The teacher of additional education provides additional education for children, develops their diverse creative activity. 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 is also involved in the development and implementation 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 creativity 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, 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.
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 character 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.
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 specifically, selectively 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 with a secondary vocational education is appointed (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 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 the performance of his official duties.
4. Involve specialists from all (individual) structural divisions in solving the tasks assigned to it (if it 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 official 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 training load assigned to it in accordance with the schedule training sessions, participation in compulsory planned school events and self-planning of obligatory activities for which performance standards are not set;
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 and 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 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)
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.
|
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 laggards in the class eliminates the need to reduce general level 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 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 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 schoolchild'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 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 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).
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 order of the Ministry of Labor of September 8, 2015 No. 613n, has lost its force.
The information is relevant for course participants professional retraining and advanced training 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 no Teacher 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).
________________
The senior teacher of additional education, in order to ensure the coordination of the activities of teachers of additional education and provide them with methodological assistance, additionally performs the functions described in the generalized labor functions In "Organizational and methodological support for the implementation of additional general educational programs" and C "Organizational and pedagogical support for the implementation of additional general educational programs" of this professional standard.
The title of the position is used in the implementation of additional pre-professional educational programs in the field physical culture and sports.
In order to ensure the coordination of the activities of trainers-teachers and provide methodological assistance, the senior trainer-teacher additionally performs the functions described in the generalized labor functions B "Organizational and methodological support for the implementation of additional general education programs" and C "Organizational and pedagogical support for the implementation of additional general education programs" of this professional standard.
The title of the position is used in organizations of additional education in the implementation of additional pre-professional and general developmental educational programs in the field of arts (children's art schools by type of art).
Articles 331, 351.1 of the Labor Code of the Russian Federation of December 30, 2001 N 197-FZ (Collected Legislation of the Russian Federation, 2002, N 1, Art. 308, 2010, N 52, Art. 7002, 2013, N 27, Art. 3477 , 2014, N 52, article 7554, 2015, N 1, article 42).
Order of the Ministry of Health and Social Development of Russia dated April 12, 2011 N 302n "On approval of the lists of harmful and (or) dangerous production factors and work, during the performance of which mandatory preliminary and periodic medical examinations (examinations) are carried out, and the Procedure for conducting mandatory preliminary and periodic medical examinations ( surveys) of workers engaged in hard work and work with harmful and (or) dangerous working conditions "(registered by the Ministry of Justice of Russia on October 21, 2011, registration N 22111), as amended by orders of the Ministry of Health of Russia dated May 15, 2013 N 296n (registered by the Ministry of Justice of Russia on July 3, 2013, registration N 28970) and dated December 5, 2014 N 801n (registered by the Ministry of Justice of Russia on February 3, 2015, registration N 35848), by order of the Ministry of Labor of Russia, the Ministry of Health of Russia dated February 6, 2018 No. 62n/49n (registered by the Ministry of Justice of Russia on March 2, 2018, registration No. 50237); Article 48 of the Federal Law of December 29, 2012 N 273-F3 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598); Articles 69, 213 of the Labor Code of the Russian Federation of December 30, 2001 N 197-FZ (Collected Legislation of the Russian Federation, 2002, N 1, Art. 3; 2004, N 35, Art. 3607; 2006, N 27, Art. 2878 ; 2008, N 30, article 3616; 2011, N 49, article 7031; 2013, N 48, article 6165, N 52, article 6986).
additional characteristics
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 of the Russian Federation and Articles 11 and 73 of the Federal Law “On Education in the Russian Federation” came into force.
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."
Ministry of Labor and social protection Russian Federation in the information letter dated February 10, 2016 "On the application of professional standards in the field 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"Teacher of additional education for children and adults".
The professional standard for teachers of additional education for children and adults has been updated. The Order of the Ministry of Labor of Russia dated September 8, 2015 No. 613n, which approved the previously existing professional standard, was declared 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 pedagogical conditions for the formation and development of creative abilities, meeting the needs for intellectual, moral and physical improvement, health promotion, organizing free time, vocational guidance, 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 educational programs.
The standard establishes the requirements for education and work experience necessary for a specialist to perform his job functions.
Please note that in the order of May 5, 2018 N 298n there is no 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).
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 for the 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
Additional vocational education(advanced training and retraining) of 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 additional professional education "Institute for advanced training 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 the activities of a children's 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 of 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 Sphere 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 dated 04/26/2016 No. (to Yandex.Disk)
At the Extended meeting of the Presidium of the Board of Directors of organizations of additional education "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 additional education "Center for the Development of Creativity of Children and Youth"