Professional standard of the teacher: goals, purpose, key provisions

A teacher is considered a key figure in the process of reforming education. In this regard, he must have high qualifications, corresponding personal qualities. The work of the teacher today should be spared from routine regulation, total control. Nevertheless, there is a certain standard of the teacher. Let's consider it in detail.

Relevance of the issue

Currently, the educator must demonstrate mobility, readiness for change, the ability to adapt to non-standard situations, responsibility in decision-making. Today, cumbersome job descriptions, qualification characteristics, which often fetter the initiative of the teacher, are burdened with formalities, instructions, additional duties. Certainly, the requirements of the teacher's professional standard should be in keeping with the spirit of modernity. Together with this they must form a space for creativity and self-realization of a specialist.

Features of the problem

Today's realities require taking into account the different skill levels of specialists. Taking them into account, you can develop an optimal professional standard. The teacher can not abruptly drop all his skills and knowledge, the accumulated experience and change his approaches to the process of transferring knowledge to schoolchildren. Such a transition should be carried out gradually and in stages. In addition, not only the qualification levels of teachers differ, but also the conditions in which they work. This must also be taken into account when developing a professional standard. The teacher can work in a city or rural school; The composition of schoolchildren in a class can be mono-or polyethnic. Of no less importance is the specificity of programs implemented in the institution. In this regard, the introduction of regional and school components in the professional standard. The teacher can not be constrained by specific unified schemes. Filling school and regional components requires a comprehensive approach of administrators, teachers, parents, expert council. They should be discussed, adopted and approved on the basis of consensus. The desire to achieve a compromise is embedded in the very process of development, testing and subsequent implementation. The starting point is a broad discussion of the project. The process ends with the establishment of deadlines, in which the professional standard must be put into effect. The teacher as a result receives an effective tool for the implementation of teaching strategy in the modern world.

Objectives

Why is a teacher's pedagogical standard necessary? First of all, as mentioned above, the teacher receives an effective method of implementing the teaching program, which takes into account the constantly changing living conditions. In addition, the standard of professional activity of a teacher is:

1. Instrument to improve the quality of the process and the output of the domestic teaching system to the international level.
2. Objective criteria for the qualification of a specialist.
3. A means of selecting personnel for educational institutions.
4. The basis for drafting an employment contract that fixes the interaction of a specialist and an educational institution.

New competences

The professional standard of teacher-educator is filled:

1. Work with gifted children.
2. Teaching Russian to students for whom he is not native.
3. Implementation of activities within the framework of inclusive educational programs.
4. Work with children with developmental disabilities.
5. Interaction with dependent, deviant, socially vulnerable schoolchildren, whose behavior is marked by serious deviations.

Principles

The professional standard of the teacher (teacher) should:

1. Do not become a means of rigid regulation of the work of a specialist.
2. Correspond to the structure of the activity of the teacher.
3. Eliminate the specialist from the need to perform functions that distract him from performing direct duties.
4. Encourage the desire to look for non-standard solutions.
5. To comply with international regulations and standards.
6. Agree with the instructions of the relevant departments and ministries, on which depends on the accrual of pensions, calculation of length of service, etc.

Characteristic

The professional standard of the teacher of additional education, as well as the teacher of general orientation, is considered a framework document. It establishes the basic provisions relating to the qualification of a specialist. The national project can be supplemented with regional elements, which take into account the demographic, sociocultural and other features of the territory. The professional standard of the teacher of additional education can be filled with sections related to the specifics of programs implemented in the institution. The document should take into account the specifics of the work of teachers at all levels - in primary, secondary and high school.

An Important Moment

In the development it is necessary to take into account the special importance of such subjects as mathematics and the Russian language, the compulsory delivery of graduates. The professional standard of the teacher should reflect the structure of the activity of the teacher. In accordance with modern realities, it is filled with various competencies that can help the teacher in solving emerging problems. The standard makes certain demands on the teacher's personality.

Scope and purpose of application

The professional standard of the teacher can be used for:

1. Recruitment.
2. Conducting attestation.

The objectives of the standard are:

1. Determination of the necessary qualification of a specialist influencing the results of the development and assimilation of knowledge by the child.
2. Provision of training for the teacher to receive high performance.
3. Assistance in involving a specialist in solving the task of improving the quality of work.
4. Providing the necessary awareness of the teacher about the requirements imposed on him.

Teaching Activities

Within the limits of the standard certain requirements to performance by the teacher of its work are established. The specialist must:

1. Have in / about. Teachers with secondary vocational education and working in the pre-school and primary school, it is necessary to create the conditions for studying at the university without interruption.
2. Demonstrate knowledge of the subject and program.
3. Be able to plan and conduct lessons, analyze them.
4. To own methods and forms of training that go beyond classroom activities (field practice, laboratory experiments, etc.).
5. Apply special approaches to include all children in the process.
6. Give an objective assessment of the knowledge of students, using different methods and forms of control.
7. To have competence in ICT.

Educational process

As part of this work, the teacher should:

1. Own methods and forms of organizing expeditions, hikes, excursions.
2. Use the techniques of museum pedagogy to expand the horizons of children.
3. To master the forms and methods of educational work, applying them both in class and in extracurricular activities.
4. Effectively coordinate the behavior of children to ensure safety.
5. Provide comprehensive assistance in the organization of school authorities.
6. Establish a clear order of behavior in the classroom, according to the school statute and rules.
7. To effectively manage classes to involve children in the educational and upbringing process, motivating their cognitive activities.
8. To set tasks and goals that promote the development of schoolchildren, regardless of their origin, nature, abilities, seek pedagogical ways for their implementation and achievement.
9. Be able to establish contact with children, recognizing their dignity, accepting and understanding them.
10. Model and create events and situations in which the emotional-value sphere of the child develops.
11. Identify and implement educational opportunities for various activities of children (artistic, play, sports, training, work, etc.).
12. To create in a class and other groups (section, circle) a community of parents, teachers, schoolchildren.
13. Support the constructive efforts of adults in educational work, involve the family in the development of the child.
14. Cooperate with other teachers and specialists in solving problems of spiritual and moral development of children.
15. Analyze the real situation in the classroom, maintain a friendly atmosphere.
16. Protect the dignity and honor of schoolchildren, help children who find themselves in a difficult situation.
17. Support the traditions of the school, making a positive contribution to them.

Development

The teacher must possess:

1. Willingness to accept different children, regardless of their educational abilities, physical and mental condition, behavioral features. The teacher should have an installation to help everyone.
2. The ability to identify the problems of children in the process of observation, regarding the characteristics of their development.
3. Willingness to interact with other professionals.
4. The ability to provide targeted assistance using pedagogical techniques.
5. Ability to understand documents of specialists (speech therapists, psychologists, etc.).
6. The ability to make individual development programs.
7. Special methods that facilitate corrective work.
8. Ability to monitor the dynamics.
9. The ability to protect children who are not accepted by the collective.
10. Knowledge of the general patterns of manifestation of individual qualities and development of the personality, psychological crises, age characteristics of schoolchildren.
11. Skills to use psychological approaches in their practice (cultural-historical, developing, activity-oriented).
12. The ability to create a psychologically comfortable and safe educational environment, to prevent various forms of violence.

One of the key requirements is also the teacher's knowledge of the laws of family relations. They will allow you to most effectively build interaction with parents.