Individual educational program of a teacher in the conditions of professional standards. Rehabilitation of disabled people: general provisions Technology for developing an individual program professionally

Individual educational programs are created for students with special educational needs, namely for students:

• with learning problems related to health conditions,
• purposefully engaged in a certain type of activity (artistic creativity, science, sports, etc.) or
• those wishing to gain additional knowledge on their own.

Possible:

1. Creation of an IEP model for children with learning difficulties caused by physical illness.
2. Creation of an IEP model for pedagogically neglected children.
3. Creation of an IEP model for children who want to independently master additional material.
4. Creation of an IEP model for preparing gifted students for olympiads and competitions.

At the stage of specialized education and pre-professional training at school, the last two models are most important.

An individual educational program is a program of educational activities of a student, compiled on the basis of his interests and educational request, and fixing educational goals and results.

Purpose of an individual educational program

• Promote student self-determination in a particular subject area;
• Help the student draw up a project for his educational path in the chosen field; show prospects for the development of this subject area;
• Present the problematic nature of the subject area, different approaches and points of view, followed by their discussion;
• Create conditions for organizing educational and research activities taking into account individual interests;
• Expand the educational space of the student profile or pre-professional class;
• Help the student master the self-organization techniques necessary to achieve his educational level.

^ The principle of constructing an IEP– priority of individuality, self-worth of the student as an active bearer of subjective experience in the educational process.

In the context of a professional educational organization, the educational program must:

• ensure the opportunity for students to achieve the level of education necessary for the implementation of the social order; meet educational standards; promote the integration of students' educational and extracurricular activities;
• stimulate the use of more effective educational technologies;
• contribute to the development of the student.

1. The student and teacher jointly determine the content of the activity, choose ways to master specific educational material and build an algorithm for the student’s independent work.

2 They determine the forms of teacher support for the student’s independent activities (consultations, supervision of project activities, assistance in selecting educational literature, etc.).

3. The student and teacher plan and jointly monitor the success of solving educational problems, analyze the expected and real trajectories of the student’s movement in the educational space (reflection). The level of advancement can be assessed in points by passing tests and creative tasks, preparing a project, creating a thematic educational Portfolio, cases, completing tests, performing in competitions and olympiads, etc.

4. In the process of the student’s movement through the educational program, his subjective experience is enriched and transformed, thus development occurs.

The IOP performs the following functions:

^ Stages of work:

Prognostic: n stopping the problem and tasks on the path to solving it (mastering a new topic, what knowledge and skills need to be developed); drawing up a plan for solving the problem (methods of acquiring knowledge and skills, searching and mastering material, etc.).

Organizational and coordination: assistance and cooperation of the teacher in planning the educational space; coordination of the student’s educational and research activities by the subject teacher.

Reflection over the methods and results of the student’s activities. The educational program, as a rule, contains sections:

• goals and values ​​of the educational program (why it was compiled, what goals it is aimed at achieving);
• targeting of the educational program (for whom it is intended);
• a mini-curriculum containing the invariant and variable parts of the educational content in each specific case (how many hours are allocated for studying the content both in theory and in practice), as well as an explanatory note to it;
• educational and thematic planning and content of educational material, description of organizational and pedagogical conditions, pedagogical technologies used to implement the educational program;
• a system of forms of certification, control and recording of student achievements;
• description of the expected educational results of mastering the educational program.

Transferring this approach to a specific student, we can offer the following option:

• 1. purpose of the educational program (determined by the student);
  2. the purpose of the educational program (determined by the student);
  3. characteristics of the curriculum (compiled by the teacher or the option of joint design of the curriculum is possible);
  4. description of organizational and pedagogical conditions, pedagogical technologies used to implement the educational program (compiled by the teacher);
  5. a system of forms and deadlines for certification, monitoring and recording of achievements, reporting forms for the types of activities of the student (compiled by the teacher and the student);
  6. description of the forms of educational practices, proposed projects, topics of research activity (compiled by the teacher and the student);
  7. description of the expected educational results of mastering the educational program (determined by the student or teacher and student);

The priority forms of interaction between teacher and student are individual forms of accompaniment and support for students:

• tutoring,
• consulting
• and moderation.

Application of modern technologies in the implementation of an individual educational program

When implementing IEP, new forms of organizing educational activities are required. Partial search, problem-based and research teaching methods are used. The main forms of organizing training sessions, in addition to the traditional combined lesson, are a lecture, a seminar, a practical lesson, a business and educational game, and training. To control knowledge, tests and practical works, mathematical dictations, interviews, project defense, and testing are used.

The use of information technology and the development of electronic educational materials by teachers (creation of PP presentations, development of electronic didactic materials, use of e-mail for interactive communication with students, publication of lecture notes and practical assignments on teachers’ personal websites) have also become an integral component of education.

At the same time, there remains the problem of preparing educational and methodological materials that make it possible to organize full-fledged training, taking into account the individualization of the educational needs of students, the students’ independent choice of ways to master the program and relying on interactive forms of communication between the teacher and the student.

The main technology used in the implementation of IEP, which makes it possible to use the “advantages” of the existing system and takes into account the possibilities of open learning, is the technology of modular learning.

Modular learning technology

The core of modular training is a training module, including:

• completed block of information;
• target action program for the student;
• recommendations (advice) from the teacher for its successful implementation.

Modular technology ensures individualized learning:

• according to the content of training,
• according to the rate of absorption,
• by level of independence,
• on methods and methods of teaching,
• on methods of control and self-control.

Fundamental differences Modular training from other training systems are as follows:

• the content of training is presented in complete independent complexes, the assimilation of which is carried out in accordance with the set goal. The goal contains not only an indication of the volume of content being studied, but also the level of its assimilation. In addition, the student receives written advice from the teacher on how to act rationally;
• The form of communication between the teacher and students changes. It implements the process of individual communication between teacher and student;
• the student works independently as much as possible, learns goal setting, self-planning, self-organization and self-control;
• There is no problem of individual counseling or dosed assistance to students.

The main task of the teacher is to develop a modular program, the modules themselves, and in the learning process he motivates, organizes, coordinates, advises, controls, i.e., using the potential of modular learning, he exercises reflexive learning management.

Case - method

The case method is a method of analyzing educational materials provided by the teacher to students, based on their existing theoretical knowledge and practical skills.

The student must solve the problem posed and get a reaction from others (other students and the teacher) to his actions. The role of the teacher is to guide the work and the teacher, in case of difficulties for students, can generalize, explain, recall theoretical aspects or make references to relevant educational literature.

Cases (sets of materials for solving a learning problem) can be from several lines to several pages in length, depending on the age and preparedness of the students.

• There are cases:
• teaching staff whose main task is teaching;
• training,
• systematizing,
• research cases focused on the implementation of research activities.

Project method

Under project method understands the technology of organizing educational situations in which the student poses and solves his own problems, and the technology of supporting the student’s independent activities.

The main time allocated for project activities is necessary for the student’s independent work with various resources (information, technical, etc.), therefore work on the project cannot be organized within the framework of the lesson. In this case, work on an individual or group project is based on the IOP.

^ Stages of work on the project can be represented as the following diagram:

We present it in the form of progress cards for a discipline, module (individual, per group), which are then entered into the student’s PORTFOLIO.

Regulatory legal framework for the development and implementation of vocational training programs and additional professional programs I. Federal and regional documents regulating additional vocational education (CPE) and vocational training for adults II. Local regulations of an educational organization regulating additional vocational education and vocational training for adults

Federal documents regulating the development and implementation of vocational training programs and additional professional programs Federal Law “On Education in the Russian Federation” dated 273-FZ (Chapter 9, Articles Chapter 10, Articles 75-76) Resolution of the Government of the Russian Federation dated August 15, 2013 706 “On approval of the Rules for the provision of paid educational services” Decree of the Government of the Russian Federation of October 28, 2013 966 “On approval of the Regulations on licensing of educational activities” Orders of the Ministry of Education and Science of the Russian Federation Order of the Ministry of Education and Science of the Russian Federation of July 1, 2013 499 “On approval The procedure for organizing and carrying out educational activities in additional professional programs" Order of the Ministry of Education and Science of the Russian Federation dated No. 292 "On approval of the Procedure for organizing and carrying out educational activities in basic vocational training programs"; Order of the Ministry of Education and Science of the Russian Federation dated July 2, 2013 N 513 “On approval of the list of professions of workers, positions of employees for which vocational training is carried out”; Order of the Ministry of Education and Science of the Russian Federation dated January 9, 2014 2 “On approval of the procedure for the use of e-learning by organizations engaged in educational activities, distance educational technologies in the implementation of educational programs”, etc.

Regulatory legal acts of other ministries and departments Order of the Ministry of Labor of Russia dated April 12, 2013 148 n “On approval of qualification levels for the purpose of developing draft professional standards” Order of the Ministry of Labor of Russia dated n “On approval of the Unified Tariff and Qualification Directory of Work and Professions of Workers, issue 4 , sections: “General professions of mining and mining capital works”; “General professions of beneficiation, agglomeration, briquetting”; “Extraction and enrichment of coal and shale, construction of coal and shale mines and open pits”; “Extraction and enrichment of ore and placer minerals” Order of the Ministry of Labor of Russia dated N 597 n “On approval of the professional standard “Confectioner” (Registered in the Ministry of Justice of Russia N 38940) Register of Professional Standards (Ministry of Labor and Social Protection of the Russian Federation), etc.

Regional documents Law of the Kemerovo Region “On Education” dated July 5, 2013 86-OZ Resolution of the Board of Administration of the Kemerovo Region dated September 4, 2013 “On approval of the State Program of the Kemerovo Region “Development of the Kuzbass Education System” for the years Resolution of the Board of Administration of the Kemerovo Region “On approval of the state program of the Kemerovo region "Promoting employment of the population of Kuzbass" for years" Order of the Board of Administration of the Kemerovo Region dated "On approval of the action plan ("road map") "Changes in the sectors of the social sphere of the Kemerovo region aimed at increasing the efficiency of education" Order of the Governor of Kemerovo region from On approval of a set of measures aimed at increasing the effectiveness of the implementation of measures to promote the employment of people with disabilities and to ensure accessibility of vocational education in the Kemerovo region for years, etc.

Methodological support for the development and implementation of vocational training programs and additional professional programs Letter from the Ministry of Education and Science of the Russian Federation dated October 9, 2013 “On additional vocational education. Explanations on legislative and regulatory support for additional professional education" Letter from the Ministry of Education and Science of the Russian Federation from AK-1261/06 "On the features of legislative and regulatory support in the field of additional professional education" Letter from the Ministry of Education and Science of the Russian Federation from VK1032/06 "Methodological recommendations for the development of additional professional education based on professional standards" Letter of the Ministry of Education and Science of the Russian Federation dated April 21, 2015 VK-1013/06 “Methodological recommendations for the implementation of additional professional programs using distance technologies, e-learning and online form” Letter of the Ministry of Education and Science of the Russian Federation dated N AK-821/06 “Methodological recommendations for organizing the final certification in the implementation of additional professional programs" Letter of the Ministry of Education and Science of the Russian Federation dated March 12, 2015 AK-608/06 "Methodological recommendations for the development, procedure for issuing and recording qualification documents in the field of additional professional education" and others.

Local regulatory acts of VET regulating additional vocational education and vocational training for adults Regulations on the relevant structural unit of VET Rules for the provision of paid educational services Regulations “On the organization of the educational process for vocational training programs, additional professional programs” Regulations “On the implementation of educational programs using e-learning and distance educational technologies in the State Budget Educational Institution of Secondary Vocational Education..." Regulations on time standards for calculating the volume of educational work and the main types of educational, methodological and other work performed by teaching staff in the implementation of DPP, vocational training programs using distance educational technologies. The procedure for studying according to an individual curriculum The procedure for using textbooks and teaching aids for students mastering the DPP, vocational training programs and receiving paid educational services, etc.

Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”, Article 73 Part 2. Vocational training under vocational training programs for blue-collar professions and white-collar positions means vocational training for persons who have not previously had a blue-collar profession or white-collar position. Part 3. Vocational training under retraining programs for workers and employees is understood as vocational training for persons who already have the profession of a worker, the profession of a worker or the position of an employee, the position of an employee, in order to obtain a new profession of a worker or a new position of an employee, taking into account the needs of production, the type of professional activity. Part 4. Vocational training under advanced training programs for workers and employees is understood as vocational training for persons who already have the profession of a worker, the profession of a worker or the position of an employee, the position of employees, in order to consistently improve professional knowledge, skills and abilities in the existing profession of a worker or an existing position of an employee without increasing educational level.

Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation” Article 76. Additional professional education Part 1. Additional professional education is aimed at meeting educational and professional needs, professional development of a person, ensuring compliance of his qualifications with the changing conditions of professional activity and the social environment. Part 2. Additional professional education is carried out through the implementation of additional professional programs (programs for advanced training and professional retraining programs). 3. The following are allowed to master additional professional programs: 1) persons with secondary vocational and (or) higher education; 2) persons receiving secondary vocational and (or) higher education.

Comparative characteristics of DPP and vocational training programs Parameters for comparison Vocational training programs of DPP 1. Purpose of this type of program Acquisition of professional competence, including for working with specific equipment, technologies Obtaining qualification ranks, classes, categories by profession of a worker or position of an employee without changing the level education Ensuring compliance of specialist qualifications with changing conditions of professional activity and social environment; Satisfying educational and professional needs 2. Subtypes of programs Professional training programs for the professions of workers, positions of employees Programs for advanced training of workers, employees Retraining programs for workers, employees Programs for advanced training Professional retraining programs 3. Requirements for the content of ETKS programs Professional standards Requirements of employers ETKS Professional standards Federal State Educational Standard Secondary professional education and (or) higher education

Comparative characteristics of DPP and vocational training programs (continued) Parameters for comparison Vocational training programs DPP 4. Duration of training Determined by a specific vocational training program developed and approved by the organization Determined by the educational program and (or) education agreement The minimum permissible period for mastering PC programs is 16 hours .; programs prof. retraining part 5. Requirements for the level of education of persons entering training There are no requirements for the level of education. Programs of Prof. training - persons who previously did not have the profession of a worker or the position of an employee; PC and professional retraining programs - persons with a blue-collar profession or an employee position Availability of secondary vocational and (or) higher education; or training in a secondary vocational and (or) higher education program 6. Forms of organization of training Determined by the organization carrying out educational activities. A combination of different forms of training is allowed. Modular principle, use of various components. technologies, including distance educational technologies and e-learning. Determined by the educational program and (or) education agreement. Can be implemented partially or completely in the form of an internship. Modular principle, use of various components. technologies, including distance educational technologies and e-learning.

Comparative characteristics of DPP and vocational training programs (continued) Parameters for comparison Vocational training programs DPP 7. Form of final certification Qualification exam Determined by the organization independently 8. Document based on the results of successful completion of the program Certificate of the profession of a worker, position of an employee Certificate of advanced training and (or) diploma of professional retraining 9. Educational organizations implementing these programs Organizations carrying out educational activities in basic vocational training programs, including training centers for professional qualifications and in production Organizations of additional professional education Educational organizations of higher education Professional educational organizations Organizations providing training (scientific organizations or other legal entities)

Structure of an additional professional program goal planned learning outcomes curriculum, which determines the list, labor intensity, sequence and distribution of training courses, disciplines (modules), other types of educational activities of students and certification forms calendar academic schedule work programs of training courses, disciplines (modules) organizational pedagogical conditions, certification forms, assessment materials and other components (Procedure for organizing and implementing educational activities in additional professional programs. Order of the Ministry of Education and Science of July 1, 2013 N 499) (Part 9 of Article 2 of Federal Law N 273-FZ)

Curriculum (Program with partial use of DOT) Name of sections, modules, disciplines Total hours Including Form of control Classroom Distance Lectures Practical, laboratory, seminar. Lectures Online/Offline Practical, laboratory, seminar. OP 01 Economics of an organization 82-6/0- OP 02 Taxes and taxation 24-92/121 testing OP 03 Information technology in professional activities /08

Organizational and pedagogical conditions for the implementation of the program Organizational and material and technical conditions for the implementation of the program Educational, methodological and information support for the program For example: Electronic educational and methodological complex for educational institutions: electronic lecture notes and presentations; electronic teaching aids; specialized textbooks with multimedia applications; computer laboratory workshops; electronic control and testing kits; educational videos, audio recordings; methodological recommendations for performing practical tasks, other materials intended for transmission via telecommunication channels. Program staffing

Features of adult students Heterogeneous composition of the educational group Pragmatic approach to educational material An adult’s attitude towards learning is radically influenced by previous learning experiences: both negative and positive The ability to demonstrate a subjective position Adults learn better in an informal setting Competition in the educational process reduces the educational activity of a professionally oriented audience

Peculiarities of adult learning Technologies for adult learning should be intensive, providing the opportunity to exchange accumulated professional and life experience. One must be ready to adjust educational content in response to the wishes of adult students. It is necessary to use more visual aids and didactic material - this will help adults better understand and remember information. For learning that requires development of skills and abilities of adults, demonstration and practice, visiting an enterprise, studying workplaces are important... Methods of teaching adults: work in pairs; mutual learning Create a favorable psychological climate Involve adults in assessing the effectiveness of training

The procedure for organizing and implementing educational activities in additional professional programs. Order of the Ministry of Education and Science of July 1, 2013 N 499 P.17. The educational activities of students include the following types of educational activities and educational work: lectures, practical and seminar classes, laboratory work, round tables, master classes, workshops, business games, role-playing games, trainings, seminars for the exchange of experience, on-site classes, consultations, implementation certification, diploma, project work and other types of training sessions and educational work determined by the curriculum. For all types of classroom studies, the academic hour is set at 45 minutes.

Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”, Article 13. Part 3. Training according to an individual curriculum within the additional professional program being mastered is carried out in the manner established by the local regulations of the organization. When mastering a vocational training program, advanced training program according to an individual plan, the duration of training can be changed by the organization carrying out educational activities, taking into account the characteristics and educational needs of a particular student.

Union of heads of institutions and departments of additional professional education and employers Recommendations for the organization and implementation of educational activities in additional professional programs: a practical guide / V.L. Petrov, N.N. Aniskina, Z.A. Lalaeva et al. - Ufa, 2014 – 108 p.

Miroshnichenko I.L.

Candidate of Pedagogical Sciences, Associate Professor, Glazov State Pedagogical Institute named after. V.G. Korolenko

TECHNOLOGY FOR DEVELOPING INDIVIDUAL EDUCATIONAL PROGRAMS FOR CHILDREN WITH DIFFERENT EDUCATIONAL NEEDS

annotation

The article discusses pedagogical technology that allows you to select and structure educational material based on student priorities, i.e. technology that takes into account individual characteristics, professional intentions, interests, inclinations, and value orientations of students. The prospects for applying the qualimetric approach and, in particular, the method of group expert assessments to the selection and structuring of educational material are substantiated.

Keywords: content of education, individual educational trajectory, expert assessments, student priorities.

Miroshnichenko I.L.

PhD in Pedagogy, associate professor of the Chair of Mathematics and the Chair of the Theory and Mathematics Technique, Glazov Korolenko State Pedagogical Institute

TECHNOLOGY OF THE DEVELOPMENT OF INDIVIDUAL EDUCATIONAL PROGRAMS FOR CHILDREN WITH VARIOUS EDUCATIONAL NEEDS

Abstract

In the article the pedagogical technology, which allows to select and to structure teaching material based on the priorities of students, i.e., taking into account individual peculiarities, professional intentions, interests, aptitudes, and values ​​of students. Substantiates promising application of qualitative approach and, in particular, the group method of expert assessments to the selection and structuring of educational material.

Keywords: the content of education, individual educational trajectory, expert assessments and priorities of students.

The new Law “On Education in the Russian Federation” talks about the freedom to choose to receive education according to the inclinations and needs of students, creating conditions for the self-realization of each person, the free development of his abilities, including the right to choose forms of education and forms of training. But the selection of educational material and its structuring is carried out by a subject teacher, who alone is not able to take into account the needs and capabilities of each student, and modern requirements dictate taking into account the educational needs of students and designing an individual educational learning path for each of them. Moreover, the teacher is faced with the task of taking into account the capabilities of not only gifted and talented children who have shown a high level of intellectual development and creative abilities in a certain area, but also children with disabilities. In connection with these requirements, an educational institution needs to create conditions for persons with disabilities to receive quality education without discrimination, and to facilitate the acquisition of education of a certain level and a certain orientation to the maximum extent possible. Undoubtedly, modern teaching methods, including information technology, must be used in the educational process. Inclusive education is widely discussed and practiced and is recognized by the international community. But in any case, whether such a child attends an educational institution or studies at home, the teacher faces an important problem not only how to teach, but also what to teach.

In this regard, the scientific literature is actively exploring the issue of the essence of individual educational trajectories, but in order to move from theory to practice, a technology is needed that makes it possible to select and structure educational material based on the individual needs of students. It is possible to implement this problem using technology based on the use of a qualimetric approach, in particular, the method of group expert assessments. A pedagogical technology has been developed that makes it possible to select and structure educational material based on student priorities. In general, priority refers to primacy and preference on various grounds. The priority-logical structure is understood as a variant of a certain logical structure of educational information, isolated from a variety of existing structures according to some characteristics: individual characteristics, levels of education, professional preferences of students, etc.

In a broad sense, any technology defines a set of techniques used in any business, skill, or art. A meaningful generalization of various definitions of this concept allows us to conclude that pedagogical technology is part of the pedagogical science about the most rational ways of teaching and should be considered in procedural-descriptive and procedural-effective aspects. The procedural-descriptive aspect presupposes the presence of a technological process algorithm, a set of goals, content, methods and means to achieve the planned results. The procedural-effective aspect involves the implementation of the technological process, the functioning of personal and instrumental-methodological means.

The pedagogical technology of priority-logical structuring of educational information must satisfy, like any other pedagogical technology, the basic methodological requirements, which can be considered as criteria for the manufacturability of procedures for structuring educational information:

• the criterion of conceptuality as a scientific justification for the achievability of the goal;
• The systematic criterion requires that the proposed technology have all the features of a system: process logic, integrity and interconnection of all stages. The central part of the systems approach is the presence of a model of the element of the pedagogical system under study;
• the efficiency criterion imposes certain conditions on all stages of the technology to optimize costs and efficiency of results;
• the reproducibility criterion implies the possibility of reproducing procedures for structuring educational information by other researchers;
• the controllability criterion presupposes the possibility of diagnostic goal-setting, planning, design, stage-by-stage diagnostics, varying means and methods in order to correct the results obtained;
• a necessary condition for controllability in the above sense are the requirements of the algorithmicity criterion.

The theoretical basis for creating a pedagogical technology for priority-logical structuring of educational information is the developed concept of selecting and structuring educational information according to the priorities (individual characteristics) of students. Consequently, we can talk about fulfilling the requirements of the criterion of conceptuality as a scientific justification for the achievability of the goal. The adopted thesaurus model as the central part of the system approach of the developed concept indicates compliance with the requirements of the second criterion of manufacturability of procedures for structuring educational information (systematicity criterion).

In its formalized form, the technology for creating an individual educational trajectory includes the following stages:

Stage 1. The stage of forming a working group to structure educational information. The term “Working Group” refers to a group of specialists who provide guidance to the algorithmic process of generating structured educational information;

Stage 2. Stage of the working group to form expert groups to examine the created logical structures of educational information;

Stage 3. Working group stage to identify the priorities of specific students;

Stage 4. Stage of examination of the priorities of specific students

Stage 5. Stage of the working group to construct the semantic content of the model of the created structure of educational information, taking into account the professional interests of students;

Stage 6. The stage of examination of the semantic content of the model of the created structure of educational information, taking into account the priorities of students;

Stage 7. Working group stage for constructing a logical structure model;

Stage 8. Stage of examination of the logical structure model;

Stage 9. Stage of the working group to construct a model of the logical structure of educational information in the form of a graph, analysis of the results, recommendations for testing.

The listed successive stages of the created pedagogical technology are essentially a description (algorithm) of actions for the priority-logical structuring of educational information. This description meets all the requirements of the algorithmic criterion. To achieve qualimetric validity of professionally oriented structures of educational elements, it is necessary to use scientifically based procedures at all stages of their construction. Then, in accordance with “systematic quality assurance”, they will satisfy the requirements imposed on them, i.e. be high-quality specified educational information.

The main methods of qualimetry are expert methods, which involve conducting an expert survey and obtaining expert assessments from specialists in the field of activity about which the survey is being conducted. Based on the method of group expert assessments by V.S. Cherepanov and A.A. Miroshnichenko, a methodology has been developed for the formation of educational thesauri of subjects based on the use of the concept of “thesaurus” formulated by P. Georgieva.

Thus, the developed pedagogical technology, based on the use of a qualimetric approach and, in particular, the method of group expert assessments, makes it possible to develop an individual educational trajectory for both gifted and talented students and children with disabilities.

Literature

1. Miroshnichenko A.A. Managing the process of constructing professionally oriented structures of educational material // Bulletin of pedagogical experience. –1999. – No. 10. P. 29-33.
2. Miroshnichenko A.A. . Theory and technology of designing professionally oriented structures of educational elements: dis. doc. ped. Sci. – Izhevsk, 1999. P.52-58.
3. Miroshnichenko A.A., Utkina O.N. Worker of the XXI century: priority is professional self-determination // Education and Society. – 2010. – No. pp. 72-75.
4. Miroshnichenko I.L. Priority-logical structuring of educational information: dis. Ph.D. ped. Sci. – Izhevsk, 2005.-P.58-60.
5. Miroshnichenko I.L. Conceptual provisions for the selection and structuring of educational information according to student priorities // Bulletin of the Cherepovets State University. University, 2014. –№2. P.97-100.
6. Miroshnichenko I.L. On the issue of using the educational information environment in the implementation of the national-regional component in teaching mathematics // Teaching mathematics in universities and schools: problems of content, technology and methodology: mat. IV All-Russian scientific – practical conf. – Glazov, 2012. – pp. 115-117.
7. Federal Law on Education in the Russian Federation. – M., 2013. – Access mode: http://www. zakonrf.info/zakon-ob-obrazovanii-v-rf/ (accessed 10/15/2015).

References

1. Miroshnichenko A.A. Upravlenie processom konstruirovanija professional’no orientirovannyh struktur uchebnogo materiala // Vestnik pedagogicheskogo opyta. –1999. – No. 10. S. 29-33.
2. Miroshnichenko A.A. Teorija i tehnologija konstruirovanija professional’no-orientirovannyh struktur uchebnyh jelementov: dis. dokt. ped. nauk. – Izhevsk, 1999. S.52-58.
3. Miroshnichenko A.A., Utkina O.N. Rabochij XXI century: prioritet -professional’noe samoopredelenie // Education and obshhestvo. – 2010. – No. S. 72-75.
4. Miroshnichenko I.L. Prioritetno-logicheskoe strukturirovanie uchebnoj informacii: dis. kand. ped. nauk. – Izhevsk, 2005. – P. 58-60
5. Miroshnichenko I.L. Konceptual’nye polozhenija k otboru i strukturirovaniju uchebnoj informacii po prioritetam uchashhihsja //Vestnik Cherepoveckogo gosudarstvennogo universiteta. 2014. –№2. P. 97-100.
6. Miroshnichenko I.L. K voprosu ispol’zovanija obrazovatel’no-informacionnoj sredy v realizacii nacional’no-regional’nogo komponenta pri obuchenii matematike // Prepodavanie matematiki v vuzah i shkolah: problemy soderzhanija, tehnologii i metodiki: materialy IV Vseros. nauch. – prakt. conf. FGBOU VPO "Glaz. gos. ped. ins. im.V.G.Korolenko" Glazov, 2012. – P. 115-117.
7. Federal'nyj Zakon ob Obrazovanii v Rossijskoj Federacii. – M., 2013. – Rezhim dostupa: http://www. zakonrf.info/zakon-ob-obrazovanii-v-rf/ (data obrashhenija 10/15/2015).

Individual professional development program

as an attribute of pedagogical excellence

From the point of view of public interests, professional development of a person

Can be considered as one of the points of the code of professional ethics:

a person who does not work on himself cannot be recognized as a professional.

A competent teacher today is a professional, a teacher-mentor who helps realize the personal potential of each student in education, moves from the interests of the student, helping him achieve his own goals based on choice. Its task is to teach students to understand and independently solve problem situations.

This need is due to the needs of modern society for sociable, creative, independently thinking individuals who strive for success and are able to independently build an individual trajectory of their development.

Today we will talk about how to be and remain a professional in new conditions. It is not enough to become a professional once; to remain one, constant professional development of the individual is necessary. It is absurd to think that a teacher can teachthe student to build the trajectory of his development if he himself does not know how to do this. That's why, individual professional development program (IPPR) teacher, being a means of organizing continuouseducation, there is a core and a vector of its own educational trajectory.

Goals of introducing IPPR:

Creating conditions for teachers to realize the possibilities of continuous self-education through the organization of open educational space;

Independent design of an educational route withtaking into account their competencies, their professional needs, deficiencies and the ability to choose the most acceptable time frame for themselves (can vary from one year to five years independing on the desired result: certification or implementationsubroutines) and the forms of its implementation.

Such a program can serve as a tool for monitoring professional achievements,because it allows you to implement the following functions:

Evaluative-stimulating (real assessment of one’s capabilities, the basis for calculating the incentive part of the salary);

Developmental in relation to the educational situation (structureprogram is a kind of guideline for possible typesteacher activity).

Thus, in the program the teacher means:

Goals and objectives of your professional and personal development, which correlate withprofessional standards, mission andstrategic plan for the development of an educational institution, student success, individual professional needs and deficits;

Professional competencies (knowledge, skills, experience) that need to be acquired;

Tools for solving assigned tasks.

When improving skills and developing competence, the teacher faces a number of tasks of personal development. At the same time, the levels of personal, moral and intellectual development significantly determine the success of professional and pedagogical activities. The relationship between personal and professional development is a necessary condition for the education and self-education of a teacher. Therefore, when drawing up a development program, it is necessary to take these relationships into account.

The mechanism of development and self-development is self-knowledge and self-analysis of activity, and their tool is reflexive abilities. With the help of reflexive abilities, which include a number of basic intellectual skills, you can manage your own professional activities in conditions of uncertainty. Taken together, these “key skills” constitute a kind of reflective technology, with the help of which the professional experience of a teacher is improved.

The practical significance of the individual program is that it allows you to systematize the activities of a teacher, identify the dynamics of professional growth indicators, determine stimulating factors, satisfaction with educational services and, as a result, successful completion of certification.

Algorithm for creating an individual program

1.Diagnostics, assessment and self-assessment of your professionalism,mastery (personal qualities; ability to set goals, objectivespedagogical activities, highlight deficits and surpluses).At this stage it happensteacher self-determination. Therefore, you should not ignore the opportunity to “learn about yourself” from the proposed methods and examinations that can help more deeplyunderstand the motivation of the teacher, his ability to develop programspedagogical activity, the ability to organize educational activities; reflective and communication skills.“An outside view” allows you to make your self-esteem more adequate..

2. Professional development programming. Drawing up an individual program,which includes a number of subroutines where invariant andvariable content. When designing an individual program, the teacher takes into account the development program, a unified methodologicaltopic and annual objectives of the educational institution.This will allow you to better understandwhat competencies or groups of skills, perhaps a separate skillwill develop. The content of invariant points should include a federal component of advanced training (according to the recommendations of the RussianAcademy for advanced training and retraining of workerseducation taking into account the standards of additional professionaleducation), since they are directly related to qualificationsrequirements for teachers when assigning them the next category.

The variable content consists of subroutines thatare aimed at solving specific problems of professional activity.

Variable part aimed at meeting educational needs andelimination of teacher deficiencies identified as a result of diagnostics.

3 . To implement an individual program
an open educational space is created where professional interaction, reflection, correction of one’s own activities and reprogramming.

It is necessary to clearly represent open educational resourcesspace and see its levels - inside the college, municipal, republican, all-Russian.

4. Reflective analysis of the implementation of individual programs, presentation of results - these are products (developed materials) and what the teacher learned.

It is better to carry out reflective analysis once every six months and make timely corrections of actions. The subject of reflection is the teacher’s activities in implementing the program.

We offer the following sections for drawing up a teacher professional development program:

It is advisable to include in an individual teacher’s professional development program: the study of psychological and pedagogical literature; development of software and methodological support for the educational process; mastering pedagogical technologies; building your own methodological system (selection of content, methods, forms, teaching aids); development of criteria and indicators of educational outcomes, development of diagnostic tools, including CBS; participation in the implementation of the development program of an educational institution; in the system of methodological work of the college; planned training in advanced training courses and professional internships; participation in the work of creative and experimental groups; conducting individual research and experimental work; generalization of one’s own experience in teaching activities (articles, recommendations, reports, pedagogical workshop, master class, etc.).

College CME offers the following forms of scientific and methodological support for teachers who can help build and implementan individual professional development program for each teacher of our college. This:

-permanent seminars on current issues of education;

-work of problem-based seminars organized on the basis of studying educational needs of teachers and their professional requests;

Individual thematic consultations (in person and through the Interactive method office);

Work of temporary creative groups on current development issuespedagogical theory and practice, allowing teachers tofocused on self-education, identify a problem of interest and take part in solving it (Laboratory);

- organization of course training (full-time, part-time, distance learning);

Individual internships for mastering relevantpedagogical experience of the best teachers of the city, region, other regions and abroad, etc.

You can get acquainted in more detail with the methodology for designing teacher IPPR, as well as the current forms of CME work in our college at: In_Out on Xeon/Method/IPPR.

We invite everyone to decide for themselves in which direction they need to develop, in what ways to receive information, and how to master it. The professional development of a modern teacher should not be an obligation or a formality, but a way of thinking.

, head of the Republican

experimental site

Portfolio method
In the changed conditions of individualization and personal orientation, the basis of professional and educational activities becomes an individual professional and educational program, developed by each student and allowing to reveal the student’s individuality both in terms of his personal characteristics, and in terms of the goals of his professional and personal development, and in terms of the organization of educational and self-educational activities.
The specificity of an individual vocational educational program lies in overcoming the contradictions between the regulatory requirements for training everyone (the requirements of the Federal State Educational Standard-3) and the individual focus of education, as well as between professional training and, in fact, professional activity. Planning independent work is of particular importance in building an individual vocational educational program.
To do this, the individual vocational educational trajectory indicates the individual goals of vocational education (which, naturally, should be broader than the requirements of the standard), the volume and quality indicators of the material to be studied, and the tasks to be performed are also indicated there; deadlines and reporting forms for each section (subject). Also, the individual program may indicate the forms and methods of organizing education, the area of ​​responsibility of the student and teacher.
The development and implementation of individual vocational educational programs has a long history of application in the Western (in particular, American) system of vocational education, where it is called the “training contract.” The educational contract is developed over the course of a whole semester under the guidance of a tutor (student consultant), then it is approved by the college management and becomes a legal document. In the educational contract, in addition to the order of studying subjects (disciplines, modules), the volume and quality indicators of assistance provided by the university during the individual program being studied and, on the contrary, the student’s obligations to prepare final documents (reports on research and practical activities) are indicated. Some areas of assistance include the provision of information resources, as well as psychological counseling and training.
In the conditions of a modern Russian pedagogical university, designing an individual professional educational program in the form of a “portfolio” looks more promising. Initially, this was the name given to a set of documents related to any area of ​​professional activity. In particular, a teacher’s portfolio may include:
. a set of documents documenting professional development (diplomas, certificates, diplomas, characteristics, recommendations, etc.);
. methodological “portfolio” - descriptions of the working methods used with an analysis of their effectiveness, the most successful methodological developments, examples of creative or other works of children;
. description of the process and results of working with a mentor (proposed goals of work, plans, programs, results of supervision of the supervisor and evaluation of work on his part);
. results of certifications and other types of performance assessment.
In addition, depending on the purpose of collecting the portfolio, other documents may be included in it, including those related to the personal development of the teacher. In general, there are three typical goals and, accordingly, portfolio models:
1. Assistance in professional and educational certification. The basis of the portfolio, in this case, is the systematic presentation of objective evidence of professional activity. It would be good if video recordings of the activity are presented, accompanied by reflective commentary. Another section of the portfolio is documents reflecting the official performance assessment. These could be characteristics, certification results, conclusions, reviews, etc. The last section is documents reflecting the level of education or qualifications.
2. Reflection of the professional path, views and plans of a specialist. Such a portfolio is collected as a “methodological piggy bank”, a reflection of the development of a person’s views on his profession. It is better if the materials in it are collected by years of work. In this case, it is easier for the teacher to trace the dynamics of his development, changes in views of himself and his profession, methods and approaches. Over the course of the year, examples of the use of methods and methodological techniques, plans and programs for one’s own work and the work of children, fragments of lessons, educational activities, literature summaries, articles, book collections, etc. are added to the portfolio. At the end of the year, an analysis of the level of achievement of the goal and all work is carried out.
3. Assistance in the professional development of the teacher. The portfolio reflects the basic, “basic” principles of professional development of a given specialist. The portfolio includes certification and analytical documents related to advanced training, internships, independent study of material, requests for help from a mentor, or activities in creative groups. As you work, notes, video materials, resumes, photocopies of articles, etc. are added to the portfolio. One of the sections of the portfolio may be devoted to work to improve the efficiency of the methods used and the development of new techniques and technologies.