ECSD 2018. Revision dated April 9, 2018 (including those with changes that entered into force on July 1, 2018)
To search for approved professional standards of the Ministry of Labor of the Russian Federation, use directory of professional standards
Additional education teacher (including senior)
Job responsibilities. Provides additional education to students in accordance with its educational program, develops their various creative activities. Completes the composition of students, pupils of a circle, section, studio, club and other children's association and takes measures to preserve the contingent of students and pupils during the training period. Provides a pedagogically sound choice of forms, means and methods of work (training) based on psychophysiological and pedagogical expediency, using modern educational technologies, including information as well as digital educational resources. Conducts training sessions based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology and school hygiene, as well as modern information technologies. Ensures compliance with the rights and freedoms of students and pupils. Participates in the development and implementation of educational programs. Draws up lesson plans and programs and ensures their implementation. Reveals the creative abilities of students, pupils, promotes their development, the formation of sustainable professional interests and inclinations. Organizes different types activities of students, pupils, focusing on their personalities, develops the motivation of their cognitive interests and abilities. Organizes independent activity students, pupils, including research, includes educational process problem-based learning, connects learning with practice, discusses current events of our time with students. Provides and analyzes the achievements of students and pupils. Evaluates the effectiveness of training, taking into account the mastery of skills, the development of experience in creative activity, cognitive interest, using computer technology, incl. text editors and spreadsheets in their activities. Provides special support to gifted and talented students, pupils, as well as students and pupils with developmental disabilities. Organizes the participation of students and pupils in public events. Participates in the work of pedagogical, methodological councils, associations, and other forms methodological work, in the work to carry out parent meetings, recreational, educational and other activities provided for by the educational program, in organizing and conducting methodological and advisory assistance to parents or persons replacing them, as well as teaching staff within their competence. Ensures the protection of life and health of students and pupils during educational process. Ensures compliance with labor protection and fire safety rules during classes. When performing the duties of a senior teacher of additional education, along with fulfilling the duties provided for by the position of a teacher of additional education, he coordinates the activities of teachers of additional education and other teaching staff in designing the developmental educational environment of the educational institution. Provides methodological assistance to teachers of additional education, contributes to the generalization of their advanced teaching experience and advanced training, development of their creative initiatives.
Must know: priority areas development educational system Russian Federation, laws and other normative legal acts regulating educational activities, the Convention on the Rights of the Child, developmental and special pedagogy and psychology, physiology, hygiene, the specific development of interests and needs of students, pupils, the basis of their creative activity, methods of searching and supporting young talents, content curriculum, methodology and organization of additional education for children, scientific and technical, aesthetic, tourism and local history, health and sports, leisure activities, training programs for clubs, sections, studios, club associations, activities of children's groups, organizations and associations, methods of skill development, modern pedagogical technologies for productive, differentiated, developmental education, implementation of a competency-based approach, methods of persuasion, argumentation of one’s position, establishing contact with students, pupils, children of different ages, their parents, persons replacing them, work colleagues, technologies for diagnosing causes conflict situations, their prevention and resolution, pedagogical diagnostic technologies, basics of working with a personal computer (text editors, spreadsheets), by email and browsers, multimedia equipment, internal labor regulations of an educational institution, labor protection and fire safety rules.
Qualification requirements. Higher professional education or secondary vocational education in a field corresponding to the profile of a circle, section, studio, club or other children's association without presenting requirements for work experience, or higher vocational education or secondary vocational education and additional professional education in the direction of "Education and Pedagogy" without presenting requirements for work experience.
For a senior teacher of additional education - higher professional education and experience pedagogical work at least 2 years.
Vacancies for the position of Additional Education Teacher (including senior) according to the all-Russian vacancy database
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, and other regulatory legal acts of the Russian Federation establish qualification requirements necessary for an employee to perform a certain job function, professional standards in relation to these requirements are mandatory for application by employers.”
Ministry of Labor and social protection The Russian Federation in its information letter dated February 10, 2016 “On the application of professional standards in the sphere of labor” explains the procedure for applying professional standards. Professional standards are used by employers when forming personnel policies and in personnel management, when organizing training and certification of employees, developing job descriptions, tariffication of work, assignment of tariff categories to employees and establishment of remuneration systems, taking into account the peculiarities of the organization of production, labor and management (including when organizing staff training and intra-institutional methodological work).
Information dated February 10, 2016 “On the application of professional standards in the world of work”
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 requirements mandatory for application by state or municipal unitary enterprises, as well as state corporations, state companies and business entities, more than fifty percent of shares (shares) in the authorized whose capital is state-owned or municipally owned” introduces a procedure for the gradual implementation 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. Order of the Ministry of Labor of Russia dated September 8, 2015 No. 613n, which approved the previously valid professional standard, has been declared invalid. According to the standard, the purpose of the activities of these specialists is to organize the activities of students in acquiring knowledge, developing skills and competencies: creating pedagogical conditions for the formation and development creativity, meeting the needs for intellectual, moral and physical improvement, health promotion, organizing free time, vocational guidance, ensuring that students achieve results in mastering additional general education programs. The functions of these specialists include:
Teaching in additional general education programs:
Organizational and methodological support for the implementation of additional general education programs;
Organizational and pedagogical support for the implementation of additional general education programs.
The standard establishes requirements for education and work experience, necessary for a specialist to perform their work functions.
Please note that in Order No. 298n dated May 5, 2018, there is no provision that “the professional standard is applied by employers in the formation of personnel policies and personnel management, in organizing training and certification of employees, concluding employment contracts, developing job descriptions and establishing systems wages" (previously this was required).
Peculiarities pedagogical activity additional education teacher concerns his tasks, character, means, the relationship between pedagogical leadership and children’s independence, and the teacher’s position in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of additional education pedagogy. Solving creative problems in collaboration with a teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (like being with everyone, being carried away by a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives that arises during the above interaction reorients, in turn, the motives and process of solving pedagogical problems by creating an integral semantic field in the space of creative interactions (13)
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MODERN REQUIREMENTS
TO THE TEACHER OF ADDITIONAL CHILDREN'S EDUCATION
V. P. Golovanov believes thata teacher of additional education is a specialist who organizes the educational process in direct contact with children in the sphere of free time,and identifies the following tasks of its activities:
- providing additional education for children and adolescents, organizing their various creative activities;
- staffing the composition of students in an educational group, section, studio, club and other children's association and applying measures to maintain the contingent during the training period;
- providing pedagogically sound forms, means and methods of work (education and training), based on psychophysiological expediency;
- ensuring compliance with the rights and freedoms of children; participation in the development and implementation of educational programs, bearing responsibility for the quality of their implementation, for the life and health of students;
- drawing up a lesson plan and program. Ensuring their implementation;
- identifying the creative abilities of children, promoting their development, the formation of sustainable professional interests and inclinations;
- support for gifted and talented students, as well as children with developmental disabilities;
- organizing the participation of pupils in public events;
- providing advisory assistance to parents (persons replacing them), as well as teaching staff within their competence;
- when conducting classes, ensuring compliance with the rules and regulations of labor protection, safety and fire protection;
- participation in activities methodological associations and other forms of methodological work, improving their professional qualifications (3).
The main and final result professional activity The teacher of additional education is the student himself, the development of his personality, abilities and competence. At the same time, using the materials of the above-mentioned author, the professional activity of a teacher of additional education can be represented in the form of the following structure.
Diagnostic activitieswhich is necessary for studying children, their abilities, level of development, interests and needs, as well as relationships in the children's community. But, in addition, diagnostic activity is also necessary so that a teacher of additional education, based on objective data, can subsequently evaluate the effectiveness of his work. It should be noted here that systematic diagnostic activity with recording and analysis of its results among practicing teachers can be found quite rarely. The reasons for this are the lack of necessary knowledge and motivation for this type of activity.
Orientation and prognostic activity.The essence of this type of activity is to predict the final result. However, as you know, it is the goal that is the guide to the final result. Therefore, this type of activity is, first of all, expressed in setting the goals and objectives of pedagogical activity. The reality and correctness of goal setting depends not only on life and pedagogical experience, not only on professional pedagogical knowledge and skills, but also on how competently the diagnostic activity was carried out. For a teacher of additional education who has sufficient experience, the basis for predictive activities should be an analysis of previous experience, based, again, on data obtained during diagnostic activities.
Constructive and design activities.The results of this type of activity should be formalized in a program of additional education for children created by the teacher. This activity involves thinking through and designing the upcoming pedagogical process, its conceptual foundations, forms, methods, technologies and content of activities. The basis for this type of activity is the results of the two previous ones, because when designing future activities, the additional education teacher must clearly understand the goals and objectives facing him, take into account the interests, needs and abilities of the students.
Information and explanatory activities.This type of activity is associated with the transfer of specific knowledge and skills to students, the formation on their basis of certain personal qualities And value guidelines. This is the direct purpose of the teacher. Of course, the content, technologies and methods of information and explanatory activities are interconnected with the previous components of the professional activity of a teacher of additional education.
Organizational activities.This type of activity allows you to organize the pedagogical process, direct it to solve current problems and achieve the set goal. It is associated with the ability to interact with students and mobilize them for one or another type of activity. The components of this type of activity are pedagogical management and pedagogical leadership. The first consists of setting tasks, organizing their solution, controlling the process and evaluating the results by each group member. Pedagogical leadership is also provision and support of the desire to solve a problem, participate in the solution, achieve and be responsible for the result.
Communicative and stimulating activities.The basis of the activity of a teacher of additional education is, as mentioned above, communication.Professional pedagogical communication- this is a system of organic socio-psychological interaction between a teacher and students, the content of which is the exchange of information, educational interaction, organizing relationships using communication means.It includes the ability to create the necessary atmosphere for interaction with children, maintain contact with them at the level of cooperation and co-creation, and also solve pedagogical problems communication means. Properly organized communicative-stimulating activities can act as a means of solving educational problems, as a socio-psychological support for the educational process, and as a way of organizing the relationship between the teacher and children, guaranteeing the success of training and education.
Analytical and evaluation activities.This type of activity is associated with the need for regular correction of the pedagogical process. It is based on an analysis of the results of diagnostic activities, pedagogical reflection and, based on them, a real self-assessment of the achievements of a teacher of additional education, problem areas, successful and unsuccessful techniques. The technologies used, forms and methods of interaction with children, their effectiveness, as well as the degree to which the tasks and goals are achieved need to be analyzed and evaluated. The result of analytical and evaluation activities can be partial or even complete changes at all of the above stages of activity.
Research and creative activity. Creative activity teacher of additional education is a necessary component for obtaining new, more high results pedagogical work.Creativity is defined as an activity that generates something qualitatively new, something that has never existed before.Is there a place for creativity in teaching? There is an opinion that teaching is one of the types of art, that is, creativity. And today these two concepts are used to characterize the pedagogical process.Pedagogical art is the teacher’s perfect mastery of the entire set of psychological and pedagogical knowledge, skills and abilities, combined with professional passion, developed pedagogical thinking and intuition.An essential aspect of pedagogical art, according to V.P. Golovanov, iscreativity of the teacher, which is presented as highest form active work teacher to transform the “pedagogical” reality, in the center of which is the child.
Isolation and awareness of the features of pedagogical interaction in the organization of educational and educational work with children in additional education institutions allows for more effective teaching activities. These features include the following (6.1):
Voluntariness and mass participation of children in extracurricular activities.In additional education institutions, the child voluntarily chooses a leader and a children's community in which he feels most comfortable. Voluntariness in additional education institutions is also reflected in the fact that a child can change classes at any time or leave the institution altogether. To retain him, additional education teachers cannot use the arsenal of disciplinary techniques that a school teacher has. Only the attractiveness of the activity itself, the forms and methods of its organization, the comfortable atmosphere in a children’s community of different ages and, finally, the bright individuality, sincerity and friendliness of the teacher contribute to the fact that the child spends his leisure time in an additional education institution for a long time. Therefore, studying the interests and demands of children, their dynamics in a changing sociocultural situation is one of the most important tasks of institutions of additional education. It is its solution that can help overcome the main objective contradiction in the activities of additional education institutions - between children’s understanding of their free time as recreation and the activities of an out-of-school institution as an institution of social education that solves relevant pedagogical problems.
Differentiation of students according to interests and focus on a certain type of activity.The satisfaction of interest (at different stages of its formation - from curiosity to theoretical interest) is the basis for the motivation for a child to attend classes at an additional education institution for a long period. An additional education teacher, unlike a school teacher, is in a more advantageous position. This is due to the fact that in out-of-school institutions children are differentiated by interests, which, as mentioned above, becomes a motivation not only for choosing a direction of activity, but also contributes to the child’s interest in acquiring the knowledge, skills and abilities that the teacher imparts to him. And the proximity of the results of activity to the original goal becomes another incentive for such activity. A positive aspect of differentiation is that the child satisfies his cognitive and communicative needs in a community of like-minded people, that is, people (both children and teachers) for whom the same interests, goals, and, in many ways, values are significant. This helps create a friendly, friendly atmosphere, increasing creative activity children, developing their initiative and independence.
The ability to adjust lesson programs taking into account the child’s individual interests, abilities and level of preparedness.The increase in the status of additional education institutions has led to an increase in the quality of educational services offered by these institutions. Additional educational programs, the authors and developers of which are the teachers of additional education themselves, become the result of a creative integration of comprehension and analysis of scientific and methodological literature and their own practical experience. The programs are based on an interaction paradigm, which implies the possibility of certain corrections taking into account the individual abilities and level of preparedness of children. The implementation of such programs in practice leads to the fact that in the process of pedagogical interaction the correspondence of the specific case and the personal capabilities of children is taken into account, conditions are created for the accelerated development of more prepared and gifted children, and an individual pace of transfer of material is ensured for children who have difficulties in mastering it. An important condition their effectiveness becomes taking into account the priority activities of children in different age groups and other psychophysical characteristics of age.
A feature of additional education for children, as mentioned above, is that it is provided to children in their free time and is carried out as a result of free choice, voluntary participation, selectivity by students of their educational path, mode, level and final result. This specificity is expressed in the need to design in the additional education program a special methodology for creative cooperation, the activities of a teacher and a child, a teacher and a children’s association, a methodology for active and intensive training. The specificity of pedagogical interaction in an additional education institution makes it possible to more fully use the potential of an individual approach in working with children, since in the field of additional education there is no such strict attachment to the federal government as in school. educational standards, and the number of children with whom the teacher simultaneously works is initially less than in a school class. All this contributes to the disclosure of individual abilities of the individual, his self-realization and self-determination in the new conditions of the sphere of free time.
The generally accessible and socially useful nature of children’s activities, which has practical and personally significant tasks for each pupil.M. B. Koval highlights different kinds such activity. These are, firstly, mass and group types of subject-based practical activities that contribute to the involvement of adolescents in the association, requiring them to demonstrate certain skills and a conscientious attitude to the matter. These include exhibitions, competitions, holidays, competitions, and festivals.
The second category includes clubs, studios, sections and other creative associations of children who want to engage in systematic activities in accordance with their interests and capabilities. These organizational forms ensure equal opportunities for the participation of all interested schoolchildren, regardless of their abilities and preparedness. It can also be noted that the activities of children in such communities are regular and long-term, and the forms described above are used periodically and act as a kind of creative final report on the activities of any circle, club or studio in a certain period of time.
In addition, forms and types of work are identified for the most prepared children and adolescents. These include scientific societies for students, children's scientific conferences, summer away camps and expeditions. Participation in them allows children to expand their theoretical knowledge and test it in practical activities.
An important factor in motivating children to study in an additional education institution is the practice-oriented nature of the proposed activities and the opportunity to see the results of this activity over time. In addition, the practical and activity-based basis of additional education is expressed in the fact that the child tries to independently solve vital problems for himself, which, of course, has an impact on his development.
A variety of areas of communication, the possibility of informal communication between the leader and children.Communication is one of the most important means of pedagogical interaction. The joint creative passion of the teacher and children leads to informality of communication, which is highly attractive in the eyes of children, since it contributes not only to the establishment of a friendly atmosphere, but also to the growth of children’s self-esteem, sense of social significance and adulthood. Such communication creates genuine democratic and humanistic relationships, brings the child to the level of an active participant (subject) of interaction, strengthens the possibilities of the institution of additional education in organizing cognitive leisure for children, in expanding and deepening their knowledge, teaching them a specific task, in the development of individual inclinations and self-determination of the individual. .
A creative and friendly atmosphere, an opportunity for a child to change his status in a group of peers.The atmosphere that arises in various children's communities of additional education institutions due to the features listed above provides a real chance for a child to change (increase) his social status among his peers. In addition, in out-of-school institutions, children's communities quite often are of different ages. This contributes to the fact that an older child, even one who occupies a low social status in the school community of the same age, can realize his leadership ambitions, taking advantage of higher intellectual and physical development than younger students. The specificity of pedagogical activity in institutions of additional education helps to compensate for the lack of attention and participation that a certain part of children experience in school and family; it is largely aimed at helping to solve the problems of pedagogically neglected and even deviant children by creating conditions for them to do feasible and interesting work that raises their status in the children's community.
Thus, it can be noted that the features of the pedagogical activity of a teacher of additional education relate to his tasks, nature, means, the relationship between pedagogical leadership and the independence of children, and the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of additional education pedagogy. Solving creative problems in collaboration with a teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (like being with everyone, being carried away by a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives that arises during the above interaction reorients, in turn, the motives and process of solving pedagogical problems by creating an integral semantic field in the space of creative interactions (13)
Bibliography
- Builova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education for children: educational and methodological manual. - M.: humanitarian and methodological center VLADOS, 2001.-160 p.
- Builova L.N., Klenova N.V. How to organize additional education for children at school? Practical guide. – M.: ARKTI, 2005. – p. 7-9.
- Golovanov V.P. Methods and technology of work of a teacher of additional education. -M.: VLADOS. 2004.
- Deych B. A., Kucherevskaya M. O. Additional education of children as a professional pedagogical activity. - Novosibirsk: NSPU Publishing House. 2014.
- Evladova E. B.. Loginova L. G.. Mikhailova N. N. Additional education for children. - M: VLADOS, 2002.
- Kuznetsova N.A., Yakovlev D.E. Management of methodological work in institutions of additional education: a manual for managers and teachers / under the general editorship of N.K. Bespalova. - M.: Airis-press, 2003.-96p.
6.1. Koval M.B. Pedagogy of out-of-school institutions. - Orenburg, 1993.
- Novichkov V.B. The role and place of additional education in the upbringing of a young Muscovite./Education of a young Muscovite in the system of additional education.–M.: MIROS, 1997.–p. 31-35.
- Pedagogy of additional education: monitoring the quality of the educational process in an institution of additional education for children: methodological recommendations/comp. A.M. Tarasova, M.M. Loboda; under general ed. N.N. Rybakova. – Omsk: BOU DPO “IROOO”, 2009.
- Savchenko A.V. Organization of methodological activities of institutions of additional education for children: methodological recommendations. - Orenburg.: CDT Industrial District, 2017, 75 p.
- Model provision on educational institution additional education for children (7.03.1995 No. 233)
- Requirements for the minimum content and level of training of graduates in specialty 0317 “Pedagogy of additional education” // Out-of-school student. - 1999. - No. 3. - P. 5.
- Fomina A.B., Kochneva S.V. Organization of methodological work in institutions of additional education for children. Recommendations. - M.: CRSDOD Ministry of Education of Russia, 1999. - 24 p.
- https://studme.org/125775/pedagogika/pedagog_dopolnitelnogo_obrazovaniya_osobennosti_organizatsii_pedagogicheskoy_deyatelnosti Additional education teacher: features of the organization of teaching activities
- http://dopedu.ru/articles/151-2012-05-23-19-02-32.html Builova L.N.
Basic means and forms of methodological assistance to teachers of additional education.
19. ddt.bip31.ru/dokumenti/metod_kopilka/metod_kopilka/9.pdf Methodological service of an educational institution.
For the purpose of the ongoing modernization of education in the Russian Federation, the Order of the Ministry of Labor and Social Protection of the Russian Federation dated September 8, 2015 No. 613 approved the professional standard “Teacher of additional education for children and adults.”
Updated system goals Russian education create new requirements for the quality of teaching staff and the level of professional teaching activity in general.
It is necessary to develop new professional quality teachers of additional education with the standard of professional activity in the field of training, education and development.
The professional standard should become a system-forming mechanism that will improve the quality of work of additional education teachers, create objective requirements for labor actions, knowledge and skills, and the required level of professional education.
The professional standard will determine the volume and direction of training, retraining or advanced training, and will make it possible to objectively link the level of professionalism of a teacher of additional education, his job responsibilities and conditions of remuneration based on the results of professional activity (effective contract). At the same time, the professional standard should act as a basis for assessing the qualifications and work of a teacher of additional education, and an effective contract as a tool for connecting interests teaching worker and a manager to solve the problems of an educational organization.
It must be noted that when introducing the professional standard for additional education teachers, a number of problems arise related to the lack of clear principles for building a career in the professional activities of teaching staff, including its main stages, the connection between occupying the corresponding position and the qualifications required for this (from the point of view of the professional standard). ; the absence of a clear and objective relationship between the qualifications (professional level, level of competence) of a teaching worker, the quality and results of his professional activities and remuneration.
Teachers’ updated understanding of the requirements of the professional standard is a reflection of the real needs of the system of additional education for children, a mechanism for obtaining quality education, a tool for ensuring professional and career growth, and a personally meaningful approach to one’s own activities.
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Specialist model –
teacher of additional education for children and adults
Function | Organization | leisure activities of students in the process |
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implementation | |||||
Labor actions | 1.Planning the preparation of leisure activities. | ||||
2.Organization of leisure activities. | |||||
3.Leisure activities | |||||
Target | Formation of cultural traditions of organizing leisure time (in | ||||
in accordance with the chosen areas of activity). | |||||
Expanding the cultural experience of students | and them | ||||
parents (legal representatives) in organizing leisure activities | |||||
Tasks | 1. Definition and description of traditional activities |
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organization of leisure activities (within the framework of the structural |
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divisions in accordance with the chosen direction |
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activities) (forms, frequency, expected results) and |
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possibilities | their cultural | reproduction in family |
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education. | |||||
2. Determining forms of attracting students and their parents |
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(legal representatives) in the process of preparing leisure activities |
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events. | |||||
3. Drawing up and discussing with parents (legal |
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representatives) and students of plans for organizing leisure activities |
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activities. | |||||
4.Training parents (legal representatives) in ways |
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organizing and conducting leisure activities in the process |
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joint activities. | |||||
5.Joint | carrying out | leisure | events | ||
students and their parents (legal representatives). | |||||
6. Organization of receiving feedback from parents on and then |
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holding events. | |||||
7. Conducting analysis with the involvement of the parent community, |
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access to joint planning of leisure activities. | |||||
8. Generalization of experience and description of formed traditions in |
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organization of leisure activities. | |||||
Subjects | Administration of educational institution | ||||
interaction | |||||
teacher-organizer, | |||||
parents (legal representatives), | |||||
students, | |||||
specialized institutions | |||||
Resources/Terms | 1.Organizational. |
2. Material – technical equipment (by profile |
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activities). |
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3. Availability of premises. |
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Result | 1. The presence of cultural traditions and systems in work on |
organization of leisure activities in the process of implementation |
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additional general education program. |
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2. Active participation parents (legal representatives) in |
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planning, preparing and conducting leisure activities |
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3. High level leisure culture |
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events. |
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Criteria | 1. Awareness of students, parents (legal |
representatives) about the system of leisure activities and traditions |
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holding leisure activities in a structural unit |
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and in the institution as a whole. |
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2.Use of mastered forms and methods of activity in |
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organizing leisure activities outside the institution. |
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3. Dissemination of experience. |
Cultural traditions– social and cultural heritage, transmitted from generation to generation and reproducing in certain societies and social groups During a long time. Traditions are present in all social and cultural systems and are a necessary condition their existence.
Function | Ensuring interaction with parents of students, |
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mastering additional general education |
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programs, when solving problems of training and education |
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Labor actions | 1.Planning interaction with parents (legal |
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representatives) of students studying additional |
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general education program, when solving learning problems |
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and education. | ||||||
2.Conducting parent meetings, individual and |
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group meetings (consultations) with parents (legal |
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representatives). | ||||||
3.Organization of joint activities of children and adults during |
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conducting classes and leisure activities. | ||||||
4.Ensuring, within the framework of one’s powers, the observance of rights |
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child and adults fulfilling assigned responsibilities |
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Target | 1. Formation of a responsible active position of parents in |
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issues of education and upbringing of a child in the system |
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additional education. | ||||||
2. Formation of uniform requirements for the organization |
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pedagogical process on the part of parents (legal |
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representatives) | teaching staff | (teachers |
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additional education) | ||||||
Tasks | 1. Informing parents (legal representatives) about |
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being implemented | CDOD | "Sputnik r.p. Linevo" | programs |
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additional education and teaching staff. |
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2. Study of parents’ requests for additional services |
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education. | ||||||
3. Organizing recruitment into groups taking into account the requests of parents and |
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children. | ||||||
4.Development of a system of interaction with parents, including |
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forms of work and feedback systems. | ||||||
5. Planning and organizing situations of cooperation with |
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parents, providing and opportunities actively |
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participate in the development process. | ||||||
Subjects | Administration of the institution, | |||||
interaction | ||||||
teacher-organizer, | ||||||
parents | ||||||
Resources/conditions | 1. Room for organizing work. | |||||
Professional and personal resources. |
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Methodological support (if necessary). |
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Result | 1. Formed community of parents of students |
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MKUDO CDOD "Sputnik". |
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2. Effective interaction between teachers and parents |
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(legal representatives) on issues related to the development |
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students of additional education programs. |
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3. Presence of unity of requirements in organizational matters |
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educational process |
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Criteria | 1. Active participation of parents (legal representatives) in |
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events organized at MKUDO CDOD “Sputnik”, |
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various forms of focus, cooperation with |
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teaching staff. |
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Absence of conflict situations with parents (legal |
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representatives) caused by the difference in requirements for |
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pedagogical process and interaction with students |
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Model of a specialist – teacher of additional education for children and adults
Function | Organization of student activities, | aimed at developing |
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additional general education program | |||||||||
Labor actions | 1. Enrollment for additional general developmental education |
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program. | |||||||||
2.Selection | For | training | By | additional |
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pre-professional program. | |||||||||
3.Current | control | and help | students in | corrections |
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activities and behavior in the classroom. | |||||||||
4. Development of measures to modernize equipment |
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educational | premises, | formation | his | subject- |
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spatial | environment, | providing | development |
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educational program. | |||||||||
Target | 1.Creating conditions for effective mastery of children |
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methods of activity in the chosen direction in accordance |
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with potential opportunities in the process of development |
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additional general education program | |||||||||
Tasks | 1. Carrying out activities to recruit students for training |
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according to the additional general education program (based on |
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studying parents' requests, among other things). | |||||||||
2.Implementation | pedagogical | process aimed at |
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the child’s mastery of an additional education program. |
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3. Carrying out ongoing monitoring and | Giving help |
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students in correcting activities and behavior in the classroom. |
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4. Creating conditions that motivate parents to consolidate |
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in children of received ZUNs and developing | UUD, and |
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expanding the cultural experience of children in the chosen direction. |
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5. Formation of a subject-spatial environment in |
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institution providing the development of educational |
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programs. | |||||||||
6. Providing opportunities for students to participate in |
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activities aimed at presenting the results |
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training (competitions, exhibitions, competitions, etc.) |
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Subjects | Administration, | ||||||||
additional education teachers, | |||||||||
parents, | |||||||||
other subjects of social infrastructure, | related by |
||||||||
additional general education program | |||||||||
Resources/Terms | 1. Room for organizing classes. | |||||
2. Material and technical resources. | ||||||
3. Information and methodological resources. | ||||||
4. Professional and personal resources of the teacher. |
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5.Resources | social infrastructure | By | direction |
|||
activities. | ||||||
Result | 1. Effective mastery of additional content by children |
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general education program and methods of activity in |
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chosen direction in accordance with potential |
||||||
possibilities. | ||||||
2. The presence of a situation of creative success for students. |
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Criteria | 1.High | results | development | additional |
||
general education program by students based on the results |
||||||
control and diagnostic procedures (individually, in |
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according to the child’s potential). |
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2.Effective | participation | students | massive |
|||
events. | ||||||
3. High motivation of students to study in the chosen field |
||||||
direction. | ||||||
Model of a specialist – teacher of additional education for children and adults
Function | Pedagogical | control and evaluation of the development of additional |
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general education program | ||||||||
Labor actions | 1. Monitoring and evaluation of the development of additional | |||||||
general education programs, including within the framework | ||||||||
established certification forms (if any). | ||||||||
2.Analysis and interpretation of the results of pedagogical |
||||||||
control and evaluation. | ||||||||
3.Fixation and assessment of the dynamics of preparedness and motivation |
||||||||
students in the process of mastering additional | ||||||||
general education program. | ||||||||
Target | Creation | conditions | For | timely | corrections |
|||
educational | route for students | basis | fixation |
|||||
intermediate | final | results | development by children |
|||||
Tasks | 1.Study professional literature on the topic “Evaluation |
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procedures", attending thematic classes on this |
||||||||
issue, advanced training, self-education on this |
||||||||
topic. | ||||||||
2.Development of evaluation procedures for the implemented program |
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additional education and registration forms |
||||||||
obtained results. | ||||||||
3.Conduct | estimated | procedures | compliance |
|||||
long-term work plan. | ||||||||
4.Fixing the results of intermediate and final diagnostics |
||||||||
in developed and approved forms. | ||||||||
5. Correction of educational | student route | based |
||||||
received data. | ||||||||
Subjects | Additional education teachers, | |||||||
interaction | students, | |||||||
Methodist, | ||||||||
parents (legal representatives) of students (if necessary) | ||||||||
Resources/Terms | 1. Professional and personal. | |||||||
2.Methodological and diagnostic. | ||||||||
3. Logistics (depending on the direction |
||||||||
activities). | ||||||||
2. Timely correction of the educational route |
||||||||
students based on recording intermediate and final |
||||||||
results of children mastering the content of the program. |
||||||||
2. Effective development by children of the supplementary program |
||||||||
education. |
||||||||
Criteria | 1. Availability of final materials based on the results of the conduct |
|||||||
assessment procedures. |
||||||||
2. Introducing changes and additions to the additional supplementary information and RDOP based on |
||||||||
carrying out assessment procedures (if necessary). |
||||||||
3. Achievement of planned development results |
||||||||
students of additional general education |
||||||||
programs. |
||||||||
Model of a specialist – teacher of additional education for children and adults
Function | Development of software and methodological support for implementation |
|||
additional general education program | ||||
Labor actions | 1.Development of additional general education programs |
|||
(programs of training courses, disciplines (modules)) and educational |
||||
methodological materials for their implementation. | ||||
2. Determination of pedagogical goals and objectives, planning |
||||
classes and (or) cycles of classes aimed at mastering |
||||
chosen type of activity (area of additional |
||||
education). | ||||
3. Determination of pedagogical goals and objectives, planning |
||||
leisure activities, development of plans (scenarios) |
||||
leisure activities. | ||||
4.Development of a system for assessing the achievement of planned |
||||
5.Maintaining documentation to ensure implementation |
||||
additional general education program (program |
||||
training course, discipline (module)) | ||||
Target | Creation of a modern, up-to-date database programmatically - |
|||
methodological support for additional education. |
||||
Formation of the educational environment (conditions, including |
||||
methodological support), relevant for modern |
||||
DPO systems | ||||
Tasks | 1.Studying the needs of recipients of educational services at |
|||
specific additional education programs. |
||||
2. Project development programmatic and methodological complexes for |
||||
chosen area of activity. | ||||
3. Determining the conditions for effective implementation of the program |
||||
additional education taking into account the needs of participants |
||||
educational | relations | (parents | (legal |
|
representatives) | students, | pedagogical | worker, |
|
students), including learning processes and | organizations |
|||
leisure activities | ||||
4. Coordination and approval of programs and methodological |
||||
materials. | ||||
5. Development of a system for assessing the achievement of planned |
||||
results of mastering the general education program. |
||||
6. Preparation and submission of documentation providing |
||||
implementation of additional general education | programs |
|||
(curriculum program, discipline (module)) | ||||
Subjects | Additional education teachers, | |||
interaction | methodologists, | |||
specialists from educational authorities, | ||||
expert community (according to the profile of general education | ||||
Result | 1. Availability of an up-to-date software and methodological base |
|||
providing additional education on those implemented in |
||||
establishment of areas of additional education. |
||||
Criteria | 1. Compliance of software and methodological support |
|||
modern requirements. |
||||
2.Verified assessment of relevance and effectiveness |
||||
developed, implemented and planned for implementation |
||||
software and methodological complexes. |
||||
The professional standard for a teacher of additional education establishes requirements for qualifications, work experience, basic and additional education of specialists. The employer focuses on professional standards when forming personnel policies and solving other organizational issues.
From the article you will learn:
What information do professional standards for additional education teachers 2019 contain?
Download documents on the topic:
The approved document is used and taken into account when:
- formation of personnel policy;
- concluding employment contracts;
- planning training;
- conducting assessment and certification;
- establishing wage systems.
Please note: the professional standard of a teacher of additional education formulates the main goals of professional activity and regulates the necessary competencies for successful work.
In accordance with approved professional standards, additional education teachers of the sixth qualification level can occupy the following positions:
- teachers;
- trainers-teachers;
- additional education teachers;
- teacher-organizers;
- Methodists.
Job description of the teacher-organizer taking into account the requirements of the professional standard “Teacher of additional education for children and adults”
Professional standard for a teacher of additional education for children and adults
The professional standard for a teacher of additional education for children and adults includes the following labor functions:
- development and organization of implementation of programs, tools for studying the market of additional services. education of children and adults;
- study of the services market;
- development of programs and proposals to promote additional education services.
Download in.doc
Download in.doc
Skills of a teacher of additional education for children and adults:
- formulate and submit for discussion with management concepts and market research methods;
- formulate a sampling plan and develop research tools;
- optimize the costs of such work;
- test the developed tools;
- coordinate activities and distribute research responsibilities;
- process primary results.
If the teacher is engaged in direct work teaching children and adults additional programs education, basic skills are aimed at:
- implementation effective techniques assimilation;
- searching for an individual approach to each student;
- introduced new methods to improve all basic programs of additional education;
- organizing events aimed at preserving the number of students of different ages;
- holding presentations, exhibitions, and other events aimed at attracting attention to additional training programs.
Required knowledge
A teacher of additional education for children and adults has an extensive list of knowledge, taking into account age characteristics student population:
- familiar with the list and characteristics of general education programs for children and adults;
- basic rules for creating information materials;
- methods that ensure student interest;
- techniques and methods of persuasion;
- ability to listen to the interlocutor;
- methods of involvement in activities;
- ways to quickly resolve conflicts.
Please note that the gradual introduction of professional standards for additional education teachers will help optimize and systematize the activities of out-of-school work centers and carry out effective personnel policy, successfully implement new modern techniques and programs.