | Organization of additional vocational education for teachers under the guidance of an authorized leader (instead of "... and advanced training and retraining ...". |
It should be noted that the job description of a teacher of additional education according to the professional standard is adjusted only in terms of qualification requirements. In the remaining parts of the local document, based on the draft professional standard, it is possible to indicate only those requirements and competencies of the employee that are really needed to perform professional duties, taking into account the specifics of the functioning of a particular educational institution. So, paragraph 9 of the letter of the Ministry of Labor dated 04.04.2016 No. 14-0 / 10 / V-2253 indicates the possibility of distributing the list of duties and the level of responsibility presented in the updated version of the professional standard of the additional education teacher between several employees of the educational institution, which allows for the implementation of the complex of mesodic , organizational and pedagogical activities in the direction at the proper level.
The automatic replacement of the provisions of the job description, compiled on the basis of qualification reference books that have lost their relevance, due to the approaching date for the entry into force of the professional standard of a teacher of additional education, is unlawful. After making changes to the local documentation regulating the procedure and content of work in the direction (employment contracts, job descriptions, staffing), it is necessary for the employees of the educational institution to familiarize themselves with the new versions of the acts under signature.
Plan for the implementation of the professional standard of a teacher of additional education
The regulator recommended the phased introduction of professional standards in educational environment in order to comfortably replace the outdated provisions of qualification reference books. But in light of the fact that the deadlines for the introduction of the professional standard of a teacher of additional education are coming to an end (recall that by January 1, 2020 all measures for the implementation of professional standards must be completed), the heads of educational institutions, who have not yet had time to ensure the fulfillment of the requirements in this area, need to intensify their efforts . First of all, create a working group, including not only teachers, but also an accountant, lawyer or personnel specialist.
According to paragraph 1 of Government Decree No. 584 dated June 27, 2016, the working group is obliged to develop a plan for the introduction of a professional standard for additional education teachers, including the following points:
- The name of the professional standards that will be applied in the OS, taking into account the staffing of the organization.
- List of local acts and regulations that need to be amended.
- Information about the need to improve the qualification level of employees enrolled in the state. According to the current version of professional standards, a teacher of additional education must be trained in the specialty "Education and Pedagogical Sciences". At the same time, the methodologists of the sphere, for whose position they cannot apply for education in the areas of "Humanities" and "Society Sciences", were equated in status with teachers.
- List of employees who have already completed training to meet the requirements of the standard. Since the updated version of the document regulating the requirements for professional level additional education teachers, there is no requirement for the obligation of the employer to train employees according to professional programs, in accordance with Art. 196 of the Labor Code of the Russian Federation, the commission must decide on the need for retraining during certification. Pursuant to paragraph 2 of part 5 of Art. 47 of the Federal Law of December 29, 2012 No. 273-FZ, once every three years, teachers of additional education are recommended to be sent to advanced training courses.
- Stages of introducing a professional standard (for example, preparatory and main).
After developing a plan for the implementation of the professional standard of a teacher of additional education, having thought through step-by-step further actions, it is necessary, first of all, to take care of the employees of the institution. First of all, the staff should be informed about what changes are taking place in the school's workflow. Step by step, publicly, explaining to the team every step, it is necessary to act in this direction so that there is no panic, rumors, speculation.
At a government meeting, Education Minister Olga Vasilyeva and Prime Minister Dmitry Medvedev set the vector for the development of additional education for children.
Olga Vasilyeva announced that the professional standard for a teacher of additional education will come into force everywhere from January 1, 2018. According to this professional standard, teachers of additional education must meet two parameters: have a secondary vocational or higher education in the profile in which students are taught, and also have a pedagogical education.
Profstandard requires special education from teachers
In other words, there are two main requirements for teachers of additional education:The first one is called “Additional professional education”. It can be obtained after employment. For example, to lead an embroidery circle or a sports section, you need to be trained in these profiles.
The second is “Additional pedagogical education”. This program should be taken by those who do not have a pedagogical education.
According to the professional standard, teachers of additional education must take refresher courses once every 3 years.
Training of teachers of additional education
According to the decrees of the President of the Russian Federation Vladimir Putin, the Ministry of Education has been given the task of covering at least 70-75% of children aged 5 to 18 with additional education. For this purpose, a special article has been allocated in the federal budget. The government allocates subsidies to non-governmental organizations that are engaged in extra-curricular programs. In general, by 2025, it is planned to re-equip more than 1.8 million educational places of additional institutions. education for children, of which 600 thousand - in rural areas.
You can take professional retraining courses at the SNTA academy
- For those who do not have a pedagogical education - 4 months. learning. A diploma of prof. retraining.
- For those who do not have training under the program of additional professional education. A diploma of professional retraining is issued. Academic plan on a specific profile can be obtained from a consultant.
Teachers of additional education can also take
By order of the Ministry of Labor dated May 5, 2018 No. 298, a new professional standard "Teacher of additional education for children and adults" was approved. The order was registered with the Ministry of Justice on August 28 under the number 52016. The professional standard, approved by the order of the Ministry of Labor of September 8, 2015 No. 613n, has lost its force.
The information is relevant for students of professional retraining and advanced training courses in the following areas:
Requirements for methodologists of additional education for children and adults
Methodist add. education of children and adults must have a higher or secondary vocational education in the direction of "Education and Pedagogical Sciences", or having a non-pedagogical education, but corresponding to additional programs. education, which are implemented in the institution, to pass (from 3 months).
Teacher-organizer: requirements for the position
To hold the position of a teacher-organizer, it is not necessary to have a higher pedagogical or secondary vocational education in a pedagogical specialty. In the event that the organizing teacher does not have a ped. education, then it can be obtained at professional retraining courses (from 3-6 months).