Special cases of attestation of pedagogical workers
The problem of self-education of a teacher in the context of his professional self-consciousness has a progressive movement. Today there is a need for a deeper study of the teacher in order to determine the level of his professional training, competence, objective assessment of his work. Today, teachers must understand that being a good professional means being in constant search, growth, development. The work of a teacher is highly mobile, extremely complex, requires from him deep and diverse scientific professional knowledge, skills, abilities, which are the basis of professional competence. Improving the professional competence of teachers – the key to successful reform of the education system as a whole. Methods and techniques of self-education are directly related to the level of formation of teachers’ system of basic pedagogical skills:
to study the necessary literature and advanced pedagogical experience; to separate from the studied literature and the advanced pedagogical experience the basic actual positions, the facts, the phenomena raising theoretical and methodical level of the teacher; to select from the read and seen by the teacher thoughts and methodical findings for approbation of own pedagogical activity; systematize and develop scientific and methodological generalizations; to introduce the achievements of psychological and pedagogical science and pedagogical practice into one’s own experience of working with students.
The purpose of work on the topics of self-education is a systematic increase of teachers’ professional level. The main tasks of self-education: improvement of theoretical knowledge, professional competence of teachers, educators; mastering new forms, methods, techniques of teaching and educating students; study and implementation in practice of advanced pedagogical experience, the latest achievements of pedagogical, psychological sciences, new pedagogical technologies; development of innovative processes in the educational institution. The theme of self-education is determined based on the methodical theme of the educational institution, the difficulties of the teacher, the specifics of his individual interests, etc. There are individual, group and collective forms of self-educational activities. The initiator of the choice of forms is the teacher himself, although its organization is often influenced by others: the heads of methodological associations, refresher courses, which initiate and stimulate the activities of the teacher. Group and collective forms in the form of activity of methodical association, seminars, workshops, etc. are organized by administration of educational institution. The result of self-education can have various forms of representation. Traditional forms: report; speech at the seminar; speech at pedagogical councils; speech at a meeting of the methodological association; didactic material; development of a standard lesson planning package on a topic or group of topics; a set of didactic material on the subject; collections of practical, control works; development of a set of handouts on the subject; development of thematic classes, parent meetings or extracurricular activities; development of a package of Olympic material for student training; database of questions and tasks on the subject, etc. Innovative forms: project; development of electronic lessons, manuals, etc.; development of a package of test material in electronic shells; creation of a personal methodical or subject web-page; creation of an electronic library of works of fiction according to programs, etc. Scientific and methodical forms: methodical manual; Tutorial; article for a professional publication; scientific and methodical development; methodical or diagnostic case; creation of a terminological dictionary; creative report, etc. Self-educational activity of the teacher is successfully carried out in the presence of such signs:
is realized as a process of cognition, which involves not just the consolidation of professional knowledge and assimilation of already known scientific information, but aims to obtain new scientific methodological knowledge, practical skills, etc.; should be continuous, replenishment of new knowledge can be carried out on the basis of preliminary training of teachers; should help the teacher to master the application of professional knowledge in his practice.
Teacher self-education will be productive under the following conditions:
in the process of self-education the need of the individual for his own development is realized; the teacher is able to identify their strengths and weaknesses, has ways of self-knowledge and self-analysis, is open to change; has a developed ability to reflect, ie the activities of the individual, aimed at understanding their own actions, feelings, analysis of these activities and drawing conclusions; the program of professional self-development, self-education includes opportunities of research, search, creative activity; the teacher is ready for creativity; there is a connection between personal and professional development and self-development.
Are you ready for self-education? Do you need it? Aren’t you too confident in your skills? Put a punctuation mark (.,!,?) In the expression «My professional competence is perfect _». Show this answer to your school representative, methodologist or practical psychologist and find out the opinion of a specialist about the state of your inner readiness for self-improvement. And always remember the words of Jimmy Ron – a world-renowned business philosopher who developed strategies for Coca-Cola, IBM, Xerox, General Motors and was the personal business coach of Bill Gates: «Formal education will help you survive, and self- education will lead you to success. » Author: Yu. Khaichina, Kremenchug VPU No. 7 Poltava region.
Questions and answers on changes in the Standard regulations on the certification of teachers, which necessitated a formal interpretation of its individual provisions
Special cases of attestation of pedagogical workers
1. Please clarify paragraph 3.20 of the Model Regulations. What courses should be taken by a teacher who teaches several subjects, including mathematics, physics and computer science. After graduation – a teacher of mathematics. Does the qualification category apply to the pedagogical workload of a teacher who teaches subjects of a variable component of the content of general secondary education? A teacher who teaches two or more subjects (disciplines) must be certified in the subject (subjects) he teaches in the specialty. The qualification category assigned by the results of attestation will apply to all pedagogical workload of a teacher if he lab report writing websites has passed advanced training courses in invariant components of the content of general secondary education, which he teaches, as provided in paragraph 3.20 of the Standard Regulations subject specializes in teaching disciplines of the variable component, the assigned qualification category also applies to this pedagogical workload. At the same time, the requirements for advanced training courses in these disciplines are not set by the Standard Regulations. A mathematics teacher who, in addition to mathematics, teaches computer science and physics, must undergo advanced training in these three disciplines according to integrated programs. of Youth and Sports of Ukraine dated 20. 12. 2011 No. 1473 instructed the Ministry of Education and Science, Youth and Sports of the Autonomous Republic of Crimea, the Department of Education and Science of regional, Kyiv and Sevastopol city state administrations, institutions of postgraduate pedagogical education, which have a pedagogical load of several subjects, according to integrated programs. 2. How is a methodologist of a district (city) methodical office in the psychological service certified, if he works part-time as a practical psychologist of a secondary school? In accordance with clause 2.13 of the Standard Regulations, methodologists of district (city) methodical offices for psychological services are certified for compliance with the position and for the assignment of qualification categories. «specialist» «specialist of the second category» «specialist of the first category» by attestation commissions of district (city) departments of education. The question of assignment to the methodologist of the district (city) methodical office on psychological service of qualification category education and in case of positive consideration of this issue, the petition before the attestation commission of management of education and science of the regional state administration on assignment (conformity to earlier appropriated) of a qualification category «the specialist of the highest category» is broken. Item 3.18 of the Standard polo It is determined that pedagogical workers who work part-time in educational institutions are certified on a general basis. That is, if, in addition to the position of methodologist, you hold the position of a practical psychologist of an educational institution, you should be certified separately for each of the positions. In this case, the practical psychologist of the educational institution is certified according to the rules established for the certification of employees of educational institutions. The pedagogical title «practical psychologist-methodologist» is assigned to the practical psychologist of the educational institution by the attestation commission level). 3. Can a pedagogical worker refuse the next attestation? No, he can’t. Article 27 of the Law of Ukraine «On General Secondary Education» stipulates that attestation of pedagogical employees of general educational institutions is mandatory and is carried out, as a rule, once every five years. The same requirements for the mandatory certification are contained in the laws «On Preschool Education» (Article 32), «On Vocational Education» (Article 45), «On Extracurricular Education» (Article 25), «On Higher Education» «(art .48). Paragraph 1.5. The Model Regulation also stipulates that attestation of teachers is mandatory. In accordance with paragraphs 3.1 and 3.2 of the Model Regulations, the head of the institution annually at the beginning of the school year submits to the attestation commission lists of teachers subject to regular attestation.