The teacher’s professional standard: goals, purpose, key points

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

Relevance of the issue

At present, the teacher must demonstrate mobility, readiness for change, ability to adapt to unusual situations, responsibility in decision-making. Today, cumbersome job descriptions and qualifications are still in effect, which often fetter the teacher’s initiative, burden him with formalities, prescriptions, and additional duties. Of course, the requirements of the professional standard of the teacher must meet the spirit of modernity. Together with this, they should form a space for creativity and self-realization of a specialist.

Problem Features

Today's realities require taking into account the different skill levels of specialists. Taking them into account, it is possible to develop an optimal professional standard. The teacher cannot sharply discard all his skills and knowledge, accumulated experience and change his approaches to the process of transferring knowledge to schoolchildren. Such a transition should be carried out gradually and in stages. In addition, not only the qualification levels of teachers differ, but also the conditions in which they work. This also needs to be considered when developing a professional standard. The teacher can work in a city or rural school; the composition of students in the class may be mono-or multi-ethnic. Of no less importance is the specificity of the programs implemented in the institution. In this regard, the introduction of regional and school components into a professional standard is necessary. The teacher cannot be constrained by specific uniform schemes. Filling school and regional components requires an integrated approach of administrators, teachers, parents, and expert advice. They should be discussed, adopted and approved by consensus. The desire to achieve a compromise is embedded in the process of development, testing and subsequent implementation. The starting point is a wide discussion of the project. The process ends with the establishment of deadlines by which a professional standard should be put in place. The teacher as a result receives an effective tool for the implementation of teaching strategies in the modern world.

Goals

Why is a professional pedagogical standard of a teacher necessary? First of all, as it was said above, the teacher gets an effective method of implementing the teaching program, taking into account the constantly changing living conditions. In addition, the standard of professional activity of a teacher is:

1. A tool to improve the quality of the process and the output of the domestic teaching system to the international level.
2. An objective criterion for the qualification of a specialist.
3. A tool for selecting personnel in educational institutions.
4. The basis for the preparation of an employment contract, fixing the interaction of a specialist and an educational institution.

New competencies

The professional standard of the teacher-educator is filled:

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

Principles

The professional standard of a teacher (teacher) should:

1. Do not turn into a means of strict regulation of the work of a specialist.
2. Corresponding to the structure of the teacher.
3. Rid the specialist of the need to perform functions that distract him from performing direct duties.
4. Encourage the desire to seek innovative solutions.
5. Comply with international regulations and standards.
6. Consistent with the requirements of relevant departments and ministries, on which the calculation of pensions, the calculation of seniority, etc.

Characteristic

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

Important point

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

Scope and purpose of application

The professional standard of the teacher can be used when:

1. Employment.
2. Certification.

The objectives of the standard are:

1. Determination of the necessary specialist qualifications that affect the results of the development and assimilation of knowledge by the child.
2. Providing teacher training to obtain high performance indicators.
3. Assistance in involving a specialist in solving the problem of improving the quality of work.
4. Ensuring the necessary awareness of the teacher about the requirements for him.

Teaching activities

Within the framework of the standard, certain requirements are established for the teacher to carry out his work. The specialist should:

1. Have a high school. Teachers who have specialized secondary education and carry out their activities in preschool and elementary schools need to create conditions for studying at a university without interruption from work.
2. Demonstrate knowledge of the subject and program.
3. Be able to plan and conduct lessons, analyze them.
4. Own methods and forms of instruction that go beyond classroom activities (field practice, laboratory experiments, etc.).
5. Use special approaches to include all children in the process.
6. Give an objective assessment of the knowledge of students, using different methods and forms of control.
7. Own ICT competencies.
   

Educational process

As part of this work, the teacher should:

1. Own methods and forms of organizing expeditions, trips, excursions.
2. Use the techniques of museum pedagogy to expand the horizons of children.
3. Own the forms and methods of educational work, applying them both in the classroom and in extracurricular activities.
4. Effectively coordinate children's behavior to ensure safety.
5. To provide comprehensive assistance in the organization of school self-government bodies.
6. Establish a clear order of conduct in the classroom, in accordance with the school charter and rules.
7. Implement effective classroom management to engage children in the educational and educational process, motivating their cognitive activities.
8. To set goals and objectives conducive to the development of schoolchildren, regardless of their origin, nature, abilities, to seek pedagogical ways for their implementation and achievement.
9. To be able to establish contact with children, recognizing their dignity, accepting and understanding them.
   
10. To model and create events and situations in which the emotional-value sphere of a child develops.
11. To identify and implement the educational opportunities of different types of activities of children (art, games, sports, training, labor, etc.).
12. Create in the classroom and other groups (sections, circles) communities of parents, teachers, and schoolchildren.
13. To support the constructive efforts of adults in educational work, to involve the family in the process of child development.
14. Collaborate with other teachers and specialists in solving the problems of spiritual and moral development of children.
15. Analyze the real situation in the classroom, maintain a friendly atmosphere.
16. To protect the dignity and honor of schoolchildren, to help children who are in a difficult situation.
17. Maintain school traditions by making a positive contribution to them.

Development

The teacher must have:

1. Willingness to accept different children, regardless of their educational capabilities, physical and mental state, behavior characteristics. The teacher should have a focus on helping everyone.
2. The ability to identify in the process of observation the problems of children regarding the features of their development.
3. Willingness to interact with other specialists.
4. The ability to provide targeted assistance using pedagogical techniques.
5. The ability to understand the documents of specialists (speech therapists, psychologists, etc.).
   
6. The ability to draw up individual development programs.
7. Special techniques that facilitate corrective work.
8. The ability to track dynamics.
9. The ability to protect children who are not accepted by the team.
10. Knowledge of the general laws of manifestation of individual qualities and personality development, psychological crises, age characteristics of students.
11. Ability to use psychological approaches in their practice (cultural-historical, developmental, active).
12. The ability to create a psychologically comfortable and safe educational environment, to carry out the prevention of various forms of violence.

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