Recommendations for drawing up a plan. Methodological recommendations for creating a lesson plan. Name of the event and format

Annual planning of educational work with the class is an integral part of the work of the class teacher. An educational work plan, drawn up taking into account the problems of the class, aimed at the prospects for the development of the children's team and focused on the modern requirements of the Federal State Educational Standard, allows the class teacher to design and systematize his activities, direct them to achieve educational results.

These guidelines have been developed taking into account the main areas of work of the class teacher. Recommendations contain short description sections of the annual work plan of the class teacher, options for planning main activities (Appendix 1), a sample work plan for the holiday period (Appendix 2), a sample plan for working with parents (Appendix 3), a sample plan for working with children/families at risk.

When drawing up an annual plan of educational work, the class teacher must have the following information:

Approximate composition of the class group of students (total number of students, number of boys, girls);

Age of students and psychological and pedagogical characteristics of this age;

The presence of leaders and outsiders in the class;

The level of achievement of each child;

The presence of formed micro groups of the class team, which unites them;

The presence of problems in the relationships of students in the class and the reasons for their occurrence;

Interests, hobbies and preferences of each student.

All this knowledge is necessary for the class teacher in order to conduct a competent analysis of the work with the class over the previous academic period and identify the main goals and objectives for the new academic year. If the class teacher will work with the class for the first year, then this information you need to find out from the previous class teacher (teacher). If the class teacher has been working with the class for more than a year, then he takes the listed knowledge about the student body from his experience of working with students, using the results of diagnostic studies, monitoring educational activities, the predominant forms of which are pedagogical observation, questioning, and testing.

The structure of the plan for educational work with the class.Title page. An educational work plan is an official document that must reflect information about the author, who compiled this document, what age category it is designed for, what is the period of its implementation, with whom it is agreed upon and approved by whom. Therefore, in the VR plan it is necessary to indicate the full name. the teacher - the author, the class in which the teacher will work, the timing of the implementation of the plan. This plan must be agreed upon with the administration representative (or teacher) responsible for educational work in educational organization, and approve it from the manager.

Analysis of educational work for the previous academic year. The following information must be included in this section of the plan:

• the goal of educational work indicated in the plan for the past academic year, towards which the work of the class teacher was aimed;
• tasks aimed at achieving the goal;
• expected educational results;
• forms and methods of work of the class teacher used in achieving the designated goals and objectives;
• main directions of work of the class teacher;
• specific activities carried out within these areas, describing the level of emotional response of students (liked it, aroused keen interest, students showed particular activity / did not like it, students did not demonstrate their interest, participated as passive listeners, or not the whole class showed special interest and etc.), it is advisable to indicate among the listed events those that have become traditional and the implementation of which caused a particularly positive response from students;
• problems that arose in the implementation of the BP plan, indicating the specific reasons for their occurrence;
• level of achievement of educational results (based on the results school year) in relation to the solution of the set goals and objectives;
• work with difficult children and children at risk: the number of children registered within the school, registered with law enforcement agencies, registered with the Children's Children's Department, and the reasons for registration are indicated. The basic principles of organizing work with this group of students, the degree of their involvement in extracurricular activities, the forms used to control students’ employment outside of school, the joint work of the class teacher with social educator, psychologist and parents, what results were achieved, what problems remained unresolved;
• analysis of work with parents: the degree of activity of parents in interaction with the teacher, the participation of parents in class affairs, problems solved in the process of interaction, the role of the parent committee in organizing the joint work of the class teacher with the parent community, the forms of work used by the teacher, individual work with parents are analyzed , on what topics the conversations and consultations were held, whether there are parents with whom it was not possible to establish contact. Work with parents of children at risk and families in difficult social situations, forms and methods of interaction, positive or negative dynamics of this work.

The purpose and objectives of educational work for the new academic year should be formulated taking into account the above analysis and aimed at creating conditions for eliminating the problems of education identified in the analysis, and their implementation should help improve the quality of the process of education and socialization.

Characteristics of the class team. In this section, you should indicate the numerical composition of the class, the number of boys and girls in it, the level of student achievement, the degree of activity of students in lessons and during organized extracurricular time, the level of cohesion of students within the team, the common interests of the class, the presence of leaders and outsiders in the class, the presence microgroups indicating the principles of their formation, the degree of conflict (low, medium, high), hobbies, preferences and Creative skills students, extracurricular activities for children.

Social class passport(according to the form accepted by the educational organization)

Plan of main activities with class students. This section of the plan can be compiled by types of activities, areas of activity, thematic periods (at the choice of the class teacher).

We should not forget that the plan for the main activities with students must necessarily reflect events at the school-wide and city level.

Action plan for the holiday periods. In order to avoid additional work for the class teacher in planning the organization of vacation time, I recommend including this section in the annual planning of the educational work of the class.

Activities planned for the holidays should help create conditions for the formation of culture healthy image life, i.e. students must learn to relax with benefits for health and personal development. Properly planned work solves the following problems: coordinates the employment of children during the holidays, the child continues to develop on vacation, moral ideals and cultural values ​​are formed. During the holidays, teachers are recommended to take into account the age of the children, their interests, significant dates of the city and country, as well as calendar holidays that will be of interest to schoolchildren when drawing up a plan. It is important to use as types of activities such as tourism and local history activities, sports and recreational activities, leisure and entertainment communication (for an approximate version of the work plan for the holidays, see Appendix 2)

Plan for working with parents. This section of the plan will allow the class teacher to systematize his work to create a unified educational space “Family and School”. A plan for working with parents may include both group and individual forms of work with parents (see Appendix 2). When drawing up a plan for working with parents, it is necessary to take into account the age category of the parents, their social status and employment during working hours. In this regard, it is appropriate, along with full-time forms work to include remote types of interaction in the plan. Group, individual and collective forms of work still remain relevant. From individual forms of work, the plan can include:

• individual face-to-face and remote consultations for parents,
• visiting family at home;

among groups:

• thematic consultations, parent education, master classes;

among collective:

• parent meetings, jointly organized events (their names must be indicated); It is important to include in the plan work on developing an information space for parents or maintaining a forum for parents, designing visual information stands or booklets for parents.

Plan of work with children/families at risk and students who are registered within the school, registered with the Children's Supervision Department and law enforcement agencies. This section of the plan must include activities aimed at identifying children/families belonging to this category, individual and group activities with students/parents, activities aimed at identifying the interests of students and their implementation, as well as work on preparing and maintaining the necessary reporting documentation , participation in Prevention Councils (for an example of a plan for working with children/parents at risk, see Appendix 4).

Dear Colleagues! I would like to draw your attention to the fact that the options for planning educational work with a class in the main areas of activity, set out below, are not a model for exact copying and are given only as a way of demonstrating possible forms of drawing up a plan; their content requires systematization and additions taking into account educational problems and goals , tasks of a specific class team.

Annex 1

Option 1.Planning of main events by type of activity

Activities				Dates
	Social modeling game “In the world of professions”			September
Cognitive	Conversation “In the world of discoveries”
Problem-based communication	Discussion discussion of A. Mogilevskaya’s stories “Hurry with Good”, “Do not Rush with Good”
Leisure and entertainment activities (leisure communication)	Class participation in a charity concert for veterans “New Year’s Serpentine”
Sports and recreational activities	"Health Day"
Tourism and local history activities	Excursion to the Museum of the Great Patriotic War
Artistic creativity	Participation in the school exhibition “Oh, woman, blessed are you!”
Labor (production) activity	Labor landing on the territory of Krasnopresnensky Park
Social creativity	Social project “Memory is Alive”			April May

Option 2. Planning of main activities by areas of activity

Activities	Name of the event and format	Estimated level of educational outcome	Local government leaders involved in organizing the event	Dates
Healthy lifestyle
	KTD “Our teachers, thank you from the bottom of our hearts”
Civic-patriotic education	Discussion “When we are united, we are invincible”
Spiritual and moral education	KTD "Give New Year's tale for those who do not expect gifts from life"
	Project “My Grandmother’s New Year’s Toy”
Civil-patriotic	Excursion to the Museum of Military Glory
	Meeting with participants in international wars
Spiritual and moral
Civil-patriotic	Participation in a charity concert

Option 3. Planning main events by thematic periods

Thematic period	Name of the event and format	Estimated level of educational outcome	Local government leaders involved in organizing the event	Dates
Autumn pages of the school calendar	All-Russian lesson “Ready for labor and defense”
	“Holiday Mail” campaign dedicated to Teacher’s Day
	Discussion “The power of unity is the power of success” dedicated to the Day national unity and reconciliation
On the wings of a New Year's fairy tale	Competition "My New Year's classroom"
	KVN “When the clock strikes 12”
"About courage, about valor, about glory"	Project “He did not flinch in battle”
	“Candle of Memory” event dedicated to the memory of internationalist soldiers in Russia
Victorious spring	Photo exhibition “The Scent of Spring” dedicated to International Women’s Day”
	Social project “Book of Memory”; Campaign “For Veterans - with Love”;

Appendix 2

An example of how to work during the holidays

Period	Name of the event and form of organization	Level of educational result	Local government leaders involved in organizing the event	the date of the
Autumn vacation	Autumn walk along Arbat, preparation for the photo project “My Arbat”
	Visit to the Nightingale cinema, watching the film Legend No. 17
	Discussion on the film “Legend No. 17” we watched
	Bike marathon
	Design of the project stand “My Arbat”

Appendix 3

Sample plan for working with parents

Name of the event and format	Result	Registration of work results	Dates
Individual face-to-face and remote consultations
Problems of academic performance, attendance and relationships in the children's team	Creation pedagogical conditions to eliminate problems of training and education		During a year (on demand)
Parental education Group consultations			I once every quarter
Childish selfishness. How to overcome it?	Creation of pedagogical conditions for the formation of parental competence in the process of education
Friends in a child's life
Teenage aggression and its causes
Child's independence. How to develop it?
Master classes
“Holiday at home. How to organize and carry out"		Information booklet for parents, feedback journal
We educate without offending
Parent meetings
End-of-quarter meetings		Minutes of parent meeting	I once every quarter October, December, March
Joint activities with parents
Sports marathon "Family cross"	Personal participation of parents in organizing and conducting events, creating conditions for the development of a unified educational space “Family and School”	Photo report, design of thematic stands following the event	September
Photo exhibition "Mom's eyes"
Theater production "New Year's Theater"
KVN “On the threshold of spring”, dedicated to International Women’s Day

Appendix 4

Sample version of a plan for working with children/families at risk

Name of the event and format	Result	Registration of work results	Dates
Individual and group work with students
Identification of children at risk	Determining the number of students who require special pedagogical support	Compiling lists of students who are registered within the school, registered with the KDN, and registered with law enforcement agencies. Registration of applications for registration/removal from school registration	September
Organizing leisure time for students, involving them in clubs and sections	Organization of extracurricular time for students	Drawing up a “Student Employment Map”	September and throughout the year
Monitoring attendance at classes and progress in subjects	Creating conditions for increasing student attendance and performance	Attendance and progress report	During a year
Participation in raids to visit families of students who are registered with the school, registered with law enforcement agencies, KDN, together with class teachers and social educator	Study of living conditions of students	Protocol for visiting a family with a description of the students’ living conditions	I once every quarter
Conducting preventive individual conversations on issues of academic performance, behavior and building friendly relationships with peers	Creating conditions for the prevention of antisocial behavior on the part of students/families at risk.	Map of psychological and pedagogical rehabilitation	September, December, March, May and throughout the year upon request
Participation in the Prevention Council
Work on preparation and maintenance of reporting documentation
Compilation of characteristics for children/families at risk"			September
Maintaining a card of social and pedagogical support for the student/family			During a year
Registration of personal files of students			May, August

When developing this section of the business plan, it is necessary to be based on the following principles:

• 1) the principle of understanding the consumer, based on taking into account the needs and dynamics of market conditions;
• 2) the principle of fighting for the consumer (client);
• 3) the principle of maximum adaptation of production to market requirements.

Also, when carrying out marketing activities, it is necessary to remember that the process of coordinating the company’s capabilities and consumer requests takes place in a certain external (environmental) environment, which is influenced by factors such as:

• 1) stability of the political and legal system in the market country, providing legal protection for the activities of its own and foreign entrepreneurs;
• 2) economic and demographic factors;
• 3) the legislative system regulating the activities of the organization;
• 4) level scientific and technological progress which forces us to produce new products and carry out effective marketing activities;
• 5) socio-cultural level of the population, geographical, climatic and historical conditions, cultural traditions that influence big influence for marketing activities. When writing this section, it is necessary to take into account that the marketing plan includes a large number of questions that must be given a detailed, comprehensive answer when drawing it up. It is advisable to outline the main things on several pages: what marketing strategy has been adopted by the company, how the product will be sold - through its own company stores or through wholesale trade organizations; how prices for goods will be set, what level of profitability on invested funds is expected to be realized; how is it expected to achieve constant growth in sales volumes - by expanding the sales area or by searching for new forms of attracting additional customers; how the service will be organized and how much funds will be needed for this; how it is expected to achieve a good reputation for the products and the company itself in the eyes of the public.

• 1) marketing goals and strategies;
• 2) pricing;
• 3) distribution scheme of goods;
• 4) methods of sales promotion;
• 5) organization of after-sales customer service;
• 6) advertising;
• 7) formation of public opinion about the company and products;
• 8) marketing budget;
• 9) marketing controlling.

After determining the overall target strategy of the company for each type of product, a detailed action plan is developed. The main criteria for assessing the strategy here are assortment, market, competition. The range of products offered ultimately depends on the need for product quality among end consumers. Differences in product types in the assortment must meet the specific requirements of consumers.

Market size is determined by the number of potential consumers in each individual product.

Assessing competitors involves identifying firms on the market that sell products with similar qualities and that can replace the product being offered.

Pricing. The pricing strategy may be based on cost, demand or competition. In a cost-based strategy, the entrepreneur determines prices by calculating production, service and overhead costs, and then adds the desired profit to these figures. Demand is not being studied.

As part of a demand-based strategy, the price is determined at the level of the market average, and costs in this case should not exceed the amount calculated as the difference between price and profit.

With a competitive pricing strategy, prices can be either lower or higher than market prices, depending on consumer loyalty, the service provided, and the image of the product. This principle is used by firms that have competitors.

In addition, this section may suggest and justify any of the following strategies:

• 1) establishment of standard prices. They are established when a channel member sets prices for goods or services and strives to keep them constant over a long period of time. They are used for products such as candy, chewing gum, magazines;
• 2) variable pricing. A firm deliberately changes prices to respond to changes in costs or consumer demand. Using this strategy, you can offer different prices to target certain market segments. In this case, the prices charged to different consumers are not based on costs;
• 3) establishment of uniform and flexible prices;
• 4) strategy of unrounded prices. This strategy occurs in cases where prices are set below round amounts. The psychological factor comes into play - consumers like to receive change;
• 5) the concept of "price - quality". When entering the market, it is often advisable for a manufacturing company to use price leadership tactics. Another method used if you want to increase the volume of product sales is to establish discounts for bulk purchases.

Product distribution scheme. According to this paragraph, the organization’s marketing plan must indicate a scheme for selling goods.

Distribution and marketing include three elements: transportation, storage and contact with consumers.

When choosing distribution channels, it is necessary to take into account a number of main factors.

• 1. Consumers:
• 1) characteristics: quantity, needs, average purchase size;
• 2) segments: size, purchasing behavior.
• 2. Company:
• 1) goals: control, sales, profit, time;
• 2) resources: flexibility, level, service needs.
• 3. Product or service:
• 1) cost: price per unit;
• 2) complexity: technical side;
• 3) volume: unit mass, separability.
• 4. Competition:
• 1) characteristics: number, concentration, assortment, consumers;
• 2) tactics: methods of product distribution, sales relationships.
• 5. Product distribution channels:
• 1) alternatives: direct, indirect;
• 2) characteristics: quantity, functions performed, traditions;
• 3) legal aspects: relevant laws and bills.

There are two main types of distribution channels:

• 1) direct channels associated with the movement of goods from producer to consumer without the use of independent intermediaries.
• 2) indirect distribution channels associated with the movement of goods first to the intermediary and then to the consumer.

An assessment is made of which retail network (wholesale or retail) the product (service) is primarily sold or is expected to be sold through.

There are three general categories of organizing I wholesale activities; their brief characteristics are given below.

• 1. Wholesale activities of manufacturers.
• 2. Commercial wholesale organizations buy products for resale.
• 3. Agents and brokers perform wholesale functions but do not take title to goods.

Retailing in general serves four functions. She participates in the sorting process, collecting an assortment of goods from large number suppliers and offers them for sale; presents information to consumers through advertising, displays and signage; carries out operations for servicing goods; completes transactions using appropriate store locations and hours of operation.

Sales promotion. An organization can use a wide range of sales promotion tools:

• 1) direct mail;
• 2) trade shows and demonstrations;
• 3) placement of advertising;
• 4) printed and audiovisual media;
• 5) display windows in stores;
• 6) business meetings and conferences;
• 7) payment for coupons, etc.

The type of sales promotion largely depends on the strategy of the organization, its position in the market, financial capabilities, specifics of the product, etc. All this is reflected in this section of the business plan in the form of an incentive plan, the development of which consists of the following elements:

• 1) setting goals. Sales promotion goals are almost always demand-oriented. Objectives associated with channel members include ensuring the most favorable sales conditions, increasing dealer enthusiasm, etc.;
• 2) responsibility for sales promotion, usually shared by advertising and sales managers. Each one runs incentives related to their area. The advertising manager is associated with coupons, competitions, and calendars. The sales manager deals with trade supplies, discounts, exhibitions;
• 3) a developed overall plan, including budget, orientation or theme, conditions, media, duration and chronological sequence;
• 4) choosing the type of stimulation. It is based on factors such as the image and goals of the organization, costs. This is achieved by establishing bonuses for sellers when selling goods for a certain amount, organizing exhibitions, holding trade competitions for dealers, organizing lotteries, replacing outdated modules on preferential terms, by establishing discounts for wholesale purchases;
• 5) coordination of the plan, i.e. linking the advertising plan with sales promotion;
• 6) assessments of success or failure.

After-sales service. In this section it is necessary to highlight issues related to the conditions of warranty and post-warranty service, the provision of a range of services in each of these types of service, the structure and location of service enterprises. After-sales service planning consists of determining the organization's policy in the context of the following issues:

• 1) compliance of the range and quality of after-sales services with the needs of consumers;
• 2) frequency of use of individual parts and assemblies;
• 3) a well-functioning mechanism for supplying warranty workshops with the required number of spare parts.

• 1) established goals;
• 2) established responsibility;
• 3) detailed advertising budget;
• 4) developed advertising themes common to the entire organization;
• 5) chosen advertising medium;
• 6) proposed solutions for:
  • a) the content of the message (video);
  • b) work schedule;
  • c) the place of announcements in a broadcast or printed publication;
  • d) other conditions;
• 7) the period during which the advertisement will be published.

Formation of public opinion ("Public relations"). In terms of marketing, attention should also be paid to Special attention public opinion about the organization and its products (services) and, accordingly, the methods of its formation. The objectives of the "Public relations" service are:

• 1) systematically creating a favorable attitude towards the company among the general public;
• 2) carrying out a sales presentation;
• 3) conducting institutional advertising;
• 4) provision of consulting services with the issuance of proposals to management on issues of public recognition of the company, its position in the market and image.

Development of a marketing budget. The simplest way to determine a budget is as follows:

• 1) the total market volume for each product for the next year is estimated;
• 2) a forecast is made of the company’s share in this market, taking into account planned marketing activities;
• 3) sales volume, costs and profits for each product are estimated;
• 4) the difference between the planned (without marketing activities) profit and the profit obtained as a result of the assessment is determined;
• 5) part of this difference (usually 50%) is included in the marketing budget;
• 6) the marketing budget is determined by summing up all products.

This budget is distributed among marketing expense items in the proportions of the previous year.

Controlling. Controlling refers to the quantitative and qualitative preparation and assessment of operational and strategic management decisions, analysis economic activity companies.

Dispatching service ____________________________________________________________

The dispatch of forces and means according to fire rank No. ____ is provided.

The fire extinguishing plan was: ________________

Appendix 5

Fire crew report card

Fire brigade number	Job title	Actions of the fire brigade number in case of fire

Appendix 6

Organization of interaction between fire departments and life support services of the organization, city, settlement(district), BUT

№№	Contents of tasks	Responsible service	Involved officials from various services

Appendix 7

Organization of fire extinguishing by fire departments

Time from the start of fire development

Possible fire conditions

Q tr l/s

Extinguishing and protection devices were introduced

Q f l/s

RS-50

RS-70

pls

GPS, SVP, etc.

Appendix 8

TACTICAL AND TECHNICAL CHARACTERISTICS OF THE OBJECT

Table 1

Operational and tactical characteristics of building No.

Dimensions of geometries ric (m)	Structural elements				Fire resistance limit, building structure (hour)	If- quality of inputs	Character staircase design	Energy supply			Fire notification and extinguishing systems
	Walls	Re- covering	Re- towns	Roof				Mains voltage	Where and by whom will I turn off- expected	Heating

table 2

Availability and characteristics of fire extinguishing installations

№№	Name of premises protected by fire extinguishing installations		Availability and locations of automatic and manual fire extinguishing installations

Table 3

Availability and characteristics of the smoke removal and air supply system

№№	Name of premises protected by smoke removal and air pressure installations	Type and characteristics of the installation	Availability and location of automatic and manual start-up of smoke removal and air pressurization units

Table 4

Fire hazard of substances and materials circulating in production and measures to protect personnel

№№		Name of flammable (explosive) substances and materials	Quantity (volume) in the room, (kg, l, m 3)	a brief description of fire danger	Extinguishing media			additional information

Table 5

Presence of hazardous chemicals, radioactive substances in premises, technological installations (devices)

№№	The name of a room, technological equipment	Name of the substance, its quantity	a brief description of	Fire extinguishing agent	Personal protective equipment		additional information

Application 9

Summary tables for calculation of forces and means

Table 1

Summary table for calculating forces and means for extinguishing a fire

Extinguishing option	Forecast of fire development (fire area, fire front, linear speed of spread, extinguishing area, extinguishing volume, etc.	Required consumption of fire extinguishing agents, l. s -1	Number of fire extinguishing agent supply devices, pcs.	Required supply of fire extinguishing agents, l	Number of fire engines, main/special units.	Limit distances for water supply, m	Number of personnel, number of GDZS units people/pcs.

table 2

Forces and means involved in extinguishing the fire and the time of their concentration

Fire rank	Units, location	Number and type of fire trucks, pcs.	Number of combat crews, people.	Distances from fire departments to the facility, km.	Travel time, winter/summer min.	Deployment time of forces and assets, min.	Note

Application 10

FIRE FIGHTING CARD

(name of organization (object), departmental affiliation, address)

during the day __________________

Operational and tactical characteristics of the organization (object)

№№	List of indicators of fire-tactical characteristics of an organization (facility)	The value of indicators of fire-tactical characteristics of an organization (facility)
		Children's, medical, cultural and entertainment, high-rise, public and administrative, cable tunnels; other
	Fire resistance level of the building	I, II, III, IV, V degree of fire resistance.
	Number of people in the building:
3.1.	during the daytime	Person; children___ people; sick ___ people
3.2.	at night time	Person; children ___ people; sick ___ people
	Construction and design features
4.1.	building:	Floors.
4.2.	number of storeys	Meters.
4.3.	overall height	___×___ meters.
4.4.	dimensions (geometric)	yes, no.
4.5.	presence of a basement the presence of an attic, tech. floors	yes, no.
	Building construction:
5.1.1.	Exterior walls	Fire resistance limit Fire danger
5.1.2.	Partitions	Fire resistance limit _____ min. (loss of load-bearing capacity, loss of integrity, loss of thermal insulation ability). Fire danger (non-fire hazardous, low fire hazardous, moderate fire hazardous, fire hazardous)
5.1.3.	Floors	Fire resistance limit _____ min. (loss of load-bearing capacity, loss of integrity, loss of thermal insulation ability). Fire danger
5.1.4.	Roof	Fire resistance limit _____ min. (loss of load-bearing capacity, loss of integrity, loss of thermal insulation ability). Fire danger (non-fire hazardous, low fire hazardous, moderate fire hazardous, fire hazardous).
5.1.5.	Stairwells	Fire resistance limit _____ min. (loss of load-bearing capacity, loss of integrity, loss of thermal insulation ability). Fire danger (non-fire hazardous, low fire hazardous, moderate fire hazardous, fire hazardous).
5.2.	Construction Materials:
5.2.1.	Partitions	Flammability: Flammability: Non-spreading, weakly spreading, moderately spreading, highly spreading. Smoke generating ability: Toxicity:
5.2.2.	Floors	Flammability: non-flammable, flammable (moderately flammable, normally flammable, highly flammable. Flammability: inflammable, moderately flammable, flammable. Flame spread over the surface: non-spreading, weakly spreading, non-spreading, highly spreading. Smoke generating ability: with low smoke-forming ability, with moderate smoke-forming ability, with high smoke-forming ability. Toxicity: low-risk, moderately dangerous, highly dangerous, extremely dangerous.
5.2.3.	Roof	Flammability: non-flammable, flammable (moderately flammable, normally flammable, highly flammable. Flammability: inflammable, moderately flammable, flammable. Flame spread over the surface: Smoke generating ability: with low smoke-forming ability, with moderate smoke-forming ability, with high smoke-forming ability. Toxicity: low-risk, moderately dangerous, highly dangerous, extremely dangerous.
5.2.4.	Stairwells	Flammability: non-flammable, flammable (moderately flammable, normally flammable, highly flammable. Flammability: inflammable, moderately flammable, flammable. Flame spread over the surface: non-spreading, weakly spreading, moderately spreading, highly spreading. Smoke generating ability: with low smoke-forming ability, with moderate smoke-forming ability, with high smoke-forming ability. Toxicity: low-risk, moderately dangerous, highly dangerous, extremely dangerous.
	Fire resistance limit and type of fire barriers	Walls: Partitions: type of fire barrier ____; fire resistance limit ____ min.; type of filling of openings (doors, gates, hatches, valves, windows, curtains) ___ ; type of vestibule ____. Floors: type of fire barrier ____; fire resistance limit ____ min.; type of filling of openings (doors, gates, hatches, valves, windows, curtains) ____; type of vestibule ____.
	Evacuation routes.	Smoke-free staircases, external fire escapes, roof exits, external passages, balconies, loggias.
	Places of power outage, ventilation, smoke removal.
	The main elements of danger for people in case of fire.	Poisoning with CO and decomposition products, exposure to high temperatures, collapse of structures, explosions, spreading of flammable substances, electric shock.
10.	Fire water supply.
10.1	number of fire reservoirs, their capacity	PC.; ________l.
10.2	fire water supply, its type, water consumption, number of hydrants	dead-end, roundabout; ______l/s; ______PC.
10.3	presence and number of internal fire hydrants	yes, no; _____PC.
10.4	connection type and diameter of internal fire hydrants	L/s.
	required water consumption for fire extinguishing needs
10.5	water supply methods	from a tanker truck; with installation at a water source, water supply, pumping.
11.	Premises containing explosive substances and materials.
12.	Availability of UAPT, UAPS

Note: Depending on the characteristics of the organization (facility), sections of the table can be supplemented with data necessary for use when organizing fire extinguishing.

I APPROVED (head of organization (facility), municipality, subject of the Russian Federation) (certified by seal)

I APPROVED (head of department fire department) "___________" _________________ 200__ (certified by seal)

Fire extinguishing card for rural settlements

________________________________________________________________________________

(name of locality, district)

________________________________________________________________________________

Phone numbers: _______________________________________________________________

PC, DPC, DPO ___________________________________________________________________

Distance from the fire station ________________ km, route _______________

________________________________________________________________________________

Number of residential buildings _____________________________________________ ______________________

Number of vital facilities for a rural settlement ____________________

Equipment for fire extinguishing purposes _________________________________________________

The fire extinguishing card was compiled by: ________________________________________________

(position, title, full name)

Appendix 13

Operational-tactical characteristics of objects

№№	Object name, address	Phone number	Fire resistance degree	Number of storeys	Plan area	Number of people during the day, at night	Type and number of animals, method of keeping

Note: Depending on the characteristics of the organization (facility), municipality, sections of the table can be supplemented with data necessary for use in organizing fire suppression, and other reference applications can also be developed.

CONTENT

1. GENERAL PROVISIONS

2. TERMS AND DEFINITIONS

3. ORGANIZATION, PROCEDURE FOR DEVELOPMENT (ADJUSTMENT) AND PRACTICAL DEVELOPMENT OF PTP AND KTP

4. APPROVAL AND AGREEMENT, ACCOUNTING OF PTP AND KTP

5. REQUIREMENTS FOR FORMAT AND CONTENT OF PTP

6. REQUIREMENTS FOR THE DESIGN AND CONTENT OF KTP

Annex 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

A lesson is a form of implementation of pedagogical influences, where direct and systematic communication between the teacher and students occurs, aimed at activating the cognitive capabilities of students.

Modern lessons differ in a wide variety of forms of training organization. The lesson is often called the teacher's laboratory - the most difficult, because... work is carried out with “human material” and requires forecasting the capabilities of students, methodological development of the material, education of those personal qualities, those social and moral qualities that they need.

The lesson effectiveness formula includes two components:thoroughness of preparation Andmastery of conducting .

The basis for preparing for a lesson is the knowledge and use of didactic teaching principles:

Consciousness and activity;

Visibility;

Systematicity and consistency;

Strength;

Scientific;

Connections between theory and practice.

The rules for implementing the principles of teaching are also called the rules of pedagogical excellence. The rules for implementing the principles are the stages of professionalism. It turns out that a good teacher is good because he embodies all the multifaceted requirements.

To make the lesson more effective you need to:

Studying curriculum and thematic plan. It is necessary to clearly define the goals of each lesson, taking into account its place in the system of lessons on the topic and the course as a whole, i.e. plan not just one lesson, but all lessons in interconnection.

Definition methodological features Topics. Based thematic planning The purpose, content, and features of the methodological structure of each lesson are determined.

Determining the nature of the presentation educational material.

Preparation of psychological and pedagogical diagnostics of the characteristics and capabilities of the group.

Highlight:

• Educational tasks solved in the lesson;

  Knowledge and skills that students acquire;

  Teaching methods adequate to the material being studied;

  Necessary training aids;

  Content, volume, methods of performing and recording independent (classroom and extracurricular) work.

Depending on the goals and content educational activities The teacher determines the type of lesson and the form of organization of the educational session, forms the structure, distributes time between the elements of the lesson, and chooses the sequence of his actions.

Thus, when preparing for a lesson, two tasks are distinguished: the first is designing a teaching technology for the lesson, and the second is a plan for the implementation of the developed project. The formed lesson project is reflected in the lesson plan.

Sample Lesson Plan Outline

The lesson plan is written in accordance with thematic plan work program discipline and thematic plan.

The lesson plan is given in Appendix 1

Date of.

FULL NAME. teacher.

Academic discipline.

Speciality.

Course, Group.

Section name.

Lesson topic and lesson number (take the name of the theme from what you developed calendar- thematic planning in accordance with thematic plan of the discipline's work program , write out the serial number of the lesson from your calendar thematic planning ).

The comprehensive goal of the lesson: a) educational( formation of knowledge, skills, special and general educational skills ) ; b) developing; c) educational

Lesson type( The type of lesson is determined by the purpose of organizing the lesson, i.e. purpose of its implementation).

Types of theory lessons (according to M.I. Makhmutov):

lesson of learning new educational material.

lesson to improve knowledge, skills and abilities.

lesson of generalization and systematization of knowledge.

lesson of control of knowledge, skills and abilities.

combined.

Types of lessons practical training (according to M.I. Makhmutov):

lesson on the initial formation of skills and abilities.

lesson on improving skills and abilities.

lesson on completing complex tasks (works).

Form of conduct (lecture, seminar, conversation, practical lesson, laboratory work, independent work, practical work, debate, excursion, role-playing game, conference, mixed (several types of activities of approximately the same duration), seminar, business game, problem solving, research, etc.).

Educational visual aids and TSO (here you list the equipment and devices for demonstrations, laboratory work and workshops, include a list technical means training (TSO) that you plan to use in the lesson (media projector, computer, screen, multimedia board, DVD etc. It is allowed to include a description in this section didactic materials and visual aids (educational material, tests, posters, tables, audio cassettes, videos, presentations, various electronic aids, etc.). For computer science lessons, you can include the software used here.

Interdisciplinary connections.

During the classes(indicate the components of the lesson in the order in which they are planned to be conducted depending on the form of organization educational process, type of lesson, structure of the content of educational material, choice of teaching methods).The structure of the lesson depends on the selected lesson type.

Organizational part (greeting, checking absentees, motivation and stimulation of student activity, goal setting, activation of necessary knowledge ( updating), message of the lesson topic ).

Main part ( The main questions of the topic, the sequence of their presentation, methods and methods of teaching, the use of TSO and teaching materials for each point of the main part of the lesson ).

Summing up the lesson. (Conclusions on the lesson, reflection (consolidation of knowledge (in any form suggested by the teacher)), analysis of typical errors, assignment independent work )

Dosage of time for each part of the lesson.

Literature ( used to prepare for the lesson ).

It is most effective when all three didactic tasks are solved in a lesson, but it can be different (this depends on the goals and type of lesson).

Form of activity depends on the method used and methodological techniques. For example: conversation, independent work, working with a book, watching a video, etc.

Ways to organize activities teacher and students (according to Molchan L.L.):

Frontal.

Individual.

Paired.

Collective.

Depending on the diagnostic results (reflection), the teacher plans collective, group and individual teaching methods.

The technology for conducting a lesson can be either traditional or non-traditional. It is recommended to use innovative pedagogical technologies (research, information-communication, modular-competence-based, cooperation, etc. .), which allows you to change the learning process.

Means of education - These are tools for the activity of the teacher and students. Teaching aids can be verbal, printed, audio, screen, volumetric, technical.

Teaching methods - a path of research or knowledge, a way to achieve a goal, a certain ordered activity subordinated to solving a specific problem.

In didactics, a teaching method means an orderly way of achieving educational goals.

teaching methods (story, explanation, conversation);

student work methods (exercises, independent work);

by source of knowledge: a)verbal methods (the source of knowledge is the spoken or printed word); b)visual methods (the source of knowledge is observed objects, phenomena, visual aids); V)practical methods (students gain knowledge and develop skills by performing practical actions).

Didactic methods (according to Lerner I.Ya.)

Information-receptive.

Reproductive.

Problematic: problematic presentation; heuristic; research.

Teaching Techniques - part of the method, its stage. To master techniques means to find a way to implement the method, a sequence educational activities, fixed in skills and habits.

Techniques are divided intobrain teaser (statement of the problem, identification of signs, comparisons, conclusions, generalizations);

organizational (recording a plan, answering according to the plan, answering at the board, demonstrating, observing according to the plan, dividing work into operations);

technical (questions on the board, questionnaires, attaching pictures to the board, using tables, asking questions).

Lesson effectiveness

Implementation of the lesson plan;

A measure of the implementation of lesson goals;

Levels of assimilation of knowledge and methods of activity of students;

• 1st assimilation at the level of perception, understanding, memorization;

  2nd application in a similar and similar situation;

  3rd application in a new situation, i.e. creative.

General assessment of the results and effectiveness of the lesson.

Annex 1

Lesson Plan #__

Date: _____________ Full name teacher___________________________

by discipline/module:_______________________________________________

Chapter: ____________________________________________________________

Subject: _____________________________________________________________

For a group of _______ course ______ specialty _______________________

Goals:

1._________________________________________________________________

2:_________________________________________________________________

3. ________________________________________________________________

Lesson type: ______________________________________________________________

Lesson format: _____________________________________________________

Educational visual aids and TSO:____________________________________

Interdisciplinary connections_________________________________________________

DURING THE CLASSES:

I. Organizational 1st moment:

1) Greeting and checking those present;

2) Activation of necessary knowledge ( updating),

3)Motivation and stimulation of student activities;

4) Target setting;

5) Post the topic of the lesson.

II. Main part ( The main questions of the topic, the sequence of their presentation, methods and methods of teaching, the use of TSO and teaching materials for each point of the main part of the lesson)

III.Summing up the lesson.

Conclusions on the lesson (summarizing the work, reporting grades for the lesson);

Reflection (consolidation of knowledge (in any form suggested by the teacher), analysis of typical errors);

Independent work assignmentstudents during extracurricular hours ________________________________________________________________

Teacher: ________________

Appendix 2

(to help a novice teacher)

The first thing you need to do to prepare for the lesson is:

clearly define and formulate its topic for yourself;

determine the place of the topic in the training course;

determine the leading concepts of the topic;

identify for yourself that part of the educational material that will be used in the future.

Define and clearly formulate for yourself and separately for students target setting lesson, to identify in this regard the teaching, developmental and educational functions of the lesson.

Plan the teaching material for the lesson. To do this you need:

Select literature on the topic. If we are talking about new educational material, you should try to ensure that the list includes a university textbook, an encyclopedic publication, a monograph, and a popular science publication. Select from the available material only that which serves to solve the given problems in the simplest way.

Select learning tasks whose purpose is:

learning new material;

reproduction of new material;

application of knowledge in familiar situations;

application of knowledge in unfamiliar situations;

creative approach to knowledge.

Arrange learning tasks in accordance with the principle “from simple to complex.” Create three sets of tasks:

tasks that lead the student to reproduce educational material;

tasks that promote understanding of educational material;

tasks that help reinforce educational material

Think over the “highlight” of the training session. Each lesson should contain something that will cause surprise, amazement, delight - something that students will remember when they have forgotten everything. It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known, and so on.

Group selected educational material. To do this, think about the sequence in which work with the selected material will be organized, and how students will change types of activities. The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of something new.

Plan control of educational activities, why think about:

What control;

How control;

how to use control results.

It should be remembered that the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties.

Prepare equipment for the lesson. Make a list of educational visual aids, instruments, technical teaching aids, check if everything works.

Think over your homework: its content and recommendations for completion.

The prepared lesson is reflected in the outline plan / technological map, containing 2 main parts: formal and substantive.

The formal part reflects: date, lesson number, topic, goals (training, education, development), equipment, type and type of lesson, sequence of stages, literature.

The content includes the texts of all tasks, new educational material, recommendations for completing homework, a table indicating the types of activities of the teacher and students at each stage of the lesson.

Attention! A novice teacher is recommended to include an analytical part in the lesson notes - self-analysis of the lesson.

Appendix 3

Self-analysis is a kind of reflexive activity of the teacher, his reflections on his professionalism. It's like a report to yourself.

The peculiarity of self-analysis of a training session is that it should be carried out through the perspective of the group and specific students. Real self-analysis is thinking about what you need to do in terms of your professional improvement. No one can convince a teacher that he needs to do more in this direction than himself.When self-analyzing a training session, the teacher is recommended to look for answers to the following questions:

Was it possible to implement the planned lesson plan? To what extent? How high quality? Were there any deviations from the plan? Did students understand the material?

How were the activities of the teacher and the students organized during the lesson? Was it possible to implement the declared activities within the framework of the announced lesson topic? Who worked harder – the teacher or the students? Were students active during the learning session? Did you show initiative? Are the goals and objectives of the training session correctly defined, and are the characteristics of this training group taken into account?

Did the selected techniques manage to create students’ motivation for learning activities in this lesson and give them a goal setting?

How optimal were the chosen forms, methods, and techniques for organizing educational activities for achieving the goal of the lesson; Are the subtasks of each type of activity correctly defined (as the expected result after completing certain tasks, exercises, tasks, etc.)?

Is the time relationship between the stages of the training session optimally determined?

Were you able to correctly determine the tasks, place, forms and methods of control? What is its effectiveness? Was there any motivation behind the assessments?

Was it possible to organize the work of students to evaluate their own activities during the training session from the standpoint of achieving the target setting?

To what extent have the objectives of this training session been achieved?

What were the best moments during the lesson? Did you manage to captivate the students and interest them?

What problems were posed, did the formulation of the problem itself attract the attention of students?

What was new or unexpected for students in the educational material and the way it was presented? What discoveries were made in the lesson?

What was obviously unsuccessful in the lesson? What needs to be fixed and how? What could be improved in the organization of the lesson, in the content and methods of work?

Note!

In self-analysis, it is valuable to show not how we achieve success, but what problems we face, which solutions are effective and which ones are less effective, how this will affect work in the future, what will be added in training sessions, and what will you move away from .

Appendix 4

Indicators for assessing the quality and effectiveness of training sessions

(according to T.I. Shamova)

№ p/p

Characteristics of the training session

Indicators

Lesson objectives announced

Organized actions of students to accept activities

Compliance of the content of the educational material with the objectives of the training session.

Training methods provided:

a) motivation of activity;

b) cooperation between teacher and students;

c) control and self-control.

Compliance of teaching methods:

a) the content of the educational material;

b) lesson objectives.

Forms cognitive activity provided:

a) student cooperation;

b) inclusion of each student in activities to achieve the goals of the educational session.

The forms of organization of cognitive activity are selected in accordance with the methodological support, the content of the educational material, and the goals of the educational session.

Level of achievement of training session objectives:

a) cognitive aspect;

b) educational aspect;

0 developmental aspect.

The assessment is carried out in points:

2 points – fully implemented

1 point – partially implemented

0 points – not implemented

The effectiveness of a training session is calculated using the formula:

E at = ( N * 100%): 26, whereN– the sum of points given by the expert, 26 – the maximum possible sum of points.

IfE at – 85% and no 0 marks – excellent lesson

IfE at from 65% to 84% - good lesson

IfE at from 45% to 64% - the lesson is satisfactory

Appendix 5

Verbs by goal levels

Levels in B. Bloom's taxonomy

Verbs for formulating indicators

Knowledge

Systematize, collect, determine,

describe, reproduce, list,

name, introduce, formulate, communicate,list, state

Understanding

Match, install

differences, explain, generalize, reformulate,

review, choose,paraphrase

transfer,give examples

Analysis

Analyze, differentiate, recognize, separate, identify, illustrate, outline, indicate, establish (connection), select, separate, subdivide, classify, compare

Synthesis

Categorize, connect, compose, collect, create, develop, invent, rewrite, summarize, tell, compose, systematize, manufacture, manage, formalize, formulate, find a solution, describe, draw conclusions

Grade

Evaluate, compare, infer, contrast, criticize, conduct, differentiate, explain, justify, interpret, relate, summarize, support

BY DEVELOPING AN ANNUAL PLAN

Annual plan is a mandatory regulatory document of a preschool educational institution on a par with the Basic General Education Program and the Charter. It is aimed at solving specific problems that contribute to improving the activities of the entire teaching staff during the academic year. The annual plan has a purpose which is carried out through problem solving.

In accordance with the tasks in plan Specific measures for their implementation must be determined.

The annual plan is drawn up taking into account the type of preschool institution and the professional level of teaching staff.

The following difficulties can be identified in planning:

Inability to clearly define the specifics of goals and objectives for the next academic year;

Lack of relationship between per annum tasks and mechanisms for their implementation;

Inability to analyze the results of the academic year;

Lack of a clear and at the same time simple model planning;

Weak implementation of the main principles of education and training (systematicity, consistency, etc.);

Congestion (high density) plans or vice versa;

Unbalanced distribution of responsibilities between performers;

Uneven scheduling of events;

Uneven distribution of activities between performers and timing;

- planning unrealistic things;

Lack of control and self-control, its relationship with annual tasks;

Irrational composition of goals and objectives (the set of identified tasks does not fully ensure the achievement of the goal or the tasks overlap);

Promoting the process rather than the result as the goal;

Excessive fixation of attention on minor details.

Annual plan starts with writing an analysis preschool work for the past academic year. Main goals activities of preschool educational institutions should logically follow from the problems that emerged during the implementation analysis Educational program And Annual plan in the current academic year. The introductory part contains an analysis of the results of the work, the reasons for failure to complete the previous annual plan, special difficulties in the work of educators, interesting experimental work, parents’ opinions about the prospects for development in a preschool educational institution. Recommended outline 2–3 tasks arising from plan development of the preschool educational institution and analysis of its work over the past period. It happens that a particular task is caused by an unsatisfactory state of affairs on a specific issue. Having analyzed all the listed parameters, discussed the results obtained with the team, and chosen the main directions in which the team will work in the upcoming academic year, we can move on to formulating the main tasks of the preschool educational institution for the coming academic year. The essence of the analysis is not to give a list of what was done in the academic year, but to compare, compare, and evaluate the results; determine the conditions that ensure success; identify the causes that gave rise to shortcomings, indicating their negative impacts and consequences.

Formulation per annum tasks causes the greatest difficulties for senior teachers, deputy heads, and managers too. Tasks: the first is the third year, the second is the second year, the third is new. The task is written with a verb, For example: improve, form, create conditions, etc. One of the tasks for preserving health.

You need to try to make sure that the task is not very voluminous in plan its implementation and realistic for solution, but also not very narrow, limited to very specific conditions for its implementation. Important at the very beginning of writing annual plan distribute all the work so that a balance is maintained between various forms work with children, parents and teachers.

planning :

(in this case – year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

Getting started drawing up an annual plan for preschool educational institutions, it must be remembered that this plan designed for the entire teaching staff of the institution. It depends on each teacher whether his work contributes to the achievement of intended goals and objectives. plan.

It must be remembered that annual plan– this is a living working document that can be corrected and adjusted during the work on its implementation. We must boldly make changes and additions, and not be afraid to deviate from earlier planned activities. You just need to be able to prove and explain why you need to do this.

It should also be taken into account that annual plan requires building certain work with personnel, organizational and pedagogical work with children, building interaction with the family.

One of the crucial moments: choice of writing form plan. Writing form plancan be very different:

calendar (divided by months,

cyclical (contain a certain cyclical nature of work,

text (have a text description of the content,

tabular (have a tabular form of writing,

block-schematic (divided into specific blocks of work).

Annual planshould include:

Description of organizational and pedagogical work (preparing preschool educational institutions for the new academic year, qualitative and quantitative characteristics of teachers, placement by age groups, material support pedagogical process, organization of subject-developmental environment, etc.);

List of activities aimed at improving the pedagogical qualifications of educators;

Description of control measures over educational work in preschool educational institutions, the work of all structures of preschool educational institutions;

Performance multifaceted work with parents;

List of activities aimed at improving the qualifications of service personnel;

Description of administrative and economic work in a preschool educational institution;

Schedule of medical and preventive work in preschool educational institutions;

List of production meetings and events.

Stages drawing up a plan:

Stage I. At first plan monthly repeated cases, determined by the specifics of the work of the preschool educational institution and the characteristics of each month of the school year (for example, holding pedagogical councils, primary semi-annual and final diagnostics of preschoolers, preparation and holding of holidays, etc.).

Stage II. Per month planned events should be supplemented with established events traditional for this preschool educational institution (for example, holding holidays “Dad, Mom, I am a sports family”, “Competition pedagogical ideas" etc.).

Stage III. Schedule new activities to implement the goals and objectives that were determined based on the analysis of the activities of the preschool educational institution for the previous year. For density introspection annual planit is proposed to build a diagram: vertically mark the number of events, horizontally – months of the year.

Sections plan:

1. Work with personnel.

2. Organizational and pedagogical activities.

3. Control and analytical activities.

4. Organization of educational and health-improving work.

5. Administrative and economic activities.

What is written in the sections

1.CHAPTER: WORKING WITH PERSONNEL

1.1 Methodical work

Teachers' councils;

Coordination councils (project tips);

Work of creative groups;

Instructions on maintenance and protection of life and health of children;

Questioning of teachers;

Formation of a subject-development environment (Equipment of the pedagogical process, equipment methodological office);

Study and generalization of p.p.o. ;

Work in methodological office(creating a library methodological literature , systematization and classification of materials, organization of exhibitions for teachers, compilation of card files, etc.. d.);

Exhibitions, shows, competitions;

Seminars;

Seminars – workshops;

Consultations;

Collective views;

Review of new products methodological and periodicals;

Other forms

1.2 Improving the professional skills of teachers

Completion of advanced training courses (comprehensive courses, modular courses;

Mentoring;

School for Young Educators;

Self-education of teachers and its analysis;

Testing and implementation of innovative technologies;

Participation in innovative projects;

Activities to prepare teachers for certification;

Other forms

1.3 Organization of control:

Frontal control;

Thematic control:

Operational control.

2.CHAPTER:educational and health work:

(coordinated with plans of specialists(music leaders, physical education instructors, psychologist, social worker, etc.):

Physical education and health work (Spartakiads, sports festivals, hikes, etc.);

Leisure, entertainment (holidays, entertainment, KVN, etc.);

Monitoring the development of the basic general education program

According to most modern scientists, the process planning should lead to the creation of some unified system, in which they would be clearly visible:

Objectives of the preschool educational institution for a certain period (in this case – year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

APPENDICES K ANNUAL PLAN:

Training plan

Plan administrative work (if not included in the general plan)

Plan interaction with school

Plan working with parents (if not included in the general plan)

Schedule of advanced training courses

Teacher certification schedule

Plan on self-education of teachers

Promising specialist work plans

Experimental work program (if such work is underway)

Plan creative work or working group

Plan interaction with public organizations.

Other (based on the specifics of the institution’s work)

IN PLAN FOR WORKING WITH PARENTS:

General parent meetings;

Group parent meetings;

Open days;

Questionnaire;

Design of visual information stands;

Consultations;