Expert assessment of the professional activities of a preschool teacher. The problem of assessing the quality of professional activity of a preschool teacher

Modern scientific, methodological and technological approaches in diagnosing and assessing the results of an organization’s activities preschool education

Modern education is focused on achieving high quality, accessibility, continuity, increasing its innovative and creative role, as well as its focus not so much on the assimilation by preschoolers of a certain amount of knowledge, but on the development of the creative abilities of the individual, the desire to learn, explore, cognize, and bear responsibility for accepted their decisions. Reform of the education system should be based on forecasting and monitoring its quality. Monitoring quality is necessary for educational institutions to maintain the core values ​​of education.
The analysis shows that it is impossible to borrow someone else’s quality assessment system, just as it is impossible to take another’s concept ready-made educational institution. It is necessary to develop your own system, to formulate the features of the quality of education in a preschool institution. In practice, a situation often occurs when the very concept of quality of education has not yet become the personal meaning of teaching staff, the measure of all changes and achievements in education.
A comprehensive study of various parameters for assessing management activities is reflected in the theory of social management and foreign management (M. Albert, I.V. Bizyukova, P.F. Drucker, L.I. Menshikov, M.H. Meskon, A.M. Omarov, G.H. Popov, F.A. Taylor, F. Khedouri, etc.); in management pedagogical systems(E.S. Bereznyak, T.M. Davydenko, V.I. Zvereva, M.I. Kondakov, V.S. Lazarev, A.A. Orlov, M.M. Potashnik, V.S. Pikelnaya, E.P. Tonkonogaya, P I. Tretyakov, P. V. Khudominsky, R. X. Shakurov, etc.).
The works of K.Yu. are devoted to certain aspects of the management activities of preschool educational institutions leaders. Beloy, A.K. Bondarenko, E.Yu. Demurova, T.S. Komarova, L.V. Pozdnyak, R.Ya Spruzha, A.N. Troyan and others. They substantiate the requirements for a leader and highlight the main directions of his activities. Of particular interest are the studies of Yu.A. Konarzhevsky, E.V. Litvinenko, V.G. Molchanova, G.M. Tyulyu, T.I. Shamova, in which versions of programs for assessing the managerial activity of a leader in the education system were developed, while no special research was conducted on the issue of assessing the managerial activity of a head of a preschool educational institution.
S. F. Bagautdinova, G. Sh. Rubin, N. G. Korneshchuk, A. N. Starkov, taking into account the task of systemic development of preschool education, to evaluate the results, they select an integrative characteristic of the child’s readiness for school (physical, intellectual, personal), supplementing its socially significant indicators of the institution’s activities (morbidity rate, performance indicators of preschool educational institutions, demand for preschool educational institutions among the population). However, a number of scientists are critical of the appropriateness of such an indicator. Thus, T.I. Erofeeva believes that the forced target special training to school gives rise to a lack of motivation to study, neuroses, loss of independence and creative activity, and deterioration in children’s health. The introduction of standards “tailored to the school” can seriously change, in her opinion, the status of preschool education (M. S. Aromshtam, A. K. Belolutskaya, E. V. Ovchinnikova). The main directions for ensuring a comprehensive assessment of the quality of professional activities of teachers as an open educational system are based on the conceptual provisions of A.I. Ostroukhova, Medvednikova.

Problem.
An analysis of practical materials in educational authorities also showed the lack of a clearly thought-out system of scientifically based criteria and tools for assessing the management activities of managers.
Today, when solving the problem of the quality of education, two directions can be traced that take the assessment of educational systems to a fundamentally new level.
The first direction is associated with the development of quantitative analysis based on data from state mandatory statistical observation, external assessment of educational achievements, and processing of the results of sociological research. This allows us to move from judgments and opinions to a reasonable comparative analysis and forecast to identify the dependencies of various factors influencing the effectiveness of educational systems.
The second direction is based on shifting priorities in assessing education from process to result. The variability of educational programs and the emergence of new educational technologies have indicated that similar results in the functioning of educational services can be achieved in different ways, which are largely determined by its individual characteristics.
In this regard, the problem of measuring the quality of education arises due to the fact that:
- the quality of education must be assessed to ensure the guarantee of human rights to receive an education that corresponds to world standards;
- the quality of education should be the measure of all achievements preschool and changes made to educational policy and practice, so it is necessary to be able to evaluate it;
- quality assessment is necessary, first of all, to comprehend and formulate development goals, create samples of new practices, and not only to make management decisions aimed at ensuring the functioning of educational institutions;
- the system itself of tracking and constant quality measurement (quality monitoring) is valuable. Self-analysis of activities at all levels is valuable in that it allows you to determine where the preschool is today in comparison with others in order to remain competitive.
Based on the above, we can conclude that there is a contradiction between the need to improve the quality of management of preschool institutions and the lack scientific approach to the assessment of management activities head of preschool educational institution.
So, many authors associate quality assessment with the characteristics of the educational process and its results, while the existing practice of assessment during the certification of preschool educational institutions is focused primarily on assessing the conditions of educational activities.

The concept of “quality of the educational process” is multifaceted. From the point of view of children, this is learning in an interesting, fun way for them; from the parents' point of view, this effective training their children under programs that preserve children’s health (both mental and physical), support children’s interest and desire to learn, provide opportunities for enrollment and school, etc.; from the point of view of educators, this is, on the one hand, a positive assessment of their activities by the head of the preschool educational institution and parents, on the other hand, the successful learning results, health and individual progress of their pupils; from the point of view of the head of the preschool educational institution this is:
firstly, the effectiveness of the activities of educators and preschool educational institutions as an organizational structure;
secondly, high assessment of the activities of educators and preschool educational institutions by parents and children;
thirdly, successful learning outcomes, health and individual progress of preschool students;
fourthly, high assessment of the activities of the head and the preschool educational institution from the governing bodies of education; from the point of view of a micro- or macro-level manager, this is the efficiency of functioning and increasing the viability of the managed subsystem.
Analysis of different approaches to quality assessment gives grounds to assert that performance indicators should be quantitatively limited, verifiable and allow one to establish the child’s progress in his development throughout preschool childhood.
In turn, the Comprehensive Assessment Model should include a balanced combination of normative-oriented, content-target, organizational-technological, motivational-personal, control-diagnostic and correctional-analytical components, taking into account which criteria and indicators are determined.
The criterion of comprehensive assessment is understood as a sign of the degree of compliance of the quality of a teacher’s professional activity with established norms, requirements, benchmarks, and standards. An indicator is a quantitative and qualitative characteristic of a teacher’s professional activity, which is the result of measurement.
The basis for developing a unified strategy and managing the assessment of the quality of education is the design various types monitoring (informational, basic, managerial and complex) and its main stages, which are developed in joint activities at special meetings of pedagogical workshops. Monitoring studies are carried out to assess the quality of education: the quality of goals, conditions, processes, results (subject, meta-subject, personal results, values, health of all participants in the educational process). Of particular interest is pedagogical monitoring, including: monitoring the effectiveness of educational educational process; innovation processes (innovation, research, experimental activities); personality development of children and teachers; success of the exercise; quality of mastering the components of education; formation of types and skills pedagogical activity; creative level of children and teachers.
Educational qualimetry (Integrated assessment technology), the main provisions of which are:
consideration of the quality of activities of a preschool educational institution as a unified system of elements, their properties and characteristics, the functioning and development of which is natural, from the standpoint of a systems approach, educational qualimetry, and quality theory;
ensuring the objectivity of the assessment results of a preschool educational institution by determining the value preferences of the subject of assessment in the light of the social order of society for education;
consideration of the object of assessment according to an integral set of indicators, which makes it possible to take into account the entire complex of indicators, all the diversity of the activities of a preschool institution, which is ensured by aggregating quality indicators of the activities of a preschool educational institution into a single comprehensive quantitative assessment.
The process of quality assessment in qualimetry, which is the following sequence of actions:
determining the objectives of the property assessment;
revealing the structure of the quality of an object;
determination of the nomenclature of interrelated indicators of the quality of an object, as well as statistical characteristics of indicators (statuses and weight);
determining the values ​​of object quality indicators;
assessment of the quality of the object;
collapsing quality indicator assessments into a single comprehensive assessment;
analysis of the results obtained.
To carry out an objective assessment of the quality of teachers’ professional activities, a set of methods has been selected for each indicator: study of documents, analysis of teaching activities, observation, questioning, testing, conversation, expert assessment, self-assessment, introspection; pedagogical diagnostics, monitoring, control (operational, current, preventive, cross-sectional, thematic, effective), certification, methods of statistical data processing. As an example, appendices 1–2 respectively present the questionnaires “Parents’ satisfaction with the activities of pedagogical and executives Preschool educational institution" and "Identification of factors that stimulate and hinder the development of teachers."
One of the stages of the quality assessment process, in accordance with the requirements of educational qualimetry, is the development of a nomenclature of quality indicators, in accordance with the structure presented in Diagram 1.

The main structural component among the criteria for a comprehensive assessment is the methodological work of a preschool institution.
Methodological work significantly influences the quality and efficiency of training and education, the final results of the work of a preschool institution, therefore it is quite legitimate to consider it as an important factor in the management of a modern preschool educational institution.

The main criteria for optimal final results methodological work in the preschool educational institution are:
1. performance criterion; is achieved if the results of education, upbringing and development of pupils increase to the optimal level (or approach it) within the allotted time without overload;
2. criteria for rational expenditure of time, cost-effectiveness of methodological work; is achieved where the improvement of teachers’ skills in order to optimize training and education takes place with a reasonable investment of time and effort by teachers on methodological work and self-education, in any case, without overloading teachers with these types of activities. The presence of this criterion stimulates a scientific, optimization approach to the organization of methodological work;
3. criterion for increasing teachers’ satisfaction with their work; can be considered achieved if there is an improvement in the psychological microclimate in the team, an increase in the creative activity of teachers, and teachers’ satisfaction with the process and the results of their work.
The problem of assessing the quality of professional activity of a preschool teacher
The content of a comprehensive assessment of the quality of teachers’ professional activities includes working instructions and evaluation and measurement materials: planning analysis schemes, normative and documentary support, direct educational activities, regime issues, other activities of the educational process, assessment sheets, maps, including those developed by L. M. Denyakina, M.V. Korepanova, I.A. Lipchanskaya. To carry out an objective assessment of the quality of teachers’ professional activities using the above schemes, work instructions were developed to help experts.
Let's consider the methodology for this assessment. For example, the values ​​of indicators 1.1–1.5 used in the calculation according to criterion 1 are determined using an ordinal measurement scale (from 1 to 5 points). It establishes ordinal relationships of preference and allows one to judge the “better-worse” relationships between compared objects based on the quality being measured.
The ordinal scale in this methodology is a series of numbers that correspond to a certain degree of expression of the assessed professional activity of teachers, its quality in relation to a preschool educational institution. Several ratings (from 1 to 5 points) characterize the degree of expression of the quality of the assessed characteristic. The expert selects assessments that best correspond to the quality of the teacher’s professional activity, while having an intermediate scale between qualitative and quantitative.
Processing and analysis of the summed scores are carried out on the basis of methods of mathematical statistics with by calculating the average score for each of the six criteria using the formula:
S (k) = B (p) + B (p) + … + B (p),
K(p)

Where B (p) is the score for the indicator;
K (p) – number of indicators;
S (k) – average score according to the criterion.

Each indicator in this methodology consists of two parts: meaningful and evaluative. The content part includes a qualitative description of the teacher’s professional activity, the evaluation part includes a rating scale on a five-point system, which allows for the most objective evaluate the specialist on each indicator:
4–5 points – the teacher’s professional activity fully reflects the quality characteristics, is clearly expressed and stable;
3–4 points – the teacher’s professional activity mainly reflects this characteristic and manifests itself quite consistently, the teacher strives to achieve quality;
2–3 points – this characteristic manifests itself in the professional activity of the teacher unstable, but within the acceptable norm, the teacher has not perfectly mastered theoretical knowledge and methods of using it in practice;
1–2 points – the characteristics of professional activity according to this indicator are not expressed sufficiently, are unstable, the level of teacher development is on the verge of critical.
When determining the final average score, their maximum number (or maximum sum?) can reach 30. The level of professionalism of the teacher is determined based on the following gradation.
A low level is indicated by a score of 15–20 points. At this reproductive (technological) stage there is a so-called teacher-performer. It is characterized by the absence of the need for independent assessment of professional activity, adherence to stereotypes, methodological recommendations without taking into account changing conditions, the characteristics of students, the needs of their parents, the social order of society, and a focus on reproductive forms of the educational process.
20–25 points – constructive (heuristic) level – indicate that the teacher is a student-oriented practitioner. This means that he has independent judgments, but with insufficient evidence-based argumentation; he uses analytical skills, diagnostic methods, and modern means of education and training in his work. In most cases, a middle-level teacher implements a differentiated approach to children, takes into account the needs of their parents, and coordinates his professional activities in accordance with the social order of society.
A preschool educational institution employee who receives from 25 to 30 points is at a high research (creative) level. A master teacher is a competent researcher who consciously chooses innovative methods, forms and means of the educational process, independently develops pedagogical technologies and techniques, has a good command of evidence-based scientific argumentation, adheres to his own pedagogical principles and implements them in practice. In addition, he predicts the development of pupils, taking into account their individual and age characteristics, provides pedagogical education to their parents, based on existing needs, and also carries out his work in close interaction and cooperation with representatives of social institutions.
A set of indicators that determines the level of professional activity teaching staff:
advanced training, professional retraining;
knowledge of the regulatory framework, theoretical and practical foundations of professional activity;
knowledge and use of information and communication technologies in the process educational work;
participation in problem-based research, experimental activities;
results of work to reduce the incidence of children;
results of work to increase the interest of pupils in visiting preschool educational institutions;
the level of children’s mastery of the general education program of the preschool educational institution;
ensuring safe conditions for children to stay in preschool educational institutions;
quality of organization of the group’s developmental environment;
the results of pupils’ participation in events at various levels;
teacher rating among parents;
availability of generalized teaching experience;
availability of scientific and methodological materials;
participation in scientific and practical conferences, pedagogical readings, in the work of MO preschool educational institutions, sections,
teachers' councils;
carrying out open classes, master classes;
professional activity of the teacher: management of the educational organization, creative group; participation in organizing committees, competition juries, certification commissions; support of students' teaching practice;
participation in professional competitions;
teacher encouragement during the inter-certification period.

Today the following personal and professional qualities and competencies of a teacher come to the fore:
a clear vision of modern tasks of preschool education;
value attitude towards the child, culture, creativity;
humane pedagogical position;
the ability to take care of the ecology of childhood, the preservation of spiritual and physical health children;
showing concern for the development of the individuality of each child;
the ability to create and constantly enrich a cultural, informational and subject-developing educational environment;
ability to work with learning content and a variety of pedagogical technologies, giving them a personal and semantic orientation;
ability to implement experimental activities on the introduction of subjectively and objectively new approaches and technologies, assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the capabilities and needs of children;
the ability for self-education, self-cultivation of personal structures of consciousness that impart humane meaning
activities of the teacher.

Thus, the regulatory requirements for professional activity, reflected in the qualification characteristics of the educator and including basic knowledge, abilities, and skills, are supplemented by indicators reflecting the ability to apply the educational skills, comprehend professional experience, and achieve results.
In accordance with this trend, the content vocational education and methods for assessing professional activity, constructs such as competencies, competencies and meta-professional qualities are introduced.

So, a comprehensive assessment of the quality of professional activity of teachers of a preschool educational institution involves a number of components: appropriate methods; components and stages of assessment; the nature of their connections with each other and with all activities.
The use of a comprehensive assessment model helps the teacher identify existing problems and stimulates him to improve the quality of his own professional activities and the level of professionalism. A set of corrective actions and measures based on the results of assessing the quality of teachers’ professional activities allows us to obtain the final result for which this model was developed (achieving, maintaining and improving the quality of teachers’ professional activities, meeting the needs and expectations of participants in the educational process).
The presented materials do not pretend to fully cover all aspects of the problem considered, but give impetus to further study of the issues of assessing the quality of professional activity of teachers of a preschool educational institution. The relationship of these issues with solving the problem of assessment subjects indicates the relevance of further theoretical and empirical study of the topic of comprehensive assessment of the quality of professional activity of teaching staff.

The main guidelines that determine the quality of modern preschool education are the following: meeting the needs of the family and child for the services of a preschool educational institution; child well-being in kindergarten; preservation and necessary correction of his health; the institution’s choice of educational program and its scientific and methodological support.

Thus, the hierarchical structure of quality activities of preschool educational institutions, in accordance with the main functions, can be represented as follows:
1. Protecting the lives and promoting the health of children;
2. Child development;
2.1. Physical development;
2.2. Cognitive-speech;
2.3. Social and personal;
2.4. Artistic and aesthetic;
3. Interaction with family.

The degree of achievement of the goal is assessed through the degree of implementation of the main functions of the preschool educational institution.

Appendix No. 1

Model for a comprehensive assessment of the quality of professional activities of teaching staff of preschool educational institutions
L.F. Medvednikova,
Ph.D. ped. sciences

Target:
Comprehensive assessment of the quality of professional activity, determination of the level of professionalism
Types of comprehensive assessment:
internal;
external

Components of a comprehensive assessment:
normative-oriented;
content-targeted;
organizational and technological;
motivational and personal;
control and diagnostic;
correctional-analytical
Criteria:
implementation of regulatory and documentation support;
compliance of the content of the educational process with the goals of preschool education;
creation of a subject-development environment;
business and personal qualities of a teacher, motivation for teaching activities;
effectiveness of the educational process;
correction of teaching activities
Methods:
studying documents;

Analysis;
self-esteem, self-analysis;
monitoring;
testing;
survey;
conversation;
observation;
control;
expertise;
certification

Levels of professionalism:
reproductive (technological);
constructive (heuristic);
research (creative)
Results:
Achieving, maintaining and improving the quality of professional activities of teaching staff.
Satisfying the needs and expectations of all participants in the educational process

Appendix 2

Indicators of a comprehensive assessment of the quality of professional activities of teaching staff of preschool educational institutions
1. Compliance with the requirements of legislative acts and regulatory documents of preschool education.
2. Application in practice of the provisions of preschool pedagogy, psychology and pediatrics.
3. Compliance with instructions on labor protection, safety precautions, protection of life and health of students.
4. Teachers’ record-keeping culture.
5. Satisfying the educational needs of children, parents, and society.
6. The amount of pedagogical knowledge that meets and (or) exceeds the requirements of preschool education.
7. Implementation of modern educational programs and methods of preschool education.
8. The effectiveness of pedagogical techniques and technologies for raising and teaching children preschool age.
9. Use of information technology.
10. A comprehensive system for planning educational activities, routes for individual development of students.
11. Compliance of the content of educational activities with the requirements of educational programs of preschool education.
12. Use of innovative methods, means and forms of preschool education.
13. Creation of a modern, aesthetically attractive subject-development environment.
14. Compliance with sanitary and hygienic standards for the care of preschool children.
15. Providing a favorable microclimate, psychological comfort in a children's group.
16. Participation in creative, experimental work on problems of preschool education.
17. Implementation of self-education and self-education.
18. Professional competence in matters of education and training of preschool children.
19. Discipline and responsibility.
20. Implementation of educational programs for preschool education in full.
21. Achievements of participants in the educational process (competitions, exhibitions).
22. Diagnostics of development (knowledge, abilities, skills) of pupils.
23. Coordination of the educational process, its compliance with the requirements of preschool education.
24. Interaction with social institutions on issues of preschool education.
25. Pedagogical education of parents of pupils.

Expert sheet

assessing the level of qualification of a teaching staff

preschool educational institution

Name of the institution (according to the Charter)Municipal autonomous preschool educational institution, child development center – kindergarten Tyumen city number

FULL NAME. certified_______________________________

Position teacher

___________________________________________

FULL NAME. expert, his position____________________________________________

FULL NAME. expert, his position _________________________________________________

No.	Criteria for assessing qualification level	Self-esteem	Expert review
	Communicative and speech competence	3,93
	Teacher's speech culture
	Optimal use of forms of pedagogical interaction
	Manifestation of the teacher’s individuality
	Subject Competence	3,95
	Possession of modern knowledge on this type of children's activity
	Originality of content
	Operational and methodological competence
	Integrity and structure of the lesson
	Technological effectiveness of the lesson
	Social and regulatory competence	3,93
	Updating and enriching the subjective experience of students
	Organization productive activity, self-control and self-esteem of pupils in accordance with their age capabilities
	Creating conditions for disclosure creativity and development of the intellectual and creative potential of students
	Final score	3,95	4,17

Deputy manager ______________

Teacher ____________

Teacher ___________

Expert opinion

based on the results of assessing the teacher’s qualification level

municipal autonomous preschool educational institution

child development center - kindergarten No. ____ in the city of Tyumen

An expert group consisting of: ... carried out an examination of the professional activities of ..., teacher at the MADOU kindergarten No. ___ of the city of Tyumen.

She has a specialized secondary education, graduated from ________________ pedagogical school, and has a diploma in “Kindergarten Teacher.” Experience pedagogical work– 19 years old, in this preschool – 14 years old. In 2007, she took advanced training courses at the Tyumen Regional State Institute for Regional Development of Education according to the course program“Current problems of preschool education”(72 hours).

The teacher presented her pedagogical achievements at the exhibition “My Portfolio”,held open events for kindergarten teachers and the city.

Pupils... participate in various competitions, both in kindergarten and in the city, and win prizes.

The entire process of education and upbringing is carried out ... in close cooperation with parents.The teacher enjoys authority and respect from parents.In the reception group... creates information stands that contain useful and interesting information about the life of the kindergarten, age characteristics children and their development, seasonal observations in nature, etc.Parents get acquainted with the topic of the week, with the daily educational activities carried out with children, in a screen under the heading “We study, we are interested, we find out...”. Parents admire the artistic and productive creativity of their children at weekly thematic exhibitions called “Glade of Creativity.”

The results of the analysis of the teacher’s activities make it possible to assess the degree of development of the following competencies.

In area communicative and speech competenceit should be noted that… owns a children's audience, has speech culture: her speech is grammatically correct, expressive and meaningful. When addressing children... she is friendly, she is characterized by accuracy and clarity of presentation. The teacher uses verbal instructions and clarifications.The main attention is paid to teaching children, establishing contact with them, trust and understanding.

…characterized by a good level of preparation in the field of implementationsubject competence. Skillfully develops and supports children's cognitive interest, relying on their experience and existing knowledge. The teacher implements a differentiated approach when defining a task and assessing its implementation. Professionally uses positive motivation: approval, praise. Creates a situation of success for every child. In her work, she skillfully uses techniques and methods that help increase the speech and cognitive activity of children.

Children... master the content of program material not only at a basic level, but also at an advanced level, as evidenced bydiagnostic data on the level of development of childrenfrom 2008 to 2011 academic years where it can be tracedpositive dynamics.Graduates...well prepared for school, different high level education, culture and independence.

Operational and methodological competencea teacher is characterized by knowledge and skills that meet the requirements of educational standards. ... masters the basic content component of all educational areas. The educational activity of the teacher is structured and logically consistent. In the process of work, the teacher uses various equipment and materials. It should be noted that the educational activities reviewed are highly technological. Thematic planning allows the teacher in organizing children's activities to use the integration of educational areas to implement the content of psychological and pedagogical work.

In the field of implementationsocial and regulatory competenceit should be noted that ... successfully enriches the experience of pupils, providing them with the opportunity to gain knowledge through experimental research, productive and play activity. ... encourages pupils to exercise self-monitoring of the results of their work. The teacher supports creativity and originality of children's ideas.

The expert group notes that the teacher has a creative approach to organizing the subject-development environment of the group, where development centers operate that have their own logos. These centers are clearly marked and filled with the necessary didactic and visual materials, many of which were made by the hands of the teacher. These centers cover material that corresponds to the theme of the week.

... is an active participant in various kindergarten events, including children's parties and entertainment. The teacher is constantly engaged in self-education, introducing new pedagogies into work with children and parents.

The expert commission conducted an examination of the activities ... and came to the conclusion that the teacher corresponds to the first qualification category for the position of “educator”(skill level indicator value 4.17).

Members of the expert commission:

Colleagues, I am posting my expert opinion, maybe you will be interested as a sample. I. General information about the certified person: Qualification category, date of previous certification: 03/26/2015. Education: secondary specialized, graduated from Tashkent Pedagogical College named after. N.K. Krupskaya June 30, 1997, faculty preschool education, specialty: kindergarten teacher. Diploma No. 419110, issued on June 30, 1997; NOU "Ros No" Faculty of Psychology - Pedagogy, specialty: teacher - psychologist of deviant behavior. 2011 Until now. Academic degree or title - no. General seniority: 12 years Total teaching experience: 8 years 4 months Work experience in the position for which certification is being carried out: 8 years 4 months Work experience in this institution: 5 years Advanced training system: - Moscow Institute open education, 2010. 03., 72 hours.

Sample of an expert report based on the results of assessing the teacher’s qualification level

Attention

Expert opinion on the results of assessing the level of qualifications of the teacher Konovalova Elena Vladimirovna MADOU DS "Darovanie" Expert group consisting of: Abaimova Lyudmila Yuryevna - methodologist of the MKU Tashlinsky IMC, Vildyaeva Galina Vasilievna - senior teacher of the MBDOU Tashlinsky DS "Druzhba", Zlobina Marina Venadyevna - senior teacher of the MBDOU Tashlinsky DS “Solnyshko” - carried out an examination of the professional activities of Elena Vladimirovna Konovalova, teacher at the MADO DS “Darovanie”. Elena Vladimirovna has a secondary specialized education, graduated from the Buzuluk Pedagogical School in 1984 with a degree in “Teaching in primary school secondary school." Work experience 29 years, in this institution - 14 years, currently has no qualification category.

During the inter-certification period, she did not take advanced training courses. For her work Konovalova E.V.

Expert opinion based on the results of assessing the teacher’s qualification level

Info

Presents the material being studied logically, in a playful form that is understandable to students of various abilities, and makes extensive use of the visual teaching method. Information and communication technologies allow Elena Vladimirovna to actively use them in the educational process. In his work, the teacher uses presentation slides, videos, educational games, watching educational cartoons, and Internet resources.

The teacher is highly competent in the field of program implementation and pedagogical decision-making. Elena Vladimirovna is highly demanding of herself. Analysis of activities shows that the educational process is built on an integrated approach, the principles of pedagogy and cooperation; uses psychological approaches in the practice of her work: cultural-historical, activity-based and developmental.

Diploma from the administration of the preschool educational institution for active participation in the competition “Design of a group plot”; 2011 – Certificate for participation in the competition “The Best Corner of Nature” in the nomination “Designer Solution in the Design of a Corner of Nature”; 2012 - 2nd degree diploma in the competition “Theater in a child’s life”; 2013 - Diploma from the administration of the preschool educational institution for 2nd place in the competition “Organization of a subject-development environment.” A survey of parents and a conversation with colleagues showed that the personal qualities of a teacher necessary for the successful implementation of teaching activities, such as a creative approach to work, responsibility, a high level of general culture and erudition, love for children, and complete dedication, are highly developed. In relation to the pupils, he pays attention to the child’s personality, ensuring each child’s emotional well-being through direct communication with each of them.

Respects the child’s feelings and needs, creates conditions for children to freely choose activities. He is an example of pedagogical excellence and ethics for those around him. The results of the analysis of the teacher’s activities make it possible to assess the high degree of development of his professional competencies.

Important

In the field of setting goals and objectives of pedagogical activity, Elena Vladimirovna can formulate and justify the goals and objectives of her own pedagogical activity. The goals and objectives of the classes are formulated on the basis of regulatory requirements, in accordance with the age, individual psychological and physiological characteristics of the students. The teacher builds his professional activity in accordance with educational program preschool education, federal state educational standard.

The basis of professional activity of E.V.

Sample of writing an expert opinion on the certification of preschool teachers

The teacher is distinguished by a high level of professional competence combined with the ability to carry out the optimal selection of methods, means, and forms of education, which allows students to transfer the main attention from the process of transferring knowledge to the process of developing intellectual and creative abilities. Elena Vladimirovna knows how to achieve an understanding of students, their goals and objectives, and correctly correlate the learning results with them. The teacher is distinguished by the ability to plan his activities for the future, taking into account the level of development of children.
Elena Vladimirovna, working closely with the institution’s specialists, carries out effective work with children in all areas, which allows achieving positive dynamics in all sections of the program, reducing the psycho-emotional stress of children and enriching their emotional-volitional sphere, increasing mental performance.
Expert group: Director of GBOU Primary School– kindergarten No. 1659 Gorlova O. A. Head of the structural unit for the organization of educational work GBOU primary school – kindergarten No. 1659 Cherkashina E. K. Chairman of the primary trade union organization GBOU primary school – kindergarten No. 1659 Sorokina N.
V.M. date of preparation of the expert opinion E.V. Vartanyan was familiarized with the results of the examination “The expert opinion was analyzed, the materials were prepared for presentation at the meeting of the Main Certification Commission” Date: Chief expert of the State Budgetary Institution of Moscow “MCOP” / / Chief GBU expert
In the field of providing the information basis for activities, teacher E.V. Vartanyan is characterized by knowledge and skills that meet the requirements of educational standards. Elena Vladimirovna owns modern methods, promptly makes the necessary adjustments to them depending on the current situation.
The methods she uses always correspond to the goals and objectives of training, the content of the topic being studied, the conditions and time allocated for its study. She reasonably uses modern information and communication technologies in the classroom, both when learning new material and when repeating. For E.V. Vartanyan, one of the most important aspects of teaching is the use of computer technology and Internet resources. This allows not only to improve computer skills, visually present the material, and achieve the general cultural development of students.
Psychological and pedagogical foundations of preschool education.” These courses correspond to the profile of the certified person. Self-education topic: “Use of mnemonics when familiarizing yourself with a fairy tale using FGT.” The most significant awards received by the certified person for the entire period of teaching activity: - Letter of gratitude from the administration of State Educational Institution No. 1659 “For the high level of the educational process in senior group» 2008 – 2009 academic year year. — Letter of gratitude from the administration of State Educational Institution No. 1659 “For the good organization of educational work.” 2009 -2010 academic year year. The most significant awards received by the certified person during the last inter-certification period: - Letter of gratitude from the administration of State Educational Institution No. 1659 “For the disclosure and development of children’s artistic abilities.” 2010 – 2011 academic year year.
Home»Team»Certification»Certification of preschool educational institutions employees. Applications and expert opinions. Regulatory documents to the current page" Educator Methodist of preschool educational institution, including senior teacher Music director Instructor physical culture Teacher-speech therapist Teacher-psychologist Social pedagogue Educator Application_educator.DOU_ EZ_educator_DOU_2016 Methodist of a preschool educational institution, including senior educator Application_methodologist, senior educator EZ_methodologist OU, preschool educational institution, school of education, art. educated Musical director Application_music director.DOU, DD 2016 EZ_music director.3 in 1_DOU, DD, PO_2016 Physical education instructor Application_instructor in physical education preschool educational institution_2014 EZ_physical instructor_2 in 1_DOU, OU_2016 Teacher-speech therapist Application_teaching-speech therapist DOU_ EZ _teaches-speech therapist( Preschool educational institution, educational institution, Cor.DOP)_2016 Teacher-psychologist Application_teacher-psychologistDOU_16 EZ_teacher-psychologist_DOU_16 Social teacher Application_social teacher DOU_16 EZ_social.
Methodical Bulletin" 2012. I took part in the organization of competitions at the city level, I have letters of gratitude: 2011 and 2012, city competition "Mirror of Nature"; 2011, third city sports competition for preschoolers, dedicated to the Day Victory 2012, city competition “We are the children of the Galaxy” 2013, city drawing competition “Holy Rus'” 2013, city competition creative works“Diversity of age-old traditions” Analysis of the level of competence in the field of organizing teaching activities showed that the teacher has the following skills at a high level: working in a team, being included in the system of business and interpersonal relationships with other participants in the educational process, knows how to organize children's and adult groups, knows how to create a positive working mood during pedagogical meetings, combines various forms of collective and individual work.
T.N. Machulina is the administrator of the website of preschool educational institution No. 18 http://www.ladushki-dou18.ru/, and has publications on the website “The World of Preschool Childhood”: The teacher is quite competent in the field of program implementation and pedagogical decision-making. Machulina T.N. is distinguished by high demands on himself as a specialist implementing the educational program and the Program development of preschool educational institutions. The teacher successfully implements the objectives of the educational program for preschoolers, taking into account the principles of individualization and differentiation and purposefully updates methodological and didactic materials in the methodological office. Tatyana Nikolaevna was the head of the creative group for the development of the educational program of the MBDOU “Kindergarten No. 18 “Ladushki”.

Solving the new challenges facing modern education is impossible within the framework of traditional “formation pedagogy.” Today, the main shift that developed countries are making in the field of early, preschool and school education is associated with the idea of ​​its humanization.

Raising a creative, self-actualizing personality involves recognizing the importance of the child’s self-development processes, his status as a subject of his own development; the need to balance the initiatives of adults and children; taking into account the motives and needs of participants in the educational process. This radically changes the role and functions of the teacher.

Diagnostics and subsequent impact on the child (formation, correction) should be replaced by co-existence (the joint existence of adults and children, filled with interesting events), the organization of productive communication between participants in the educational process. It is in preschool age that children receive a basic set of key competencies that they will need in life. Their success and mobility in the future will largely depend on how they live their childhood.

The decisive factor in a child’s development is the personality of the teacher.

The profession of a preschool teacher is gradually moving into the category of specialties characterized by the highest level of mobility. It is becoming more and more complex, which is associated with the emergence of new professional tasks, behavioral paradigms and views, with the need to master new functions demanded by modern society.

Today the following personal and professional qualities and competencies of a teacher come to the fore:

• a clear vision of modern tasks of preschool education;
• value attitude towards the child, culture, creativity;
• humane pedagogical position;
• the ability to take care of the ecology of childhood, preserving the spiritual and physical health of children;
• showing concern for the development of the individuality of each child;
• the ability to create and constantly enrich a cultural, informational and subject-developing educational environment;
• the ability to work with learning content and various pedagogical technologies, giving them a personal and semantic orientation;
• the ability to carry out experimental activities to introduce subjectively and objectively new approaches and technologies, assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the capabilities and needs of children;
• the ability for self-education, self-cultivation of personal structures of consciousness that impart humane meaning
  activities of the teacher.

Against the background of updating the content, principles of constructing the educational process, and introducing various models for organizing the education of preschoolers, the contradiction between the required and actual level of professional competence of educators is deepening. In practice, this is expressed in the predominance of the educational model in the work of preschool educational institutions, in the inability of teachers to organize productive joint activities with children, to build object-subject relationships with students and their parents, to select forms and methods of education, training, and development of preschoolers in accordance with accepted goals education.

An important step towards eliminating this contradiction should be the determination of the requirements for the professional qualifications of a teacher and its components (professional experience, motivation, personal qualities and other professional characteristics).

These requirements should form the basis for the certification procedure for teachers for compliance with the position held, the first and highest qualification categories, and become the basis for organizing the continuous education of educators.

An analysis of the experience of assessing the professional qualifications of educators, represented by various regions, allows us to talk about the ambiguity of approaches to solving this problem. Indicators of the level of professionalism
differ in content, in scale, not for all proposed parameters for assessing professional
qualifications, a clear correlation can be identified with the success of teaching activities. For example, in the Belgorod region there is the following set of indicators that determine the level of professional activity of teaching staff:

• advanced training, professional retraining;
• knowledge of the regulatory framework, theoretical and practical foundations of professional activity;
• knowledge and use of information and communication technologies in the process of educational work;
• participation in problem-based research, experimental activities;
• results of work to reduce the incidence of children;
• results of work to increase the interest of pupils in visiting preschool educational institutions;
• the level of children’s mastery of the general education program of the preschool educational institution;
• ensuring safe conditions for children to stay in preschool educational institutions;
• quality of organization of the group’s developmental environment;
• the results of pupils’ participation in events at various levels;
• teacher rating among parents;
• availability of generalized teaching experience;
• availability of scientific and methodological materials;
• participation in scientific and practical conferences, pedagogical readings, in the work of GMO, RMO, MO preschool educational institutions, sections,
  teachers' councils;
• conducting open classes, master classes;
• professional activity of the teacher: management of the educational organization, creative group; participation in organizing committees, competition juries, certification commissions; support of students' teaching practice;
• participation in professional competitions;
• teacher encouragement during the inter-certification period.

In the expert opinion on the level of professional activity of a teacher in a preschool educational institution, the form of which was developed in St. Petersburg, similar indicators are combined into four groups:

1. Knowledge of modern educational technologies and methods, the effectiveness of their application.
2. Contribution to improving the quality of education, dissemination of one’s own experience.
3. Results of students’ mastery of educational programs and indicators of their dynamics
   achievements.
4. Awards and incentives for success in professional activities.

Thus, the regulatory requirements for professional activity, reflected in the qualification characteristics of the educator and including basic knowledge, abilities, and skills, are supplemented by indicators reflecting the ability to apply the educational skills, comprehend professional experience, and achieve results.

In accordance with this trend, constructs such as competencies, competencies and meta-professional qualities are introduced into the content of professional education and methods for assessing professional activities.

The very definition of “competence” reflects various aspects of a teacher’s professionalism.

Definition 1. Competence is the quality of an employee’s actions that provide an adequate and effective solution to professionally significant substantive tasks that are problematic in nature, as well as the willingness to take responsibility for their actions.

Definition 2. Competence is a qualitative characteristic of a person’s implementation of knowledge formed in the educational process, generalized methods of activity, cognitive and practical skills,
competencies that reflect a person’s ability (readiness) to actively and creatively use what they have received
education to solve personally and socially significant educational and practical problems, effective
achieving life goals.

Definition 3. Competence is a quality determined by the presence of knowledge, skills and competencies, but cannot be reduced to a set of competencies and is not a mechanical sum of knowledge, skills and abilities, since it also includes motivational, social and behavioral components.

Definition 4. Competence is a new formation of the subject of activity, formed in the process of professional training, representing a systemic manifestation of knowledge, skills, abilities and personal qualities, which allows one to successfully solve functional tasks that constitute the essence of professional activity.

Based on the basic components of the competence of educators, a team of authors led by V.D. Shadrikov identified competencies that ensure the successful solution of professional tasks in the following areas of professional activity:

• setting goals and objectives of teaching activities;
• motivation educational activities;
• providing an information basis for teaching activities;
• program development and pedagogical decision making;
• organization of educational activities.

The description of the relevant competencies and parameters for their assessment made it possible to present a professional standard for teaching activity, thereby setting an “activity-oriented criterial basis for assessing the quality of professional activity and certification of teaching staff.” The assessment of each parameter in points allows us to identify the correspondence of the level of complexity and quality of the solution by the teacher
professional (functional) tasks of the declared qualification category.

The authors of the methodology identify a number of scientific, methodological, organizational and ethical principles for assessing professional activities and conducting certification of teaching staff. Among the scientific and methodological principles (the principle of the activity approach, the principle of criterion clarity, the principle of focusing on improving the quality of work of teaching staff), I would like to highlight the principle of differentiating the level of qualifications of teachers.

This principle determines the need to identify indicators and criteria for assessing each of the selected parameters, which make it possible to differentiate teaching staff by skill levels.

Practice shows that the presence of scientifically based, experimentally verified criteria that have a high correlation with the practice of teaching activities is a necessary condition objectivity of the expert’s assessment activities. It is also important to note that without relying on certain criteria that reflect certain characteristics of professional activity, it is difficult for a teacher to carry out self-assessment.

Analysis of various approaches to assessing the quality of professional activity of teaching staff allows us to identify various criteria for its effectiveness:

Quantitative. The basis for assessing a particular indicator of a teacher’s competence is the amount of something (work experience, total number of hours of course preparation, articles, open events, number of competition winners, etc.). Obviously, this criterion is often insufficient, since quantity does not always indicate quality.

Expressiveness of the evaluation parameter. When using this criterion, the rating system is most often three-point. Each option is given a certain number of points. For example, “Organization quality
development environment of the group":

a) does not comply with the Federal state requirements for the conditions for the implementation of the basic general education program of preschool education,
b) does not fully comply with FGT,
c) fully complies with FGT.

This criterion also does not reflect the qualitative essence of the teacher’s activities, its results, and is not related to the personal and professional qualities of the teacher.

Leveling. Such a criterion reflects the level (within the institution where the teacher works, at the level of district, city, region, all-Russian level) of presenting experience (Innovator's Day, district meeting of methodological
associations, city competition of pedagogical excellence, etc.), publications (articles for the website of preschool educational institutions, periodicals or collections of advanced pedagogical experience published in the region; all-Russian publication), incentives (gratitude and certificates of preschool educational institutions, district, city, regional departments of education ; prizes, awards). This criterion can also be attributed to the degree of scientific character of the generalized experience, its objective novelty, the creative component, and the quality of mastery of certain pedagogical technologies.

Since in most of the examples considered, the basis for determining the level of the evaluated parameter is based on reasonable, unified requirements, such a criterion can be considered quite objective. At the same time, such a criterion as leveling cannot be considered universal; in particular, it is not applicable to the assessment of personal qualities and characteristics of interaction with other people.

The imperfection of each of the criteria used in the practice of assessing professional qualifications determines the need to use an integrated approach to their identification.

Within this approach, the assessment consists of a set of parameters:

• the personal attitude of the teacher to this area of ​​activity,
• the level of his general culture,
• professional knowledge and skills,
• mastery of certain methods and technologies,
• the ability to apply them, adapt them to existing conditions, and creatively transform them.

We propose to consider some criteria for assessing the qualifications of teaching staff, developed by the team of authors of the Oryol Institute for Advanced Teacher Training.

Competence in the field of personal qualities

Indicator: “General culture.”

The assessed parameter: “Literacy and accessibility for understanding the teacher’s statements, speech culture.”

Competence in setting goals and objectives of teaching activities

Indicator: “The ability to set goals and objectives for work in accordance with the age and individual characteristics of children.”

The assessed parameter: “The ability to set goals for classes (other forms of work with children) in accordance with the age and individual characteristics of preschoolers.”

Not only the question of choosing and formulating indicators and criteria for assessing the quality of teachers’ professional activities, but also the problem of determining the optimal forms of conducting certification activities remains debatable. In a number of regions, there is a tendency to significantly increase the requirements for applicants for the highest qualification category. Such an approach is objectively completely justified as an attempt to stop the devaluation of titles, degrees, and categories.

At the same time, we must not forget about the real personnel situation in the country’s preschool educational institutions.

Practice shows that as a result of the introduction of a new procedure for the certification of teaching staff, most teachers cannot independently prepare for the corresponding procedure. Educators face particular difficulties during the selection process. modern forms presenting the results of teaching activities, generalizing and disseminating best practices (see Appendix 1). At the same time, teachers do not need one-time consultations, but systematically organized continuous education (self-education).

We also see limited approaches to assessing the quality of professional activity that are based on only one of the methods: analysis of a portfolio, open classes (other forms of organizing the educational process), abstracts, presentations. A holistic view of the work of a teacher, his personal and
professional qualities can be compiled only based on the results of using the above and other methods (interviews with the person being certified and with the administration of the preschool educational institution, analysis of the results of the teacher’s self-assessment, diagnostic data of his competencies, analysis of the productive activities of children, planning and materials for classes, event notes) (see Appendix 2).

In conclusion, I would like to quote the words of V.D. Shadrikov:

“Assessing the level of qualifications of teaching staff... is an important stage of professional life, which ensures an increase in the quality of activity by obtaining external assessment and self-assessment of activities, understanding what has been achieved and designing further steps for improving the qualifications and professional development of a teacher.”

* * *

Appendix 1: Forms for presenting the results of teaching activities

There are two types of advanced pedagogical experience:

1. pedagogical skill - skillful, rational, comprehensive use by the teacher effective methods, forms of working with children, educational technologies;
2. Pedagogical innovation is an experience containing the teacher’s own creative discoveries (new educational services, new content, forms and methods, techniques and means of teaching, education, development).

Criteria for assessing best teaching practices

Novelty. May manifest itself in varying degrees- from introducing new provisions into science to effective non-traditional application of already known provisions and rationalization of certain aspects of the pedagogical process.

High performance. Innovate experience must give good results- high quality of education, education, and development of children.

Compliance with modern requirements. Work experience should be based on recognized achievements of science and practice that are relevant at the present stage of development of education.

It is also important orientation of experience to the latest regulatory requirements(orders, instructions) at the federal and regional levels.

Stability- maintaining the effectiveness of experience when conditions change, achieving high results for quite a long time.

Opportunity to use the experience of other teachers and educational institutions. Best practices can be shared with other educators. It cannot be associated only with the personal characteristics of its author.

Optimal experience- achieving high results with a relatively economical expenditure of time, effort of teachers and children, and also not to the detriment of solving other educational problems.

Teaching experience can be presented in various forms. Here is a description of the most common options for documenting the work experience of educators and the requirements for them.

Essay(from Latin refero - I report, report) - a brief summary in in writing or in the form of a public presentation of the contents of a book, scientific work, or the results of studying a scientific problem; a report on a specific topic, including a review of relevant literature and other sources.

Structure and composition of the abstract:

1. Introduction. The introduction justifies the choice of topic, can provide initial data on the problem under consideration, information about the authors involved in this problem (full name, specialty, academic degree, academic title), and reveals the problems of the chosen topic, its theoretical and practical significance.
2. Main part. Description of teaching experience.
3. Conclusion. A general conclusion is drawn on the problem stated in the abstract.

Stylistics of the abstract. Abstracts are usually written in standard, clichéd language, using typologized speech patterns. The linguistic and stylistic features of abstracts include words and figures of speech that are of a generalizing nature, and verbal clichés. As a rule, they are characterized by indefinite sentences, abstract nouns, specific and scientific terms characteristic of the problem under study, jargon words, adverbial and participial phrases.

Review and evaluation of the abstract. The review is compiled based on the following factors:

• the level of erudition of the author on the topic studied (modernity and timeliness of the problem considered,
  the degree of familiarity of the author of the work with the current state of the issues being studied, the completeness of citing sources);
• personal merits of the author of the abstract (additional knowledge used in writing the work, the novelty of the submitted material and the problem considered, the level of mastery of the topic and the practical significance of the issue under study);
• the nature of the abstract (logical presentation of the material, author’s literacy, correct design work, compliance of the abstract with standard requirements).

Report on the work done. The results of the work, the results of generalizing experience, can also be presented in the form of a report.

The following requirements apply to the report:

• clarity of construction;
• logical sequence of presentation of the material;
• convincing argumentation;
• brevity and precision of wording;
• specificity of presentation of the results of the work;
• evidence of conclusions and validity of recommendations.

Report structure:

• title page,
• annotation,
• content (table of contents),
• main part,
• bibliography,
• applications.

The abstract should reflect in a very brief summary the main content of the report: volume, number and nature of illustrations and tables, list of keywords, essence of the work performed, research methods (work),
brief conclusions and possible applications of the results.

The main part of the report includes:

• introduction;
• analytical review of scientific and methodological literature on the topic;
• justification of the chosen direction of work (its relevance);
• sections (chapters) of the report reflecting the methodology, content and results of the work performed;
• conclusion (conclusions and proposals).

The annexes include supporting material:

• digital data tables;
• examples of assignments, notes, diagnostic materials;
• supporting illustrations.

Report on the work done. The content of the report is intended for public speaking.
analogous to a report. It may not cover the entire problem under study, but only some logically completed problem.
part, aspect. The design and content of the report are subject to less stringent requirements than for the report. The report may not have an annotation or division into chapters; in terms of presentation style, it should be more suitable for oral presentation and listening comprehension.

Article is the most common form of presenting research results and summarizing teaching experience. The presentation of material in the article should be systematic and consistent. Special attention it is necessary to pay attention to the style of work, compliance with basic requirements (clarity of presentation, accuracy of word usage, laconicism, strict adherence to scientific terminology, consistency of presentation of positions, logic, interrelation of provisions). Of great importance in such an article is the presentation of the conclusion, conclusions and proposals.

Toolkit- a form of presenting the results of teaching activities, accessible only to experienced teachers. The basis of such a manual can be theoretically based methodological recommendations
to improve the educational process. The manual provides specific examples of the use of methods and methodological techniques for organizing the educational process recommended by the author, and contains visual material.

Methodological manuals can be divided into groups:

• methods of teaching any subject, course, educational field;
• methodological developments, which, as a rule, cover the teaching methods of a particular section or topic
  curriculum or several separate sections, topics;
• methodological recommendations that are devoted to certain aspects of improving the educational process (for example, the development creative thinking children when studying the educational field " Artistic creativity») .

Appendix 2: Analysis of lesson notes in kindergarten

Author__________________________
Name_______________________
Subject__________________________
Educational field_______________
Children's age__________________________

Lesson stage: Organizational moment

Evaluated parameters:

Methods for organizing children's work in the classroom:

1. The essence of the techniques used (what techniques were used: “inclusion” of long-term educational motives; awakening the interest of children; attracting attention through the use surprise moments; use of “disciplinary” methods).
2. Evaluation of the techniques chosen by the teacher (appropriateness to the age of the children; effectiveness; compliance with the plot of the lesson, the purpose of the children’s work in the lesson, program objectives)

Lesson stage: Motivational and orientation

Evaluated parameters:

The purpose of the children’s work in the lesson:

1. What was the basis for formulating the goal (problem situation; educational task; practical (creative) task, etc.).
2. Formulation of the goal by children (clarity of formulation; degree of awareness and acceptance by children of the set goal; degree of participation of children in considering the problem (learning task), formulating the goal of the upcoming work).
3. The objectivity of the goal setting proposed by the teacher (compliance of the goal with the age and individual characteristics of children, their interests and needs, program objectives of education, training, development).

Motivational basis for children's activities in the classroom:

1. The teacher’s focus on creating a motivational basis (gets children to understand and accept the goals and objectives of the lesson, formulates criteria for achieving goals, knows how to arouse interest in various types of activities and the information being conveyed).
2. Reliance on personal motives (the desire for communication, self-realization, self-affirmation, satisfaction), cognitive interest, emotional sphere children (the desire to show participation in the fate of the character, to help comrades, to please loved ones with their work, etc.). The ability to structure tasks so that children feel their success.
3. Formation of the foundations of motivation for learning (demonstration and organization of the practical application of learning skills, competencies; showing the role of learning in a person’s life; getting acquainted with examples of learning in the life of people significant to the child; demonstrating the child’s achievements in learning, creative and practical activities, etc.)

Lesson stage: Search

Evaluated parameters:

Organization by the teacher of joint activities to identify ways to achieve the goal
children's work in class:

1. Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; techniques for activating thinking; the relationship between monological and dialogic forms of communication).
2. The degree of children’s participation in drawing up a work plan, independence in choosing forms of work and materials

Lesson stage: Practical

Evaluated parameters:

Forms of organizing children's activities:

1. Rationality of the choice of methods (compliance of the methods used and organizational forms of work with the goals, objectives and content of educational interaction, interests and needs, individual characteristics and capabilities of children; reasonable alternation of types of children's activities, activities, the ratio of collective (group), subgroup and individual forms of work).
2. The ratio of reproductive (story, show, explanation, etc.) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, competitions, projects, setting and solving cognitive, creative, practical and game problems, development tasks mental processes) methods and techniques for activating children’s creative abilities and curiosity.

1. Educational possibilities of content (solving problems of moral, aesthetic, personal development).
2. Implementation of integration (integration of various types of activities, forms of work with children, content of educational areas).
3. Compliance with didactic principles (systematic presentation of the material, appropriateness to age, program, objectivity, accessibility, clarity, relevance, novelty, problem-solving, optimal volume of material).
4. Unity of the structure of the lesson (consistency of the storyline throughout the entire lesson, the presence of a logical connection between forms of work, fragments of the lesson, preservation of goals, motivation, interest and meaningful attitude towards work).

Methodological, didactic and technical equipment:

1. Rational choice of materials (correspondence to age, interests of children, aesthetic and sanitary requirements, ease of placement, variety of materials that ensure individualization of work, an integrated approach to considering an object or phenomenon, reasonable use of modern information and communication technologies, TSO, visibility).
2. Use of original didactic and (or) methodological developments in the classroom.

Compliance with sanitary and hygienic requirements:

1. Compliance of the duration of the event with age standards (compliance with time frames, rationality and efficiency of use of lesson time, optimal tempo).
2. The teacher’s communication style with children as one of the factors of children’s psychological comfort (authoritarian, democratic, permissive).
3. Alternation of activities during the lesson (compliance with volume requirements motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that ensure relaxation, the ability of the teacher to adjust the forms and amount of work in accordance with the well-being of the children)

Lesson stage: Reflective-evaluative

Evaluated parameters:

The quality of organization of assessment activities (the teacher introduces children to the most visual parameters and criteria for assessing various types of activities, forms of work; takes into account age and individual characteristics children during assessment; applies various assessment methods; knows how to combine methods of pedagogical assessment, mutual assessment and self-assessment of children, contributes to the formation in children of self-assessment skills of various types of activities)

The analysis of the abstract was carried out by ______________________ (full name of the expert)

Expert opinion

based on the results of assessing the qualification level of the senior teacher

municipal budgetary educational institution

kindergarten No. ... of the city of Zverevo Rostov region

Sh.I.A.

In accordance with the procedure for certification of teaching staff of state and municipal educational institutions, approved by order of the Ministry of Education and Science of Russia dated March 24, 2010 No. 209, order of the Ministry of General and Professional Education of the Rostov Region dated January 17, 2011 No. 12 “On approval of regional regulatory documents for the certification of teaching staff”, by order of the Ministry of General and Professional Education of the Rostov Region dated December 30, 2010 No. 1024 “On approval of regional regulatory documents on the certification of teaching staff”, by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n “On approval of the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “ Qualification characteristics of positions of educational workers", by order of the Ministry of General and Professional Education of the Rostov Region dated 05/05/2014 No. 271 "On approval of schedules for the examination of professional activities" expert in determining the level of professional competence of teaching staff Natalia Anatolievna Kutnyakhova, candidate of pedagogical sciences, leading specialist of the education department municipal formation "City of Zverevo", 05/29/2014 to 05/30/2014 conducted an examination of professional activitiessenior teacher of a municipal budgetary educational institution kindergarten in Zverevo, Rostov region.

The expert assessment was carried out in accordance with methodological recommendations Ministry of Education and Science of Russia to assess the level of qualifications of teaching staff. The expert analyzed qualification indicators in accordance with pedagogical competencies, analyzed the self-analysis of the teaching staff, conducted an interview with the head of the MBDOU, analyzed the methodological and didactic tools of the senior teacher.

Based on the expert assessment, I certify: the senior teacher has a secondary specialized education, graduated from the Don Pedagogical College, majoring in preschool education, and was awarded the qualification “preschool teacher.”

Total work experience - 20 years, teaching experience - 20 years, in a certified position - 10 years, work experience in this institution - 20 years, qualification category - no.

During the inter-certification period, she took advanced training courses: GBOU DPO RO RIPC and PPRO “Examination of professional activities and assessment of the level of professional competence of a teacher during the certification of teaching staff in the context of the Federal Law on Education in the Russian Federation”, 2014, 72 hours.

She took part in the regional seminar-meeting “Achieving the quality of preschool and general education in the context of the introduction of the Federal State Educational Standards using educational and methodological kits from the Drofa publishing house.”

For success in professional activities he has received incentives and awards:

Certificate from the mayor for an active life position and great contribution to the development of the educational system,

Letter of gratitude from the Ministry of General and Professional Education of the Rostov Region for significant success in the education of preschool children, improvement of the educational process, great personal contribution to the formation of the moral foundations of children,

Diploma of the open interregional tournament of abilities "ROSTOK-IntellectUm" for organizing and holding a tournament in a preschool educational institution, active life position, professionalism, creative approach to work.

Necessary for the successful implementation of methodological and pedagogical activitiespersonal qualitiessenior educators are highly developed.

She has a high level of professional culture. Builds relationships with colleagues at work based on the principles of humanismand mutual respect. In the teaching teamstrives to create favorable conditions for positive interaction all participants in the educational process. She can always find encouraging and sincere words for colleagues and students, and responds to calls for help with action. Knows how to find strengths and development prospects for each teacher.

The senior teacher is internally disciplined, competently plans and organizes her work time, distributes current affairs, anticipates time costs in advance and completes work on time. She has a broad outlook, is tactful, and delicate in communicating with colleagues and students. Has the ability to self-control, self-organization and self-discipline, maintains self-control even in situations with high emotional stress. He is able to objectively assess his capabilities and adequately accepts value judgments about himself from all participants in the educational process.

The results of the analysis of the senior teacher’s activities make it possible to assess the degree of development of her individual competencies.

In area setting goals and objectivespedagogical activity, the senior teacher is characterized as a competent teacher. When organizing methodological work, city events, socially significant projects and actions, kindergarten events, the senior teacher competently formulates their goals and objectives, develops regulations, selects content and forms of implementation,thoroughly thinks through methodological and didactic support for each stage of his activities.Takes into account age and psychological characteristics audience. Reacts flexibly to changing situations and makes timely adjustments to the planned activity plan.

In the field of implementationcompetence to ensure motivation for educational activitiesorganizes work to improve the qualifications of teachers: plans the activities of preschool teachers, develops teaching materials to help teachers, conducts work to study and generalize best pedagogical experience, attends and analyzes classes and educational activities teachers, provides assistance in preparing open classes, and constantly stimulates the work of teachers on software for the educational process.

At the same time, the senior teacher skillfully motivates teachers to learn new things methodological material. To do this, she uses methods of social design, problem-based learning, methods of practice-oriented activity and other active forms of cognitive activity. When planning the work of teachers preschool senior The educator takes into account their interests, problems and wishes, as well as the need to quickly acquaint colleagues with modern achievements and requirements of pedagogical science.

The senior teacher knows how to awaken teachers’ interest in working with children and involve them in an active search for solutions to the problems posed. Provides methodological assistance to teachers in educational activitiesin accordance with Federal state requirements for the structure of the basic educational program of preschool education. He has the ability to play out a situation in such a way as to take on the position of a teacher, and notes even the smallest success of his colleagues. Arouses interest in working with children, organizing pedagogical, methodological advice, work on conducting parent meetings, recreational, educational and other events provided for by the educational program, conducts master classes. Helps identify and support children with high intellectual abilities and assists in unlocking their potential.

The senior teacher has gratitude for organizing and holding the open interregional intellectual tournament of abilities “RostOK-IntellectUM”.

A good level of motivation of students is also proven by indicators of the effectiveness of children’s readiness for school:

	2010-2011 academic year	2011-2012 academic year	2012-2013 academic year	2013-2014 academic year
High level
Average level
Low level

In the field of providing the information basis for activitiesa teacher is characterized by knowledge and skills that meet the requirements of educational standards. In his work, the senior educator uses the following methods: activity, dialogue, discussions, practical method, method of problem presentation, analytical, comparative, generalizing, explanatory and illustrative, visual, etc. Conducts pedagogical monitoring of the quality of education. The senior teacher is proficient in modern pedagogical technologies: developmental education, person-centered learning, interactive learning, health-saving, problem-based learning technologies, information and communication, gaming, etc. The teacher uses computer equipment: PC, MFP; materials on multimedia discs, electronic manuals, presentations, which allows you to activate cognitive activity teachers and achieve the planned pedagogical results. Actively uses materials from educational sites:, http://www.openclass.ru/

In the field of program implementation and pedagogical decision makingthe teacher is quite competent, knows the basic regulations. The senior teacher's annual plan is drawn up taking into account regulatory requirements, the pace of learning the material, and the requirements of the Federal State Educational Standard. Purposefully updates methodological and didactic materials, developing many of them independently.

The senior teacher shares his experience with colleagues: he is the head of the city methodological association preschool workers, chairman of the commission for the distribution of bonuses to teaching staff for quality and effectiveness, has the skills of public speaking on issues of preschool education.

Level analysis competence in the field of organizing educational activitiesshowed that the teacher has the following skills: organize the educational activities of teachers, establish partnerships and cooperation with colleagues; uses the personal experience of teachers, their own assessments and views in the educational process, knows how to organize teachers to search for additional information necessary when solving educational problems, gives reasons for assessing the activities of teachers, shows their achievements and ways to overcome difficulties, knows how to combine methods of assessment, mutual assessment and teachers' self-esteem.

Based on the above, the expert believes that the qualification level of the senior teacher of a municipal budgetary preschool educational institution (kindergarten) meets the requirements for the first qualification category for the position of “senior teacher” (the value of the qualification level indicator is 4.32).

Expert Kutnyakhova N.A.

I have read the expert opinion