It refers to labor actions according to the professional standard. The professional standard of the teacher - general provisions. Problems of implementing a professional standard

Olga Fedoryan
Structure professional standard teacher

Professional standard of a teacher(pedagogical activities in preschool, primary general, basic general, secondary general education) (educator, teacher) has the following structure:

Section I General information : name of the species , main purpose of the species professional activity , group of occupations, assignment to types of economic activity.

Section II. Description labor functions included in professional standard(functional view map professional activity): generalized labor and labor functions which reflect the name, code and skill level.

Section III. Characteristics of generalized labor (labor) functions: pedagogical (training, educational and development activities) pedagogical activities for the design and implementation of basic educational programs ( pedagogical program implementation activities

preschool, primary general and basic and secondary general education).

This section reflects the requirements for education and training, for experience practical work, as well as special conditions for admission to work as a teacher, educator.

AT professional standards contains links to various directories, including EKS, OKS, OKSO.

Labor functions in the third section standard disclosed through the requirements for labor activities, skills and knowledge teacher.

Section IV. Information about organizations - developers professional standard.

The main purpose of the view professional activity:provision of educational services on basic general education programs educational organizations(organizations providing training, individual entrepreneurs implementing educational activities).

Generalized labor and labor functions teacher can be represented as the following model (see fig. 1).

General pedagogical function.

Education

Educator-

activity

Educational

activity

Pedagogical

activities for

implementation

programs

preschool

education

Pedagogical

activities for

implementation

programs

elementary

education

Pedagogical

activities for

implementation

basic

and average general

education

B/04.6 Module “Subject learning. Maths"

B/05.6 Module “Subject learning. Russian language"

Rice. 1. Model of generalized labor and labor functions teacher in the new professional standard

Generalized labor pedagogical design and implementation activities educational process in educational organizations of preschool, primary general, basic general, secondary general education (BUT) includes labor general pedagogical function(training, educational and development activities.

Pedagogical activities for the design and implementation of basic general education programs (AT) disclosed in the following labor functions: pedagogical activities for the implementation of programs of preschool, primary general and basic and secondary general education and two modules of subject education (mathematics and Russian language).

Generally, the professional standard of a teacher reflects the structure of his professional activity: training, education and development of the child. According to the strategy modern education in a changing world, it is substantially filled with psychological and pedagogical and ICT competencies designed to help the teacher in solving new problems facing him.

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From a professional teacher to a competitive specialist Whatever reforms take place in the education system, in the end they are limited to a specific executor - a teacher. He is the main one.

For 2016–2017 academic year Topic: "Moral and patriotic education of preschoolers" Purpose: Education of a humane, spiritual and moral personality,.

Project Human Resource Development Management in the context of the introduction of a professional standard Question professional development education workers is one of the key. The professional standard of the teacher is intended for.

Development of professional competencies of a young teacher in accordance with the requirements of a professional standard The ability to educate is still an art, the same art as playing the violin or the piano well, painting well. A. S. Makarenko.

Implementation of the standard of professional activity of a teacher

At the present stage of modernization of education, society needs teachers of a new format. For the first time in Russian education the concept and content of the teacher's professional standard is being formed.

Why do we need a professional teacher standard?

 The standard is a tool for implementing an education strategy in a changing world, improving the quality of education and bringing domestic education to the international level.

 The standard is an objective measure of a teacher's qualifications, a means of selecting teaching staff in educational institutions, the basis for the formation of an employment contract that fixes the relationship between an employee and an employer.

The need to fill the teacher's professional standard with new competencies is due to:

 Working with gifted students.

 Work in the context of the implementation of inclusive education programs.

 Teaching Russian to students for whom it is not native.

 Working with students with developmental problems.

 Working with deviant, dependent, socially neglected and socially vulnerable students with serious deviations in behavior.

Professional standards in Russia are developed in accordance with paragraph 1 of the Presidential Decree Russian Federation dated May 7, 2012 No. 597"On measures for the implementation of the state social policy». The Ministry of Labor of Russia coordinates the development of professional standards.

In December 2012, changes were made to Labor Code Russian Federation: Chapter 31 was supplemented by Article 195.1. The concept of employee qualification, professional standard, according to which:

professional standard - this is a characteristic of the qualification necessary for an employee to carry out a certain type of professional activity, including the performance of a certain labor function,

employee qualification - this is the level of knowledge, skills, professional skills and work experience of the employee.

The professional standard describes the labor functions for a particular type of activity, as well as the requirements for the knowledge and skills of specialists performing these functions.

In the field of education approved4 professional standards:

teacher(pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher).

Educational psychologist(psychologist in the field of education).

teacher additional education children and adults.

teacher vocational training, vocational education and additional professional education.

Professional standards are applied by employers in the formation personnel policy and in personnel management, in the organization of training and certification of employees, conclusion employment contracts, development job descriptions and the establishment of wage systemsfrom January 1, 2017.

Let's take a closer look at the content of the professional standard"Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)".

The professional standard of a teacher is a framework document that definesmainqualification requirements. The national framework of the standard can be supplemented by regional requirements that take into account the socio-cultural, demographic and other characteristics of a given territory. The professional standard of a teacher can also be supplemented by the internal standard of an educational institution in accordance with the specifics of the educational programs implemented in this institution.

Given the special place and role in general secondary education of such subjects as and the Russian language, the obligation to pass them in the form of the Unified State Examination for all school graduates without exception, the document separately highlights the professional standards of a teacher in these specialties.

The professional standard of a teacher reflects the structure of his professional activity: education, upbringing and development of the child. In accordance with the strategy of modern education, it is significantly filled with psychological and pedagogical competencies designed to help the teacher in solving new problems. The standard puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as the willingness to teach all children without exception, regardless of their inclinations, abilities, developmental characteristics, and disabilities. The teacher should comply with legal, moral and ethical standards, the requirements of professional ethics.

The professional standard of a teacher can be applied:

when applying for a job in general educational institution for the position of "teacher";

when conducting certification of teacherseducational institutions by regional bodies executive power those responsible for management in the field of education;

when conducting certification of teachers by educational organizations themselves, if they are given the appropriate authority.The professional standard is applied to:

determine the necessary qualifications of the teacher, which affects the results of education, upbringing and development of the child;

provide the necessary training for the teacher to obtain high results of his work;

ensure the necessary awareness of the teacher about the requirements for him;

promote the involvement of teachers in solving the problem of improving the quality of education.

The structure of the teacher's professional standard

Professional standard of a teacher contains a description of the labor functions of teachersand consists of 4 sections:

I. General information.

II. Description of labor functions included in the professional standard(functional map of the type of professional activity).

III. Characteristics of generalized labor functions.

IV. Information about the organizations- developers of the professional standard.

Consider the first section of the document. The structure of the approved professional standard of a teacher includes four levels of education: preschool, primary general, basic general and secondary general education.

The main goal of professional activity is indicated - this isprovision of educational services for basic general education programs by educational organizations (organizations providing training).

In the second section "Description of the labor functions included in the professional standard (functional map of the type of professional activity)" the generalized labor functions of the teacher are divided into two groups. The first group includes pedagogical activities for the design and implementation of the educational process in educational organizations at all four levels of education and subdivides their labor functions into three areas:

General pedagogical function. Education.

Educational activity.

Development activity.

The second group includes pedagogical activities for the design and implementation of basic general education programs and lists related types of pedagogical activities for the implementation of programs:

preschool education

primary general education

basic and secondary general education

module “Subject learning. Maths"

module “Subject learning. Russian language"

The third section "Characteristics of generalized labor functions" describes in detail what competencies a teacher should have, realizing the general pedagogical function - teaching, performing educational and developmental activities. Each of these three areas is considered from the point of view of labor actions, necessary skills and necessary knowledge.

I would like to draw your attention to the necessary skills in each of the designated areas.

Part one: general pedagogical function. education.

The necessary skills for a teacher include:

Ownforms and methods of teaching that go beyond the scope of the lessons: laboratory experiments, field practiceetc.

Objectively evaluate the knowledge of students on the basis of testing and other methods of control in accordance with the real learning abilities of children.

Develop and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in a real and virtual environment.

Use and testspecial approaches to learning in order to include all students in the educational process, including those with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities.

OwnICT competencies

Organize various types extracurricular activities: game, educational and research, artistic and productive, cultural and leisure, taking into accountopportunities of the educational organization, place of residence and historical and cultural identity of the region.

Part two: educational activities.

We list some of the labor activities that are included in the professional standard of the teacher:

regulating the behavior of students to ensure a safe educational environment;

implementation of modern, including interactive, forms and methods of educational work, using them both in class and in extracurricular activities;

setting educational goals that contribute to the development of students, regardless of their abilities and character;

determination and adoption of clear rules of conduct for students in accordance with the charter of the educational organization and the internal labor regulations;

design and implementation of educational programs;

assistance and support in organizing the activities of student self-government bodies;

formation of tolerance and behavior skills in a changing multicultural environment:

the use of constructive educational efforts of parents (legal representatives) of students, assistance to the family in solving issues of raising a child.

The necessary labor skills of a teacher in educational work include the following skills:

buildeducational activities taking into account the cultural differences of children, gender, age and individual characteristics;

communicatewith children, recognizing their dignity, understanding and accepting them;

createin study groups different-age children-adult communities of students, their parents and teachers;

to ruleclass in order to involve students in the process of education and upbringing, motivating their educational and cognitive activities;

analyzethe real state of affairs in the classroom, to maintain a business friendly atmosphere in the children's team;

protectdignity and interests of students, to help children in conflict situationsand/or adverse conditions;

findthe value aspect of educational knowledge and information and ensure its understanding and experience by students;

master the methodsorganization of excursions, hikes and expeditions;

cooperatel with other teachers and specialists in solving educational problems.

Part three "Developing activities" suggests the followinglabor activities:

identification during the observation of behavioral and personal problems of students related to the peculiarities of their development;

assessment of the parameters and design of a psychologically safe and comfortable educational environment, development of programs for the prevention of various forms of violence at school;

development and application of psychological and pedagogical technologies (including inclusive ones) necessary for targeted work with various contingents of students: gifted children, socially vulnerable children, children in difficult life situations, migrant children, orphans, children with special educational needs (autistic children, children with attention deficit hyperactivity disorder, etc.), children with disabilities, children with behavioral deviations, children with addiction;

skills:

To have a professional attitude to help any child, regardless of his real learning opportunities, behavioral characteristics, state of mental and physical health.

Use psychological approaches in the practice of your work: cultural-historical, activity and developmental.

To carry out, together with a psychologist and other specialists, psychological and pedagogical support of the main educational programs.

Understand the documentation of specialists (psychologists, defectologists, speech therapists).

To draw up, together with a psychologist and other specialists, a psychological and pedagogical description of the student's personality.

Develop and implement individual educational routes, individual programs development and individually oriented educational programs taking into account the personal and age characteristics of students.

Own standardized methods of psychodiagnostics personal characteristics and age characteristics of students.

Evaluate educational results: subject and meta-subject competencies formed in the taught subject, as well as monitor personal characteristics together with a psychologist.

Form children-adult communities.

The further content of the professional standard section is aimed at determining

professional competencies preschool teacher(caregiver)reflecting the specifics of work at the preschool level of education;

professional competencies of the teacher, reflecting the specifics of work in elementary school;

professional competencies of a teacher, reflecting the specifics of a teacher's work in primary and secondary schools;

professional competencies of a teacher, reflecting the specifics of the work of a teacher of the Russian language;

professional competencies of the teacher, reflecting the specifics of the work of the teacher.

The professional standard of a teacher is mandatory for use by educational organizations, organizations engaged in educational activities to provide educational services on the main general educational programs in the field of preschool and primary general education, basic general and secondary general education.

Expanding the boundaries of the teacher's freedom, the professional standard at the same time increases his responsibility for the results of his work, making demands on his qualifications, offering criteria for its assessment.

Taking into account the different levels of qualifications of teachers in the country, a procedure is envisaged for the gradual, phased introduction of a professional standard for a teacher.

Methods for assessing the fulfillment of the requirements of the teacher's professional standard

The final assessment of the teacher's professional activity is based on the results of training, education and development of students. By producing such comprehensive assessment, it is necessary to take into account the levels of education, inclinations and abilities of children, the characteristics of their development and real learning opportunities.

Assessment of the teacher's compliance with the requirements of the professional standard can be carried out throughinternal and external audit.

Audit(from lat. audit - listens)is a procedure independent evaluation activities of an organization, system, process, project or product.

During the personnel audit, the level of compliance of the employee with the position held by him is established, personal qualities, a comprehensive description of employees is given.

External audit - this is an assessment with the involvement of specialists from an audit firm to obtain a truly independent assessment, which can only be given by an “outside view”.

Internal audit - an audit carried out by the organization's own resources, for example, audit commission , or another organization on its behalf to assess compliance with professional requirements for teachers.

Both types of audit include the analysis of plans and reports, visits to ongoing lessons, learning outcomes, education and development of students.

The collection of data for evaluation is carried out through "effective" questioning, listening, observation, analysis of documents, records and documented data. As an external audit, the results of certification of teachers can also be used.

The professional activity of a teacher of preschool education is assessed only comprehensively. A high score includes a combination of indicators of the dynamics of the development of the child's integrative qualities, the child's positive attitude towards kindergarten and high degree the activity and involvement of parents in solving educational problems and the life of the kindergarten.

Assessing professional quality teacher, it is necessary to provide feedback with consumers of its activities. Students and their parents act as such consumers. It follows from this that the assessment of the teacher's activity goes beyond the narrow departmental framework and requires consolidation organizational forms and the procedure corresponding to them, ensuring public participation in this procedure.

The introduction of a professional teacher standard provides the regions of the Russian Federation and educational organizations with additional degrees of freedom, at the same time imposing a serious responsibility on them.

Regional education authorities, together with the professional community, can develop additions to it. In turn, educational organizations have the opportunity to formulate their internal standards, on the basis of which it will be necessary to develop and adopt local regulations that fix the requirements for the qualifications of teachers that correspond to the tasks of this educational organization and the specifics of its activities.

It is obvious that the widespread introduction of the professional standard of the teacher cannot happen instantly, at the command from above. A period is needed for its refinement and adaptation to it by the professional community.

In 2013, a professional teacher standard was developed, which, according to federal law No. 122, adopted in May 2015, is mandatory for use from January 1, 2017. Let's understand what it is and why it is needed.

Raising and educating children- a real art, which in one way or another must master every teacher. However, at the present stage of life, a teacher is, first of all, a profession that, according to the latest trends, must meet certain standards designed to replace obsolete job descriptions and other documents regulating the professional activities of teachers.

That is why, back in 2013, a specially created working group chaired by Evgeny Aleksandrovich Yamburg developed a professional standard for teachers, covering, among other things, such issues as the reform of the system for advanced training of teachers, the modernization of the system of teacher education and changes in the system of certification of teachers.

According to Federal Law No. 122, adopted in May 2015, this standard is mandatory for use from January 1, 2017. Let's understand what it is and why it is needed.

The professional standard of a teacher - what is the point?

Professional standard of a teacher is a document that takes into account all the requirements for the personality and professional competence of teachers. Now qualification level teacher will be assigned in accordance with this normative act. It should also be taken into account when hiring a teacher and when compiling his job description.

The document for teachers spells out in detail all the knowledge and skills that they must possess, and also specifies labor actions depending on the direction of work (teacher in a preschool institution, teacher primary school, subject teacher, etc.).

It is expected that thanks to the introduction of a professional standard, the basis Russian system education will be made up of real professionals who can work with a variety of categories of children (gifted, disabled, orphans, migrants, etc.) and effectively interact with other specialists (defectologists, psychologists, social pedagogues, etc.).

Reasons for introducing a professional standard

Qualification directories, together with job descriptions, are no longer effective in today's realities - this is what the Ministry of Labor considered and set about developing a modern professional standard of a teacher. Why did they pay attention to it? The fact is that such concepts as "qualification" and "professional standard" appeared in the Labor Code, which gradually began to be applied to various professions, and the pedagogical one could not stand aside.

Preparation for the introduction of a professional standard

As mentioned above, the development of the document began back in 2013, and it was planned that everything would be finalized and tested (tested for suitability) before January 1, 2015. However, its introduction had to be postponed for 2 years due to the great difficulties in development.

During this period, the document was brought to mind, and the standards themselves were tested on the basis of several dozen educational institutions. The results were generally positive:

the level of training of students has increased;
improved working conditions for teachers;
parents appreciated the changes.

And in the end, in 2017, it was decided to start the widespread introduction of a new professional standard for teachers.

The structure and content of the professional standard

The document is structured according to the principle of division labor functions of a teacher starting from educators preschool institutions and ending with middle-level teachers. The focus is on the three most important areas in which all educators should be competent:

education;
upbringing;
development.

The description of each function includes three blocks: "Labor activities", "Required skills" and "Required knowledge". Further, the functions of teachers are divided depending on the direction of their work:

Activities of preschool teachers.
Activities of primary education teachers.
Activities of teachers of basic and secondary education.
Module "Subject education. Mathematics".
Module "Subject education. Russian language".

Exactly the same in every way pedagogical activity labor actions, knowledge and skills of the teacher are concretized.

Having studied all the requirements, we can come to the conclusion that a modern teacher must be universally educated, erudite and progressive. Emphasis is also placed on the ability to find an approach to each child, respect his personality and correctly assess his abilities.

How will the transition to the new standards take place?

On the this moment there is no single plan for the transition to the new standard for all institutions. Obviously, the leadership of each educational organization will, at its own discretion, include certain measures for the implementation pedagogical professional standard in an educational institution. However, in any case, the commission will have to be responsible for the introduction of professional standards, which is roughly obliged to do the following:

Compare the positions held in a particular institution with the names that are prescribed in the standard.
Review employment contracts and, if necessary, make adjustments in accordance with the professional standard.
Perform employee screening educational institution for compliance with the professional standard, according to the positions held.
Provide management with a final audit report.

True, it is not yet entirely clear what to do with teachers who do not meet the professional standard. If such worker was originally hired in accordance with labor law, has successfully passed the certification and, on the whole, is doing a good job, then it is not advisable to dismiss him, even taking into account the partial inconsistency with the standards that have appeared.

Will the professional standard affect teachers' salaries?

About the raise wages for teachers that confirmed compliance with the professional standard, the authorities spoke back in 2013, but there were no official statements. So we just have to wait and hope...

Problems of implementing a professional standard

So far, many teachers find it difficult to fulfill all the requirements of the professional standard. In particular, they say that today it is problematic to do this because of:

insufficient material and technical base of educational organizations,
poorly developed accessible environment for all students (ramps, entrances to buildings, etc.),
too much heavy load per teacher to count on an individual approach to each student.

Nevertheless, even if today not every teacher can boast of full compliance with all the criteria of the professional standard, he should be considered as a guideline in his pedagogical activity and gradually improve in order to better approach the training and education of the younger generation.

The professional standard of a teacher is intended to establish uniform requirements for the content and quality of professional pedagogical activity, to assess the level of qualifications of teachers when hiring and during certification, for career planning, the formation of job descriptions and the development of federal state educational standards teacher education. The standard is proclaimed the basis for the formation of an employment contract that fixes the relationship between the employee and the employer. The calculus depends on the requirements he introduces to the teacher. seniority, accrual of pensions and other material benefits of teachers.

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Makarova Tatyana Pavlovna, GBOU secondary school No. 618 of Moscow

Professional standard of a teacher

Makarova Tatyana Pavlovna,

teacher of the highest category

GBOU secondary school No. 618 of Moscow

Approved and will start workingfrom January 1, 2015professional standard "Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)".

The introduction of a new professional standard for a teacher should inevitably lead to a change in the standards of his training and retraining in high school and centers of excellence.

According to the authors of the teacher's professional standard, it is intended to establish uniform requirements for the content and quality of professional pedagogical activity, to assess the level of qualifications of teachers when hiring and during certification, for career planning, the formation of job descriptions and the development of federal state educational standards of teacher education. The standard is proclaimed the basis for the formation of an employment contract that fixes the relationship between the employee and the employer. The calculation of seniority, the accrual of pensions and other material benefits of teachers depend on the requirements he imposes on the teacher.

In other words, the standard defines “our everything” in the teaching profession: the type, nature and content of a teacher's education; his employment, state certification and assignment of the appropriate category; the volume of employment contracts and even the size of the future pension.

The standard "Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)" establishes that the functions of a teacher include:

Development and implementation of programs academic disciplines within the framework of the main general education program;

Carrying out professional activities in accordance with the requirements of federal state educational standards for preschool, primary general, basic general, secondary general education;

Participation in the development and implementation of the educational organization development program in order to create a safe and comfortable educational environment;

Planning and conducting training sessions;

Systematic analysis of the effectiveness of training sessions and approaches to learning;

Organization, monitoring and evaluation of educational achievements, current and final results of mastering the main educational program by students;

Formation of universal learning activities;

Formation of skills related to information and communication technologies;

Formation of motivation for learning;

Objective assessment of students' knowledge on the basis of testing and other control methods in accordance with the real learning opportunities of children.

The national draft standard can be supplementedregional requirements, taking into account the socio-cultural, demographic and other features of the territory.
The professional standard of the teacher can also be supplementedinternal standard of an educational organization, in accordance with the specifics of the educational programs implemented in this institution (school for the gifted, inclusive school, etc.).

Education and training requirements- higher vocational education or secondary vocational education in the areas of training "Education and Pedagogy" or in the field corresponding to the subject taught (with subsequent professional retraining on the profile of pedagogical activity), or higher vocational education or secondary vocational education and additional vocational education in the field of activity in an educational organization.Practical work experience requirementsare not presented.

Labor functions:

General pedagogical function.
Education.
Educational activity.
Development activity.
Pedagogical activity in the implementation of preschool education programs.

Labor functions are realized through labor actions, the composition of which is determined by the content of the necessary skills and necessary knowledge.

	labor activities	Required Skills	Required knowledge
General pedagogical function	1. Development and implementation of programs of academic disciplines within the framework of the main general education program. 2. Carrying out professional activities in accordance with the requirements of the Federal State Educational Standard. 3. Participation in the development and implementation of the educational organization development program in order to create a safe and comfortable educational environment. 4. Planning and conducting training sessions. 5. Systematic analysis of the effectiveness of training sessions and approaches to learning. 6. Organization, monitoring and evaluation of educational achievements, current and final results of mastering the main educational program by students. 7. Formation of universal educational activities. Formation of skills related to information and communication technologies (hereinafter referred to as ICT) 8. Formation of motivation for learning.	1. Own the forms and methods of teaching, evaluate the knowledge of students on the basis of testing and other methods of control in accordance with the real learning opportunities of children. 2. Develop (master) and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in a real and virtual environment. 3. Use and test special approaches to learning in order to include all students in the educational process, including those with special educational needs: students who have shown outstanding abilities; students for whom Russian is not their native language; students with disabilities. 4. Possess ICT competencies: general user ICT competence; general pedagogical ICT competence; subject-pedagogical ICT competence (reflecting professional ICT competence in the relevant field of human activity). 5. Organize various types of extracurricular activities: gaming, educational and research, artistic and productive, cultural and leisure, taking into account the capabilities of the educational organization, place of residence and historical and cultural identity of the region.
educational function	1. Regulation of students' behavior to ensure a safe educational environment. Implementation of modern, including interactive, forms and methods of educational work. 2.Designand implementation of educational programs. Implementation of educational opportunities various kinds child's activities (educational, playful, labor, sports, artistic, etc.). Designing situations and events that develop the emotional and value sphere of the child (the culture of experiences and value orientations of the child). 3. Creation, maintenance of the way, atmosphere and traditions of life of an educational organization. The development of students' cognitive activity, independence, initiative, creative abilities, the formation of a civic position, the ability to work and live in the conditions of the modern world, the formation of a culture of a healthy and safe lifestyle among students. 4. Formation of tolerance and behavior skills in a changing multicultural environment. The use of constructive educational efforts of parents (legal representatives) of students, assistance to the family in resolving issues of raising a child.	1.Build educational activities taking into account the cultural differences of children, gender, age and individual characteristics. 2. Communicate with children, recognize their dignity, understanding and accepting them. 3. To create in educational groups children and adults of different ages communities of students, their parents (legal representatives) and teachers. 4. Maintain a businesslike, friendly atmosphere in the children's team. 5. Protect the dignity and interests of students, help children who find themselves in a conflict situation and / or adverse conditions. 6. Find the value aspect of educational knowledge and information to ensure its understanding and experience by students. 7. Own methods of organizing excursions, trips and expeditions, etc. 8. Collaborate with others teaching staff and other specialists in solving educational problems.	1. Fundamentals of legislation on the rights of the child, laws in the field of education and the Federal State Educational Standard. Fundamentals of psychodidactics, multicultural education, patterns of behavior in in social networks. 2. The main patterns of age development, stages and crises of development and socialization of the individual, indicators and individual characteristics life trajectories and their possible deviations, methods of their diagnostics. Scientific understanding of the results of education, ways to achieve them and methods of evaluation. Fundamentals of the methodology of educational work, the basic principles of the activity approach, types and techniques of modern pedagogical technologies. 3. Regulatory legal, guiding and instructive documents governing the organization and conduct of events outside the territory of the educational organization (excursions, trips)
Development activities	1. Identification in the course of observation of behavioral and personal problems of students related to the peculiarities of their development. 2. Assessment of parameters and design of a psychologically safe and comfortable educational environment. 3. The use of tools and methods for diagnosing and evaluating indicators of the level and dynamics of the child's development. 4. The development and application of psychological and pedagogical technologies (including inclusive ones) necessary for targeted work with various contingents of students: gifted children, socially vulnerable children, children in difficult life situations, migrant children, orphans, children with special educational needs (autistic children, children with attention deficit hyperactivity disorder, etc.), children with disabilities, children with behavioral deviations, children with addiction. Interaction with other specialists within the framework of the psychological-medical-pedagogical consultation. 5. Development (together with other specialists) and implementation together with parents (legal representatives) of programs for the individual development of the child. 6. Mastering and adequate application of special technologies and methods that allow to carry out correctional and developmental work. 7. The development of students' cognitive activity, independence, initiative, creative abilities, the formation of a civic position, the ability to work and live in the conditions of the modern world, the formation of a culture of a healthy and safe lifestyle among students. 8. Formation and implementation of programs for the development of universal educational activities, patterns and values of social behavior, behavior skills in the world of virtual reality and social networks, the formation of tolerance and positive patterns of multicultural communication. 9. Formation of a system for regulating the behavior and activities of students.	1. To have a professional attitude to help any child, regardless of his real learning opportunities, behavioral characteristics, state of mental and physical health. 2. To carry out (together with a psychologist and other specialists) psychological and pedagogical support of the main general educational programs. 3. Understand the documentation of specialists (psychologists, defectologists, speech therapists, etc.). 5. Compile (together with a psychologist and other specialists) a psychological and pedagogical description (portrait) of the student's personality. 6. Develop and implement individual educational routes, individual development programs and individually-oriented educational programs, taking into account the personal and age characteristics of students. 7. Own standardized methods of psychodiagnostics of personal characteristics and age characteristics of students. 8. Evaluate educational results: subject and interdisciplinary competencies formed in the taught subject, as well as monitor personal characteristics (together with a psychologist).	Know: 1. Pedagogical patterns of organization of the educational process. 2. Laws of personality development and manifestations of personal properties, psychological laws of periodization and developmental crises, 3. Theory and technologies for taking into account the age characteristics of students. 4. Patterns of the formation of children's and adult communities, their socio-psychological characteristics and patterns of development of children's and adolescent communities. 5. The main patterns of family relations that allow you to work effectively with the parent community. 6. Fundamentals of psychodiagnostics and the main signs of deviations in the development of children. 7. Socio-psychological features and patterns of development of children's and adult communities. 8. Emphasis is placed on compliance with legal, moral and ethical standards, requirements of professional ethics

The system of criteria for differentiating the levels of the teacher's professional activity standard includes:

a description of the features of the performance of certain labor actions by a teacher at each level of professional development;
description of the competencies required for the performance of labor functions and labor actions by a teacher;
description of the technology for assessing the teacher's compliance with one of the levels.

Levels of teacher professional development:

The first level - the level of a novice teacher. Has the right to carry out pedagogical activities based on the results of successful completion of the qualification exam. Possesses competencies at the initial level, can carry out pedagogical activities at the prescribed level.
The second level is the level of an advanced teacherwhose activities are characterized by the development of various competencies that may be associated with working with a special contingent of children - children with deviant behavior, children with disabilities, children who do not speak or have poor command of the Russian language, gifted children. Or with the performance of functions for the organization of the educational process and the creation of learning conditions.
The third level is the level of a teacher-methodologistwho owns the methods and technologies of training and education at a level that allows them to be transmitted to other teachers. The teacher can remain at this level and undergo certification for compliance with the position held or for the right to pass to the next level.
Fourth level - teacher-researchergeneralizing the experience of professional activity in order to develop new educational technologies, capable of testing and implementing innovative technologies in education.

Evaluation of the professional activity of the teacher:

When evaluating the professional activity of a preschool teacher, consider an integrated approach as a priority.
A high assessment should include: a combination of indicators of the dynamics of the development of the child's integrative qualities, the child's positive attitude towards kindergarten, a high degree of activity and involvement of parents in solving educational problems and the life of the kindergarten.

Dynamic indicators of successful professional activity of a teacher:

Achievements in the current exemplary general education program for the last 3 years.
Creation of a subject-spatial developing environment.
Professional development, professional retraining.
Generalization and dissemination of their own advanced pedagogical experience.
Participation in professional competitions, experimental work.
Positive feedback from the professional community, parents of pupils, social partners on the results of the educator's activities.

Occupational standards in our country are developed in accordance with paragraph 1 of the Decree of the President of the Russian Federation of 07.05. 2012 No. 597 "On measures for the implementation of state social policy", according to which by 2015 at least 800 professional standards should be developed and approved. Currently, the Ministry of Labor of the Russian Federation has approved 14 professional standards, incl. in such professions as a teacher, a specialist in medical and social expertise, a welder, a specialist in working with families, etc. In total, in 2013 there should be more than 300 of them.

What is a professional standard

In December 2012, amendments were made to the Labor Code of the Russian Federation: Chapter 31 was supplemented with Article 195.1. The concept of employee qualification, professional standard, according to which:

professional standard- this is a characteristic of the qualifications necessary for an employee to carry out a certain type of professional activity, and

Employee Qualification- this is the level of knowledge, skills, professional skills and work experience of the employee.

The procedure for the development, approval and application of professional standards is established by the Government of the Russian Federation.

Why professional standards are needed

Professional standards apply:

employers- in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the development of job descriptions, billing of work, the assignment of tariff categories to employees and the establishment of wage systems, taking into account the peculiarities of the organization of production, labor and management;
educational organizations of vocational education— when developing professional educational programs;
when developing federal state educational standards for vocational education.

The teacher's professional standard is designed to:

determine the necessary qualifications of the teacher;
provide the necessary training for the teacher to obtain high results of his work;
ensure the necessary awareness of the teacher about the requirements for him;
promote the involvement of teachers in solving the problem of improving the quality of education.

The structure of the teacher's professional standard

The professional standard of the teacher was developed on the basis of the “Professional Standard Model”, therefore, when getting acquainted with it, its form may seem unusual for teachers.

The professional standard of a teacher contains a description of the work functions of teachers - teachers, educators, including teachers of mathematics (module "Subject teaching. Mathematics") and teachers of the Russian language (module "Subject teaching. Russian language"), and consists of 4 sections:

I. General information.

II. Description of labor functions included in the professional standard (functional map of the type of professional activity).

III. Characteristics of generalized labor functions.

IV. Information about the organizations - the developers of the professional standard.

The content of the professional standard of the teacher reflects:

education;
educational work;
development (personal qualities and professional competencies necessary for a teacher to carry out developmental activities);
professional competencies of the teacher, reflecting the specifics of work in elementary school;
professional competencies of a preschool teacher (educator), reflecting the specifics of work at the preschool level of education;
professional competencies of a teacher, reflecting the specifics of a teacher's work in primary and secondary schools;
professional competencies of a teacher, reflecting the specifics of the work of a teacher of the Russian language;
professional competencies of a teacher, reflecting the specifics of the work of a mathematics teacher.

The description of generalized labor functions includes the name of the function, skill level, possible job titles, requirements for education, training and practical work experience, as well as special conditions for admission to work. Generalized labor functions are subdivided into individual labor functions.

The characteristics of specific labor functions contain a description of labor actions, necessary skills and knowledge, etc.

The developer of the professional standard of the teacher is the State Budgetary Educational Institution of the City of Moscow Education Center N 109, and the responsible organization-developer is the State Budgetary Educational Institution of Higher Professional Education of the City of Moscow "Moscow City Psychological and Pedagogical University".

This professional standard of a teacher is mandatory for use by educational organizations, organizations engaged in educational activities for the provision of educational services for basic general education programs in the field of preschool and primary general education, basic general and secondary general education.

In the future, it is planned to expand the scope of the professional standard of a teacher by introducing specialties: teacher of additional education, teacher of the vocational education system, teacher-psychologist, special teacher (defectologist), tutor, etc.

Reference

The following abbreviations are used in the professional standard of the teacher:

OKZ – All-Russian classifier classes.

CEN- Unified qualification guide, approved by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 N 761n "On approval of the Unified qualification handbook positions of managers, specialists and employees, section " Qualification characteristics positions of educators” (registered with the Ministry of Justice of Russia on October 6, 2010 N 18638).

OKVED— All-Russian classifier of types of economic activity.

OKSO- All-Russian classifier of specialties by education.

And also concepts:

competence- the ability to apply knowledge, skills and experience in labor activity;

labor function- an integral part of the type of labor activity, which is an integrated and relatively autonomous set of labor actions determined by the technological process and requiring the necessary knowledge and skills (competences) to perform them;

working conditions— a set of factors of the working environment and technological process affecting the performance and health of the worker.