The technology of developing an individual program is professional. Regulatory and methodological requirements for the development and implementation of vocational training programs and additional professional programs Vavilov

EXPLANATORY NOTE.

The modern education system needs highly educated and highly qualified specialists capable of professional growth and professional mobility in the context of informatization of society and the development of new technologies. The educational environment of the school contributes to the formation and development of a modern teacher as a professional and creative person with a high level of competence.

The individual teacher development program was developed on the basis of the program of the center for professional development of a school teacher, which ensures teacher self-determination.

Purpose of the program - development of the teacher's skills for the disclosure and effective use of personal resources, their own potential for successful self-realization.

Tasks:

Explore modern literature and Internet sources on the topic of self-education;

Get acquainted with innovative teaching methods of teachers of Bugulma and other teachers of the country.

Master the diagnostic and monitoring techniques;

To ensure the introduction of modern innovative technologies for the formation of educational - cognitive, communicative and informational competencies of students, the development of personal and regulatory UUDD.

Improving the quality of teaching and upbringing at school directly depends on the level of training of teachers. This level must constantly grow and plays a significant role hereteacher self-education:

1. Formation and improvement of competence in the development of methodological, didactic materials, taking into account the leading modalities and abilities of students .;

2. Formation of pedagogical competence in the field of motivating students to form a value attitude towards their health and all life on Earth;

3. Improving pedagogical competence in organizing a health-preserving educational environment;

4. Formation of pedagogical competence in the field of providing the information basis of pedagogical activity: mastering modern pedagogical technologies;

5. Formation and improvement of pedagogical competence in the organization of the educational process using ICT.

6. Formation of pedagogical competence in the field of motivating students to improve personal and regulatory ECD.

Students:

I. Improving the quality of education in connection with the formation of educational and cognitive competence, which can be expressed through:

1. increasing the number of students studying at "4" and "5";

2. increasing the number of participants and winners of distance Olympiads in subjects;

3. increasing the level of positive motivation for learning, which can be traced according to the results of diagnostics;

4. Involvement of students in extracurricular activities, as a guarantee of all-round personality development and self-esteem.

5. Formation of research competence as a component of educational and cognitive competence, which can be traced by the results of diagnostics.

II. Changes in the relationship "teacher - student", "student - student" in the direction of cooperation.

III. Improving students' self-regulation skills, ensuring self-regulation of educational activities: goal-setting, planning, forecasting, control, correction and assessment, as an indicator of regulatory and personal ECD.

IV. Mastering students of skills of working with various sources of information.

Main directions of activity:

Development of professional competence;

Methodical work;

Innovative activity;

Extracurricular activities.

For each area, there are indicators, activities and deadlines. Pedagogical activity is aimed at achieving high methodological excellence and the dissemination of pedagogical experience. The teacher implements the idea of \u200b\u200bcontinuous enrichment of the informational, communicative culture of the student at the expense of individual, creative, constructive activity in the process of mastering school subjects.

The tasks are solved as a result of the educational process through the practical implementation of educational programs that determine the goals, objectives, content of training; software, methodological and technical support; principles of program implementation and criteria for evaluating their effectiveness. Their combination and systemic application allow the formation of communicative, social and subject competence.

Methodical theme: "Development of cognitive activity in chemistry lessons." In preparation for the transition of educational institutions to the second generation FSES, the priority goal of school education, instead of a simple transfer of knowledge, skills and abilities from teacher to student, is the development of the student's ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, that is - formation of the ability to learn. The student must himself become a designer and builder of the educational process.

The leading role is assigned to design technology, which contributes to the creation of conditions for the formation and development of internal motivation of students for a better mastery of general computer literacy; increasing the mental activity of students and the acquisition of logical thinking skills on problems related to real life; speech development of students, improvement of communicative competence in general; development of individual characteristics of students, their independence, the need for self-education. More effective solution of the problems of education, development and upbringing of the personality of students; changes in the role of the teacher in the educational environment.

The individual educational program includes:

Continuing education;

The concept of a personality-oriented approach;

Motives for the development of professionalism;

Unified educational space.

Algorithm for writing an individual educational program:

Diagnostics of the teacher's professional skills, self-determination;

Drawing up and correction of an individual educational program;

Implementation of an individual educational program;

Reflective analysis of the implementation of an individual educational program.

The following indicators testify to the teacher's professional development, the effectiveness of the methodological system, and the quality of the educational process:

∙ victories and prizes of students in children's creative competitions, festivals, subject Olympiads from municipal to regional levels;

∙ active participation and prizes of students in the annual scientific and practical conference;

∙ active participation and prizes of students of my class in district, city and regional projects;

∙ publication of students' creative works on the school website;

∙ high level of competencies formed among students;

∙ high quality of students' knowledge in the subjects taught by me.

Rehabilitation of disabled people is a system and process of full or partial restoration of the ability of disabled people to everyday, social and professional activities. Rehabilitation of disabled people is aimed at eliminating or as fully compensating for disabilities caused by health disorders with persistent disorders of body functions, in order to socially adapt disabled people, achieve material independence and their integration into society (Article 9 of the Federal Law "On Social Protection of Disabled People in the Russian Federation "Dated 24.11.1995, No. 181-FZ, with amendments and additions as of 31.12.2005).

The main areas of rehabilitation for disabled people include:

Rehabilitation medical measures, reconstructive surgery, prosthetics and orthotics, spa treatment;

Vocational guidance, training and education, employment assistance, industrial adaptation;

Socio-environmental, socio-pedagogical, socio-psychological and socio-cultural rehabilitation, social adaptation;

Physical culture and recreational activities, sports.

The implementation of the main directions of rehabilitation of persons with disabilities provides for the use of technical and other means of rehabilitation by persons with disabilities, the creation of the necessary conditions for the unimpeded access of persons with disabilities to facilities of engineering, transport, social infrastructure and the use of means of transport, communication and information, as well as providing persons with disabilities and their family members with information on rehabilitation issues. disabled people.

In the complex of rehabilitation measures, an important place is given to the psychological aspects of rehabilitation, which are extremely important in the implementation of programs for both medical, professional and social rehabilitation of disabled people.

The system of rehabilitation of disabled people includes the following interrelated constituent elements: 1) scientific views, ideas and ideas; 2) the legislative and regulatory framework in the field of rehabilitation; 3) scientific and scientific and technical developments; 4) a set of measures, means, techniques and methods of rehabilitation; 5) rehabilitation programs, including: at the federal level - the federal basic program for the rehabilitation of disabled people; at the regional level - regional basic programs and regional comprehensive (or targeted) programs for the rehabilitation of persons with disabilities; on an individual level - an individual rehabilitation program; 6) rehabilitation service, including rehabilitation and rehabilitation type institutions and organizations of different departmental subordination (health care, general and vocational education, culture, labor and social development, etc.); 7) governing bodies of the state service of rehabilitation; 8) the rehabilitation industry; 9) public organizations of disabled people and organizations protecting the rights of disabled people; 10) a system of information support for the problems of disability and disabled people, etc.

There are three stages in the rehabilitation process:

1) the stage of rehabilitation treatment (restoration of biomedical status), aimed at restoring the impaired functions and health of patients and invalids. According to WHO experts, in 87% of patients, rehabilitation ends at the first stage, when the patient, as a result of recovery or full compensation of the impaired functions, returns to normal activities;

2) the stage of socialization or resocialization (restoration of individual and personal status), aimed at the development, formation, restoration or compensation of social skills and functions, ordinary types of life and social and role attitudes of a disabled person;

3) the stage of social integration or reintegration (restoration of social status), aimed at providing assistance and creating conditions for disabled people to include or return to normal living conditions together and on an equal basis with other members of society.

Each of the stages of rehabilitation has its own specific goals and objectives, differs in measures, means and methods of rehabilitation impact.

Portfolio method
In the changed conditions of individualization and personal orientation, the basis of professional and educational activities is becoming an individual vocational and educational program, developed by each student and allowing to reveal the individuality of the student both in terms of his personal characteristics, and in terms of the goals of his professional and personal development, and in the aspect of organizing educational and self-educational activities.
The specificity of an individual vocational educational program is to overcome the contradictions between the normative requirements for the education of all (requirements of the Federal State Educational Standard) and the individual orientation of education, as well as between vocational training and, in fact, professional activity. The planning of independent work is of particular importance in the construction of an individual professional educational program.
To do this, in the individual vocational and educational trajectory, the individual goals of vocational education are indicated (which, of course, should be broader than the requirements of the standard), the volume and quality indicators of the material to be studied, the tasks performed are also indicated there; terms and forms of reporting for each section (subject). Also, the individual program may indicate the forms and methods of organizing education, the area of \u200b\u200bresponsibility of the student and teacher.
The development and implementation of individual vocational education programs has a long history of application in the Western (in particular, American) vocational education system, where it was called the "training contract". The study contract is developed over a whole semester under the guidance of a tutor (student's advisor), then it is approved by the college management and becomes a legal document. In the study contract, in addition to the order of studying subjects (disciplines, modules), the volume and quality indicators of the assistance provided by the university in the process of the individual program being studied and, on the contrary, the student's obligations to prepare final documents (reports on research and practical activities) are indicated. Some areas of assistance are the provision of information resources, as well as psychological counseling and training.
In the context of a modern Russian pedagogical university, the design of an individual professional educational program in the form of a "portfolio" looks more promising. Initially, this was the name of a set of documents related to any area of \u200b\u200bprofessional activity. Specifically, an educator's portfolio may include:
... a set of documents documenting professional development (diplomas, certificates, diplomas, characteristics, recommendations, etc.);
... methodical "portfolio" - descriptions of the methods of work used with an analysis of their effectiveness, the most successful methodological developments, examples of creative or other works of children;
... description of the process and results of work with the mentor (expected goals of the work, plans, programs, results of supervision of the supervisor and assessment of the work on his part);
... results of attestations and other types of work assessment.
In addition, depending on the goals of collecting the portfolio, other documents, including those related to the personal development of the teacher, may be included in it. In general, there are three typical goals and, accordingly, portfolio models:
1. Assistance in vocational and educational certification. The basis of the portfolio, in this case, is the systematic presentation of objective evidence of professional activity. It is good if videos of the activity are presented, accompanied by reflective commentary. Another section of the portfolio is documents that reflect the official performance assessment. These can be characteristics, certification results, conclusions, reviews, etc. The last section - documents reflecting the level of education or qualifications.
2. Reflection of the professional path, views and plans of a specialist. Such a portfolio is collected as a "methodological piggy bank", a reflection of the development of a person's views on their profession. It is better if the materials are collected by the years of work. In this case, it is easier for the teacher to trace the dynamics of his development, change in views on himself and the profession, methods and approaches. During the year, examples of the use of methods and methodological techniques, plans and programs of their work and the work of children, fragments of lessons, educational activities, abstracts of literature, articles, book reviews, etc. are added to the portfolio. At the end of the year, an analysis of the level of achievement of the set goal and all work is carried out.
3. Assistance in the professional development of the teacher. The portfolio reflects the basic, “basic” principles of the professional development of this specialist. The portfolio includes certification and analysis papers related to professional development, internships, self-study, mentoring, or creative team activities. As you work, abstracts, videos, resumes, photocopies of articles, etc. are added to the portfolio. One of the sections of the portfolio can be devoted to improving the efficiency of the methods used and mastering new techniques and technologies.

An individual development plan, an example of which we will consider below, is a tool with the help of which an employee purposefully and systematically develops the necessary qualities and skills. By itself, the IPR is a specific document that indicates specific development goals and specific actions with which you can achieve them.

Company benefits

That is why in most modern companies an individual development plan is drawn up for each employee. An example of such a document will be presented below. With its help, you can implement several tasks at once:

• the employee begins to engage in his development in a more systematic and purposeful manner;
• coordination of work and development goals is ensured;
• opportunities for control and self-control appear;
• specific and general ideas of self-development are transferred to the level of implementation of specific actions;
• analysis of their weaknesses and strengths is carried out.

In the overwhelming majority of cases, IPR is used by large companies as a tool for self-development of managers working in the personnel reserve. But this does not mean that it is ineffective as an independent technique, since, when used correctly, it plays a very important role in improving the performance of personnel.

Employee benefits

For the employee, the example of which he receives in his hands is beneficial as follows:

• it allows you to timely prepare for any new projects, positions or upcoming changes in the organization;
• self-organization is ensured, since in the presence of an IPR it is much easier to include in your work or life plans any actions and events that help to achieve specific goals;
• identifies priorities and highlights that need to be addressed in the development and learning process.

Due to the systematic use of IPR, it is possible to determine the managerial potential of the company, as well as to predict the main opportunities for its further development. Also, more experienced employees are involved in monitoring development and learning processes. Knowing an individual development plan, an example of which is issued to each manager, the company can engage in a more accurate HR policy.

Among other things, with the help of the IPR, the focus of the efforts used within the company strategy is provided. By contributing to the development of the IPR using internal and external consultants, the company provides assistance to managers in prioritizing and placing emphasis during training and development in accordance with the chosen tactics.

How to compose it?

To ensure a real effect using an individual development plan, an example of it should be a competent specialist with experience and skills in carrying out such work. Basically, the drafting includes three main stages.

Preparation

The employee studies the report on the results of the assessment (if it was carried out), after which he receives and studies the main recommendations related to development from the manager, conducts an independent definition of development priorities, and, if necessary, consults with internal or external consultants. What if you can't draw up an individual development plan yourself? An example of such a document can be suggested by a development and training specialist who is present on the staff of most large organizations.

Drafting

The employee fills out the table, indicating the priorities for his own development, and also draws up a map of developmental actions, which clearly indicates when and how he will engage in the development of the necessary skills.

Agreement

The consultant or supervisor reviews each individual employee development plan. Examples of such a document are widely available, so it will not be difficult for an employee to draw it up on his own. After that, the authorized person makes the necessary changes if necessary.

Statement

A ready-made individual development plan for an employee, examples of which can be found in specialized printed publications, which have been approved by consultants, is sent to managers or representatives of the HR department for final approval.

Areas of development

Among the main areas of development in the IPR, the following are often indicated:

• Developing skills in the workplace. The employee deals with various changes in the work process that can contribute to the improvement of his competence.
• Completing special assignments or projects. After an individual employee development plan has been drawn up (example above), the employee is entrusted with the implementation of a project that requires an increased level of competence from him.
• Learning from the experience of others. More competent employees are monitored, after which a new individual development plan for a specialist is filled out. More experienced colleagues can also suggest an example of filling.
• Search for feedback. The employee discusses his own work with subordinates and colleagues, considering it from the point of view of his competence.
• Self-study. An in-depth analysis of his work is carried out, after which the employee independently searches for some more effective solutions that could improve his work in the company.
• Trainings. The person takes part in various training programs.

Thus, this tool is versatile. Some people even make an individual plan for the development and life of the child. An example of such a document will be suggested by psychologists, doctors and many other specialists.

What should an example contain?

IPR often includes a specific list of activities required to develop specific skills in a specialist. Depending on the field of activity of a particular organization and its scale, such a list can be extremely diverse and, in addition to other data, include the following:

• direct training of new skills in your organization, as well as getting them outside of it;
• participation in any projects where the employee can gain valuable experience for himself;
• staff rotation;
• conducting an internship;
• mentoring, mentoring and coaching;
• performing any additional assignments, tasks and roles;
• passing optional or mandatory certification.

In the vast majority of cases, development plans do not include any tasks that relate to the achievement of specific KPIs or specific targets.

Timing

For newcomers, in the overwhelming majority of cases, it is customary to set plans for a period of about six months, and for already working employees, this time period can reach a year. For HiPO or employees with increased potential, such a plan can be drawn up immediately for a period of three to five years.

At best, the provision on personnel training or some other document should include not only the steps of the career ladder, but also the criteria by which the professional skills and knowledge of a specialist are assessed. Thus, employees, together with the manager, can assess their current competence and determine what needs to be developed to achieve the next career step.

Development of civil servants

In practice, it has been repeatedly proven that the use of IPR in government structures is an integral element of management and improvement of staff performance. With the help of this tool, a significant increase in the professional level of a specialist is ensured, which is important not only for the employee himself, but also for the government department in which he works.

An individual development plan for a specialist, an example of which you can see in the article, is a document that describes the main development goals and a specific list of actions necessary for a civil servant to perform. At the same time, the coordination and approval of such documents is somewhat different from the above procedure.

How are they compiled?

To begin with, an example of an individual development plan for a manager or employee is drawn up. In accordance with the official regulations, it should be developed for approximately three years.

If a person then the plan of individual development indicated by him is approved. This procedure is carried out by the management of the organization for three months after the official was appointed to his position.

When an individual plan of a civil servant is drawn up (an example of a document is available at any enterprise), it should include the following characteristics of a person:

• education;
• work experience in your profession;
• the quality of knowledge, skills and abilities;
• personal aspirations.

This is only a basic list of information that is taken into account when drawing up this document. Individual development plans for civil servants, an example of one of which is given in the article, includes an indication of the duration of receiving additional education, as well as its main direction and expected effect.

How are they approved?

The approval of such documents is carried out by the heads of bodies or individual departments, depending on which category this or that civil servant belongs to.

The compilation of the IPR is carried out in two copies, with one of the forms being sent to the employee's personal file, while the second is handed over to him. That is why, when an individual development plan is drawn up, an example of filling out should be mandatory so that you do not make any mistakes, and the damaged document is not entered into your personal file.

In order for the employee's dreams of any titles, scientific degrees or internships abroad to become more real, he must draw up his own development plan for the next three years under the strict guidance of his immediate supervisor. Therefore, you can always motivate your employees with potential development within the company, constantly showing that they still have room to grow.

What does it include?

An example of an individual plan for the professional development of a civil servant is primarily a specific list of activities aimed at the managerial and professional qualities of an employee. The main types of such events are as follows:

• Educational. They are aimed at ensuring that the employee receives some new knowledge that may be useful to him in the performance of his immediate duties.
• Developing. They are used to improve a person in his professional field and acquire new skills. Thanks to such events, the employee embraces new horizons of his work and can perform a wider range of tasks.
• Fastening. Activities designed to practice skills that an employee already has or has recently acquired.

It should be noted right away that examples of an individual development plan for an employee in terms of competencies should be separately compiled for each specialist, since the main task of this document is to determine personal discrepancies between what level an official has at the moment and the one that is needed from him in higher positions ...

The basis for the preparation of the IPR includes a number of assessment procedures, which also include a personal interview between the boss and the employee himself. In each individual case, its imprint is also imposed by the specifics of the activities of the civil servant, as well as the position he holds.

What do you need to know?

In the standard version of the filling, the individual development plan includes three main elements that will develop in a civil servant: skills, knowledge and skills. The toolkit that will be used in the process of implementing the drawn up plan of individual development can have an extremely wide range, and its list directly depends on the results of the assessment of the abilities of a particular specialist.

Quite often, individual professional development plans include attending various external or internal trainings aimed at improving qualifications, as well as all kinds of tasks, which are mainly of a managerial nature. The main elements of internships, as well as the level of complexity of the official tasks delegated to this official, are indicated as a separate item. In general, they are much more difficult compared to those that they encountered while performing standard duties.

Main aspects of drafting

In the process of drawing up an individual plan, not only the education of the employee and his personal goals are taken into account, but also the tasks of the corresponding structural unit. In other words, the knowledge that an employee is going to gain should be relevant to his performance. It is worth noting that a civil servant has the opportunity to receive additional professional education not only with a partial separation for up to three working days a week, but even with a certain complete separation from the performance of his immediate duties.

The following can be indicated as the main directions of additional professional education:

• legal;
• managerial;
• planning and financial;
• organizational and economic;
• linguistic;
• information and analytical.

And all this is just a basic list of areas that can be included in the individual plan of an official. For example, some specialists may indicate in their plan the need to learn a foreign language, and this is really required by most of them. A number of other measures are envisaged aimed at the professional development of civil servants, among which the following can be noted:

• postgraduate studies;
• obtaining higher education;
• participation in symposia, scientific and practical conferences, round tables and other events.

Among other things, today the desire for self-development is highly welcomed, which also needs to be taken into account.

The personnel service of a particular department develops an example of an individual manager's development plan. Every year, it must deal with the formation of applications for training for civil servants within the limits of the available state order for conducting advanced training, internships or professional retraining. At the same time, he may indicate that, for example, he has scheduled English language courses in the spring, in the summer he will give a report at a specialized scientific conference on law, and in the fall he needs to go to Foggy Albion to attend a training related to effective personnel management. It is worth noting that in this case, the civil servant does not spend anything to acquire the necessary knowledge, and attendance at such events is fully paid from the state treasury.

Individual professional development program

as an attribute of teaching excellence

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

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

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

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

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

Today we will talk about how to be and remain a professional in the new environment. It is not enough to become a professional once, in order to remain one, you need constant professional development of the personality. It is absurd to think that a teacher can teachthe student to build a trajectory of his development, if he himself does not know how to do it. Therefore, individual professional development program (IPPR) teacher, as a means of organizing continuouseducation, there is a rod and a vector of its own educational trajectory.

The objectives of the introduction of the EPPR:

Creating conditions for the teacher to realize the possibilities of continuous self-education through the organization of an open educationalspace;

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

Such a program can serve as a tool for monitoring professional achievements,since it allows the following functions:

Evaluation and incentive (real assessment of one's capabilities, the basis for calculating the incentive part of wages);

Developing in relation to the educational situation (structureprogram is a kind of reference point for possible typesteacher activity).

Thus, in the program the teachermeans:

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

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

Means for solving the assigned tasks.

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

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

The practical significance of the individual program lies in the fact that it allows you to systematize the teacher's activities, to identify the dynamics of professional growth indicators, to determine the stimulating factors, satisfaction with educational services and, as a result, to successfully pass the certification.

Algorithm for drawing up an individual program

1. Diagnostics, assessment and self-assessment of their professionalism,skills (personal qualities; the ability to set goals, objectivesteaching activities, highlight deficits and surpluses).At this stage, there isself-determination of the teacher. Therefore, you should not ignore the opportunity to "learn about yourself" from the proposed methods and surveys, which can help in more depthunderstand the teacher's motivation, his ability to develop programspedagogical activity, the ability to organize educational activities; reflexive and communication skills.The “outside view” allows you to make your self-esteem more adequate..

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

The variable content is made up of subroutines thatare aimed at solving specific problems of professional activity.

Variable part aims to meet educational needs andelimination of teacher deficiencies identified as a result of diagnostics.

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

It is necessary to clearly understand the resources of open educationalspace and see its levels - inside the college, municipal, republican, all-Russian.

4. Reflexive analysis of the implementation of an individual programs, presentation of results are also products (developed materials) and what the teacher learned.

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

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

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

CME college offers the following forms of scientific and methodological support for teachers that can help build and implement an individual professional development program for each teacher of our college. It:

-permanent seminars on topical problems of education;

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

Individual thematic consultations (in person and through the Interactive methodology cabinet);

The work of temporary creative groups on topical development issuespedagogical theory and practice, allowing teachers,focused on self-education, identify the problem of interest and take part in its solution (Laboratories);

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

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

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

We invite everyone to decide for himself in which direction he needs to develop, in what ways to receive information, how to master it. The professional development of a modern teacher should not be a duty or a formality, but a way of thinking.

, head of the Republican

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