Professional standard of a teacher of additional education. Qualifications and requirements for a teacher of additional education. Professional standard. A professional holiday for teachers of additional education will appear in Russia. Requirements for an additional education teacher

By order of the Ministry of Labor of May 5, 2018 No. 298, a new professional standard “Teacher additional education children and adults." The order was registered with the Ministry of Justice on August 28 under the number 52016. The professional standard, approved by the order of the Ministry of Labor of September 8, 2015 No. 613n, has lost its force.

The information is relevant for students of professional retraining and advanced training courses in the following areas:

Requirements for methodologists of additional education for children and adults

Methodist add. education of children and adults must have a higher or secondary vocational education in the direction of "Education and pedagogical sciences", or having no Teacher Education, but corresponding to additional programs. education, which are implemented in the institution, to pass (from 3 months).

Teacher-organizer: requirements for the position

To hold the position of a teacher-organizer, it is not necessary to have a higher pedagogical or secondary vocational education in a pedagogical specialty. In the event that the organizing teacher does not have a ped. education, then it can be obtained at professional retraining courses (from 3-6 months).

In order to modernize education in Russian Federation By order of the Ministry of Labor and Social Protection of the Russian Federation dated September 08, 2015 No. 613-n, the professional standard "Teacher of additional education for children and adults" was approved.

Updated System Goals Russian education create new requirements for the quality of teaching staff, for the level of professional pedagogical activity generally.

It is necessary to develop new professional qualities of teachers of additional education with the standard professional activity in the field of training, education and development.

The professional standard should become a system-forming mechanism that will improve the quality of work of teachers of additional education, create objective requirements for labor activities, knowledge and skills, the required level vocational education.

The professional standard will determine the volume and direction of training, retraining or advanced training, will allow to objectively link the level of professionalism of a teacher of additional education, his duties and terms of remuneration with the results of professional activity (an effective contract). At the same time, the professional standard should act as a basis for assessing the qualifications and work of a teacher of additional education, and an effective contract as a tool for combining the interests of a teacher and a leader to solve the problems of an educational organization.

It must be stated that when introducing a professional standard for a teacher of additional education, a number of problems arise related to the lack of clear principles for building a career in the professional activities of teachers, including its main stages, the relationship between holding the relevant position and the qualifications required for this (from the point of view of the professional standard) ; the lack of a clear and objective relationship between the qualifications (professional level, level of competencies) of a teacher, the quality and results of his professional activity and remuneration.

The updated understanding of the requirements of the professional standard by teachers is a reflection of the real needs of the system of additional education for children, the mechanism for obtaining the quality of education, a tool for ensuring professional and career growth, and a personally significant approach to one's own activities.

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Specialist model -

teacher of additional education for children and adults

cultural traditions– social and cultural heritage, transmitted from generation to generation and reproduced in certain societies and social groups During a long time. Traditions are present in all social and cultural systems and are necessary condition their existence.

Specialist model - teacher of additional education for children and adults

Specialist model - teacher of additional education for children and adults

Specialist model - teacher of additional education for children and adults

On August 28, 2018, he was registered with the Ministry of Justice of the Russian Federation” order of the Ministry of Labor and Social Protection of the Russian Federation of May 5, 2018 N 298n “On Approval of the Professional Standard “Teacher of Additional Education for Children and Adults”. The order comes into force on September 9, 2018, and the order of the same department dated September 8, 2015 N 613n "loses its force.

Please note that in the order of May 5, 2018 N 298n there is no provision that “the professional standard is applied by employers when forming personnel policy and in personnel management, in organizing training and certification of employees, concluding employment contracts, developing job descriptions and the establishment of wage systems” (previously required).
In addition, the following requirements are now established for the education and training of persons applying for the position of a teacher of additional education:
– higher education or secondary vocational education within the enlarged groups of areas of study higher education and specialties of secondary vocational education "Education and Pedagogical Sciences";

- or higher education or secondary vocational education within the framework of another direction of training of higher education and specialties of secondary vocational education, subject to its compliance with additional general development programs, additional pre-professional programs implemented by the organization implementing educational activities, and obtaining, if necessary, after employment, additional professional education in the direction of training "Education and Pedagogical Sciences".
Previously, requirements were established for the presence of secondary vocational education or higher education - bachelor's degree, as well as mandatory professional retraining. exempted from the need for professional retraining.

Source :
Order of the Ministry of Labor of Russia dated May 5, 2018 N 298n "On approval of the professional standard "Teacher of additional education for children and adults" (registered on August 38, 2018, registration number of May 5, 2018 N 298n)" On approval of the professional standard "Teacher of additional education children and adults»»
Letter of the Russian Ministry of Labor dated June 6, 2017 No. 14-2 / ​​10 / V-4361 (On the introduction of professional standards and bringing the names of positions in line with the requirements of Russian legislation)

The new professional standard "Teacher of additional education for children and adults" comes into force: 20 comments

Question: Are advanced training courses in the direction of "Education and Pedagogical Sciences" additional professional education? Are refresher courses once every 3 years enough if there is education in the field of activity (for example, higher art education and a teacher teaches fine arts)? Please help me figure it out, as some teachers say that there are enough courses advanced training, and others say professional retraining is required.

Hello!
I read about the new professional standard "Teacher of additional education for children and adults." It says on your website: “At the same time, the presence of secondary vocational education or higher education - bachelor's degree, the focus of which corresponded to the taught subject, course, discipline (module), did not exempt from the need for professional retraining.”
Question: according to the new professional standard, does the presence of higher education, the focus of which corresponds to the subject being taught, exempt from the need for professional retraining?

Good afternoon, please explain the phrase “Please note that in the order dated May 5, 2018 N 298n there is no provision that “the professional standard is applied by employers in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the conclusion of employment contracts , the development of job descriptions and the establishment of wage systems "(previously required)".
And another question, if I graduated from a university in the direction of "chemistry and biology", and I work as a teacher-organizer in the art and aesthetic department, in connection with the introduction of a new professional standard, do I have the right to work not in my specialty "chemistry and biology"?

Good afternoon! Explain the wording in the new prof. standard in the section "requirements for education and training" in relation to the position of "teacher-organizer" - higher education or secondary vocational education within the enlarged groups of areas of higher education and specialties of secondary vocational education "Education and Pedagogical Sciences". This may mean that just any secondary vocational education is enough for the position of a teacher-organizer?

Good afternoon! faced the following problem. According to the Procedure for attestation of teachers, the SZD is established after the expiration of not earlier than two years later. and during this period the employee is considered as a teacher without a category. How is payment made in this case? if possible, please provide a link to a document that regulates this moment.

I am a teacher of additional education with 25 years of experience, secondary special technical education. I work on the program of arts and crafts. Can I be certified for compliance with my position on new prostaglandins.

I would like to understand specifically, I am a teacher of additional education, I took retraining courses for 522 hours, pedagogy and psychology of children preschool age, can I work as a teacher at home according to the new professional standards. with children aged 14 and over Or just preschoolers?

On the transition to work in the context of the introduction of professional standards

On July 1, 2016, the Federal Law of May 2, 2015 No. 122-FZ “On Amendments to the Labor Code of the Russian Federation and Articles 11 and 73 of the Federal Law “On Education in the Russian Federation” came into force.

Federal Law No. 122-FZ of May 2, 2015

Article 195.3 of the Labor Code of the Russian Federation establishes: “If this Code, other Federal Laws, other regulatory legal acts of the Russian Federation establish requirements for the qualifications necessary for an employee to perform a certain labor function, professional standards in terms of these requirements are mandatory for employers to apply.”

The Ministry of Labor and Social Protection of the Russian Federation, in an information letter dated February 10, 2016 “On the Application of Professional Standards in the Sphere of Labor”, explains the procedure for applying professional standards. Professional standards are applied by 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 (including when organization of staff development and internal methodical work).

Information dated February 10, 2016 "On the application of professional standards in the field of labor"

Decree of the Government of the Russian Federation of June 27, 2016 No. 584 "On the specifics of the application of professional standards in terms of the requirements that are mandatory for the application of state or municipal unitary enterprises, as well as state corporations, state companies and business entities, more than fifty percent of the shares (stakes) in the charter the capital of which is in state or municipal ownership” introduces a procedure for the phased introduction of professional standards.

Order of the Ministry of Labor and Social Protection of the Russian Federation dated May 5, 2018 No. 298-n "On approval of the professional standard"Teacher of additional education for children and adults".

The professional standard for teachers of additional education for children and adults has been updated. The Order of the Ministry of Labor of Russia dated September 8, 2015 No. 613n, which approved the previously existing professional standard, was declared invalid. According to the standard, the purpose of the activities of these specialists is to organize the activities of students in the assimilation of knowledge, the formation of skills and competencies: the creation of pedagogical conditions for the formation and development of creative abilities, meeting the needs for intellectual, moral and physical improvement, health promotion, organization of free time, professional orientation, ensuring that students achieve the results of mastering additional general educational programs. The functions of these specialists include:

Teaching in additional general education programs:

Organizational and methodological support for the implementation of additional general educational programs;

Organizational and pedagogical support for the implementation of additional general educational programs.

The standard establishes the requirements for education and work experience necessary for a specialist to perform his job functions.

Please note that the order of May 5, 2018 N 298n does not contain a provision that “the professional standard is applied by employers in the formation of personnel policy and in personnel management, in the organization of training and certification of employees, the conclusion of employment contracts, the development of job descriptions and the establishment of systems wages” (previously it was required).

Features of the pedagogical activity of a teacher of additional education relate to his tasks, nature, means, the ratio of pedagogical leadership and the independence of children, the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of the pedagogy of additional education. The solution of creative problems in cooperation with the teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (I like to be with everyone, carries a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives arising from the above interaction reorients, in turn, the motives and the process of solving pedagogical problems by creating a holistic semantic field in the space of creative interactions (13)

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MODERN REQUIREMENTS

TO THE TEACHER OF ADDITIONAL EDUCATION FOR CHILDREN

V.P. Golovanov believes thata teacher of additional education is a specialist who organizes the educational process in direct contact with children in the field of free time,and highlights the following tasks of its activity:

• the implementation of additional education for children and adolescents, the organization of their various creative activities;
• complete set of pupils study group, sections, studios, club and other children's associations and the application of measures to preserve the contingent during the period of study;
• providing pedagogically sound forms, means and methods of work (education and training), based on psychophysiological expediency;
• ensuring the observance of the rights and freedoms of children; participation in the development and implementation of educational programs, bearing responsibility for the quality of their implementation, for the life and health of pupils;
• drawing up a plan and training program. Ensuring their implementation;
• identifying the creative abilities of children, contributing to their development, the formation of sustainable professional interests and inclinations;
• support for gifted and talented pupils, as well as children with developmental disabilities;
• organizing the participation of pupils in public events;
• provision of advisory assistance to parents (persons replacing them), as well as teaching staff within their competence;
• when conducting classes, ensuring compliance with the rules and norms of labor protection, safety and fire protection;
• participation in the activities of methodological associations and other forms of methodological work, improving their professional qualifications (3).

The main and final result of the professional activity of a teacher of additional education is the pupil himself, the development of his personality, abilities and competence. At the same time, using the materials of the above-named author, the very professional activity of a teacher of additional education can be represented in the form of the following structure.

Diagnostic activitywhich is necessary for the study of children, their abilities, level of development, interests and needs, as well as relationships in the children's community. But, in addition, diagnostic activity is also needed so that the teacher of additional education, on the basis of objective data, can subsequently evaluate the effectiveness of his work. It should be noted here that systematic diagnostic activity with fixation and analysis of its results among practicing teachers can be found quite rarely. The reasons for this are the lack necessary knowledge and motivation for this type of activity.

Orientation and prognostic activity.The essence of this type of activity is to predict the final result. However, as you know, it is the goal that is the benchmark for the final result. So this species activity, first of all, is expressed in setting the goal and objectives of pedagogical activity. The reality and literacy of goal setting depends not only on life and pedagogical experience, not only on professional pedagogical knowledge and skills, but also on how well the diagnostic activity was carried out. For a teacher of additional education who has sufficient experience, the basis for prognostic activity should be an analysis of previous experience, based, again, on data obtained in the course of diagnostic activity.

Structural and design activities.The results of this type of activity should be formalized by the program of additional education for children created by the teacher. This activity involves thinking through and designing the forthcoming pedagogical process, its conceptual foundations, forms, methods, technologies and content of the activity. The basis of this type of activity is the results of the two previous ones, since, when designing future activities, a teacher of additional education must clearly understand the goals and objectives facing him, take into account the interests, needs and abilities of pupils.

Information and explanatory activity.This type of activity is associated with the transfer of specific knowledge and skills to pupils, the formation on their basis of certain personal qualities and value orientations. This is the direct purpose of the teacher. Of course, the content, technologies and methods of information and explanatory activities are interconnected with the previous components of the professional activity of a teacher of additional education.

Organizational activity.This type of activity allows you to organize the pedagogical process, direct it to solving urgent problems and achieving the goal. It is associated with the ability to interact with pupils, to mobilize them for one or another type of activity. The components of this type of activity are pedagogical management and pedagogical guidance. The first consists in setting goals, organizing their solution, in controlling the process and evaluating the results by each member of the group. Pedagogical guidance is also providing, supporting the desire to solve a problem, participate in the solution, achieve and be responsible for the result.

Communication-stimulating activity.At the heart of the activities of a teacher of additional education is, as mentioned above, communication.Professional pedagogical communication is a system of organic socio-psychological interaction between a teacher and pupils, the content of which is the exchange of information, educational interaction, organization of relationships with the help of communicative means.It includes the ability to create the necessary atmosphere for interaction with children, maintain contact with them at the level of cooperation and co-creation, and also solve pedagogical problems by communicative means. Properly organized communicative-stimulating activity can act as a means of solving educational problems, as a socio-psychological support for the educational process, and as a way of organizing relationships between the educator and children, which guarantees the success of education and upbringing.

Analytical and evaluation activities.This type of activity is associated with the need for regular correction of the pedagogical process. It is based on the analysis of the results of diagnostic activity, pedagogical reflection and, based on them, a real self-assessment of the achievements of a teacher of additional education, problem areas, successful and unsuccessful methods. The technologies used, forms and methods of interaction with children, their effectiveness, as well as the degree of solving the set tasks and goals need to be analyzed and evaluated. The result of analytical and evaluation activities may be partial or even complete changes at all of the above stages of activity.

Research - creative activity.The creative activity of a teacher of additional education is a necessary component for obtaining new, higher results of pedagogical work.Creativity is defined as an activity that generates a qualitatively new, never existed before.Is there a place for creativity in teaching? There is an opinion that pedagogical activity is one of the types of art, that is, creativity. And today these two concepts are used, characterizing the pedagogical process.Pedagogical art is the teacher's perfect mastery of the totality of psychological and pedagogical knowledge, skills and abilities, combined with professional enthusiasm, developed pedagogical thinking and intuition.An essential aspect of pedagogical art, according to V.P. Golovanov, iscreativity of the teacher, which is presented as the highest form of activity of the teacher to transform the "pedagogical" reality, in the center of which is the child.

Isolation and awareness of the features of pedagogical interaction in the organization of upbringing and educational work with children in institutions of additional education makes it possible to more effectively carry out pedagogical activities. These features include the following (6.1):

Voluntariness and mass participation of children in extracurricular activities.In institutions of additional education, the child voluntarily chooses a leader and a children's community in which he feels most comfortable. Voluntariness in institutions of additional education is also manifested in the fact that a child can change the circle at any time or leave the institution altogether. To keep it, teachers of additional education cannot use the arsenal of disciplinary techniques that a school teacher has. Only the attractiveness of the activity itself, the forms and methods of its organization, the comfortable atmosphere in a children's community of different ages, and, finally, the bright personality, sincerity and goodwill of the teacher contribute to the fact that the child spends his leisure time in an additional education institution for a long time. Therefore, the study of the interests and needs of children, their dynamics in a changing socio-cultural situation is one of the most important tasks of institutions of additional education. It is its solution that can help overcome the main objective contradiction in the activities of institutions of additional education - between the understanding of children of their free time as recreation and the activities of an out-of-school institution as an institution of social education that solves the corresponding pedagogical tasks.

Differentiation of students according to interests and focus on a particular type of activity.The satisfaction of interest (at different stages of its formation - from curiosity to theoretical interest) is the basis for the motivation that the child attends classes at an additional education institution for a long period. The teacher of additional education, unlike the school teacher, is in a more advantageous position. This is due to the fact that in extracurricular institutions there is a differentiation of children according to interests, which, as mentioned above, becomes a motivation not only for choosing a direction of activity, but also contributes to the child's interest in obtaining the knowledge, skills and abilities that the teacher transfers to him. And the proximity of the results of activities to the original goal becomes another incentive for such activities. A positive aspect of differentiation is that the child satisfies his cognitive and communicative needs in a community of like-minded people, i.e. people (both children and teachers) for whom the same interests, goals, and in many respects values ​​are significant. This contributes to the creation of a benevolent and friendly atmosphere, creative activity children, development of their initiative and independence.

The ability to adjust the training programs taking into account the individual interests, abilities and level of preparedness of the child.Raising the status of additional education institutions has also led to an increase in the quality of educational services offered by these institutions. Additional educational programs, the authors and developers of which are the teachers of additional education themselves, are the result of the creative integration of understanding and analysis of scientific and methodological literature and their own practical experience. The programs are based on the paradigm of interaction, which implies the possibility of their certain correction, taking into account the individual abilities and level of preparedness of children. The implementation of such programs in practice leads to the fact that in the process of pedagogical interaction the correspondence of the specific case and the personal capabilities of children is taken into account, conditions are created for the advanced development of more prepared and gifted children, and an individual rate of transmission of material is provided for children who have difficulties in mastering it. An important condition for their effectiveness is taking into account the priority activities of children in different age groups and other psychophysical characteristics of the age.

A feature of additional education for children, as mentioned above, is that it is provided to children in their free time and is carried out as a result of free choice, voluntary participation, selectivity by students of their educational path, regimen, level and final result. This specificity is expressed in the need to design in the program of additional education a special method of creative cooperation, the activities of the teacher and the child, the teacher and the children's association, the methodology of active and intensive learning. The specificity of pedagogical interaction in an institution of additional education makes it possible to more fully use the potential of an individual approach in working with children, since in the field of additional education there is no such rigid attachment to federal state educational standards, and the number of children with whom the teacher works at the same time is initially less than in the school class. All this contributes to the disclosure of the individual abilities of the individual, its self-realization and self-determination in the new conditions of the sphere of free time.

The publicly accessible and socially useful nature of the activities of children, which has practical and personally significant tasks for each pupil.M. B. Koval identifies various types of such activities. These are, firstly, mass and group types of subject-practical activities that contribute to the involvement of adolescents in the association, require him to demonstrate certain skills and a conscientious attitude to business. These include exhibitions, competitions, holidays, contests, festivals.

The second category includes circles, studios, sections and other creative associations of children who want to engage in systematic activities in accordance with their interests and capabilities. These organizational forms provide equal opportunities for participation of all interested students, regardless of their abilities and preparedness. It can also be noted that the activities of children in such communities are regular and long-term in nature, and the forms described above are used periodically and act as a kind of creative final report on the activities of a circle, club or studio in a certain period of time.

In addition, the forms and types of work for the most prepared children and adolescents are distinguished. These include learned student societies, children's science conferences, summer camps, and expeditions. Participation in them allows children to expand their theoretical knowledge and test them in practical activities.

An important factor in motivating children to study in an additional education institution is the practice-oriented nature of the proposed activity and the opportunity to see the results of this activity in dynamics. In addition, the practical and activity basis of additional education is also expressed in the fact that the child tries to independently solve vital problems for himself, which, of course, has an impact on his development.

A variety of areas of communication, the possibility of informal communication between the leader and the children.Communication is one of the most important means of pedagogical interaction. The joint creative enthusiasm of the teacher and children leads to informality of communication, which is highly attractive in the eyes of children, because it contributes not only to the establishment of a friendly atmosphere, but also to the growth of children's self-esteem, a sense of social significance and adulthood. Such communication creates genuine democratic and humanistic relations, brings the child to the level of an active participant (subject) of interaction, enhances the opportunities for the institution of additional education in the organization of cognitive leisure for children, in expanding and deepening their knowledge, teaching them a specific business, in developing individual inclinations and self-determination of the individual. .

Creative and friendly atmosphere, the opportunity for the child to change his status in the peer group.The atmosphere that arises in various children's communities of institutions of additional education due to the above features gives a real chance for the child to change (improve) his social status among peers. In addition, in out-of-school institutions, children's communities often have a mixed age character. This contributes to the fact that an older child, even occupying a low social status in a school team of the same age, can realize his leadership ambitions, using a higher intellectual and physical development than younger students. The specificity of pedagogical activity in institutions of additional education helps to compensate for the lack of attention and participation that a certain part of children experience in school and family, it is largely aimed at helping to solve the problems of pedagogically neglected and even deviant children through creating conditions for feasible and interesting work that raises their status in the children's community.

Thus, it can be noted that the features of the pedagogical activity of a teacher of additional education relate to his tasks, nature, means, the ratio of pedagogical leadership and the independence of children, the position of the teacher in relationships with adolescents. These features, in unity with general pedagogical patterns, represent the specific possibilities of the pedagogy of additional education. The solution of creative problems in cooperation with the teacher changes the psychological structure of the educational process as a whole, since a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (I like to be with everyone, carries a common cause, ambition is satisfied, pride in yourself, etc.). The system of internal motives arising from the above interaction reorients, in turn, the motives and the process of solving pedagogical problems by creating a holistic semantic field in the space of creative interactions (13)

Bibliography

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2. Buylova L.N., Klenova N.V. How to organize additional education of children at school? Practical guide.–M.: ARKTI, 2005.–p. 7-9.
3. Golovanov V.P. Methods and technology of work of a teacher of additional education. -M.: VLADOS. 2004.
4. Deich B. A., Kucherevskaya M. O. Additional education of children as a professional pedagogical activity. - Novosibirsk: Publishing house of NGPU. 2014.
5. Evladova E. B., Loginova L. G., Mikhailova N. N. Additional education for children. - M: VLADOS, 2002.
6. Kuznetsova N.A., Yakovlev D.E. Management of methodological work in institutions of additional education: a manual for managers and teachers / under the general editorship of N.K. Bespalova .- M .: Airis-press, 2003.-96s

6.1. Koval M.B. Pedagogy of an out-of-school institution. - Orenburg, 1993.

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