home the Internet Expert assessment of the professional activity of the preschool teacher. Assessment of the quality of the professional activity of the educator

Expert assessment of the professional activity of the preschool teacher. Assessment of the quality of the professional activity of the educator

Expert opinion

according to the results of the teacher's professional activity

The teacher directly conducted educational activities under the program "From birth to school" edited by N. Ye. Veraksa in the educational area "Artistic creativity". Application in the senior group.

Integration with areas: "Formation of a holistic culture of peace", "Communication", "Labor", "Reading fiction".

Topic: "Willow twigs".

Software content:

Expand children's ideas about changes in wildlife with the arrival of spring.

To consolidate and expand children's knowledge of the willow.

Enrich the vocabulary of children with nouns: willow, "lamb"; adjectives: beautiful, fluffy, soft, gray, oval).

To teach the techniques of unconventional application of pussy willow branches in a vase, to convey the shape, size, arrangement of parts, observing proportions, using the entire area of \u200b\u200ba sheet of paper.

To promote the mastery of compositional skills, methods and techniques of application with various visual materials (plasticine, cotton wool, colored cardboard).

Develop children's imagination, fantasy, aesthetic perception, independence in the choice of visual material.

To foster love and respect for the surrounding nature of the native land.

Preparatory work was carried out:

Conversations about the seasons.

Reading poems about spring.

Learning the round dance "Verbochka".

Making frames for future paintings.

GCD analysis:

The goals and objectives of educational activities are formulated taking into account the age of the children and are united by a single plot.

Educational activity is based on a combination of modern technologies:

practical (children's activities) and play activities.

The degree of manifestation of the cognitive activity of children is high, the children showed independence and creative activity.

When the children performed practical actions, musical accompaniment was used.

She applied methods of organizing and implementing cognitive - play activities: verbal (conversation, reading poems about spring, making riddles);

visual (examining a pussy willow branch, showing the manufacture and location of the "lamb" on the branch);

deductive (comparison: lambs are fluffy).

Used methods to stimulate and motivate learning, encouragement, individual questioning and treatment.

In the course of educational activities, the teacher used different forms of work:

collective (conversation, listening to a recording), individual

(answers to questions), group (children's activities).

The children were organized and interested (they answered questions, listened carefully), discipline.

The material used is interesting, accessible, scientific, feasible (corresponds

program) for older children.

Time was misused throughout all educational activities. For a long time, the children took up a static position (sat a lot).

The duration of the lesson is 40 minutes, which does not correspond to the norms of San Pina.

Methods and techniques correspond to the content and goals of educational activities, the age and level of training of children.

I used health-preserving technologies: breathing exercises, aromatherapy, physical exercises, but forgot to do finger exercises with children.

The children were addressed by their names (personality-oriented approach), the speech is figurative, emotional, but sometimes grammatically incorrect, as it uses many diminutive forms of words in speech (twig, cotton wool, cardboard box, etc.).

Analyzing the lesson, we can say that the goals of educational activities were achieved taking into account the requirements of the program. The children coped with the task.

Date of writing Expert's signature

expert opinion: written by EZ.

The solution of the new tasks facing modern education is impossible within the framework of the traditional "pedagogy of formation". Today, the main shift that developed countries are making in the field of early, preschool and school education is associated with the idea of \u200b\u200bits humanization.

The upbringing of a creative, self-actualizing personality presupposes the recognition of 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 the 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 an event (joint existence of adults and children, filled with interesting events), the organization of productive communication between participants in the educational process. It is at preschool age that children receive a basic set of key competencies that they will need in life. To a large extent, their success and mobility in the future will depend on how they live their childhood.

The personality of the teacher becomes the decisive factor in the development of the child.

The profession of a preschool educational institution educator 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 that are in demand by modern society.

The following personal and professional qualities and competencies of the educator come to the fore today:

a clear vision of the 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 the spiritual and physical health of children;
showing care for the development of the individuality of each child;
the ability to create and constantly enrich the cultural-informational and subject-developing educational environment;
the ability to work with the content of education and a variety of 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, to assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the opportunities and needs of children;
the ability to self-education, self-cultivation of personal structures of consciousness, giving a humane meaning
activities of the teacher.

Against the background of updating the content, principles of building the educational process, introducing various models of organizing the education of preschoolers, the contradiction between the required and real 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 pupils and their parents, to choose the forms and methods of upbringing, teaching, and development of preschoolers in accordance with the adopted goals. education.

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

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

Analysis of the experience of assessing the professional qualifications of educators, represented by different regions, allows us to speak 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 can reveal a pronounced correlation with the success of pedagogical activity. For example, in the Belgorod region, the following set of indicators is used, which determines the level of professional activity of teachers:

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-research, experimental and experimental activities;
results of work to reduce the incidence of diseases in children;
results of work to increase the interest of pupils in visiting preschool educational institutions;
the level of development by children of the general educational program of preschool educational institutions;
ensuring safe conditions for children to stay in preschool educational institutions;
the quality of the organization of the developing environment of the group;
the results of pupils' participation in events of various levels;
teacher rating among parents;
generalized pedagogical experience;
availability of scientific and methodological materials;
participation in scientific and practical conferences, pedagogical readings, in the work of GMO, RMO, MO DOE, sections,
teachers' councils;
conducting open classes, master classes;
professional activity of the teacher: leadership of the Ministry of Education, creative group; participation in organizing committees, jury of competitions, certification commissions; support of students' teaching practice;
participation in professional competitions;
encouragement of the teacher in the inter-certification period.

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

Possession of modern educational technologies and techniques, the effectiveness of their application.
Contribution to improving the quality of education, dissemination of their own experience.
The results of the development of students, pupils of educational programs and indicators of their dynamics
achievements.
Awards and recognition for success in professional activity.

In accordance with this trend, such constructs as competencies, competencies and metaprofessional qualities are introduced into the content of vocational education and methods of assessing professional activity.

The very definition of the concept of "competence" reflects various aspects of the teacher's professionalism.

Definition 1. Competence is the quality of an employee's actions that provide an adequate and effective solution to professionally significant subject 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 realization of knowledge formed in the educational process, generalized methods of activity, cognitive and practical skills,
competencies, reflecting the ability (readiness) of a person to actively and creatively use the received
education for solving personally and socially significant educational and practical tasks, effective
achieving life goals.

Definition 3. Competence is a quality determined by the availability of knowledge, skills and competencies, but not reducible to a set of competencies and 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, which is formed in the process of professional training, which is a systemic manifestation of knowledge, skills, abilities and personal qualities, which allows successfully solving functional tasks that make up the essence of professional activity.

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

setting goals and objectives of pedagogical activity;
motivation for learning activities;
providing an information basis for pedagogical activity;
developing programs and making pedagogical decisions;
organization of educational activities.

The description of the relevant competencies and the parameters of their assessment made it possible to present a professional standard of pedagogical activity, thereby setting an "activity-oriented criterion basis for assessing the quality of professional activity and certification of pedagogical workers." Evaluation of each of the parameters in points allows the teacher to identify the correspondence of the level of complexity and quality of the solution
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 attestation 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 the 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 allow differentiating teachers by skill levels.

Practice shows that the presence of scientifically grounded, experimentally verified criteria that have a high correlation with the practice of pedagogical activity is a necessary condition for the objectivity of an expert's assessment activity. 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.

The analysis of various approaches to assessing the quality of the professional activity of teaching staff allows us to single out various criteria for its effectiveness:

Quantitative. The basis for assessing one or another indicator of a teacher's competence is the amount of something (length of service, the total number of hours of coursework, articles, open events, the number of competition winners, etc.). Obviously, this criterion is often insufficient, since quantity does not always indicate quality.

The severity of the assessment parameter. When using this criterion, the assessment system is most often three-point. Each of the options is given a certain number of points. For example, “The quality of the organization
developing environment of the group ":

a) does not meet the Federal state requirements for the conditions for the implementation of the main general educational 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, is not associated with the personal and professional qualities of the teacher.

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

Since in most of the examples considered, the determination of the level of the parameter being assessed is based on reasonable, unified requirements, such a criterion can be recognized as fairly objective. At the same time, such a criterion as leveling cannot be recognized as universal, in particular, it is not applicable to the assessment of personal qualities, the characteristics of interaction with other people.

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

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

the teacher's personal attitude to this area of \u200b\u200bactivity,
the level of his general culture,
professional knowledge and skills,
possession of certain techniques 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 indicators of the qualifications of teaching staff, developed by the team of authors of the Oryol Institute for Teacher Improvement.

Personality Competence

Indicator: "General culture".

The assessed parameter: "Literacy and accessibility for understanding the statements of the teacher, the culture of speech."

Competence in the field of setting goals and objectives of pedagogical activity

Indicator: "Ability to set goals and objectives of 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 the choice and formulation of indicators and criteria for assessing the quality of the professional activity of teachers, but also the problem of determining the optimal forms of carrying out certification activities remains controversial. In a number of regions, there is a tendency for a significant increase in the requirements for applicants for the highest qualification category. Such an approach is objectively quite justified, as an attempt to stop the devaluation of titles, degrees, categories.

At the same time, we must not forget about the real staffing situation in the country's preschool educational institution.

Practice shows that as a result of the introduction of a new procedure for certification of teaching staff, most teachers cannot independently prepare for the corresponding procedure. Special difficulties for educators arise in the process of choosing modern forms of presentation of the results of pedagogical activity, generalization and dissemination of advanced work experience (see Appendix 1). At the same time, teachers need not one-time consultations, but a systematically organized continuous education (self-education).

We also consider limited approaches to assessing the quality of professional activity based on only one of the methods: portfolio analysis, open classes (other forms of organizing the educational process), abstract, presentation. A holistic view of the teacher's work, his personal and
professional qualities can only be compiled 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, data on diagnostics of his competencies, analysis of the productive activities of children, planning and materials for classes, summaries of activities) (see Appendix 2).

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

"Assessment of the qualification level of teaching staff ... is an important stage in professional life, which ensures the improvement of the quality of activities 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 of presentation of the results of pedagogical activity

There are two types of advanced teaching experience:

pedagogical skills - skillful, rational, comprehensive use of effective methods, forms of work with children, educational technologies by the teacher;
pedagogical innovation is an experience containing the teacher's own creative findings (new educational services, new content, forms and methods, techniques and means of teaching, upbringing, development).

Criteria for assessing advanced teaching experience

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

High performance. Best practices should give good results - high quality of teaching, upbringing, and development of children.

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

Also important orientation of experience to the latest regulatory requirements (orders, orders) of the federal and regional levels.

Stability - preservation of the effectiveness of the experience under changing conditions, the achievement of high results for a sufficiently long time.

The ability to use experience by other teachers and educational institutions. Good practice can be shared by other educators. It cannot be associated only with the personal characteristics of its author.

Optimality of experience - achieving high results with a relatively economical expenditure of time, efforts of teachers and children, as well as not at the expense of solving other educational problems.

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

abstract (from Lat. refero - I report, I inform) - a summary in writing or in the form of a public speech of the content of the book, scientific work, 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:

Introduction. In the introduction, the choice of the topic is justified, initial data on the problem under consideration can be given, information about the authors dealing with this problem (full name, specialty, academic degree, academic title), the problematics of the chosen topic, its theoretical and practical significance are revealed.
Main part. Description of teaching experience.
Output. A general conclusion is made on the problem stated in the abstract.

The style of the abstract. Abstracts are usually written in a standard, clichéd language, using typologized speech patterns. The linguistic and stylistic features of the abstracts include words and turns of speech that are general in nature, verbal cliches. They, as a rule, 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 assessment of the abstract.The review is based on the following factors:

the level of erudition of the author on the studied topic (modernity and timeliness of the problem considered,
the degree of familiarity of the author of the work with the current state of the studied problem, 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 proficiency in the topic and the practical significance of the issue under study);
the nature of the abstract (the consistency of the presentation of the material, the literacy of the author, the correct design of the work, the compliance of the abstract with standard requirements).

Report on the work done. The results of the work, the results of summarizing the experience can be drawn up in the form of a report.

The following requirements are imposed on the report:

clarity of construction;
logical sequence of presentation of the material;
convincing argumentation;
brevity and accuracy of wording;
the specificity of the 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,
list of references,
applications.

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

The main body 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).

Applications include supporting material:

digital data tables;
examples of assignments, lecture notes, diagnostic materials;
illustrations of an auxiliary character.

Report on the work done. The content of the report is intended for public presentation
analogue of the report. It may not cover the entire problem under study, but only some logically completed one.
part, aspect. The requirements for the design and content of the report are less stringent than for the report. The report may not have an annotation, breakdown by chapters, according to the style of presentation, it should be more adapted for oral presentation, listening comprehension.

Article is the most common form of presenting research results, generalizing pedagogical experience. The presentation of the material in the article should be systematic and consistent. Particular attention should be paid to the style of work, compliance with the basic requirements (clarity of presentation, accuracy of word use, laconicism, strict adherence to scientific terminology, sequence of presentation of positions, consistency, interrelation of provisions). Of great importance in such an article is the presentation of the conclusion, conclusions and proposals.

Toolkit - a form of presentation of the results of pedagogical activity, accessible only to experienced teachers. The basis of such a manual can be theoretically grounded methodological recommendations.
to improve the educational process. The manual provides specific examples of the application of the methods and methodological methods of organizing the educational process recommended by the author, and contains visual material.

The teaching aids can be divided into groups:

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

Appendix 2: Abstract analysis

Author___________________________________________________________________________________________________________
Name_________________________________________________________________________________________________________
Topic_____________________________________________________________________________________________________________
Educational area ________________________________________________________________________________
Children's age_________________________________________________________________________________________

Stage of the lesson: Organizational moment

Estimated parameters:

Methods for organizing the work of children in class:

The essence of the techniques used (what techniques were used: "turning on" long-term educational motives; awakening the interest of children; attracting attention through the use of surprise moments; using "disciplinary" methods).
Assessment of the techniques chosen by the teacher (compliance with the age of the children; efficiency; compliance with the plot of the lesson, the goals of the children in the lesson, program tasks)

Stage of the lesson: Motivational and indicative

Estimated parameters:

The purpose of the work of children in the lesson:

What was the basis for the formulation of the goal (problem situation; educational task; practical (creative) task, etc.).
The formulation of the goal by the children (clarity of the formulation; the degree of awareness and acceptance of the goal by the children; the degree of children's participation in the consideration of the problem (educational task), the formulation of the goal of the forthcoming work).
The objectivity of the target 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 foundations of children's activities in the classroom:

The teacher's orientation towards creating a motivational basis (achieves understanding and acceptance by children of the goals and objectives of the lesson, formulates the criteria for achieving goals, knows how to arouse interest in various types of activities, in the transmitted information).
Reliance on personal motives (the desire for communication, self-realization, self-affirmation, satisfaction), cognitive interest, the emotional sphere of children (the desire to take part in the fate of the character, help comrades, please loved ones with their work, etc.). Ability to build assignments so that children feel their success.
Formation of the foundations of motivation for learning (demonstration and organization of the practical application of ZUN, competencies; showing the role of learning in human life; acquaintance with examples of learning in the life of people who are significant for the child; demonstration of the child's achievements in learning, creative and practical activities, etc.)

Stage of the lesson: Search

Estimated parameters:

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

Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; methods of activating thinking; the ratio of monological and dialogical forms of communication).
The degree of children's participation in drawing up a work plan, independence in the choice of forms of work, materials

Stage of the lesson: Practical

Estimated parameters:

Forms of organizing children's activities:

The rationality of the choice of methods (the correspondence of the methods used and organizational forms of work to 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, activity, the ratio of collective (group), subgroup and individual forms of work).
The ratio of reproductive (story, showing, explanation, etc.) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, competitions, projects, setting and solving cognitive, creative, practical and game tasks, tasks for the development of mental processes) methods, techniques for enhancing the creative abilities of children, curiosity.

Educational opportunities of content (solving problems of moral, aesthetic, personal development).
Integration (integration of various types of activities, forms of work with children, content of educational areas).
Compliance with didactic principles (systematic presentation of material, compliance with age, program, objectivity, accessibility, clarity, relevance, novelty, problematicity, optimality of the volume of material).
The unity of the structure of the lesson (consistency of the storyline throughout the entire lesson, the presence of a logical connection between the forms of work, fragments of the lesson, the preservation of target attitudes, motivation, interest and a meaningful attitude to work).

Methodical, didactic and technical equipment:

Rational choice of materials (compliance with age, interests of children, aesthetic and sanitary requirements, ease of placement, a 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, TCO, visibility).
Use of author's didactic and (or) methodological developments in the lesson.

Compliance with sanitary and hygienic requirements:

Compliance of the duration of the event with age standards (compliance with the time frame, rationality and efficiency of using the time of the lesson, optimal pace).
The teacher's communication style with children as one of the factors of children's psychological comfort (authoritarian, democratic, permissive).
Alternation of types of activity during the lesson (compliance with the requirements for the volume of motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that provide relaxation, the teacher's ability to adjust the forms and volume of work in accordance with the well-being of children)

Stage of the lesson: Reflexive-evaluative

Estimated parameters:

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

The analysis of the notes was performed by ______________________________________________________________ (name of the expert)

Literature

Order of the Department of Education, Culture and Youth Policy of the Belgorod Region No. 2163 dated 20.08.2010 (Appendix No. 6).
Order of the Education Committee of the Government of St. Petersburg “On the forms of expert opinions for
certification of teaching staff of state educational institutions of St. Petersburg "No. 2324-r dated 02.11.2011.
Professionalism of a modern teacher: a methodology for assessing the level of qualifications of teachers / Under scientific. ed. V.D.Shadrikov. - M .: Logos, 2011.
Certification of teachers of the preschool education system: the first and the highest qualification categories: Methodological recommendations / Authors Timofeeva L.L., Berezhnova O.V., Kapunova T.M., etc. -
M .: Pedagogical Society of Russia, 2012.
Order of the Ministry of Education and Science of the Russian Federation "On the procedure for certification of pedagogical workers of state and municipal educational institutions" No. 209 of 03.24.2010.
Novikov A.M. Scientific experimental work in an educational institution. - M., 1998.

Modern scientific, methodological and technological approaches in the diagnosis and assessment of the results of the organization of 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 of a certain amount of knowledge by preschoolers, but on the development of the creative abilities of the individual, the desire to learn, explore, cognize, be responsible for the accepted their solutions. Reforming the education system should be based on forecasting and monitoring its quality. Quality tracking is essential for educational institutions to maintain the core values \u200b\u200bof education.
Analysis shows that it is impossible to borrow someone else's quality assessment system, just as it is impossible to take the concept of another educational institution ready-made. It is necessary to develop your own system, to form the features of the quality of education in a preschool institution. In practice, a situation is often encountered when the very concept of the quality of education has not yet become the personal meaning of teaching teams, a 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. Kh. Mescon, A. M. Omarov, G.Kh. Popov, F.A.Taylor, F. Khedouri and others); in the management of pedagogical systems (E.S.Bereznyak, T.M.Davydenko, V.I. Zvereva, M.I. Kondakov, V.I. Lazarev, A.A. Orlov, M.M. Potashnik, V.S. Pikelnaya, E.P. . Tonkonogaya, P.I. Tretyakov, P.V. Khudominskiy, PX Shakurov, etc.).
The works of K.Yu. are devoted to certain aspects of the management activities of preschool educational institutions. Beloy, A.K. Bondarenko, E.Yu. Demurova, T.S. Komarova, L. V. Pozdnyak, R. Ya Spruzha, A. N. Troyan and others. They substantiated the requirements for the leader, identified the main directions of his activities. Studies by Yu.A. Konarzhevsky, E.V. Litvinenko, V.G. Molchanova, G.M. Tyulya, T.I. Shamova, in which versions of programs for assessing the manager's managerial activity in the education system have been developed, while no special research has been carried out on the issue of assessing the manager's managerial activity by 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 assess the results choose the integrative characteristic of the child's readiness for school (physical, intellectual, personal), supplementing its socially significant indicators of the institution's activities (the level of morbidity, indicators of the functioning of preschool educational institutions, the demand for preschool educational institutions among the population). However, a number of scientists are critical of the appropriateness of such an indicator. So, T.I. Erofeeva believes that forced targeted special preparation for school generates a lack of motivation for learning, neuroses, fading of independence and creative activity, deterioration of children's health. The introduction of standards “adjusted 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 of ensuring a comprehensive assessment of the quality of professional activity of teachers as an open educational system are based on the conceptual provisions of A.I. Ostroukhova, Medvednikova.

Problem.
The analysis of practical materials in educational authorities also showed the absence of a well-thought-out system of scientifically grounded 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 bring 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 the state compulsory statistical observation, external assessment of educational achievements, processing of the results of sociological research. This allows you to move from judgments and opinions to a well-grounded comparative analysis, a forecast to identify the dependencies of various factors that affect the performance of educational systems.
The second direction is based on the shift of priorities in assessing education from process to result. The variability of educational programs, the emergence of new educational technologies indicated that similar results of 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 corresponding to the world level;
- the quality of education should be a measure of all the achievements of a preschool institution and changes in educational policy and practice, therefore, it is necessary to be able to evaluate it;
- it is necessary to assess the quality, first of all, for comprehending and formulating development goals, creating samples of new practice, and not only for making managerial decisions aimed at ensuring the functioning of educational institutions;
- the tracking system itself is valuable, constant quality measurement (quality monitoring). Self-examination of activities at all levels is valuable in that it allows you to determine where the preschool institution is today compared to others in order to remain competitive.
Based on the foregoing, we can conclude that there is a contradiction between the need to improve the quality of management of preschool institutions and the lack of a scientific approach to assessing the management activities of the head of a 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 in the course of attestation of preschool educational institutions is focused primarily on assessing the conditions of educational activity.

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 point of view of parents, this is effective teaching of their children according to programs that preserve the health of children (both mental and physical), maintain children's interest and desire to learn, provide opportunities for admission 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, successful learning outcomes, health and individual progress of their pupils; from the point of view of the head of the preschool educational institution is:
firstly, the effectiveness of the activities of educators and preschool educational institutions as an organizational structure;
secondly, the high assessment of the activities of educators and preschool educational institutions from parents and children;
thirdly, successful learning outcomes, health and individual progress of preschool educational institutions;
fourthly, a high assessment of the activities of the head and preschool educational institution from the governing bodies of education; from the point of view of the head of the micro or macro level, this is the efficiency of functioning and increasing the viability of the controlled subsystem.
An analysis of different approaches to assessing quality gives grounds to assert that performance indicators should be quantitatively limited, verifiable and allow determining the progress of the child in his development throughout preschool childhood.
In turn, the Comprehensive Assessment Model should include a balanced combination of normative-oriented, content-targeted, organizational-technological, motivational-personal, control-diagnostic and correctional-analytical components, taking into account which criteria and indicators are determined.
The criterion of a comprehensive assessment is understood as a sign of the degree of compliance of the quality of the teacher's professional activity with the established norms, requirements, standards, and standards. The indicator is the quantitative and qualitative characteristic of the 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 of various types of monitoring (information, 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 the educational process; innovation processes (innovation, research, experimental activity); personality development of children and teachers; the success of the teachings; the quality of mastering the components of education; the formation of types and skills of pedagogical activity; the creative level of children and teachers.
Educational qualimetry (Integrated assessment technology), the main provisions of which are:
consideration of the quality of the 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 systematic approach, educational qualimetry, 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 society's social order for education;
consideration of the object of assessment by an integral set of indicators, which allows taking into account the entire complex of indicators, all the variety of activities of a preschool institution, which is ensured by the aggregation of indicators of the quality of the activities of a preschool educational institution into a single complex quantitative assessment.
The process of assessing quality in qualimetry, which is the following sequence of actions:
defining the objectives of the object assessment;
disclosure of the structural quality of the object;
determination of the range of interrelated quality indicators of the object, as well as the statistical characteristics of indicators (statuses and weight);
determination of the values \u200b\u200bof the quality indicators of the object;
quality assessment of the object;
convolution of assessments of quality indicators into a single comprehensive assessment;
analysis of the results obtained.
To carry out an objective assessment of the quality of the professional activity of teachers for each indicator, a set of methods was selected: study of documents, analysis of pedagogical activities, observation, questioning, testing, conversation, expert assessment, self-assessment, self-analysis; pedagogical diagnostics, monitoring, control (operational, current, preventive, slice, 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 managerial staff of preschool educational institutions" 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 affects the quality and effectiveness of teaching and upbringing, 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 modern preschool educational institutions.

The main criteria for the optimality of the final results of methodological work in a 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 spending of time, efficiency of methodical work; is achieved where the improvement of teachers' skills in order to optimize teaching and upbringing takes place with a reasonable expenditure of time and efforts of teachers for methodological work and self-education, at least 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 the growth of 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, the presence of teacher satisfaction with the process and the results of their work.
The problem of assessing the quality of professional activity of a preschool educational institution
The content of a comprehensive assessment of the quality of the professional activity of teachers provides for work instructions and assessment and measuring materials: schemes for planning analysis, regulatory and documentation support, educational activities directly, regime moments, other activities of the educational process, assessment sheets, maps, including those developed by L. M. Denyakina, M.V. Korepanova, I.A. Lipchanskaya. To conduct an objective assessment of the quality of professional activities of teachers using the above schemes, working instructions were developed to help experts.
Consider the methodology for this assessment. For example, the values \u200b\u200bof 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 relations of preference and makes it possible to judge the "better - worse" relations between compared objects by the measured quality.
The ordinal scale in this technique is a series of numbers that correspond to a certain degree of severity of the assessed professional activity of teachers, its quality in relation to a preschool educational institution. Several assessments (from 1 to 5 points) characterize the degree of manifestation of the quality of the assessed characteristic. The expert chooses the assessments that best meet the quality of the teacher's professional activity, while having an intermediate scale between qualitative and quantitative.
The processing and analysis of the summarized scores are based on the methods of mathematical statistics with derivation of the average score for each of the six criteria according to the formula:
S (k) \u003d B (n) + B (n) + ... + B (n),
K (n)

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

Each indicator in this methodology consists of two parts: substantive and evaluative. The substantive part includes a qualitative characteristic of the teacher's professional activity, the evaluative part - a grading scale according to a five-point system, which allows the most objective evaluate a specialist for each indicator:
4–5 points - the teacher's professional activity fully reflects the qualitative characteristics, is pronounced and stable;
3-4 points - this characteristic is mainly reflected in the teacher's professional activity and is manifested quite steadily, the teacher strives to achieve quality;
2–3 points - this characteristic manifests itself in the teacher's professional activity unstably, but within the permissible norm, the teacher has not perfectly mastered theoretical knowledge and methods of using it in practice;
1–2 points - the characteristic of professional activity for this indicator is not expressed enough, manifests itself unstably, the level of the teacher's development is on the verge of critical.
When determining the final average score, their maximum number (or the maximum amount?) Can reach 30. The level of professionalism of the teacher is determined based on the following gradation.
The low level is evidenced by the sum of 15–20 points. At this reproductive (technological) stage is the so-called performer teacher. It is characterized by the absence of the need for an independent assessment of professional activity, adherence to stereotypes, methodological recommendations without taking into account changing conditions, the characteristics of pupils, the needs of their parents, the social order of society, an orientation towards reproductive forms of the educational process.
20-25 points - constructive (heuristic) level - indicate that the teacher is a personality-oriented practitioner. This means that he has independent judgments, but with insufficient evidence-based argumentation, he uses analytical skills, diagnostic methods, modern means of education and training in his work. The middle-level educator in most cases 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.
An employee of a preschool educational institution, who received 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 methods, 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, carries out pedagogical education of their parents, based on existing needs, and also performs his work in close interaction and cooperation with representatives of social institutions.
A 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-research, experimental and experimental activities;
results of work to reduce the incidence of diseases in children;
results of work to increase the interest of pupils in visiting preschool educational institutions;
the level of development by children of the general education program of preschool educational institutions;
ensuring safe conditions for children to stay in preschool educational institutions;
the quality of the organization of the developing environment of the group;
the results of pupils' participation in events of various levels;
teacher rating among parents;
generalized pedagogical experience;
availability of scientific and methodological materials;
participation in scientific and practical conferences, pedagogical readings, in the work of MO DOE, sections,
teachers' councils;
conducting open classes, master classes;
professional activity of the teacher: leadership of the Ministry of Education, creative group; participation in organizing committees, jury of competitions, certification commissions; support of students' teaching practice;
participation in professional competitions;
encouragement of the teacher in the inter-certification period.

The following personal and professional qualities and competencies of the educator come to the fore today:
a clear vision of the 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 the spiritual and physical health of children;
showing care for the development of the individuality of each child;
the ability to create and constantly enrich the cultural-information and subject-developing educational environment;
the ability to work with the content of education and a variety of 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, to assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the opportunities and needs of children;
the ability to self-education, self-cultivation of personal structures of consciousness, giving a humane meaning
activities of the teacher.

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

So, a comprehensive assessment of the quality of the professional activity of teachers of a preschool educational institution provides for 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 the integrated assessment model helps the teacher to identify the existing problems, stimulates him to improve the quality of his own professional activity and the level of professionalism. A set of corrective actions and measures based on the results of assessing the quality of the professional activity of teachers allows you to obtain the end result for which this model was developed (achieving, maintaining and improving the quality of professional activity of teachers, meeting the needs and expectations of participants in the educational process).
The presented materials do not claim to fully cover all aspects of the problem under consideration, but give an impetus to further study of the issues of assessing the quality of the professional activities of teachers of a preschool educational institution. The interrelation of these issues with the solution of the problem of subjects of assessment indicates the relevance of further theoretical and empirical study of the topic of a comprehensive assessment of the quality of professional activity of teachers.

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

Thus, the hierarchical structure of the quality of the activity of a preschool educational institution, in accordance with the main functions, can be represented as follows:
1. Protection of life and health promotion of children;
2. Development of children;
2.1. Physical development;
2.2. Cognitive speech;
2.3. Social and personal;
2.4. Artistic and aesthetic;
3. Interacting with family.

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

Appendix # 1

Model for a comprehensive assessment of the quality of professional activities of pedagogical workers of preschool educational institutions
L.F. Medvednikova,
Cand. ped. sciences

Purpose:
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:
normatively oriented;
content-targeted;
organizational and technological;
motivational and personal;
control and diagnostic;
corrective analytical
Criteria:
implementation of legal and regulatory support;
compliance of the content of the educational process with the goals of preschool education;
creation of a subject-developing environment;
business and personal qualities of a teacher, motivation for teaching;
the effectiveness of the educational process;
correction of pedagogical activity
Methods:
study of documents;

Analysis;
self-esteem, introspection;
monitoring;
testing;
questioning;
conversation;
observation;
control;
expertise;
certification

Professionalism levels:
reproductive (technological);
constructive (heuristic);
research (creative)
Results:
Achievement, maintenance and improvement of the quality of professional activities of teaching staff.
Meeting 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 pedagogical workers of preschool educational institutions
1. Compliance with the requirements of legislative acts, normative 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, life and health protection of pupils.
4. The culture of teachers' office work.
5. Meeting the educational needs of children, parents, society.
6. 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 the upbringing and teaching of preschool children.
9. Use of information technology.
10. An integrated system for planning educational activities, routes for the individual development of pupils.
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 pleasing subject-development environment.
14. Compliance with sanitary and hygienic standards for the maintenance of preschool children.
15. Providing a favorable microclimate, psychological comfort in the children's team.
16. Participation in creative, experimental work on the problems of preschool education.
17. Implementation of self-education and self-education.
18. Professional competence in the 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, skills, abilities) 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 pupils' parents.

EXPERT EVALUATION SHEET OF PROFESSIONAL PERFORMANCE RESULTS

SENIOR PRE-SCHOOL EDUCATION (Highest category)

FULL NAME. senior educator _______________________________________________________________

Position, place of work ___________________________________________________________________

Criteria	Indicators		The list of documents and materials of the folder of professional achievements for the analysis of the results of the professional activities of the senior educator

1. The effectiveness of educational activities Highest score - 16	1.1. There is a positive trend in the results of educational activities based on the materials of external control (for the last three years)		cumulative	Materials of external control results (copies of inspection reports).
1.2. The qualification level of the teaching staff (for the last three years): The results of professional growth of teachers are stable The growth of the professional activity of teachers is traced		electoral	Table of the qualification level of teachers (for the last three years).
1.3. Morbidity (missed by one child due to illness) on average for 3 years (excluding chronic diseases): - positive dynamics of morbidity is not traced, the results of attendance are stable There is a decrease in the incidence		electoral	Table for monitoring the incidence of children.
1.4. Lack of injuries (in the inter-certification period)			Medical control materials.
Total for the first criterion:
2. Quality of documentation Highest score - 6	2.1. The state of planning documentation (in accordance with functional responsibilities)		cumulative	Methodical office documentation
2.2. Internal control documentation status (in accordance with functional responsibilities) The documentation is presented in full, meets the requirements, reflects positive changes and achievements in methodological work		Internal control flow charts, analytical reports
Total for the second criterion:
3. Use of educational technologies in the educational process Highest score - 14	3.1. The effectiveness of the use of educational technologies: - there is a positive dynamics of the level of mastering certain skills and abilities, the development of which the educational technology used is aimed at Didactic and methodological materials on the applied technology have been developed		cumulative	Analytical materials confirming the monitoring of the effectiveness of the introduction of technology in the educational process. Developed educational and methodological materials on the technology used.
3.2. Using health-saving technologies: Increased health index Increasing the level of psychological comfort of pupils' stay in a preschool educational institution		Medical examination materials. Materials of psychological research
Various forms of ICT are used in educational activities (presentations, Internet resources, electronic reference books and encyclopedias, etc.), contributing to the enrichment of educational activities		Analytical materials on the use of ICT as a means of information support for educational and diagnostic activities
Total for the third criterion:
4. The effectiveness of the participation of preschool teachers in events at various levels Highest score - 6	4.1. The results of the participation of preschool educational institutions in competitions, festivals of pedagogical skills, etc. (over the past 3 years) *: Educators - participant (s) of the municipal level Educators - participant (s) of the regional level Educators - participant (s) of the federal level		cumulative	Table of results of the participation of preschool teachers in events (for the last three years). Copies of diplomas, certificates, certificates of participation of teachers in events.
Total for the fourth criterion:
5. Effectiveness of interaction with society Highest score - 5	5.1. Interaction with the parents of pupils: The presence of a plan for interaction with the parents of pupils, reflecting the active participation of parents in educational activities; Using various forms of interaction with parents (conversations, consultations, meetings, questionnaires, testing, contests, seminars, holidays, etc.)		cumulative	Questionnaires, tests, etc. Analytical materials on working with parents. (swapped) Plan of interaction with the parents of pupils. Methodological development of various forms of interaction with the parents of pupils
5.2. Interaction with social institutions: Availability of a plan of joint activities with social institutions (school, library, museum, theater, etc.)		Plan (program) of joint activities with social institutions. Analytical materials on working with social institutions.
Total for the fifth criterion:
6. Generalization and dissemination of their own teaching experience Highest score - 6	6.1. Theoretical presentation of one's own pedagogical experience (participation in scientific and practical conferences, pedagogical readings, posting materials on the Internet, etc.) At the municipal level At the regional level		electoral	Copies of publications, title pages and table of contents (content) of the publication. Internet sources.
6.2. Practical presentation of one's own pedagogical experience (speeches at teachers' councils, meetings of the Moscow region, etc., master classes, pedagogical workshops, seminars, etc.): At the municipal level At the regional level At the federal and international level (one position is evaluated, the more significant)		electoral	Documents confirming the senior educator's practical presentation of their own pedagogical experience: letters of thanks, copies of the minutes of teachers' councils, MO meetings, programs of methodological (scientific and methodological) activities, reviews, certificates of participation, etc.
Total for the sixth criterion:
Highest score - 6	7.1. Participation in the implementation of innovative and (or) social projects (programs): At the OA level At the municipal level At the regional level (one position is evaluated, the more significant)		electoral
7.2. Innovation results Participation in the development of innovative and (or) social projects (programs) There are positive results of innovation (introduction of new teaching models, technologies, programs, etc.)		cumulative	A copy of the program of innovative and (or) social projects. Analytical materials on the results of the participation of a senior educator in innovative activities.
Total for the seventh criterion:
8. The results of continuous professional self-development (over the last 5 years) Highest score - 16	8.1. He mastered additional professional training programs in the amount of: Over 72 hours (total hours)		electoral	Copies of documents confirming the development of advanced training programs and software modules.
8.2. Self-education work of a senior educator Having a plan (program) for self-education - generalization of intermediate and final results of self-education activities		cumulative	Table "Data on self-educational activities". Copies of the developed materials, description of didactic aids, copies of author's publications - the results of self-educational activities.
At the OA level At the municipal level At the regional level At the federal level		cumulative	Copies of documents confirming participation in professional competitions.
Total for the eighth criterion:
9. Results of electronic testing Highest score - 20	9.1 Percentage of test items completion:		Conclusion on the results of electronic testing.
The highest score on all criteria - 95	TOTAL (number of points):

* - if the teacher is a winner or prize-winner - + 0.5 to the points of the corresponding level

** - if the attested carried out expert activities during the certification of teachers for the qualification category - 3 points are additionally counted (the position is not mandatory)

Rating scale:

Expert ________________________ / ___________________ /

Certified ____________________ / ___________________ /

The personality of the teacher becomes the decisive factor in the development of the child.

The profession of a preschool educational institution 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 that are in demand by modern society.

The following personal and professional qualities and competencies of the educator come to the fore today:

a clear vision of the 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 the spiritual and physical health of children;
showing care for the development of the individuality of each child;
the ability to create and constantly enrich the cultural-information and subject-developing educational environment;
the ability to work with the content of education and a variety of 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, to assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the opportunities and needs of children;
the ability to self-education, self-cultivation of personal structures of consciousness, giving a humane meaning
activities of the teacher.

Against the background of updating the content, principles of building the educational process, introducing various models of organizing the education of preschoolers, the contradiction between the required and real 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 pupils and their parents, to choose the forms and methods of education, training, development of preschoolers in accordance with the adopted goals. education.

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

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-research, experimental and experimental activities;
results of work to reduce the incidence of diseases in children;
results of work to increase the interest of pupils in visiting preschool educational institutions;
the level of development by children of the general education program of preschool educational institutions;
ensuring safe conditions for children to stay in preschool educational institutions;
the quality of the organization of the developing environment of the group;
the results of pupils' participation in events of various levels;
teacher rating among parents;
generalized pedagogical experience;
availability of scientific and methodological materials;
participation in scientific and practical conferences, pedagogical readings, in the work of GMO, RMO, MO DOE, sections,
teachers' councils;
conducting open classes, master classes;
professional activity of the teacher: leadership of the Ministry of Education, creative group; participation in organizing committees, jury of competitions, certification commissions; support of students' teaching practice;
participation in professional competitions;
encouragement of the teacher in the inter-certification period.

Possession of modern educational technologies and methods, the effectiveness of their application.
Contribution to improving the quality of education, dissemination of their own experience.
The results of the development of students, pupils of educational programs and indicators of their dynamics
achievements.
Awards and recognition for success in professional activity.

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

The very definition of the concept of "competence" reflects various aspects of the teacher's professionalism.

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

setting goals and objectives of teaching activities;
motivation for learning activities;
providing an information basis for pedagogical activity;
developing programs and making pedagogical decisions;
organization of educational activities.

The description of the relevant competencies and the parameters of their assessment made it possible to present a professional standard of pedagogical activity, thereby setting an "activity-oriented criterion basis for assessing the quality of professional activity and certification of pedagogical workers." Evaluation of each of the parameters in points allows you 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.

This principle determines the need to identify indicators and criteria for assessing each of the selected parameters, which allow differentiating teachers by skill levels.

Practice shows that the presence of scientifically grounded, experimentally verified criteria that have a high correlation with the practice of pedagogical activity is a necessary condition for the objectivity of an expert's evaluation activity. 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.

The analysis of various approaches to assessing the quality of the professional activity of teaching staff allows us to single out various criteria for its effectiveness:

This criterion also does not reflect the qualitative essence of the teacher's activities, its results, is not associated with the personal and professional qualities of the teacher.

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

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

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

the teacher's personal attitude to this area of \u200b\u200bactivity,
the level of his general culture,
professional knowledge and skills,
possession of certain techniques 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 indicators of the qualifications of teachers, developed by the team of authors of the Oryol Institute for the improvement of teachers.

Personality Competence

Indicator: "General culture".

The assessed parameter: "Literacy and accessibility for understanding the statements of the teacher, the culture of speech."

Competence in the field of setting goals and objectives of pedagogical activity

Indicator: "The ability to set goals and objectives of 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 the choice and formulation of indicators and criteria for assessing the quality of the professional activity of teachers, but also the problem of determining the optimal forms of carrying out certification activities remains controversial. 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 quite justified, as an attempt to stop the devaluation of titles, degrees, categories.

At the same time, we must not forget about the real staffing situation in the country's preschool educational institution.

We also consider limited approaches to assessing the quality of professional activity based on only one of the methods: portfolio analysis, open classes (other forms of organizing the educational process), essay, presentation. A holistic view of the teacher's work, his personal and
professional qualities can only be compiled 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, data on diagnostics of his competencies, analysis of the productive activities of children, planning and materials for classes, summaries of activities) (see Appendix 2).

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

* * *

Appendix 1: Forms of presentation of the results of pedagogical activity

There are two types of advanced teaching experience:

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

Criteria for assessing advanced teaching experience

High performance. Best practices should give good results - high quality of teaching, upbringing, and development of children.

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

Also important orientation of experience to the latest regulatory requirements (orders, orders) of the federal and regional levels.

Stability - preservation of the effectiveness of the experience under changing conditions, the achievement of high results for a sufficiently long time.

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

abstract (from Lat. refero - I report, I inform) - a summary in writing or in the form of a public presentation of the content of the book, scientific work, 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:

Introduction. In the introduction, the choice of the topic is justified, initial data on the problem under consideration can be given, information about the authors dealing with this problem (full name, specialty, academic degree, academic title), the problematics of the chosen topic, its theoretical and practical significance are revealed.
Main part. Description of teaching experience.
Output. A general conclusion is made on the problem stated in the abstract.

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

the level of erudition of the author on the studied topic (modernity and timeliness of the problem considered,
the degree of familiarity of the author of the work with the current state of the studied problem, 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 proficiency in the topic and the practical significance of the issue under study);
the nature of the abstract (the consistency of the presentation of the material, the literacy of the author, the correct design of the work, the compliance of the abstract with standard requirements).

Report on the work done. The results of the work, the results of summarizing the experience can be drawn up in the form of a report.

The following requirements are imposed on the report:

clarity of construction;
logical sequence of presentation of the material;
convincing argumentation;
brevity and accuracy of wording;
the specificity of the 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,
list of references,
applications.

The main body 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).

Applications include supporting material:

digital data tables;
examples of assignments, lecture notes, diagnostic materials;
illustrations of an auxiliary character.

The teaching aids can be divided into groups:

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

Appendix 2: Analysis of the outline of a lesson in kindergarten

Author__________________________
Name_______________________
Topic__________________________
Educational area _______________
Children's age__________________________

Stage of the lesson: Organizational moment

Estimated parameters:

Methods for organizing the work of children in class:

The essence of the techniques used (what techniques were used: "turning on" long-term educational motives; awakening the interest of children; attracting attention through the use of surprise moments; using "disciplinary" methods).
Assessment of the techniques chosen by the teacher (compliance with the age of the children; efficiency; compliance with the plot of the lesson, the goals of the children in the lesson, program tasks)

Stage of the lesson: Motivational and indicative

Estimated parameters:

The purpose of the work of children in the lesson:

What was the basis for the formulation of the goal (problem situation; educational task; practical (creative) task, etc.).
The formulation of the goal by the children (clarity of the formulation; the degree of awareness and acceptance of the goal by the children; the degree of children's participation in the consideration of the problem (educational task), the formulation of the goal of the forthcoming work).
The objectivity of the target 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 foundations of children's activities in the classroom:

The teacher's orientation towards creating a motivational basis (achieves understanding and acceptance by children of the goals and objectives of the lesson, formulates the criteria for achieving goals, knows how to arouse interest in various types of activities, in the transmitted information).
Reliance on personal motives (the desire for communication, self-realization, self-affirmation, satisfaction), cognitive interest, the emotional sphere of children (the desire to take part in the fate of the character, help comrades, please loved ones with their work, etc.). Ability to build assignments so that children feel their success.
Formation of the foundations of motivation for learning (demonstration and organization of the practical application of ZUN, competencies; showing the role of learning in human life; acquaintance with examples of learning in the life of people who are significant for the child; demonstration of the child's achievements in learning, creative and practical activities, etc.)

Stage of the lesson: Search

Estimated parameters:

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

Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; methods of activating thinking; the ratio of monological and dialogical forms of communication).
The degree of children's participation in drawing up a work plan, independence in the choice of forms of work, materials

Stage of the lesson: Practical

Estimated parameters:

Forms of organizing children's activities:

The rationality of the choice of methods (the correspondence of the methods used and organizational forms of work to 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, activity, the ratio of collective (group), subgroup and individual forms of work).
The ratio of reproductive (story, showing, explanation, etc.) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, competitions, projects, setting and solving cognitive, creative, practical and game tasks, tasks for the development of mental processes) methods, techniques for enhancing the creative abilities of children, curiosity.

Educational opportunities of content (solving problems of moral, aesthetic, personal development).
Integration (integration of various types of activities, forms of work with children, content of educational areas).
Compliance with didactic principles (systematic presentation of material, compliance with age, program, objectivity, accessibility, clarity, relevance, novelty, problematicity, optimality of the volume of material).
The unity of the structure of the lesson (consistency of the storyline throughout the entire lesson, the presence of a logical connection between the forms of work, fragments of the lesson, the preservation of target attitudes, motivation, interest and a meaningful attitude to work).

Methodical, didactic and technical equipment:

Rational choice of materials (compliance with age, interests of children, aesthetic and sanitary requirements, ease of placement, a 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, TCO, visibility).
Use of author's didactic and (or) methodological developments in the lesson.

Compliance with sanitary and hygienic requirements:

Compliance of the duration of the event with age standards (compliance with the time frame, rationality and efficiency of using the time of the lesson, optimal pace).
The teacher's communication style with children as one of the factors of children's psychological comfort (authoritarian, democratic, permissive).
Alternation of types of activity during the lesson (compliance with the requirements for the volume of motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that provide relaxation, the teacher's ability to adjust the forms and volume of work in accordance with the well-being of children)

Stage of the lesson: Reflexive-evaluative

Estimated parameters:

The analysis of the notes was performed by ______________________ (name of the expert)

Home and life. Psychology. Technics. State. Finance. Health. the Internet

Expert assessment of the professional activity of the preschool teacher. Assessment of the quality of the professional activity of the educator

The personality of the teacher becomes the decisive factor in the development of the child.

The following personal and professional qualities and competencies of the educator come to the fore today:

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

This principle determines the need to identify indicators and criteria for assessing each of the selected parameters, which allow differentiating teachers by skill levels.

The analysis of various approaches to assessing the quality of the professional activity of teaching staff allows us to single out various criteria for its effectiveness:

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

Personality Competence

Competence in the field of setting goals and objectives of pedagogical activity

At the same time, we must not forget about the real staffing situation in the country's preschool educational institution.

Appendix 1: Forms of presentation of the results of pedagogical activity

Criteria for assessing advanced teaching experience

Appendix 2: Abstract analysis

Stage of the lesson: Organizational moment

Estimated parameters:

Stage of the lesson: Motivational and indicative

Estimated parameters:

Stage of the lesson: Search

Estimated parameters:

Stage of the lesson: Practical

Estimated parameters:

Stage of the lesson: Reflexive-evaluative

Estimated parameters:

Literature

The personality of the teacher becomes the decisive factor in the development of the child.

The following personal and professional qualities and competencies of the educator come to the fore today:

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

This principle determines the need to identify indicators and criteria for assessing each of the selected parameters, which allow differentiating teachers by skill levels.

The analysis of various approaches to assessing the quality of the professional activity of teaching staff allows us to single out various criteria for its effectiveness:

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

Personality Competence

Competence in the field of setting goals and objectives of pedagogical activity

At the same time, we must not forget about the real staffing situation in the country's preschool educational institution.

Appendix 1: Forms of presentation of the results of pedagogical activity

Criteria for assessing advanced teaching experience

Appendix 2: Analysis of the outline of a lesson in kindergarten

Stage of the lesson: Organizational moment

Estimated parameters:

Stage of the lesson: Motivational and indicative

Estimated parameters:

Stage of the lesson: Search

Estimated parameters:

Stage of the lesson: Practical

Estimated parameters:

Stage of the lesson: Reflexive-evaluative

Estimated parameters: