Teacher additional education(including the eldest)

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

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

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

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

We present to your attention a typical example job description additional education teacher (including senior), sample 2017. should include the following sections: general position

, job responsibilities of a teacher of additional education (including senior), rights of a teacher of additional education (including senior), responsibility of a teacher of additional education (including senior). Job description of additional education teacher (including senior) belongs to the section "".

The job description of an additional education teacher (including a senior teacher) should reflect the following points:

Job responsibilities of a teacher of additional education (including senior)

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

An additional education teacher (including a senior teacher) must know

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

Requirements for the qualifications of a teacher of additional education (including senior)

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

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

Job description of an additional education teacher (including a senior teacher) - sample 2017. Job responsibilities of a teacher of additional education (including senior), rights of a teacher of additional education (including senior), responsibility of a teacher of additional education (including senior).

additional education

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

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

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

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

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

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

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

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

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

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

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

Structure and content of the image

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

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

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

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

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

1. The Constitution of the Russian Federation.

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

Additional education teacher:

1. Provides additional education to students and develops their various creative activities.

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

Rights

An additional education teacher has the right:

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

To protect professional honor and dignity;

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

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

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

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

Improve your qualifications;

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

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

Responsibility:

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

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

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

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

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

Additional education teacher:

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

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

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

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

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

Methodology for organizing the work of an additional education teacher

Description of "differentiation of instruction" in pedagogy

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

IN pedagogical literaturedifferentiation of learning- This:

1. 
   form of organization educational process, in which the teacher works with a group of students, compiled taking into account whether they have any significant for the educational process general qualities(homogeneous group);
2. 
   part of the general didactic system, which provides specialization of the educational process for various groups trainees. (Moscow Research Institute of School Technologies, 2005, p. 288)

1. 
   creating a variety of learning conditions for different schools, classes, groups to take into account the characteristics of their population;
2. 
   a set of methodological, psychological, pedagogical, organizational and managerial measures that ensure training in homogeneous groups.

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

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

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

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

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

By level of mental development (level of achievement);

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

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

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

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

Differentiation by level of development of abilities

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

Methodological approach: differentiated, individual.

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

Scientific concept of mastering experience: adaptive.

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

View socially - pedagogical activity: psychological and pedagogical, compensatory.

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

Predominant methods: explanatory and illustrative with programming elements.

Organizational forms: all forms.

Predominant means: programmed + electronic.

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

Target orientations:

Training everyone at the level of their capabilities and abilities;

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

Features of differentiation by level

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

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

a) external differentiation:

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

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

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

Interclass (optional, free, mixed age groups);

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

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

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

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

Learning process– Team work teachers and students to transfer and assimilate new knowledge and mastery of skills over a certain period of time.

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

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

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

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

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

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

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

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

• 
  orientation towards broad humanitarian content, allowing for a harmonious combination of national and universal values;
• 
  formation in schoolchildren of a holistic and emotional-imaginative perception of the world;
• 
  addressing those problems, topics, educational areas that are personally significant for children of a particular age and that are underrepresented in mainstream education;
• 
  development of the child’s cognitive, social, creative activity, his moral qualities;
• 
  reliance on the content of basic education;
• 
  implementation of the unity of the educational process.

• 
  approximate;
• 
  modified or adapted;
• 
  experimental;
• 
  author's.

• 
  general developmental;
• 
  specialized;
• 
  professionally oriented.

• 
  educational (informational and educational);
• 
  research;

• 
  social adaptation;
• 
  professionally applied;
• 
  sports and recreation;
• 
  developing artistic talent;
• 
  leisure.

• 
  complex;
• 
  integrated;
• 
  modular;
• 
  end-to-end.

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

Program sections:

• 
  Introduction.
• 
  Main directions and content of activities.
• 
  Conditions for the implementation of the program.
• 
  Mechanism for evaluating the results obtained.
• 
  Thematic planning (number of hours on each topic by year of study).
• 
  Contents of program sections ( summary topics of each section indicating the forms and methods of organizing educational programs).
• 
  List of references used (author, book title, place and year of publication).
• 
  Availability of reviews: internal (methodological council of the institution of additional education for children) and external (third-party organizations and educational institutions).

Requirements for a modern teacher

additional education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional education teacher:

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

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

Rights

An additional education teacher has the right:

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

To protect professional honor and dignity;

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

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

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

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

Improve your qualifications;

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

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

Responsibility:

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

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

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

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

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

Additional education teacher:

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

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

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

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

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

Methodology for organizing the work of an additional education teacher

Description of "differentiation of instruction" in pedagogy

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

In pedagogical literature differentiation of learning- This:

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

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

Differentiation of learning(differentiated approach to teaching) is:

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

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

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

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

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

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

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

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

By level of mental development (level of achievement);

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

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

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

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

Differentiation by level of development of abilities

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

Methodological approach: differentiated, individual.

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

Scientific concept of mastering experience: adaptive.

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

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

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

Predominant methods: explanatory and illustrative with programming elements.

Organizational forms: all forms.

Predominant means: programmed + electronic.

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

Target orientations:

Training everyone at the level of their capabilities and abilities;

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

Features of differentiation by level

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

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

a) external differentiation:

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

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

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

Interclass (optional, free, mixed age groups);

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

implementation of the unity of the educational process.

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

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

approximate;

modified or adapted;

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

general developmental;

specialized;

professionally oriented.

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

educational (informational and educational);

research;

social adaptation;

professionally applied;

sports and recreation;

developing artistic talent;

leisure.

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

complex;

integrated;

modular;

end-to-end.

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

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

Program sections:

Introduction.

Main directions and content of activities.

Conditions for the implementation of the program.

Mechanism for evaluating the results obtained.

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

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