Professional standard for additional education teacher. Exd - additional education teacher (including senior) Standards of work for an additional education teacher

The professional standard of an additional education teacher is a pressing issue. That is why everything related to its introduction is currently a topic for discussion among experts and specialists.

Features of document implementation

This professional standard contains detailed information about all the requirements for employees in the field of additional education. At the moment, the introduction of this standard has been postponed, as the teaching community has perceived its provisions differently. It was decided to preliminary refine this document and correct numerous inaccuracies in it.

Characteristics of the category "additional education"

The professional standard for a teacher of additional education was developed for that category of people who use experience, knowledge, and competencies in several areas in their professional activities: psychology, specialized areas, and pedagogy.

The profile in their work is artistic activity, choreography, and technical creativity.

Many workers in this field do not have diplomas in pedagogical or psychological education. That is why serious problems arose in the process of developing requirements for additional education teachers, because it is necessary to take into account all the nuances and specifics of the additional education system that has developed over a given period of time.

Education Requirements

The professional standard for additional education teachers contains a section that states that additional education workers must have a higher pedagogical education (in the form of a bachelor's degree) and additional professional qualifications in the field of methodological work in additional education for adults and children.

Upon careful study of this requirement, it turns out that a teacher of the additional education system is required to have two diplomas. If obtaining one education is a real task, then continuing a second (paid) education is not available to all employees of the additional education system.

The standard for additional education teachers also contains a clause according to which specialists must study in a professional program corresponding to their profile of activity at least once every three years.

In order to fulfill this requirement, special centers for advanced training must be created in the country, which would allow additional education teachers to continuously improve their qualifications.

At the moment, this question remains open; it is impossible to fulfill the requirements for advanced training.

The importance of additional education

The activities of a teacher of additional education are important for the formation of citizenship and patriotism in the younger generation. Minister of Education of the Russian Federation Olga Vasilyeva has repeatedly emphasized the importance of introducing free sections and clubs in scientific and technical creativity, chess, music, and theater arts in educational institutions.

It is additional education that has now become one of the priority areas of activity of the Ministry of Education and Science of the Russian Federation.

Main implementation problems

The professional standard for a teacher of additional education is still only being considered in the pedagogical community; it has not been introduced into real practice. Among the main reasons for this “slowdown,” experts highlight organizational, managerial and pedagogical problems.

The availability of full-fledged general education programs of additional education for schoolchildren and adults is highlighted as organizational and managerial problems. In addition, currently in the system of extracurricular education there is not a sufficient number of teaching aids adapted to the individual age characteristics of schoolchildren.

In order to introduce a professional standard into practice, it is necessary to first provide teachers with methodological support in the development of individual educational programs.

In addition, it is important to organize the work of experts who will analyze the effectiveness of the work of additional education teachers in special programs, to create a full-fledged material and technical base for the implementation of the tasks specified in the methodological recommendations for each educational profile.

Transfer of professional skills

The positive experience of an additional education teacher should be published so that young specialists have a real opportunity to become familiar with the best methods, which involves certain material costs.

Despite the fact that many school teachers reacted positively to the idea of ​​organizing numerous studios, clubs, and creative associations on the basis of secondary schools, in which children could study for free, in practice, the process of creating them is associated with serious material problems.

Personnel problems

Taking into account the requirements for additional education teachers that are specified in the professional standard, only subject teachers can work in additional education clubs. In order to “survive,” currently school teachers are forced to take on a 30-hour teaching load, so they have neither the physical nor the moral strength to come up with methodological programs for additional education, organize after-school clubs and creative studios for their students .

The qualification of a teacher of additional education presupposes the presence of pedagogical education, but recently in higher educational institutions the number of areas related to the training of teachers has been reduced. This “staffing shortage” is also the reason for the slowdown in the implementation of the standard in practice.

The teacher cannot work around the clock, so he gives preference to classroom activities; for objective reasons, he ignores the system of additional education for schoolchildren.

Basic provisions

Let's look at what extracurricular work is. An additional education teacher has a pedagogical education. Otherwise, he does not have the right to work with children. The professional standard is aimed at helping management in implementing competent personnel policies and quality management of educational institution employees.

This document should be used when conducting certification tests of employees, determining wages, developing job descriptions, and concluding employment contracts with teachers.

A teacher of additional adult education must also have a pedagogical education and periodically improve his qualifications.

As an exception (in the absence of personnel), employment is allowed followed by the employee receiving specialized education in a pedagogical orientation.

The need to implement the standard

Among the objective reasons why a standard should be introduced in Russian additional education, we highlight the difficulties that experts encounter in the process of certifying teaching staff.

Some of the legislative norms that guide members of certification commissions were developed many years ago. During this time, they have ceased to be relevant and do not allow experts to fully evaluate the activities of a certified additional education teacher.

New standards that will be adopted at the legislative level will make it possible to increase the interest and responsibility of teachers involved in extracurricular activities.

Rules for achieving results

In order to achieve maximum results, it is necessary to correctly apply the developed standard. It should not become a measure for strict regulation of the activities of employees, but should be an incentive to search for new methodological techniques and non-standard solutions for employees of the Russian additional education system.

According to the standard, a teaching staff member is obliged to:

• recruit children into groups, studios, creative teams according to the developed program;
• look for ways to motivate students;
• carry out activities aimed at improving the equipment of the classroom;
• develop special information materials;
• take into account the wishes of parents and students;
• help children, develop individual educational trajectories for them.

It is the preschool education teacher who is obliged to create optimal conditions for schoolchildren so that each child receives a real opportunity to reveal their creative potential, self-development, and self-improvement.

The professional standard also includes a clause according to which the teacher must carry out work related to preparing his students for various exhibitions and competitions.

A true professional knows how to create conditions for children’s self-control and find options for effective cooperation with other organizations and parents of their students.

Conclusion

In connection with the innovations and transformations that have been observed in recent years in the Russian education system, the issue of introducing a professional teacher standard in the additional education system is relevant and timely.

In order for the educational process to follow a certain algorithm, the teacher must have certain personal qualities, also noted in the standard: high creativity, intellectual level, sense of humor, tolerance, love for children.

Amendments have been made to the Federal Law “On Education”, which require mandatory professional certification for all employees of the Russian additional education system. This procedure, according to the developers of the document, is a measure of assessing the skills of teachers. As confirmation of their achievements, teachers present diplomas, certificates, commendations, and diplomas. Based on the results of certification, they will be assigned a certain qualification category, which will significantly affect the amount of their salary.

Requirements for a modern teacher

additional education

An additional education teacher provides additional education for children and develops their various creative activities. Completes the composition of participants in a circle, section, studio, club and other children's association, for which he is responsible and takes measures to preserve them during the period of study.

The teacher also participates in the development and implementation of educational programs and is responsible for the quality of their implementation, the life and health of students.

A special feature of the work of a teacher of additional education is also the identification of the creative abilities of students, support for their development, and the formation of sustainable professional interests and inclinations. Responsibility for mass, cultural organizations also often rests on the teacher of additional education.

Among other things, the teacher is responsible for compliance with safety regulations and participates in methodological conferences. As we see, the responsibilities of an additional education teacher are quite extensive. In addition to the usual pedagogical tasks, it is also designed to develop the creative side of the child’s personality, promote spiritual growth and an in-depth process of cognition.

Accordingly, the image of an additional education teacher in the minds of students has a wide range of characteristics.

Continuing education centers are not a new phenomenon in pedagogical practice. It became widespread in the so-called microdistrict schools, which, with the development of a variable education system, were faced with an outflow of student populations. The creation of independent centers with their own personnel infrastructure made it possible to expand the choice of educational and recreational programs, and to introduce programs that are attractive to different categories of students, including students with problems. The ability of additional education centers to achieve new results lies in their focus on solving the problems of the entire school, students, regardless of age, and measures of academic performance. In addition, centers for additional education for children, which operate directly on the basis of schools, are, in essence, centers for rapid response to students’ requests and problems they have.

Regardless of age, gender and academic performance, teenagers pay attention to such characteristics of the teacher as: knows a lot - 76%; sensitive and attentive - 74%; hardworking - 73%; kind, fair - 72%; interesting, explains from the heart - 69%; when explaining, he sees someone who doesn’t understand and rushes to help - 61%; with a cheerful character - 61%; does not complain to parents - 58%; during changes with us - 38%.

High school students have higher assessment requirements for teachers. They pay more attention to the moral qualities and intellectual abilities of the teacher, his ability to fully interact.

An additional education teacher is often perceived as more competent and passionate about his work. It is understood that he can take a creative approach to education and tries to identify the child’s abilities, support him, and compensate for the lack of attention from subject teachers and parents. His psychological image is complemented by the traits of a helper, parent and friend. Although, there are also negative images of the teacher as a passive and unhardworking person, which can be explained by the negative personal experiences of students.

The image of a teacher of additional education is similar to the image of a teacher in general, but has its own structure and content features.

Teenagers first of all pay attention to the culture, erudition of the teacher, and the level of his practical skills. Also, such components as adherence to principles, the exactingness of the teacher, and the teacher’s attitude towards his work immediately appear in the image of the students. The moral qualities in the image of a teacher are also important: his sensitivity, attention, tact.

The structure and content of the image of a teacher of additional education

Based on this, evaluative characteristics are formed in the structure of the image: respect and sympathy, approval of the teacher’s activities, completed by a complex of emotional perception of this person.

A teenager's perceptions are more focused, planned and organized than those of a younger schoolchild. Sometimes it is distinguished by its subtlety and depth, and sometimes it amazes with its superficiality.

The attention of middle school-age students is specific, selective: interesting lessons or activities interest students, and they can focus on one material or phenomenon for a long time. But slight excitement and interest in the unusual often cause a shift in attention. In this regard, it is important for a teenager to be able to convey his skills and knowledge.

Thinking in adolescence becomes more systematized, consistent, and mature. The ability for abstract thinking improves, the relationship between the concrete-figurative and the abstract changes in favor of the latter. The teenager begins to analyze the personality of the teacher and the motives of his actions; the created image acquires critical features.

Additional education teacher belongs to the specialist category.
For the position additional education teacher a person is appointed who has a secondary vocational education (without presenting requirements for work experience; teaching experience: from 2 to 5 years; from 5 to 10 years; over 10 years) or higher professional education (without presenting requirements for work experience; teaching experience : from 2 to 5 years; from 5 to 10 years; over 10 years) or qualification category.
3. Appointment to a position and dismissal from it are made by order of the director of the institution upon presentation.
must know:

1. The Constitution of the Russian Federation.
2. Laws of the Russian Federation, decrees and decisions of the Government of the Russian Federation and educational authorities on educational issues.
3. Convention on the Rights of the Child.
4. Age and special pedagogy and psychology, physiology, hygiene.
5. The specifics of the development of interests and needs of students (pupils), the basis of their creative activity.
6. Methodology for finding and supporting talent.
7. Content, methodology and organization of scientific and technical, aesthetic, tourism and local history, health and sports, leisure activities, recreation and entertainment.
8. Lesson programs for clubs, sections, studios, club associations.
9. Fundamentals of the activities of children's groups, organizations and associations.
10. Norms and rules of labor protection, safety and fire protection.

Additional education teacher reports directly to the director of the institution or other official.
During absence additional education teacher(vacation, illness, etc.) his duties are performed by a person appointed by order of the director of the institution. This person acquires the corresponding rights and is responsible for the high-quality and timely performance of the duties assigned to him.

Additional education teacher:

1. Provides additional education to students and develops their various creative activities.
2. Completes the composition of students (pupils) of a circle, section, studio, club and other children's association and takes measures to preserve them during the period of study.
3. Provides a pedagogically sound choice of forms, means and methods of work (training) based on psychophysiological expediency.
4. Ensures compliance with the rights and freedoms of students (pupils).
5. Participates in the development and implementation of educational programs, bears responsibility for the quality of their implementation, the life and health of students (pupils).
6. Draws up lesson plans and programs and ensures their implementation.
7. Reveals the creative abilities of students (pupils), promotes their development, the formation of stable professional interests and inclinations.
8. Supports gifted and talented students (pupils), incl. children with developmental disabilities.
9. Organizes the participation of students (pupils) in public events.
10. Provides advisory assistance to parents (persons replacing them), as well as teaching staff within the limits of their competence.
11. Ensures compliance with the rules and regulations of labor protection, safety precautions and fire protection during classes.
12. Participates in the activities of methodological associations and other forms of methodological work.
13. Improves his professional qualifications.

Additional education teacher has the right:
1. Get acquainted with the draft decisions of the institution’s management concerning its activities.
2. On issues within his competence, submit for consideration to the management of the institution proposals to improve the activities of the institution and improve working methods; comments on the activities of the institution’s employees; options for eliminating existing shortcomings in the institution’s activities.
3. Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary to fulfill his official duties.
4. Involve specialists from all (separate) structural units in solving the tasks assigned to it (if this is provided for by the regulations on structural units, if not, then with the permission of the head of the institution).
5. Demand that the management of the institution provide assistance in the performance of his official duties and rights.

Rights

An additional education teacher has the right:

Participate in the management of the Center in the manner determined by the Charter of the Center;

To protect professional honor and dignity;

Get acquainted with complaints and other documents containing an assessment of his work, give explanations on them;

Protect your interests independently and/or through a representative, including a lawyer, in the event of a disciplinary investigation or internal investigation related to a teacher’s violation of professional ethics;

To the confidentiality of a disciplinary (official) investigation, except for cases provided for by law;

Freely choose and use teaching and educational methods, teaching aids and materials, textbooks, methods for assessing students’ knowledge;

Improve your qualifications;

Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification;

Give students during classes and breaks mandatory instructions related to the organization of classes and compliance with discipline, bring students to disciplinary liability in cases and in the manner established by the Charter and the Rules on rewards and penalties for UDL students.

Responsibility:

A teacher of additional education is responsible under the legislation of the Russian Federation for the quality of implementation of educational programs, the life and health of students during classes, and violation of their rights and freedoms.

For non-fulfillment or improper execution without good reason of the Charter and internal labor regulations of the parole, legal orders of the director of the parole and other local regulations, job responsibilities,

The additional education teacher bears disciplinary liability in the manner prescribed by labor legislation.

For the use, including one-time use, of educational methods associated with physical and (or) mental violence against the student’s personality, as well as the commission of another immoral offense, a teacher of additional education may be relieved of his position in accordance with labor legislation and the Law of the Russian Federation “On education.” Dismissal for such an offense is not a measure of disciplinary liability.

For culpable infliction of damage to the educational institution or participants in the educational process in connection with the performance (non-performance) of their official duties, the additional education teacher bears financial responsibility in the manner and within the limits established by labor and (or) civil legislation. Relationships. Relationships by position

Additional education teacher:

Works in the mode of fulfilling the volume of the academic load assigned to him in accordance with the schedule of training sessions, participating in compulsory planned school-wide events and self-planning of compulsory activities for which production standards are not established;

Independently plans his work for each academic year and each academic quarter. The work plan is approved by the deputy director of the educational institution for educational work;

Submits a written report on his activities to the deputy director of the educational institution for educational work at the end of each academic quarter;

Receives from the director of the parole and his deputies information of a regulatory, organizational and methodological nature, gets acquainted with the relevant documents against receipt;

Works closely with teachers, parents of students (persons replacing them); systematically exchanges information on issues within his competence with the administration and teaching staff of the school, and is part of the methodological association of additional education teachers of the relevant profile.

Methodology for organizing the work of an additional education teacher

Description of "differentiation of instruction" in pedagogy

Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps.

In pedagogical literature differentiation of learning- This:

a form of organizing the educational process in which the teacher works with a group of students, composed taking into account the presence of any common qualities that are significant for the educational process (homogeneous group);

part of the general didactic system, which provides specialization of the educational process for different groups of students. (Moscow Research Institute of School Technologies, 2005, p. 288)

Differentiation of learning(differentiated approach to teaching) is:

creating a variety of learning conditions for different schools, classes, groups to take into account the characteristics of their population;

a set of methodological, psychological, pedagogical, organizational and managerial measures that ensure training in homogeneous groups.

The principle of differentiation of training– a provision according to which the pedagogical process is built as differentiated. One of the main types of differentiation (separation) is individual training.

Differentiated learning technology is a set of organizational decisions, means and methods of differentiated teaching, covering a certain part of the educational process.

According to characteristic individual psychological characteristics children, who form the basis for the formation of homogeneous groups, differentiate:

By age composition (school classes, age parallels, different age groups);

By gender (male, female, mixed classes, teams, schools);

By area of ​​interest (humanities, physics, mathematics, biology, chemistry and other groups, directions, departments, schools);

By level of mental development (level of achievement);

By personal psychological types (type of thinking, accentuation of character, temperament, etc.);

By level of health (physical groups, groups of impaired vision, hearing, hospital classes).

In any educational system, to one degree or another, a differentiated approach is present and more or less ramified differentiation is carried out. Therefore, the technology of differentiated teaching itself, as the use of various methodological means of differentiation, is included, penetrating technology.

However, in some teaching models, differentiation of the educational process is the main distinguishing feature, a system-forming factor, and therefore they can be called “differentiated teaching technologies.”

Differentiation by level of development of abilities

Classification parameters of differentiation technology according to the level of development of abilities

Methodological approach: differentiated, individual.

Leading factors of development: sociogenic with assumptions of a biogenic nature (it is impossible to learn everyone to the same level).

Scientific concept of mastering experience: adaptive.

Focus on personal spheres and structures: information, knowledge, abilities and skills.

Type of social and pedagogical activity: psychological and pedagogical, compensatory.

Type of management of the educational process: small group system + tutor.

Predominant methods: explanatory and illustrative with programming elements.

Organizational forms: all forms.

Predominant means: programmed + electronic.

Approach to the child and the nature of educational interactions: all types.

Target orientations:

Training everyone at the level of their capabilities and abilities;

Adaptation of teaching to the level and developmental characteristics of different groups of students.

Features of differentiation by level

Differentiation by level of mental development does not receive an unambiguous assessment in modern pedagogy: it contains, along with positive, some negative aspects.

Based on the characteristics of the organization of homogeneous groups, they are distinguished:

a) external differentiation:

Regional - by type of school (special schools, gymnasiums, lyceums, colleges, private schools, complexes);

Intra-school (levels, profiles, departments, recesses, slopes, flows);

In parallel (groups and classes of various levels: gymnasium, compensatory education classes, etc.);

Interclass (optional, free, mixed age groups);

b) internal differentiation: intraclass or intrasubject (groups within a class).

In the modern world, there are various models of differentiation of training. (Annex 1). Each model has its own characteristics and subject of instruction, but they have one thing in common: all models of differentiated education are aimed at creating an inferiority complex in the student in relation to learning, stimulating the child to work and getting results. In order to organize the correct model of differentiated instruction, the teacher must know what models exist and which model is suitable for his class. But first of all, let's look at what learning is, the process, the process of teaching the Russian language.

Education– a controlled process of interaction between teacher and students, aimed at assimilation of knowledge, skills and abilities, formation of a worldview, development of mental strength and potential capabilities of students, development and consolidation of self-education skills in accordance with set goals.

Process– a consistent change of phenomena, states in the development of something, the course of development of something; a set of cognitive actions aimed at achieving certain results.

Learning process– joint activity of the teacher and students to transfer and assimilate new knowledge and mastery of skills over a certain period of time.

The strategy of modern education is its focus not just on the formation of certain knowledge, skills and abilities, but on the education and development of the child’s personality, his theoretical thinking, linguistic intuition, interest, careful and thoughtful attitude to business, to his purpose and, in general, to knowledge, to develop in a primary school student the most important educational skill – to study.

Educational activity is a system of such learning conditions that make possible the development of a primary school student: the emergence of his ability to self-change.

Learning objectives are one of the categories of methodology that characterizes a subject in terms of the reason for its inclusion in the curriculum. The Russian language as an academic subject solves two groups of problems: special (they arise from its features) and general subject (they are implemented by all school disciplines). The combination and solution of these tasks can be facilitated by the organization of differentiated training.

Thus, differentiated learning is considered as a form of education, part of the general didactic system, the creation of a variety of learning conditions, a set of methodological and psychological-pedagogical measures.

The development of a system of additional education for children is impossible without serious conceptual program and methodological support for the educational process. This is a serious task that requires constant and painstaking work under the guidance of the most qualified teachers or methodologists of institutions of additional education for children, IPK teachers, and researchers.

Additional educational programs implemented in general education institutions must, on the one hand, compensate for the shortcomings of standardized education, and on the other, take into account its advantages. Therefore, when developing original programs, additional education teachers need to become familiar with the content of those academic subjects that may be most related to the content of the additional program. This can be a good basis for joint creative work with subject teachers.

The development of a system of additional education for children becomes truly effective if additional programs correspond to the interests and needs of students, take into account the real possibilities of meeting them in a particular institution, help the child form his own valuable and effective position, and stimulate his self-education and self-development.

The development of additional educational programs of a new generation involves a number of principles:

orientation towards broad humanitarian content, allowing for a harmonious combination of national and universal values;

formation in schoolchildren of a holistic and emotional-imaginative perception of the world;

addressing those problems, topics, educational areas that are personally significant for children of a particular age and that are underrepresented in mainstream education;

development of the child’s cognitive, social, creative activity, his moral qualities;

implementation of the unity of the educational process.

Additional educational programs of the new generation should contain different levels of complexity and allow the teacher to find the best option for working with a particular group of children or with an individual child. They should also be of an open type, that is, oriented towards expansion, a certain change taking into account specific pedagogical tasks, and be distinguished by their content, variability, and flexibility of use. On their basis, it is possible to build work that will meet the socio-cultural characteristics of a particular region, the traditions and conditions of a particular educational institution, the capabilities and interests of various groups of students, their parents, and teachers.

Requirements for additional education programs children. In the system of additional education for children, the following types of programs are distinguished:

approximate;

modified or adapted;

We can distinguish the levels of mastery of additional education programs for children on the basis of “general professional”:

general developmental;

specialized;

professionally oriented.

Additional education programs for children are distinguished according to the purpose of learning:

educational (informational and educational);

research;

social adaptation;

professionally applied;

sports and recreation;

developing artistic talent;

leisure.

According to the form of organization of the content and process of pedagogical activity, programs are:

complex;

integrated;

modular;

end-to-end.

Additional educational programs must be formalized in the form of a regulatory document.

Title page with the necessary details: higher educational authorities; educational institution implementing the program; the responsible employee of the institution who approved the program; number of the protocol of the pedagogical council that approved the program; the name of the program; the age of the children for whom the program is designed; duration of the program; author of the program; reviewer information.

Program sections:

Introduction.

Main directions and content of activities.

Conditions for the implementation of the program.

Mechanism for evaluating the results obtained.

Thematic planning (number of hours on each topic by year of study).

Availability of reviews: internal (methodological council of the institution of additional education for children) and external (third-party organizations and educational institutions).

For the purpose of the ongoing modernization of education in the Russian Federation, the Order of the Ministry of Labor and Social Protection of the Russian Federation dated September 8, 2015 No. 613 approved the professional standard “Teacher of additional education for children and adults.”

The updated goals of the Russian education system create new requirements for the quality of teaching staff and the level of professional teaching activity in general.

It is necessary to develop new professional qualities of additional education teachers with the standard of 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 additional education teachers, create objective requirements for labor actions, knowledge and skills, and the required level of professional education.

The professional standard will determine the volume and direction of training, retraining or advanced training, and will make it possible to objectively link the level of professionalism of a teacher of additional education, his job responsibilities 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 connecting the interests of the teacher and the manager to solve the problems of the educational organization.

It must be noted that when introducing the professional standard for additional education teachers, a number of problems arise related to the lack of clear principles for building a career in the professional activities of teaching staff, including its main stages, the connection between occupying the corresponding position and the qualifications required for this (from the point of view of the professional standard). ; the absence of a clear and objective relationship between the qualifications (professional level, level of competence) of a teaching worker, the quality and results of his professional activities and remuneration.

Teachers’ updated understanding of the requirements of the professional standard is a reflection of the real needs of the system of additional education for children, a mechanism for obtaining quality education, a tool for ensuring professional and career growth, and a personally meaningful 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 reproducing in certain societies and social groups over a long period of time. Traditions are present in all social and cultural systems and are a necessary condition for their existence.

Model of a specialist – teacher of additional education for children and adults

Model of a specialist – teacher of additional education for children and adults

Model of a specialist – teacher of additional education for children and adults

On August 28, 2018, it was registered with the Ministry of Justice of the Russian Federation” by order of the Ministry of Labor and Social Protection of the Russian Federation dated 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 in force.

Please note that in Order No. 298n dated May 5, 2018, there is no provision that “the professional standard is applied by employers in the formation of personnel policies and personnel management, in organizing training and certification of employees, concluding employment contracts, developing job descriptions and establishing systems wages" (previously this was required).
In addition, the following requirements are now established for the education and training of persons applying for the position of additional education teacher:
— higher education or secondary vocational education within the framework of enlarged groups of areas of training for 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 preparation of higher education and specialties of secondary vocational education, subject to its compliance with additional general developmental programs, additional pre-professional programs implemented by the organization carrying out educational activities, and, if necessary, after employment, additional vocational education in the field preparation “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. At the same time, the presence of secondary vocational education or higher education - bachelor's degree, the focus of which corresponded to the taught academic subject, course, discipline (module), not freed 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 No. dated May 5, 2018 N 298n) “On approval of the professional standard “Teacher of additional education” children and adults""
Letter of the Ministry of Labor of Russia dated June 6, 2017 No. 14-2/10/B-4361 (On the implementation of professional standards and bringing job titles into compliance 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 field of Education and Pedagogical Sciences additional professional education? Are advanced training courses every 3 years enough if you have education in the field of activity (for example, higher education in art and the teacher teaches fine arts)? Please help me figure it out, as some teachers say that advanced training courses are enough, while others say that professional retraining is mandatory.

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

Good afternoon, please explain the phrase “Please note that in the order of May 5, 2018 N 298n there is no provision that “the professional standard is applied by employers in the formation of personnel policies and in personnel management, in organizing training and certification of employees, and concluding employment contracts , developing job descriptions and establishing remuneration systems" (previously required)."
And another question: if I graduated from a university with a degree in “chemistry and biology”, and 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 in a field other than 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”. Could this mean that for the position of teacher-organizer, just any secondary vocational education is enough?

Good afternoon I encountered the following problem. According to the Procedure for Certification of Pedagogical Workers, the SPA is established no 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 the document regulating this point.

I am a teacher of additional education with 25 years of experience, secondary specialized technical education. I work in the arts and crafts program. Can I be certified as suitable for my position based on new prostaglandins?

I would like to specifically understand, I am a teacher of additional education, I have completed 522 hours of retraining courses in pedagogy and psychology of preschool children, can I work as a home education teacher according to the new professional standards. with children aged 14 years and older??? Or only with preschoolers?

Additional education teacher (including senior)

Job responsibilities. Provides additional education to students in accordance with its educational program, develops their various creative activities. Completes the composition of students, pupils of a circle, section, studio, club and other children's association and takes measures to preserve the contingent of students and pupils during the period of study. Provides a pedagogically sound choice of forms, means and methods of work (learning) based on psychophysiological and pedagogical expediency, using modern educational technologies, including information and digital educational resources. Conducts training sessions based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology and school hygiene, as well as modern information technologies. Ensures compliance with the rights and freedoms of students and pupils. Participates in the development and implementation of educational programs. Draws up lesson plans and programs and ensures their implementation. Reveals the creative abilities of students, pupils, promotes their development, the formation of sustainable professional interests and inclinations. Organizes various types of activities of students, pupils, focusing on their personalities, develops the motivation of their cognitive interests and abilities. Organizes independent activities of students and pupils, including research, includes problem-based learning in the educational process, connects learning with practice, discusses current events of our time with students and pupils. Provides and analyzes the achievements of students and pupils. Evaluates the effectiveness of training, taking into account the mastery of skills, the development of experience in creative activity, cognitive interest, using computer technology, incl. text editors and spreadsheets in their activities. Provides special support to gifted and talented students, pupils, as well as students and pupils with developmental disabilities. Organizes the participation of students and pupils in public events. Participates in the work of pedagogical, methodological councils, associations, other forms of methodological work, in the work of holding parent meetings, recreational, educational and other events provided for by the educational program, in organizing and conducting methodological and advisory assistance to parents or persons replacing them, as well as teaching staff within their competence. Ensures the protection of life and health of students and pupils during the educational process. Ensures compliance with labor protection and fire safety rules during classes. When performing the duties of a senior teacher of additional education, along with fulfilling the duties provided for by the position of a teacher of additional education, he coordinates the activities of teachers of additional education and other teaching staff in designing the developmental educational environment of the educational institution. Provides methodological assistance to teachers of additional education, contributes to the generalization of their best teaching experience and advanced training, and the development of their creative initiatives.

Must know: priority directions for the development of the educational system of the Russian Federation; laws and other regulatory legal acts regulating educational activities; Convention on the Rights of the Child; developmental and special pedagogy and psychology; physiology, hygiene; the specifics of the development of interests and needs of students, pupils, the basis of their creative activity; methods of searching and supporting young talents; content of the curriculum, methodology and organization of additional education for children, scientific, technical, aesthetic, tourism, local history, health, sports, and leisure activities; training programs for clubs, sections, studios, club associations; activities of children's groups, organizations and associations; methods of skill development; modern pedagogical technologies for productive, differentiated, developmental education, implementation of a competency-based approach; methods of persuasion, argumentation of one’s position, establishing contact with students, pupils, children of different ages, their parents, persons replacing them, work colleagues; technologies for diagnosing the causes of conflict situations, their prevention and resolution; technologies of pedagogical diagnostics; basics of working with a personal computer (word processors, spreadsheets), email and browsers, multimedia equipment; internal labor regulations of an educational institution; labor protection and fire safety rules.

Qualification requirements. Higher vocational education or secondary vocational education in a field corresponding to the profile of a circle, section, studio, club or other children's association without requirements for work experience, or higher vocational education or secondary vocational education and additional vocational education in the direction of "Education and Pedagogy" without presenting requirements for work experience.

For a senior teacher of additional education - higher professional education and teaching experience of at least 2 years.