A teacher must not only know his subject thoroughly, he must keep up with the times, sensing reality and promptly receiving up-to-date information about new discoveries in the field of knowledge he is studying. Training teachers is not an easy task. Teacher training should be carried out by real professionals. The modern scientific and technological academy is one of the few educational institutions in which teachers by profession and vocation can undergo decent training and improve their own qualifications.
Modern Science and Technology Academy (based on license No. 034268) invites you to study in the field of pedagogy. Receipt of educational documents within the established period is guaranteed.
Our academy offers teacher training courses in accordance with Federal State Educational Standards. During classes, students will learn about the basics of teaching and become familiar with legislative acts in the field of education. A qualified curator works individually with each listener. The time of the lessons is chosen by the student himself. For the convenience and effectiveness of learning, access to an electronic library is provided, which contains teaching aids, useful materials and textbooks.
The academy brings together methodologists and curators who take into account the existing knowledge of students and select a suitable course for them.
After the training is completed, teachers are asked to take a final test. Passing the test allows you to receive a diploma of the established form or not.
The training center "SNTA" offers courses for teachers in remote mode. Training takes place on the Internet all over Russia.
Distance learning is available to everyone who meets the following requirements:
If you meet these requirements, enroll in distance education courses for teachers.
By law, teaching staff must undergo advanced training at least once every three years. However, the administration of an educational institution has the right to set its own “quality standards” by sending employees to courses, for example, once every two years - in this case, this should be reflected in local regulations.
At the same time, advanced training is not only the responsibility, but also the right of the teacher. In other words, educational institutions must “create conditions” for the professional growth of employees - organize training for teachers, send them to courses with or without work, pay travel expenses if the courses included in the “mandatory minimum” are held in another city, and so on further.
The form for taking advanced training courses is not regulated by law. They may be:
Until 2014, the minimum duration of courses for a teacher was 72 teaching hours. Now this requirement is no longer relevant - programs with a completion period of 16 hours or more can be counted for completing short-term courses.
Expenses for additional education of teachers are included in the budget and the administration of the educational institution has no right to oblige an employee to independently pay for courses included in the required “minimum”.
The only exceptions are long-term (from 250 hours) retraining programs, when it is essentially about getting an education “from scratch.” This issue has become relevant in connection with the introduction of new professional standards for teachers, according to which pedagogical education is mandatory to work with children. Therefore, graduates of, for example, biology departments of “academic” universities who teach biology at school, or engineers who lead technical children’s clubs, are faced with the fact that their education no longer corresponds to their position. In this case, pedagogical retraining is carried out at the expense of the employees themselves - the educational organization has the right to fully or partially finance the courses, but is not obliged to do so.
If an employee has a pedagogical education, but the school administration wants him to “expand his profile”, master a related profession and take up teaching new subjects, this must be done at the expense of the educational organization.
The most common option for taking advanced training courses is through a referral from an educational institution. In most cases, these are full-time or part-time courses that are conducted:
As a rule, an educational institution has a quota within which they send teachers for training at budget expense. Sometimes the teacher is asked to independently choose a course from the list, sometimes a specific program is offered. In most cases, teachers have the opportunity to “show initiative” - having familiarized themselves with the list of programs in advance, choose something interesting for themselves personally and ask to be directed to this particular course.
Courses can be devoted to both the teaching of individual disciplines and more “universal” things - for example, project activities, inclusive education, interactive teaching methods, enhancing the creative activity of students, work on Federal State Educational Standards, and so on. For young teachers, special courses are usually provided to introduce them to their specialty.
Free courses are another option for improving teacher qualifications, which is becoming increasingly popular. When choosing a distance course, you should pay attention to whether a standard certificate is issued, which will be “counted” in an educational institution or when passing certification. In some cases, the training itself in distance courses is free, but you will have to pay for the preparation of certificates about the training completed (as a rule, we are talking about small amounts that are not comparable to the cost of commercial courses).
Online courses can be ongoing or take place during certain periods of time - in this case, registration for them opens in advance. Training may consist of independently studying text materials, watching video lectures, preparing coursework, and so on.
Free distance courses can be taken, for example, on the following resources, which issue state-issued diplomas to successful students:
The advanced training program “Training of mentors of young specialists in educational organizations” provides for the preparation of teachers to carry out the functional responsibilities of mentors (tutors). forming and developing the professional competence of young specialists.
Target: formation of professional competencies among teachers necessary to implement the requirements of the Federal State Educational Standard.
Categories of listeners: citizens with higher professional education, pedagogical.
Target Audience: teacher, class teacher, special teacher of an educational organization.
Educational organization: preschool, general education.
Advanced training under the program “Training of mentors of young specialists in educational organizations” provides the student with the opportunity to master additional competencies that meet the requirements of the professional standard necessary for carrying out teaching activities, to study the theoretical foundations of supporting a young specialist in the process of adapting him to an educational organization.
The program is addressed to: teachers, special teachers of educational organizations.
As a result of mastering the advanced training program “Training of mentors of young specialists in educational organizations”, students will receive the following knowledge:
Issued document: Certificate.
Final certification form: test.
According to the schedule of activities approved for 2016 to improve the qualifications of employees of municipal educational organizations and educational institutions of the Republic of Adygea, in the Adygea Republican Institute for Advanced Studies, from March 9 to 11, 2016, advanced training courses for young teachers were held on the topic: “Algorithm for working with educational methodological documentation of the teacher."
A modern school requires teachers to search for new ideas and a creative approach to teaching lessons. Therefore, the purpose of the courses was for students to acquire theoretical and practical knowledge in the field of application of educational and methodological documentation for teachers in educational organizations.
The advanced training courses were attended by 38 young teachers with up to 1 year of experience from municipal districts and urban districts. Young teachers were offered theoretical and practical materials and were designed for an 18-hour training course.
The following participants and speakers took part in the courses:
- “Psychological conditions for personal and professional growth of a teacher” - Guchetlev R.R. Associate Professor, Candidate of Psychological Sciences, Head of the Center for the Development of Pedagogical and Psychological Education ARIPC;
- “The use of information and communication technologies in the work of a young teacher” - Filippov A.V., teacher of mathematics and computer science at the Municipal Budgetary Educational Institution “Lyceum No. 34” in Maikop, winner of the competition “New School - New Teachers”;
- “Study of the regulatory framework of an educational organization. Familiarity with the local regulations of the school" - Krivenko N.M. ,teacher of biology and chemistry at Municipal Budgetary Educational Institution Secondary School No. 28 in Maikop, Honorary Worker of General Education of the Russian Federation, Honored Worker of Public Education of the Republic of Armenia;
- “Modern techniques and forms of working with parents” - Melnikovas G.A., primary school teacher at MBOU “Gymnasium No. 5” in Maikop, Honorary Worker of General Education of the Russian Federation;
- “Algorithm for preparing and conducting an open lesson. The structure of writing self-analysis" - Pakhomova O.I., biology teacher, Secondary School No. 1, Giaginskaya Station, "Excellence in Education of the Russian Federation;
- “A teacher’s portfolio as a means of assessing the level of his professional competence” - T.F. Novoselova, leading consultant of the Ministry of Education and Science of the Republic of Adygea;
- “Didactic tools for a young teacher. Innovative projects in education" - Tatarenko I.I. , teacher of geography, biology, Republican Center for Children's Education, Candidate of Sociological Sciences.
Also during the course, there was a conversation about the problems of young teachers associated with the use of new technologies in teaching. Experience and areas of working with children who are motivated to study and succeed were shared with young teachers by teachers with extensive work experience, winners of competitions and festivals: “New School - New Teacher”, “Teacher of the Year”, Constellation”, etc.
As part of the courses, a training was held for young teachers, during which the trainees voiced their reasons for entering the profession; created an image of an ideal teacher and “tried it on” for themselves; analyzed their professional difficulties and identified ways out of difficulties.
For students of advanced training courses, the final lesson was a round table, at which students exchanged information received in advanced training courses.
During the courses, young teachers received the necessary information for further successful work. Upon completion of the advanced training courses, all young teachers received a certificate of completion of the courses.
The head of the group, Bevova M.Kh., upon completion of the courses, gave the young teachers teaching materials for use in practical activities.
PROGRAM "SCHOOL OF YOUNG TEACHERS"
Relevance
A necessary condition for the modern education system of the Russian Federation is the solution of the primary task - improving the quality of human resources. The school needs young teachers who are able to adequately respond to changes in the educational situation, the specifics of pedagogical systems, and new conditions for professional activity.
Newly arrived young teachers are faced with problems of adaptation to the team, methods of conducting classes, and ignorance of their direct job responsibilities.
At MBOU Secondary School No. 3, comprehensive support, formation and development of human resources always remains a relevant area of activity. This area includes work to improve the skills of teachers and create their motivation for professional development: training, consulting, certification, professional courses, introducing young teachers to the traditions of the center and the search for innovative ideas.
The team is constantly working to improve management organization and monitor the effectiveness of the process of increasing the professional growth of a young teacher.
Individual consultations are not always effective, since many lack the basic knowledge and skills necessary for a modern teacher. Therefore, in the system of methodological work of our educational institution, the Young Teacher’s School is a structural unit. Classes at the School provide the opportunity for a gradual, step-by-step entry into the profession.
The purpose of the ShMU work : systematic disclosure of the individual teaching abilities of a novice teacher, creation of conditions for his professional formation and development through the provision of methodological support.
Tasks:
- adaptation of young specialists in the school educational system;
- development of professional and pedagogical position of teachers;
- providing assistance to young specialists in mastering updated content, new pedagogical technologies, supporting innovative processes;
- meeting the educational needs of teachers, improving their professional qualifications and creative potential;
- stimulating creative self-expression, revealing the professional and creative potential of teachers through professional activities.
ABOUTjustification
The pedagogical activity of any teacher can be divided into three stages (conditionally):
I – “Modern school teacher”;
II – “Pedagogical competence and mobility”;
III - “Career of a young teacher.”
The duration of each stage is different for everyone, and the mandatory completion of three stages for a particular teacher is not inevitable. Someone gets “stuck” at the first stage for the rest of their lives and remains a craftsman in their profession. Someone reaches the level of mastery or even higher - to the level of art. Someone, unfortunately, comes to the stage of complete emotional burnout.
The first stage, “mastering a profession at the craft level,” usually lasts 3-5 years after leaving a university for an educational institution. The main tasks of the teacher here are: creating a children's team and motivation for learning, mastering practical didactics and teaching methods (technology of modern classes), the science of managing children, the basics of educational interaction with students of different ages and groups. All this is achieved, first of all, by one’s own activity, conscientiousness, the help of mentors and, of course, constant participation in methodological work.
The peculiarity of the situation with young teachers is that from the first day of work they have the same duties and bear the same responsibilities as experienced teachers. Colleagues, administration, and parents often expect impeccable professionalism from young teachers, without advance support or condescension. Those who do not receive support from colleagues in their first year of work develop a feeling of inferiority that hinders their professional growth. The effectiveness of methodological work with young teachers is that the list of methodological activities forms a system that has a goal, structure, specially formed, active connections and relationships between components, and necessarily the product of its activity is indicators of the professional growth of the teacher, the development of his creative potential, and, ultimately, on increasing the level of education, good manners, development, socialization and maintaining the health of students.
“Systematization, a systematic approach to working with personnel, building a system of something instead of disparate parts, components, fragments, elements, etc. “This is a very important factor.” MM. Potashnik.
The methodological service of the school is called upon to implement this direction.
The Young Teacher School program is designed for 3 years, with a total of 42 lessons (8 months per year, 2 lessons per month). Classes are conducted integrated into the following modules:
ü Simulation of the learning process
ü Modeling the educational process
ü Educational technology
ü Models for the development of professional competence of a teacher
Pedagogical principles, underlying the implementation of the program:
¾ scientific principleassumes the reliability of the information;
¾ principle of mutual respectall communication with the teacher should be built on the basis of mutual respect, as well as the teacher’s communication with each member of the team;
¾ principle of personal approach- the personality of each teacher is an immutable value; the principle of orientation towards achieving success (creating a situation of success)
¾ principle of interactive learning(methods, techniques, forms and means of teaching must create conditions under which teachers take an active position in the process of acquiring knowledge).
Forms of organizing classes:
Iyear: MODERN SCHOOL TEACHER
1.1. Basic legal acts regulating teaching activities. Features of teacher's work. Modeling of working training programs.
1.2. Modeling of working training programs. Personality model of a modern school teacher
1.3. Specifics of the work of a class teacher. Basics of KTD.
1.4. Modern educational technologies. Model of the educational process. Methods and organizational forms of training. Active forms of learning.
1.5. Pedagogical communication. Conflicts.
1.6. Models of children's group.
1.7. Managing social roles.
1.8. Constructive interaction between teacher and parents.
1.9. The school library as a full partner in education.
1.10. Human life scenarios. (viewing and discussion) v/f.
1.11. Modeling the educational process. Form for rational note-taking and analysis of the lesson.
1.12. Basics of design.
1.13. Organization of educational work in primary groups and preschool educational institutions.
1.14. Management and self-government in a children's team. The theory of temporary children's collective.
1.15. Development of programs and projects for the activities of temporary children's groups
1.16. Protection of programs and projects.
IIyear:PEDAGOGICAL COMPETENCE AND MOBILITY
2.1. Fundamentals of the new pedagogical competence of the teacher (models of social development and value guidelines of education; interdisciplinary connections, modern educational technologies in subject areas).
2.2. Information technologies in the educational activities of schools.
2.3. Modern concepts of education.
2.4. Models of the educational system.
2.5.Additional education of children, extracurricular activities in the subject. Features of forms and methods of work.
2.6. Content, forms and methods of analysis of teaching activities.
2.7. Health protection of subjects of the educational process.
2.8.. Contents and technologies of professional interaction between teachers in the school community.
2.9. Modeling as a process of designing the way of interaction between subjects of education.
2.10. Variable education systems (by age levels). Continuity in education.
2.11. Profile training.
2.12. Pedagogical reflection.
2.13. System of methodological work in educational institutions.
2.14. Levels of teacher methodological skill.
2.15. Individual forms of methodological work.
2.16. Work in pedagogical communities.
IIIyear:CAREER OF A YOUNG TEACHER
3.1. Network forms of interaction in education. Additional pedagogical education for teachers.
3.2. organization of project activities in the educational institution.
3.3. Organization of research work at the educational institution.
3.4. Innovation management.
3.5. Algorithm for generalizing teaching experience.
3.6. Model for advanced training of teachers. Certification of teaching staff.
3.7. Master classes. Their specificity.
3.8. Pedagogical workshop work. (master classes, methodological overview, presentation of competitions).
3.9. Professional skills competitions.
3.10.
3.11. Development and protection of projects and programs for young specialists.
3.12.
3.13. Preparation of materials for participation in professional competitions.
3.14. Preparation of materials for participation in professional competitions.
3.15. Preparation of materials for participation in professional competitions.
3.16. Analysis of materials for participation in professional competitions.
Effectiveness of program implementation
Professional adaptation of a beginning teacher in the process of his entry into the educational environment will be successful if:
· work motivation and pedagogical orientation are important factors when a teacher enters the workforce and are enshrined in the local regulations of the educational institution;
· professional adaptation of a young specialist is carried out in inextricable connection with the process of his personal and professional development and is defined in the methodological work of the educational institution;
· in the organization of pedagogical work, there is maximum consideration of personal characteristics and the level of professional training, active support for the personal and professional growth of the teacher;
· The material and technical support of the educational process meets modern requirements and helps the teacher implement innovative approaches.
Based on the results of the workTeachers will acquire a number of professional skills:
· analytical skills that allow you to analyze the requirements fulfilled in pedagogical interaction with the child and evaluate these requirements;
· the ability to apply psychological and pedagogical knowledge in the educational process;
· the ability to plan, prepare and carry out the process of educational work with a child;
· the ability to analyze the individual qualities of a child,, under the guidance of a specialist, carry out pedagogical diagnostics, psychological analysis of the child’s individual characteristics and organize psychological and pedagogical support for the child’s development;
· predictive skills that allow taking into account the specifics of a child’s individuality when modeling the educational process;
· ability to use modern innovative technologies;
· manage the educational process;
· summarize work experience.
Result evaluation criteria
When determining the level of professional competence of teachers, the following system for assessing pedagogical skills is used, which consists of the following blocks:
· Demonstration of professional qualities of teachers.
· Demonstration of organizational and methodological skills.
· Manifestation of personal characteristics.
The assessment is carried out according to the following degrees of severity:
· high
· sufficient
· average
· weak
