Individual forms include:

Self-education;

Study of documents and materials of professional interest;

Reflection and analysis of own activities;

Accumulation and processing of material on accompanying pedagogy disciplines (sciences): psychology, valueology, teaching methods;

Creating your own folder of achievements (portfolio);

Creation of a methodical piggy bank;

Development of own visual aids;

Work on your own methodological topic that is of interest to the teacher;

Development of own diagnostic materials, monitoring on a specific problem;

Preparation of a speech at the teachers' council on the problem;

Attending classes and extracurricular activities with colleagues;

Personal consultations;

Administration interview;

Individual work with a mentor (mentoring);

Performance of individual tasks under the control and with the support of the head of the methodical association.

Forms of collective methodological work:

Work on a single methodological theme;

Pedagogical workshop;

Theoretical seminars (reports, messages)

Disputes, discussions;

Methodical weeks;

Competitions of pedagogical skills;

Management of the activities of methodological and innovative structural units created in the educational institution, as well as their interaction with each other;

Managing the interaction of educational institutions with external methodological, scientific and innovative structures;

Assistance in solving the problems of financial, economic and logistical support of innovative and methodological activities in educational institution.

Principles of activity of the innovation and methodological council of the educational institution:

Scientific approach;

Collegiality;

Openness and publicity;

planning;

Concreteness of decisions made;

The relevance of the problems discussed at the IMC meetings;

Prospective focus, predictability;

Encouragement of the initiative;

The principle of accuracy, concreteness and rhythm;

The principle of dominance (the main link)

Methodological work in an educational institution is carried out through the construction methodological service of an educational institution (MSOU), which includes a number of structures, participants, conditions and processes.

(See Appendix 1)

As you can see, there are quite a lot of options for building the structure of a methodological service. An educational institution, based on its interests, can vary the links of any model and create its own structure on their basis. The main principle of choice should be the extent to which the chosen system will contribute to the solution of the tasks facing the educational institution.

However, when choosing any structure of the methodological service, it will not bring the desired results if the basic principles and functions of management are not observed.

1.6. Methodical work management functions

Methodical work, like any activity, cannot proceed spontaneously and unsystematically. At the heart of any activity is the management of this process. What is "educational management"?

Let us turn to the concept of "management of an educational institution", given. The management of an educational institution is "a purposeful process of interaction between the total subject of management and the object of management to transfer the object to a new qualitative state, creatively using social laws in specific conditions."

The entire management process of any organization is cyclical in nature. The management cycle consists of three main stages:

Advance management;

final management;

The result of this cyclicity is that management activities are divided into a number of interrelated, but separate types of activities - management functions. Here are some definitions of this concept.

The control function (from Latin - accomplishment, execution) is a relationship between the control system and the controlled object, requiring the control system to perform a certain action to ensure the purposefulness and (or) organization of the controlled objects.

The management function is a certain type of homogeneous, regularly recurring management activity that requires the specialization of labor in the subject of management and the use of special methods and techniques for its implementation.

There are eight functions in modern educational management:

Forecasting;

Planning;

Organization;

The control;

Coordination;

Regulation;

Stimulation.

All these management functions must be fully present in the management of the methodological work of an educational institution. And it is the task of a qualified manager to implement them correctly, to select the appropriate means and methods.

Forecasting is a complex process, the correct implementation of which will depend on the entire further path of the process. gives the following definition of pedagogical forecasting - it is "a specially organized complex scientific research aimed at obtaining advanced information about the prospects for the development of pedagogical objects in order to optimize the content, methods, means and organizational forms of educational activities at different levels of education."

This definition clearly articulates the main tasks of forecasting:

Formation and structuring of goals and objectives;

Identification of possible development trajectories;

Identification of the dynamics of school development;

Approximate selection of methods and means for solving specific problems. To conduct a correct forecasting process, it is necessary to master a set of special scientific methods:

Modeling;

Extrapolation;

Method of expert assessments;

Survey of subjects of activity;

Sociometry;

Causal method;

Brainstorming method;

genetic method;

Method of historical analogies. What is the essence of these methods.

Modeling is the process of simulating future processes in an abstract form. Allows you to view the possible outcomes and consequences of an activity.

Extrapolation - the distribution of the studied retrospective trends, observations, sample data for the future.

The method of expert assessments is based on reaching agreement in a group of experts about the future development of an object or process. Causal method - based on a large amount of statistical data.

Brainstorming is the process of finding the best solution to a given problem by choosing from a maximum of a large number proposed options.

The method of historical analogies is based on finding an object with similar characteristics in the historical past and studying the process of its development on a specific issue.

There are three types of forecasts according to the degree of lead:

Short term (2-4 years)

Medium term (5-10 years)

Long term (10-20 years)

In forecasting methodological work, short-term and medium-term planning is most common. Long-term planning is poorly applicable due to high mobility environment in general and education systems in particular.

If the task of forecasting is to outline long-term goals and objectives of methodological work and indicate ways to achieve them, then planning sets specific goals and deadlines, determines the performers and those responsible. Planning is designed to ensure the structuring of the work process, to build the entire technological chain to achieve goals.

The planning process should be strictly systematized and include the following steps.

Analysis and assessment of the initial state of the system;

Identification of the main tasks that need to be solved in the planning period;

Design expected results. Mandatory in quantitative and diagnosable characteristics;

Select a set of measures to achieve the objectives;

Establish deadlines and responsible for the implementation of these activities;

Determine the volume and structure of resources needed at different stages of the plan.

The result of planning should be a specific official document of the school, mandatory for all structures and employees of the school - a plan. In the process of implementation, all other actions are performed in accordance with this document.

During planning, it is recommended to pay special attention to goals and results. As discussed above, methodological work is a very multisubjective, polystructural activity. Having correctly set the goal for all objects of methodical work, we will be able to justify the need for measures according to the plan. A formal approach to the formation of goals and objectives will lead to a lack of understanding of the entire process among teachers, and, consequently, to a careless and negligent attitude towards the implementation of the plan. The results of the work must be measurable. The choice and definition of the parameters to be diagnosed is the key to the success of the implementation of the plan. Planning in methodological work should be carried out not only in the general plans of methodological work, but also in individual planning of self-education.

The functions of planning and forecasting methodological work must necessarily comply with the following patterns:

unity of methodological service management;

a combination of centralization and decentralization in the management of the methodological service;

the ratio of the control and controlled systems;

The impact of general management functions on the final result.

These regularities determine the requirements in the entire methodological work management system and are reflected in its principles:

The principle of scientific character and analytical foundation. It involves reliance in management on the achievements of science, primarily pedagogy, psychology,

didactics, management;

The principle of systematic management. It is necessary to cover by management the totality of the integral system of methodological activity in the school;

The principle of collegiality. All decisions are made by a collegial advisory body;

The principle of horizontal coordination. Provides full interaction with the main, additional educational institutions and other interested services;

Amendments to local acts;

Changing the established terms, modes, standards of work.

“Do teachers need to study, are they ready to work on the identified problems?” - most teachers will answer positively. However, this absolutely does not mean the subsequent desire to learn, the readiness to constantly improve their skills, that is, to show some kind of activity in this direction. It is precisely how to make sure that words do not disagree with deeds - the task of the functions of delegation and stimulation.

The implementation of these functions is based on the need to motivate teaching staff for innovative and methodological work. By motivation, we will understand - a set of internal and external driving forces that encourage a person to activity and give it a certain meaning.

Delegation is the transfer of tasks and authority from top to bottom to a person or group of persons who take responsibility for their implementation. The purposes of delegation are:

Releasing managers from solving current issues and freeing up time for solving strategic problems;

Increasing the capacity of lower levels of management;

Activation of the activity of objects of methodical work.

As you can see, there are a lot of options for stimulating teachers, the task of a manager is to choose a specific incentive for a specific case.

Chapter 2. Practical foundations for managing methodological work in an educational institution

2.1. Implementation of the functions of managing methodological work in an educational institution

Updating education requires both teachers and managers to be aware of the trends of innovative changes in the system. modern education, differences between traditional, developing and student-oriented learning systems and technologies; knowledge of interactive forms and teaching methods; possession of the technology of goal-setting, design, diagnosis, design of an optimal methodological system; developed didactic, reflective, design, diagnostic skills; the ability to analyze and evaluate your individual style, as well as the features and effectiveness of the applied pedagogical technologies and their own innovative, pedagogical and methodological activities in general. In modern Russian reality, a new concept of attitude towards a person is taking shape - the concept of "human resource management". Unlike the previous concept of "taking into account the human factor", it involves the disclosure of the possibilities and patterns of human development as an integral being.

All this requires the leader to be able to organize and improve the innovative, methodological and experimental work of teachers on the basis of differentiated and individual approaches, the gradual involvement of teachers in the fulfillment of tasks and assignments within their power. The leader is obliged to equip teachers with a comprehensive method of scientific research, to form the skills and culture of pedagogical research, to teach them to track and describe the process and results of the experiment on mastering innovations, and to skillfully use them in further work.

Management of methodological work in an educational institution includes the implementation of the following functions:

a) analysis of the implementation of methodological and innovative work in educational institutions;

b) forecasting and planning methodological and innovative work;

c) organization of methodological and innovative activities in educational institutions;

d) control over the implementation of methodological and innovative work;

e) stimulating the participation of employees of educational institutions in methodological and innovative activities;

f) correction and coordination of the process of implementation of methodological and innovative activities in an educational institution.

Intra-school methodological work is one of the most important links in a unified system of continuous education of teachers, improving their professional qualifications. But how to build an optimal system of school-wide methodological work that helps to increase the professional level of development of teachers without overloading them, "professional burnout", various "crises" and other problems? How to transfer the system of methodical work from the mode of functioning to the mode of development?

To answer these questions, the head needs to understand the purpose of the methodological service in his educational institution. As you know, any educational institution goes through three stages of its ascent:

1) Formation (when creating new school or a new team).

2) Functioning (the educational process is organized on the basis of traditional stable programs, pedagogical technologies).

3) Development (the former content of education, pedagogical technologies of training and education come into conflict with new goals, school conditions, the needs of the student and society).

A developing school operating in a search mode differs significantly from those schools whose goal is the stable traditional maintenance of a once and for all established routine of functioning. These differences leave a definite imprint on the entire system of school management. Pedagogical technologies that give positive results in normal operation educational institution, do not allow achieving new desired goals when working in innovative mode. The object of management in the school is not only the educational process, but also methodological. In a developing school, its goals, content, methods and forms become the subject of management. Designing an optimal methodological system of an educational institution requires managers to be aware of the implementation of innovative approaches in managing, first of all, intra-school methodological work. In the context of a change in the paradigm of education, methodological work at school should be considered as a process of change internal conditions development of an educational institution in accordance with the change in external conditions for the development of the education system. The main goal of methodical work in these conditions is the constant updating of a set of quality services, depending on the request of the state and society.

Therefore, methodical work can be represented as an activity with the help of which the teaching staff has the opportunity to bring the system of their educational services in accordance with the demands of society. Thus, the activity approach in methodological work determines one of the main ideas - the dissemination of pedagogical experience, an indicator of which is the high results of the quality of educational services.

Target: Contribute to the optimal functioning of the school in providing a high level of general education services through increased professionalism, personal responsibility and creativity every educator.

Tasks:

ensuring the management of the scientific and methodological work of the school;

· providing conditions for the continuous improvement of the teacher's professional skills, taking into account the main directions of the innovative work of the school;

· scientific and methodological support in the creation, development, implementation and dissemination of advanced pedagogical experience, innovations among teachers working in an innovative mode;

· Information Support educational process;

· implementation of control and analytical examination of professional and pedagogical competence within the framework of attestation.

The system of methodological work on the organization of continuous education of teachers includes the following components:

· the mission of working with pedcadres, which plays the role of the main guideline: "Creating conditions for the organization of continuous professional training of teachers in order to improve the quality and effectiveness of UVP";

· development program professional excellence;

· perspective and annual plans work.

Defining content professional development of teachers, we focus

on the state policy in the field of modernization of education, which requires the teacher to have a higher level of professionalism in working with children;

on priority areas in education;

· on the need to introduce into the educational process of the school the ideas of profiling and informatization of the UVP;

on the quality of teachers.

The definition of the mission and main guidelines helped to develop a model for improving the professional skills of teachers, including the work schools of professional excellence, which we subdivide into:

school of pedagogical skill;

school of perfection of skill;

· school of formation of the young teacher.

The system of education in these schools includes four complementary stages:

Stage 1. Study of theoretical foundations modern innovation process(we pay special attention to pedagogical technologies, methods and techniques of successful learning) we carry out through a system of theoretical seminars, teachers' councils, methodical seminars, problem courses(the latter were held during the holidays by specialists of the IPC PC for teaching how to work with an interactive whiteboard). To implement tasks this stage we attract teachers of the pedagogical institute.

Stage 2. Refinement of theoretical issues, initial approbation in practice of certain innovations in profile education carried out on lessons, on the meetings of creative groups. At this stage, the school for improving pedagogical skills is actively working.

Stage 3. Approbation of models, forms and methods of teaching, demonstration of practical skills in the use of modern pedagogical technologies carried out through the system open lessons, classes Master Class, competitions professional skills, activities to generalize experience. In addition, at this stage, teachers master the technology of developing programs for elective and special courses to solve the problems of updating the content and forms of profile education. Teachers of the School of Pedagogical Skills are actively working here.

Stage 4. Generalization of experience, analysis of problems and results achieved, the definition of further tasks of the school's activities to improve the professional skills of teachers is carried out on meetings of the MO, expert and final teachers' councils.

The strategy of the school team:

ñ continuous improvement of the school's competitiveness;

· focus on the best world achievements in the field of educational services;

Improving the professional skills of the team initiative, creativity, responsibility - as the main components of the qualitative growth of each;

rational use of resources is a guarantee of quality.

priority of quality issues in all areas of activity:

management responsibility;

· general provisions, procedures and development of a quality program;

marketing of educational services;

management of teaching staff;

Documentation management;

management of graduate training.

Tactics of managing the activities of the general school team:

creation of a new element information environment– scientific and educational complex;

· step-by-step quality control of students' professional training (personal-activity approach);

internal monitoring of the quality of work of teachers;

formation of basic professional competencies;

· Increasing the personal responsibility of the school, heads of educational organizations for the organization and control of the work of teachers;

· Improvement of regulatory, reporting and planning documentation that ensures the effective operation of the team.

Operating principles:

· Do no harm principle: careful, humane attitude towards ourselves, towards those people and things that surround us.

· The principle of true democracy: the maximum opportunity for the development of initiative, amateur self-government, the organization of the relationship between pedagogical management and student self-government.

· The principle of harmonization of the essential forces of the student's personality, his intellectual, physical, emotional and volitional spheres, taking into account his individuality, age characteristics and capabilities requires purposeful work to create conditions for the student to realize his potentials in different types activities with sufficiently effective psychological and pedagogical support. This principle can be implemented under the following conditions:

Variability of the choice of the method of self-realization in various types of activity;

Learning how to reflect and program your self-improvement;

A combination of forms of work that take into account age characteristics;

Constant correction of the impact on each student, taking into account the changes taking place in his health and psyche.

Credo of the teaching staff of the school: quality, creativity (creativity); rationality, efficiency; unity; debt, dynamics; organization, education.

Predicted results:

1. Adequacy of compliance educational programs the requirements of society and education standards.

2. Expansion of the variability of educational programs.

3. Introduction of modern teaching methods and technologies.

Result achievement indicator:

1. Education according to the modified educational programs.

2. Increase in the contingent of trained children and adults.

Sections: School administration

The main purpose of methodological work is the preparation of human resources capable of creating conditions for improving the quality of educational services, the development of an educational institution.

The concept of “training” includes the creation of conditions for:

• professional creativity of teachers;
• use of best practices;
• analysis of professional activity, self-education;
• experience exchange and dissemination;
• opportunities to develop and improve

The teaching staff of our school consists of 55 teachers, for whom such conditions make it possible to have high level qualifications. (2004-2005-90%, 2005-2006-91%, 2006-2007-90%)

The teaching staff is beginning to be updated, the average age is 42 years, the work experience was distributed as follows: from 0 to 10 years - 32%, from 10 to 20 years - 22%, over 20 years - 36%.

How is this level of qualification achieved? What is the role of the methodological service and its activities?

The methodological work of our school is based on diagnostics, analysis, monitoring and forecasting, taking into account the achievements of science and advanced pedagogical experience, changes in the structure and content that meet modern requirements and is aimed at supporting experimental innovation activities within the framework of the development program of an educational institution and creating an appropriate educational environment.

This approach defines the concept of "modernization". Hence the methodological theme of the school:

“Modernization of the methodological service for the purpose of optimal and effective development of the individual in the educational process”)

The plan for its implementation was developed in the 4-year project of the same name , the purpose of which is “Implementation of innovative work in a modernized structural and functional model of a methodological service focused on the development creative personality both teacher and student, developing in a student-oriented pedagogical space”

In the model of the organizational structure of the school, the methodological service of its substructure occupies a central place, since the content of its work is a holistic system of measures, actions and activities aimed at improving the qualifications and professional skills of everyone, based on the analysis of the educational process and the achievements of science and best practices. teacher, on the development of innovative, the implementation of experimental activities of the school, and therefore on quality education and the development of the subject-student.

It is timely to say that the methodological service qualitatively accompanies the HC process, there has been an increase in the quality of education .

Academic year	2004-2005	2005-2006	2006-2007	I quarter 2007-2008
Quality of education	36%	37,8%	42,6%	44,5%

The results are not random. The mechanism for implementing the development program is innovation, which leads to qualitative changes in education, upbringing, and the conditions of the educational environment. Appendix 1.

In the structure of the scientific and methodological service, substructures have been identified that have appeared and are functioning in connection with the experimental activities of the educational institution.

The main character in it is methodological advice.

Its activity begins with an analysis, and this is a rating analysis, in which the participation of teachers at all levels expressed in points is traced. Taking into account the results of monitoring the methodological activities of the structural units of the methodological network, the growth of professional skills and the content of difficulties in the work of the teacher, the intermediate results of experimental work and other indicators, the content of the main areas of work of all substructures is planned, and from them for each teacher.

When planning, we are guided by the principles:

1) scientific,

2) integrity,

3) consistency.

4) perspective,

5) specificity and relevance,

6) collectivity.

Areas of work of the scientific and methodological service.

I. Improvement of the educational process.

a) Updating the content of education;

b) New educational and pedagogical technologies:

1. Technology for the development of critical thinking.

2. Teaching technology in free space: in the information, environmental, cultural, ethnographic space of lessons.

3. Integrated reflective educational technology "Workshop".

4. Technology for implementing the principle of value orientation and success.

5. Technology of project-based learning. Information Technology.

II. Management and control.

III. Organizational and methodological support of the system of advanced training of the teaching staff.

IV. Innovative activity.

V. Scientific and methodological work with students.

What changes, innovations have been outlined in the organization and content of the methodological service?

1. The structure of the methodological service has been changed, aimed at creating conditions for each teacher of the school for his professional growth in accordance with the new tasks of the school.

2. A bank of pedagogical experience in the field of humane pedagogy is being formed.

3. New forms (for schools) of continuous pedagogical education have been introduced:

a) Methodological seminar, the activity of which is prolonged from September to the end of the academic year (statement of the problem - implementation of individual routes for its study)

b) Preparation and publication of printed materials by school teachers in order to summarize the best teaching experience.

d) Participation in scientific and practical conferences, competitions of all levels, including remote ones.

4. New forms of teacher documentation have been developed and are being tested: lesson plans, memos to the teacher in preparation for the lesson.

What conditions are created and activities are carried out for continuous professional development, organized within the school?

Pedagogical advice:

1. Formation of key competencies in accordance with the requirements of the modernization of education.

2. Socio-pedagogical design of the developing space of students using a system-activity approach.

3. Modern open lesson.

4. Organization of the situation of success in the lesson.

5. Panorama of educational work: prospects and ways of development within the framework of the School of Achievements project.

6. The role of my subject in the student's future life.

Thematic practical and theoretical seminars:

1. Organization of pre-profile training, profile training and development of subject curricula for elective courses.

2. Formation of skills of introspection and self-control of students in the learning process.

3. Improvement of reflective skills.

4. Fundamentals of personal development of the teacher and student in the new socio-cultural conditions.

5. Organization of experimental activities in an educational institution.

6. Using the means of Museum Pedagogy in the educational process.

Information thematic stands are being designed in the methodological office:

1. Modern lesson (forms, types, structure).

2. Pedagogical technologies.

4. Materials of experimental activity.

5. Profile training.

And these are not only stands, but also entire collections of such materials in folders.

Intra-school course preparation for teaching new technologies is being conducted.

1. Training according to the system of L.V. Zankov (4 seminars + a practical lesson with a tape of open lessons by Zankov teachers) to maintain continuity in education.

2. Training in information technology:

a) User, fast printing, processing and creation of new information.

b) Technology for creating presentations.

Methodical exhibition:

For example, the “Teachers Portfolio Exhibition” was attended by about 50 portfolios of teachers, leaders of the MO, teachers of additional education (with summing up).

Annual “Methodological Ideas” competition (4th year in progress)

1. Competition for the development of lessons with a competency-based approach to teaching.

2. Competition for the development of lessons based on the developmental learning system of L.V. Zankov (for subject teachers).

3. Competition for the development of lessons and extracurricular activities using information technology.

Master classes, summarizing the experience of teachers.

1) Formation of the information culture of high school students through economic training.

2) Integration in the lessons of fine arts and in extracurricular activities.

3) The place of interactive forms of education in foreign language lessons (MO).

4) Improving the quality of teaching mathematics through the pedagogical competencies of teachers.

5) Project activity at technology lessons

subject decades.

1) Activities are united by methodological topics. It is necessary to show the use of various technologies, the implementation of the practical part of the topic of self-education, or to show the implementation of the topic of the experiment, etc. during the events.

2) All events are drawn up in development with an evidence base of photo or video materials.

3) The closing of the decade takes place in the form of a presentation, analysis.

• Methodical month, methodical week, methodical day with a specific purpose and theme, methodical task arising from the tasks of the methodical service.
• Pedagogical marathon "Lesson of the XXI century" (in order to show the use of a competency-based approach, creating a situation of success, design, integration).
• Tapes of open lessons (within the theme of self-education, experimental activities, using the means of museum pedagogy).
• remote contests. Participation in the All-Russian festival " Public lesson”, distance course preparation.
• Generalization of experience in publications.
• School pedagogical readings.
• School Pedagogical Forum “Education”.

Such an approach in the work of the methodological council gave the result of the level of advanced training, its growth from category to category, from category II to category I, from category I to the highest.

Not only the created intra-school conditions and activities increase the level of skills of teachers, but also external methodological forms of work, personal qualities. Appendix 2

The development program of the MOU "Secondary School No. 12" is the most important strategic document that determines the innovative mode of the school. Appendix 3

It is based on the program of an experimental platform of the II level on the topic “Using the means of museum pedagogy in shaping schoolchildren's value attitudes towards cultural and historical heritage”, which was approved by the board of the Department of Education.

The scientific and methodological council and the expert council accompany the experimental work, coordinate the activities of the department formed at the experimental site.

Our joint activities include: (App)

Subject methodological associations are a special substructure in the methodological service.

Each of them has its own style of work, its own approach.

The elementary school MO is distinguished by the experience of using the technology of developmental education; in 9 out of 11 classes, teaching is conducted according to the system of L.V. Zankov.

Share experiences at all levels.

One of the first MOs representing the school at the All-Russian level. Their students are laureates of the All-Russian competition "Zankovets" in Moscow.

Almost every elementary school teacher is a laureate of the teacher of the year competition.

The MO of Mathematics and Informatics is distinguished by the use of problem-based learning technology, information technologies, the presentation of experience at city pedagogical readings, participation in distance competitions, they introduced a competition for the first time at school creative works students - subject portfolios. They have publications.

The Ministry of Education of the Russian Language and Literature is distinguished by the activity of conducting research activities with children, the implementation of the continuity of developmental education, and extracurricular activities are always interesting. Teachers have a huge number of programs of the variable part. There are leaders in education and upbringing, participants of the city forum "Education - 2006", laureates of the competition "Teacher of the Year".

The MO of teachers of natural and social sciences is distinguished by the use of integration, an adaptive learning system, the ability to use information technology, they participate in distance competitions, both teachers themselves and students at various levels. They have publications.

MO teachers foreign languages distinguishes the use of design, information technologies. The breadth of extracurricular activities. They succeed in creating educational subject programs for the pre-profile, profile, they are fluent in interactive forms of teaching a foreign language, they are laureates of the city forum “Education -2006”, there is a laureate of the teacher of the year competition, participation in distance competitions. They have publications.

The MO of technology and art teachers is distinguished by the use of integration, design, and research activities. Generalization of experience at different levels is widely used. They have mastered distance learning courses and participate in distance competitions. They have many publications.

The Ministry of Physical Education and Life Safety teachers, along with practical lessons, introduced theoretical classes, actively participate in school methodological competitions, summarize their work experience in the form of presentation of the results of students' sports achievements, conduct the city program “Love for sports from childhood”, exchange experience at the city level.

In the structure of the scientific and methodological service there is a group of subject teachers, organizers of the research activities of students, which plans, organizes the research activities of students, accompanies the progress of work, develops types and forms of research work. They prepare presentations of the achievements of educational work in subjects, sum up at the plenary session of the traditional annual scientific and practical conference. Such held in school-7. In comparison with previous academic years, the age of the children participating is decreasing. Children from grades 1 to 11 became participants, 10 sections are already working.

Of the 55 teachers, 50 are covered by coursework at various levels. 28 teachers are computer literate and use ICT technologies. The school has 50 programs, special courses, pre-profile and profile training courses.

Adapted 13%;

Traditional programs with adjustments - 17.5%;

Traditional programs - 30.5%;

There were publications about work experience, the dissemination of experience, only for the last 2 academic years - 13 (at various levels, including in the journal "Principal of the School").

The results of subject Olympiads have noticeably improved.

In the 2006-2007 academic year, the methodological service passed certification at the optimal level, in the 2007-2008 academic year, the deputy director for scientific and methodological work presented her work experience to the competition within the framework of the city forum "Education-2007" and was awarded a III degree Diploma in the nomination "Best organization of a methodological service in a general educational institution”

In the works of teachers devoted to the organization of the activities of the methodological services of institutions additional education children, it is customary to use a functional approach. Function (lat. functio - accomplishment, execution) - activity, the role of an object within a certain system to which it belongs, a type of connection between objects, when a change in one of them entails a change in the other, while the second object is also called the function of the first. In various branches of knowledge, as a rule, both concepts of function are used. Thus, in sociology one can speak, on the one hand, of the functions of some social institution(for example, families) in society, and on the other hand, about some social phenomenon as a function of another phenomenon (for example, about crime as a function of economic status). The concept of function plays a special role in the framework systems approach, where it appears in close connection with the concept of structure; An example is the structural-functional analysis in pedagogy.

The number and content of the functions (roles in the system of additional education) of the methodological service are different in different approaches.

So, Buylova, Kochneva distinguish the following functions of the methodological service:

Information function of the methodological service

The information function is aimed at collecting and processing information on the problems of methodological work, at identifying and creating data banks on topical issues of the activities of institutions of additional education for children.

In modern conditions, the need for information is increasing for heads of institutions, methodologists and teachers. The heads of the methodological service should have information about the state and development of those processes for which they are responsible and on which they are called upon to influence. This is the leading requirement in the formation of the information support system.

For institutions of additional education, where there is no information support system, the goal will be to organize the simplest information support; where such a system is in operation, the goal will be to modernize it with the use of modern electronic technology.

It is important to make the following requirements for the selection of information:

* relevance;

* saturation;

* ultimate specificity;

* objectivity.

Information can be divided into two blocks:

External Information	Inside Information
1. directive and regulations; 2. socio-political information (press), etc.; 3. scientific and pedagogical information, etc.	about working with teaching staff; about the quality of teaching; on the external relations of the institution; about the quality of education in the programs; on the state of software and methodological support; about the material and technical base

Conventionally, information can be divided into two groups:

· Operational(includes the data necessary to evaluate the work of the institution in a short time (day, month) and promptly solve emerging problems);

· strategic(includes data on the results of the academic year, on the implementation of the development program and the prospects for the development of the institution).

To create an integral system of information activities in an institution of additional education for children, it is necessary to determine the content of information, its volume, sources, form information flows and bring them to the appropriate levels of consumption (administrative and managerial - director, deputy directors, heads of structural divisions; pedagogical - methodologists , teachers-organizers, teachers of additional education). Next, determine in what form and where this information will be brought to the attention of teachers, stored and used (information bank, etc.).

The newest means of information support are now becoming media libraries. If there is an appropriate material and technical base, the ideal option would be the creation of an AIS (automated information system) both in the institution of additional education for children, and at the level of the district, city, region.

Analytical function of the methodological service

The analytical function is aimed at studying the actual state of methodological activity and the validity of using methods, means, and influences to achieve goals, at an objective assessment of the results obtained and the development of regulatory mechanisms for transferring the system under study to a new state.

When organizing information and analytical activities, it is necessary to observe a number of principles:

l individualization of the information received about the progress of the individual in educational trajectory and the achievement by it of certain stages in accordance with individual capabilities;

l completeness and integral analysis of information;

l openness of the measurements of the educational process and the characteristics of its subjects;

ü continuity and dynamism of obtaining information analysis and the effectiveness of its use;

the economy of the information used.

A problem-oriented analysis of methodological activities should identify both the problems of individual teachers (Ya.S. Turbovskaya) and problems in the educational institution as a whole (M.M. Potashnik, V.S. Lazarev), the solution of which will improve the results of his work

Stages of implementation of the problem-oriented analysis.

1. Pedagogical analysis of information is the identification of factors and conditions that positively or negatively affect the educational process.

The main stages of the activity of the head of the methodological service for the analysis of the results achieved can be presented in the following sequence:

- determination of the subject of analysis (collection of information, its classification into blocks, determination of the purpose of the analysis of the collected information, evaluation of information from quantitative and qualitative positions);

l structural and functional description of the subject of analysis;

ь analysis of cause-and-effect relationships (phenomenon - cause - condition - result);

l establishing the fact of achieving the goal, preparing final materials.

During the analysis, answers to the following questions should be obtained:

b whether the output is positive; if not, why not;

What factors hinder the achievement of better results;

What needs to be changed in the content and technologies of the educational process, its organization, personnel potential, material and technical base, and other conditions in order to achieve the goal.

Diagram of problem-oriented analysis

Direction of analysis

The implementation of this scheme involves three stages of analysis:

1. analysis of the results;

2. analysis of the educational process;

3. analysis of conditions.

Analysis of results. It is necessary to evaluate the achieved results with the help of quantitative and qualitative indicators; take into account changes in the social order and, on the basis of this, form an image of the desired result, compare it with the existing one and draw appropriate conclusions.

Analysis of the educational process. It is necessary to understand the reasons why the results obtained do not really correspond to the desired ones.

At the output of this stage, the following conclusions of two types should be drawn:

Lack of necessary measures to date (for example, the creation of guidelines for the development of new educational, leisure, health, etc. programs);

and what is not being done as it should be (for example, in some programs the content leaves much to be desired, in some cases the teaching methodology does not provide a satisfactory level of ZUN (knowledge, skills, skills), between certain programs the necessary ones should be established, but in this moment missing links).

Analysis of conditions. It is necessary to study in detail the obstacles that may appear in the way of changing the content, technology and organization of the educational process (for example, the desire of the leadership to introduce new areas of activity may be faced with the lack of the necessary teachers, appropriate software and methodological support and material and technical base).

In addition, the reason for the identified shortcomings may be the insufficient qualifications of some teachers, the unwillingness of individual employees to master new technologies, low awareness of new programs and methods, and the weak interest of teachers in the final results of their work and professional development.

On the basis of "subject of analysis" - the following levels can be distinguished:

I level. The teacher himself (manager, methodologist) conducts an analysis of his methodological activity. This analysis is the basis of self-education.

II level. The analysis of the methodological activity of the teacher is carried out by a specialist - a more experienced colleague, mentor, head of the methodological association, head teacher, methodologist, etc. The reason for attracting a specialist can be both a personal request of a teacher, and the low results of his work or the work of a manager, methodologist, identified during the control.

III level. An analysis of the methodological activities of a group of teachers (managers, methodologists, etc.) in order to identify common difficulties and their causes is carried out through work in creative groups, methodological associations, problem seminars, etc.

IV level. An analysis of the methodological activities of teaching staff in order to identify common prevailing problems and their causes is carried out with the help of analytical groups of institutions of additional education for children, district methodological centers, and advanced training institutes.

A problem-oriented analysis of the methodological activities of both individual teachers and the teaching staff as a whole helps to identify problems that are typical for most teachers and to choose an actual methodological theme for this pedagogical team.

In the context of increasing the independence of each participant in the educational process, an important place in the practice of the methodological service is occupied by the formation of the ability to analyze and introspect the training session and educational activities

Planning and prognostic function of the methodological service

The planning and prognostic function is the basis of the activity of the methodological service. It is aimed at choosing both ideal and real goals and developing programs to achieve them.

The quality of methodological activity depends on the accuracy of its planning and forecasting.

Let's name the following forecasting objects:

ь socio-economic conditions of the external environment and its future impact on the institution of additional education for children through social order or trends in the situation in society and education to adjust the development strategy of the institution;

l future opportunities for the institution of additional education for children, such as: material and technical, software and methodological support; implementation of educational programs; the size and age structure of the contingent of students; means of transition to new pedagogical technologies of the educational process, etc.;

ь the expected results that will be achieved in the case of the proposed innovations, in other words, the consequences of innovative processes;

l the consequences of specific management decisions;

l the effectiveness of experimental work.

However, it should be noted that predictive research in the practice of educational institutions is still in its infancy. Pedagogical practice needs to develop a theory of forecasting, which includes the validity of the most procedural side of developing forecasts, as well as leading methods and techniques for obtaining advanced information about the state of an educational institution as a system.

A systematic approach to forecasting and planning provides a combination of forward forecasting and current planning.

Planning- this is the foresight and design of the final result, together with the choice of means to achieve it (I.I. Bueva). The purpose of planning is an activity model for a given period (year, month, week, day).

Planning the methodological activities of an institution of additional education for children helps to purposefully solve the tasks assigned to the teaching staff, achieve the goals set in organizing methodological activities

The plan is a model of the content of the activities of the participants in the educational process, aimed at achieving the intended goals. To develop a plan means to determine the main directions, types and forms of activity to achieve the goal.

The plan usually consists of three parts:

l analysis of the results of the work;

- goals and objectives for the new period;

and a system of measures to achieve the set goals.

When developing a methodological activity plan, the following must be observed: conditions:

l a clear definition of goals and objectives to be solved for a specific period;

l taking into account the level and condition of the methodological service of the institution;

the choice of ways and means of activity.

When drawing up a plan of methodological activity, it is necessary to be guided by the following principles reflecting the fundamental ideas and defining the nature of the activities of the institution:

ь the principle of scientific character (definition of concreteness, reality of the plan; accounting for the socio-economic laws of society and the level of development of science);

ь the principle of optimality (taking into account real possibilities);

l the principle of purposefulness (orientation of the plan to the implementation of goals and objectives in life);

l the principle of perspective (setting goals and objectives for several years ahead);

l the principle of taking into account the specifics of the institution and the teaching staff.

The planning process consists of the following steps:

I stage-- analysis of methodological activities over the past period, including the identification of problems (unsatisfactory results of activities), the search for the causes of problems, the definition of directions for transformations.

II stage- setting goals and objectives.

The goal is the image of the desired result that can be achieved within a certain period of time. The goal is decomposed into specific tasks - specific results that are expected to be obtained in the implementation of a particular area of ​​activity.

Stage III-- definition of sections of the plan by areas of activity and their collective discussion.

IV stage-- Consideration of the draft plan and determination of deadlines and responsible persons.

Stage V- approval of the plan at the pedagogical council.

One of the ways to improve methodological activity is target planning, which is compiled for the implementation of the identified problems and involves concretizing the tasks of improving the skills of personnel, choosing the forms of organizing classes, and ensuring unity in the work of all structures of the methodological service.

Design function of the methodological service

The design function is aimed at developing the content and creating various projects for the activities of an additional education institution, which includes:

ь development programs for institutions of additional education for children and other strategic documents (Charter, etc.);

ь educational, leisure, health-improving, rehabilitation programs, etc. and technologies for their implementation

l normative documents that ensure the functioning of the institution of additional education for children;

ь methodological documents that provide educational, leisure, innovative, research, experimental, organizational activities;

l technologies for implementing innovation procedures

l the most productive teaching methods and techniques.

Building the image of a future institution of additional education for children begins with determining the contingent of students to meet the needs (educational, recreational, cultural and leisure, social adaptation, etc.) of which it will work. Thus, it is specified mission of the institution of additional education for children, those. that part of the general social order for education, the purposes of which it serves. Then you should turn to the results of the problem-based analysis and highlight those problems that need to be solved.

As a result of the development of the conceptual design, a description of the updated institution of additional education for children should be obtained, containing the following components:

l the structure of the institution of additional education for children;

a new curriculum;

- organization of the educational process (new approaches, ideas, structures, methods);

l characteristics (descriptions) of new technologies, methods, mechanisms for teaching, educating and developing students, with the help of which the new content of education will be implemented;

l characteristics of new content, structure, organization, educational, leisure, methodological, etc. work.

The developed conceptual design will represent the future state of the institution of additional education for children.

Organizational and coordinating function of the methodological service

The organization of the activities of the methodological service should be flexible, take into account the specific situation in the institution based on the data of a problem-oriented analysis, and provide an opportunity for each teacher to improve their professional level. Main directions organizational and coordinating function:

ь creation and organization of the work of structures that ensure the activities of the methodological service (departments, temporary creative and research groups, expert councils, etc.);

rational distribution of functionality between the organizers of methodological work

ь scientific and methodological support of the organization of the system of experimental work in the institution;

l organization of a system for advanced training of teaching staff;

l organization of conferences, seminars, etc.;

ь organization of a system of external relations of an institution of additional education for children necessary for the successful implementation of innovations;

ь coordination of joint activities of participants in the innovation process; interaction of innovative activities of employees of institutions of additional education for children and involved representatives of third-party organizations (research institutes, universities, etc.);

ь coordination of activities of institutions of additional education for children in secondary schools;

ь organization of editing programs prepared for publication, educational and methodological manuals, results of experimental work.

Teaching function of the methodological service

The educational function (training) is aimed at improving the professional level of a particular teacher in the implementation of the educational process, equipping the teacher with relevant pedagogical knowledge and technologies; the development of his general erudition, as well as the properties and qualities of a personality necessary for a teacher.

The implementation of the learning function is carried out through various organizational forms professional development of teachers.

self-education-- independent study of special literature (scientific, pedagogical, methodical, normative documents).

Consultations(individual or group). Conducted by methodologists of institutions of additional education for children, specialists of the district and city method center, IPK (institute for advanced training). Consultants must have certain knowledge of best practices, achievements of science, technology, art, and the mechanism for applying them in practice.

Consulting and mentoring most often used in work with young professionals or in the development of advanced pedagogical experience, author's programs, practice-oriented scientific developments. These forms are based on data from a problematic analysis of the teacher's own activities, the process and conditions for testing new programs, content, methods, etc.

Role playing and brainstorming are carried out with the aim of stimulating the analytical and prognostic activities of teachers.

Courses, organized at different levels, are divided into:

Forms of coursework:

* sectional courses on general issues of additional education;

* practical courses providing vocational training in all areas of UDO activity;

* methodical associations by profiles;

* practical training in profiles and professions.

Courses are more informative, seminars and workshops are purposeful due to the active role of the participants. To obtain the result, it is important to have an optimal combination of all forms of professional development work.

Raising the professional level of teachers, developing the teaching staff of the institution of additional education for children is carried out within the framework of the activities of the methodological service based on the analysis of the results of the work of the institution of additional education as a whole (the educational process, advanced pedagogical experience, etc.).

A necessary condition for the implementation of the learning function -- organization of work on a diagnostic basis: studying the difficulties of teachers, course leaders should form groups for various communication in terms of content, volume, complexity, forms of classes.

Control and diagnostic function of the methodological service

The control and diagnostic function occupies a special place in the activities of the methodological service and is implemented in relation to teachers. The organization of control allows you to determine the compliance of the functioning and development of the methodological activities of the institution.

l operational study and evaluation of pedagogical phenomena and processes;

l regulation and correction of a process or phenomenon.

Diagnostics of the teacher's professional readiness includes the study of his scientific and theoretical training (knowledge of the basics of his subject, etc.); methodical training (possession of teaching methods and techniques, etc.); psychological and pedagogical training (knowledge of the age characteristics of children, etc.).

The institution of additional education for children, for its part, must constantly monitor methodological work on a diagnostic basis.

Control is a good incentive for teachers to find ways to improve their methodological work.

In the practice of educational institutions, as a rule, the mode of direct control is used, so control often becomes non-constructive and leads to demotivation of teachers. Its subjectivity should also be noted, since the superintendent (methodist, head of a structural unit, head teacher) evaluates the work of a teacher (classes, forms of work) from the standpoint of his own teaching experience.

The study of the quality of the teacher's work, the quality of knowledge and skills of his students should be carried out within the institution on the basis of quality management programs developed by the methodological service.

The table provides a comparative analysis of various forms of control.

Comparison of different forms of control

Object of observation	Professional activity of a teacher
Direct control mode	Collaborative Research Mode
Subject of analysis	Forms of educational and methodological work of a teacher: classes, work in methodological associations, participation in the work of teachers' councils, conferences, seminars, etc.	The effect that the teacher's activity produces in educational process or (which is better?) the pedagogical impact on students, as well as the effectiveness of this impact for the realization of the goals of education and upbringing.
Distinctive features	Evaluating character according to the developed generally accepted pedagogical criteria, the result of which is the compliance or non-compliance of the teacher's activity with them	The nature of the joint analytical study of the teacher and the methodologist, during which the professional problems of the teacher are identified and solved
Approach to evaluating the work of a teacher	Subjective	Objective

Second approach (Kulnevich, Ivanchenko)

The meaning of the methodological service system is determined by the set of functions, i.e. wide or narrow range of duties, types and areas of activity that can actually be provided by methodologists. Obviously, this circle cannot expand indefinitely: the pursuit of quantity always has a negative effect on quality.

Therefore, today we are talking about the choice of priority functions. The optimal (reasonable) choice can be ensured using the provisions on the self-organized system of methodological service given in the previous chapter. To facilitate the selection process, we have accompanied some features with a synergistic vision of their capabilities.

If we are talking about activities in the development mode, the main goal - the development of the potential for self-organization of the management of the methodological service to stimulate the transition of management objects to the status of its subjects - determines the meaning of the leading function of the methodological service - information and organizational.

1. Information and organizational function.

The organization of any type of methodological activity always begins with the selection of goals, content, methods and forms of work with teaching staff. The main thing in this function is information: selection criteria, methods of its accumulation and means of transmission. From the point of view of pedagogical synergetics, educational (educational) information is the main type of energy, thanks to which previously closed systems (personalities, values, relationships, knowledge, experience, skills) can become open systems, i.e. growing and evolving systems. For this development to take place, information must be organized appropriately.

In the methodological service, which operates in the mode of operation, there are many subjects of management - these are methodologists, teachers of Children's Art Houses, Out-of-School Development Centers, sports schools, and other educational institutions integrated into the scope of activities of the Methodological Service of Additional Education for Children. In this mode, their eye functions are the reception of methodological information, consolidation and reproduction in their activities. It is not information that controls here, but the organizational means of its transmission: methods, methods, forms of transmission. What is happening is not the development of quality, but the accumulation, i.e. increase in the amount of information.

In a methodological service operating in the development mode, there is only one control object - this is the meaning contained in the methodological information, which should be born in the cognizing consciousness of methodologists, teachers, etc. It is useless to “bring”, “translate” and “present” this meaning, as well as to force teachers to copy this or that author's technique, technology, approach.

In this mode, the main functions of teachers are comprehension, analysis of the proposed meaning, comparison with the meanings contained in other methodological materials, critical reflection, “fitting” to their understanding and capabilities, building a personal relationship, acceptance-non-acceptance, and, finally, using the meaning of that or other methodological information in their activities as the basis for its development.

The main function of methodologists is to transform the content of methodological information in such a way that the processes of comprehension, comparison with meanings, "fitting", etc. did not remain just functions, but would help to launch the mechanism of the personal structures of the consciousness of teachers to whom the information is intended. Such an organization of the content of information contributes to the fact that it is not only remembered, but also affects the development personal experience teachers. Such a development of the personality of teachers, who not only accept, but also transform methodological information in their minds, is the result of an effective organization - self-organization of the personality, manifested in the activity of the personal structures of their consciousness: motivation, reflection, meaning creation, etc.

Based on this, the following aspects of the information and organizational function require the fulfillment of such conditions as novelty and compliance of methodological materials with the requirements of a new quality of pedagogical knowledge, the possibility of obtaining and intensive exchange of information between all employees, access to the necessary information about the management system in the OUDOD, about the nature and behavior of management subjects, possession of a culture of management activities that ensures effective communication between management and other members of the methodological service.

From this understanding of the meaning of the methodological service, the content of the usual directions of its activity, which act as subordinate functions, is built.

2. Organizational and pedagogical function:

ь provision of methodological assistance to various categories of pedagogical workers through ongoing, thematic, operational consultations;

ь organization of short-term, long-term advanced training courses for teaching staff at the regional level;

l organization of seminars, workshops, conferences, etc. at all levels;

l establishing organizational relations in a team, professional connections between people.

3. Outreach:

l systematization and dissemination of methodological knowledge; generalization and promotion of positive pedagogical experience;

l interaction with mass media;

ь informing the heads of educational and methodological departments, offices and the administration of educational institutions about published teaching aids, video materials, audiovisual teaching aids;

ь perception and relaying of information on new pedagogical technologies of training and education of domestic and world experience;

ь collection and transformation of information, identification and creation of data banks on topical issues of the preschool education system, integration of general and additional education of children;

4. Publishing function:

ь production of methodological products: information and propaganda, organizational and methodological, educational and methodological products;

ь organization of editing of educational programs prepared for publication, teaching aids, generalization of the results of experimental work.

5. Diagnostic-analytical function:

ь diagnostics of the state of the educational process and social practice in the field of OUDOD;

l identification of factors affecting the level of education of students;

ь diagnostics of real difficulties of teachers in the implementation of the model of the educational system OUDOD;

l identification of internal pedagogical reserves to improve the quality of additional education for children;

l identification, study of the formation, generalization and dissemination of pedagogical experience within and outside the educational institution, development of recommendations for its development;

ь collection of reliable information about the activities of children's and youth public organizations, associations and movements;

ь study of pedagogical and social demand for the services of a methodological service;

l study of the social order for educational services OUDOD.

6. Control and diagnostic function- organization of control over the state of the educational process in the OUDOD (visit and analysis by methodologists of teachers' classes, diagnostics of pedagogical technologies used by the teacher and analysis, etc.);

ь control over the work of methodological associations, methodological councils and other forms of educational and methodological activities;

l operational study and analysis of pedagogical phenomena and processes in the OUDOD;

l regulation and correction of the educational process;

l diagnostics of the professional competence of the teaching staff of the OUDOD;

ь analysis of integration processes in the field of general and additional education of children in the areas: "Education", "Leisure activities", "Social practice", "Creativity", "Management";

ь analysis of the results of the MR for the previous academic year (analytical note).

7. Psychological and pedagogical function:

- study of the personality of the teacher, diagnosis of his professional competence;

l diagnostics of real difficulties of pedagogical workers in educational activities;

l psychological and pedagogical support for gifted children;

l psychological and pedagogical and socio-pedagogical support for all students;

ь the formation of children's motivations for learning in educational programs of various directions;

ь development of pedagogical abilities, professional qualities, raising the level of pedagogical culture.

8. Predictive function:

l goal-setting, programming, forecasting of the educational process in OUDOD;

l forecasting the activities of children's and youth public associations, organizations and movements;

ь development of strategic lines for the development of the system of additional education for children;

ь development of a strategy for the development of the educational process in OUDOD.

9. Design function:

ь modeling, development and testing of educational programs, educational and methodological documentation, pedagogical technologies, development of long-term plans for the publication of textbooks, teaching aids, projects, their implementation;

ь development and testing of models of leisure activities for children;

ь development and approbation of pedagogical technologies of personality-oriented orientation.

10. Innovative Feature:

ь creation and organization of the work of structures that ensure the innovative development of the OUDOD (temporary creative and research groups, expert councils, etc.);

ь scientific and methodological support for the organization of a system of experimental work in the OUDOD;

ь participation in modeling and ensuring the functioning of micro and macro pedagogical systems.

11. Coordinating function:

ь coordination of activities with general education schools and other subjects of the educational and socio-cultural space;

ь implementation of methodological guidance on the integration of preschool, general and additional education of children for the purpose of social protection and protection of childhood, life and health of children, development of creative potential, dignity and rights of a growing person;

ь provision of comprehensive methodological assistance to teaching staff of schools and OUDOD in terms of integration,

study of the demand for joint educational activities schools and OUDOD;

ь ensuring the adaptation of the methodological service model in the socio-economic conditions of the region.

Basic didactic units. Structure and content of methodological work in vocational education. Documents on the organization of methodological work in institutions of vocational education. Methodological service in an educational institution of primary and secondary vocational education: types, functions, main activities, organization features.

!!! 1. Methodological service in a professional educational institution- a system of interrelated organizational forms of the content of activity corresponding to their purpose, based on the achievements of pedagogical science and pedagogical experience, aimed at the formation and development of pedagogical skills of engineering and pedagogical workers of an educational institution, their creative potential in order to achieve the quality of education, education and development of students in accordance with the requirements of the State Standard for Vocational Education .

2. The main goals and objectives of the methodological service are as follows:

1) ensuring the analysis of the activities of engineering and teaching staff; identification and satisfaction of their actual needs for methodological assistance; creation of the necessary conditions for the formation and development of the pedagogical skills of teachers and masters of industrial training in order to provide high-quality training in educational institutions of competitive skilled workers and specialists;

2) organizing the identification, study, generalization, dissemination and implementation of the best practices of innovative teachers in the practice of teaching and educational activities of teaching staff of an educational institution;

3) assistance to teaching staff in the effective study and use of the results of scientific and pedagogical research and development;

4) assistance to teachers and masters of industrial training in the development (including the author's) on the basis of state standard vocational education of working educational and program documentation, methodological materials and manuals;

5) organization of pedagogical experiments in an educational institution;

examples on the use of progressive forms, methods and means of teaching and educating students, providing assistance to pedagogical workers in their diagnosis, examination, presentation of results, as well as in introducing the educational process into practice;

6) providing teachers with scientific and pedagogical information necessary for the qualitative implementation of the educational process in an educational institution;

7) assisting the management of the educational institution in creating

Denmark teaching staff capable of effective, creative teaching and educational activities.

3. We can distinguish the following main forms of methodological work within the framework of methodological service in a professional educational institution:

a) collective: pedagogical council and subject (cycle) methodological commissions.

The Pedagogical Council is a permanent advisory body for the collective management of an educational institution. The pedagogical council includes the director, deputy directors, teachers and masters of industrial training, representatives of public organizations.

Main activities pedagogical council are educational and methodological and organizational and economic activities.

The main activities of subject commissions are:

1) study and development of educational and methodological documentation; 2) improving the quality of the educational process; 3) improving the pedagogical qualifications of engineering and teaching staff.

b) mass and group: pedagogical readings, scientific and practical conferences, instructional and methodological meetings, experimental laboratories, problem groups.

Pedagogical readings - are carried out in order to identify, generalize and introduce into pedagogical practice the best practices in teaching and educational work, improve pedagogical skills, develop the creative initiative of the teaching staff of the educational institution .

Scientific and practical conferences– are organized for the purpose of familiarizing and discussing messages and reports prepared by teachers and masters on certain issues of pedagogical theory and practice on the basis of experimental and research work held in an educational institution .

Instructive and methodological meetings- one of the main forms of methodical work of the leaders of an educational institution with teaching staff. They are held with a group of engineering and pedagogical workers for the purpose of prompt discussion and instruction on certain topical methodological issues.

Experimental Laboratories– a group of experienced enthusiastic teachers who organize and conduct design, research and experimental work in an educational institution to develop and test urgent problems of improving the quality of training of qualified workers and specialists in an educational institution .

Problem groups are creative laboratories that bring together experienced, creatively working teachers, created to solve a particular problem that is relevant for individual teachers or the entire educational institution.

in) methodical (pedagogical) office.

The function of the methodological (pedagogical) office includes:

- organization of seminars on the exchange of pedagogical experience of the employees of the educational institution;

– organization of lectures for pedagogical and technical topics;

– organization of methodological exhibitions and competitions;

- organization of pedagogical workshops, "schools of advanced pedagogical experience", etc.;

– organization pedagogical readings, scientific and practical conferences, readers' conferences;

– organization of pedagogical consultations for teachers and masters;

– creation of a reference and information fund, provision of teaching staff with materials of scientific and pedagogical information;

– organization of conferences based on the results of methodological work in an educational institution on a single pedagogical topic;

- organization of meetings of employees of an educational institution with masters of pedagogical work and scientists, etc.

G) individual: study and use of advanced pedagogical experience; independent methodical work of pedagogical workers; pedagogical self-education.

Pedagogical experience is an individualized pedagogical system that consistently leads to high results in the educational process. Best practice is, first of all, the skillful use by the teacher of his strengths. Excellence in teaching- these are new original forms, methods, means, techniques of pedagogical activity, identified and worked out in the process of creative search for ways and means to improve the quality and efficiency of the learning process, education and development of students. The main criterion for advanced pedagogical experience is effectiveness.

The main way to study advanced pedagogical experience is to attend the classes of an experienced teacher, a master of industrial training. At the lesson, the possibilities of the teacher, the degree of his preparation, skill, erudition, pedagogical style, pedagogical technique, everything that makes up pedagogical experience, pedagogical skill are revealed.

With regard to vocational training sessions, the main objects of study and analysis during such visits are:

- ways of targeting students to the lesson: the nature of the introduction; clarification of the significance of what is to be studied; case studies; demonstration of product samples, etc.;

- methods for effectively demonstrating labor methods of methods: dismemberment of the method into elements; application of slowing down; the use of visual aids and technical training aids; a rational combination of display and explanation; incidental control of perception by students, etc.;

- methodological techniques for activating students: the use of heuristic conversation; questions of a “productive” nature; stimulation of independence and creative application of knowledge and skills of students in work; accustoming students to make their own decisions, etc.;

– ways to use the documentation of written instructions: the use of documentation during the introductory briefing; accustoming students to independently use the documentation in the process of work; involvement of students in the analysis and independent development of technological documentation, etc.;

- individualization of the learning process: regulation of the difficulty and complexity of educational and production work, depending on the experience and capabilities of students; features of the current instruction and control of "strong", "average", "weak" students; organization of mutual assistance of students, etc.;

- monitoring and evaluation of student learning progress: continuity of control; a combination of current observations and verification of student work; interoperational control of students' work; organization of mutual control of students; evaluative communication of the master with students; objectivity and fairness of student assessment, etc.;

- the pedagogical style of the master: the situation in the lesson; the ability of the master to “own” the group; the nature of the relationship between the master and students; the nature of the prevailing methodological methods of managing the educational and production activities of students, etc.;

- pedagogical tact of the master: the tone of communication with students; the nature of disciplinary and other comments to students; the nature of the correction of errors and shortcomings of students; the ability to convince students; the ability to work with a group (team) as a team, etc.;

– pedagogical technique of the master: technique of speech; ability to use various teaching aids; speed of decision-making; the ability to behave in class, etc.

Effective way the study and dissemination of advanced pedagogical experience is the analysis and discussion of the “open” classes of an experienced teacher.

self-education begins where, from what has been read, heard, seen, studied, the teacher takes something into service for himself, enriches his memory, his experience with what will later be useful in his pedagogical activity. The problem of pedagogical self-education should not be solved along with the main business, not from case to case, but purposefully, systematically as one of the most important ways of forming and developing pedagogical qualifications, skills, and erudition.

Task 12 . Draw up a diagram of the methodological service of a vocational education institution, based on the material presented earlier. Get ready to present and justify the developed scheme in the group.

Task 13 . Draw up a program for the development of your professional skills using the capabilities of the methodological service of an educational institution of secondary vocational education.

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