Expert opinion

according to the results of assessing the level of qualification of the educator

municipal budgetary preschool community educational institution"Kindergarten of the village of Knya-Bash"

Kukmorsky municipal district of the Republic of Tatarstan

An expert group consisting of: ... carried out an examination of the professional activities of Ivanova Svetlana Vladimirovna, an educator at the MBU "Pochkuchukskaya secondary school", preschool group

Ivanova Svetlana Vladimirovna has a higher education: the Academy of Social Education (Kazan), qualification for a diploma of a teacher-psychologist, VSG diploma No. 0511504, issued on May 16, 2006; secondary vocational: Naberezhnye Chelny Pedagogical School, diploma qualification kindergarten teacher, diploma No. 476596 issued on July 1, 1988; advanced training courses "Institute of Economics, Management and Law (Kazan)" 2015, 108 hours under the program " Gaming technologies in the educational processes of a preschool educational organization within the framework of the Federal State Educational Standard preschool education”, certificate 162403683760 date of issue December 26, 2015.

I actively develop creative activity in pupils, through participation in competitions of various levels:prize-winner of the district competition “My mother gave me life” - 2013; winners of the republican contest "I'm proud of my dad" - 2013; diplomats in the regional competition "Songs and poems about mother" -2014, 2015, diplomats of the republican competition "These days glory will not cease" -2015, winners of the regional competition“Dusai monari” -2016.

I make a personal contribution as an increase in education by broadcasting my pedagogical experience at republican seminars: speaking in advanced training courses on the topic: “Joint work of teachers and parents in the field of physical education and health work with children in a preschool educational institution” -2015; “Physical development in the context of the implementation of the Federal State Educational Standard DO” - 2015; participation in the regional festival: "Skill of teachers working on the Federal State Educational Standard"; participation in the seminar “Exemplary basic educational programs of preschool education of the Prosveshchenie publishing house”, 2015; participantNOU DPO "Center for Social and Humanitarian Education" of the seminar "Features educational activities in accordance with GEF DO within the framework of the International Program "Eco-Schools\Green Flag", 2015;participant of the regional festival of the PEI HE "Kazan Innovative University named after V.G. Timiryasov" "Skill of teachers working according to the Federal State Educational Standard", 2016; diplomatMinistry of Education and Science of the Russian Federation FGAOU VO "Kazan (Volga Region) Federal University" on participation in the International Pedagogical Forum "Pedagogical Heritage of the Great Tatar Enlighteners of the 18th-20th centuries",. Actively participate in competitions of professional skills:Participant of the municipal stage of the republican review competition "The best educator of the year-2015" - 2015.

Analysis of indicators and parameters pedagogical activity teacher showed thatcompetence in the field personal qualities highly developed and is 4.08 points. The teacher is capable of a differentiated and individualized perception of the inner world of pupils.All pupils fearlessly turn to the teacher for help, faced with difficulties in solving a particular problem. The teacher has highly developed skills to find strengths and development prospects for each pupil.takes a humanistic position in relation to children, showsattention to the personality of the pupil, is for others a model of ethics and generalculture.Ivanova Svetlana Vladimirovnaowns a children's audience, has a speech culture: her speech is grammatically correct, expressive and meaningful. In addressing children, she is friendly, she hasaccuracy and clarity of presentation. The teacher uses verbal instructions, clarifications.The main attention is paid to teaching children, establishing contact with them, trust and understanding.

The results of the analysis of the teacher's activityshow that the teacher is characterized by a high level of development of competence inareas for setting goals and objectives pedagogical activity - 4.18 points. caregivercan formulate and justify the goals and objectives of their own pedagogical activity, is able to reasonably set learning goals in educational areas in accordance with the age and individual characteristics of pupils and adjust them depending on the educational needs of students, the identified level of their development and depending on the readiness of children to master the material classes.The objectives of the classes are formulatedin accordance with the program chosen by the teacher as the most adequatesubject and student needs.

Expert reviewcompetence in the field motivation for learning activities is 4.10 points. In general, the educator is characterized by developed skills and abilities in the formation of pupils' motivation for the implementation of educational activities. He perceives interaction with children as a personally significant activity, and the presented system of teacher activity demonstrates that he creates the necessary conditions and situations that ensure the success of pupils in educational and educational activities. Forms interest in classes based on the creative activity of the pupil, encourages independent activity of pupils. Demonstrates any success of the child in educational activities to parents, colleagues.Professionally uses positive motivation: approval, praise. Creates a situation of success for each child. In her work, she skillfully applies techniques and methods that help increase the speech and cognitive activity of children. There is an increase in the number of participants and their performance in competitions: a diploma for winning the children's drawing competition "I am for peace on the roads."

Expert reviewin the area of ​​providing information basis of activity was 4.52 points. Svetlana Vladimirovna owns the basic component of the content of all educational areas. The educational activity of the teacher is structured, logically sustained. In the process of work, the teacher uses various equipment and materials. It should be noted the high manufacturability of the reviewed educational activities. Thematic planning allows the teacher to use the integration of educational areas in the organization of children's activities to implement the content of psychological and pedagogical work.educateSpruce perfectly owns the content of its own, carries out the optimal selection of methods, means, forms of training and education, tests and successfully applies information and communication technology.Uses in his work the method of project activity as in the studyselected topics. The teacher uses a variety of methods, including research and experimental methods of teaching and education. The educator uses a laptop, a projector in his work, which allows: timely updating handouts, didactic material, preparing for classes in a quality manner, expanding the use of visualization, independently preparing presentations for classes, developing the skills of the pupils to search and select reliable and necessary multimedia information.

Expert reviewin the field of implementation programs and adoption pedagogical decisions was 4.02 points. The educator knows the main regulatory documents that reflect the requirements for the content and results of educational activities. The teacher reasonably chooses textbooks and educational-methodical complexes. Can conduct a comparative analysis of curricula, educational and methodological complexes, methodological and didactic materials by region, identify their advantages and disadvantages. There are published materials:“The great Tatar educator Khusain Fayzhanov”, “Formation of a culture of behavior among preschoolers on the street”She pays great attention to methodological work. In recent yearsParticipated in courses and seminars:Participation in the seminar "Peculiarities of educational activities in accordance with the Federal State Educational Standards of Distance Education within the framework of the implementation of the International Program 00001220 "Eco Schools / Green Flag" - 2015, participant of the regional festival of the PEI HE "Kazan Innovative University named after V.G. Timiryasov" "Skill of teachers working according to the Federal State Educational Standard, 2016 Carried out educational activities on speech development for educators and primary school teacherson the basepre-school educational institution "Kindergarten of the village of Pochinok Kuchuk" Kukmorsky municipal district of the Republic of Tatarstan - 2015.

Expert reviewin the region of organization of educational activities was 3.60 points. The teacher knows how to establish a subject - subject relations: creates a working atmosphere in the classroom, maintains discipline through cooperation with students, conducting a dialogue with them, resolving conflict situations in the best way. Uses methods that encourage pupils to reason independently, develops their skills in educational activities, including the skills to search for additional information necessary to solve a learning problem. The educator takes into account the age and individual characteristics of the pupils in the assessment, argues the assessment. The teacher uses various methods of assessing pupils, is able to combine the methods of pedagogical assessment, mutual assessment and self-assessment. In general, the student learns positive social norms and rules of behavior.

Based on the foregoing, the expert believes that the level of qualification of Ivanova Svetlana Vladimirovna, an educator of the DO MBOU "Pochkuchukskaya secondary school" of the Kukmorsky municipal district of the Republic of Tatarstan, meets the requirements forfirst qualification category (the value of the skill level indicator is 4.08).

To further improve the activities and realize the professional potential of the teacher, it is recommended: - to continue work on improving competence in the ability to develop their own program, methodological and didactic materials.

Independent expert _____________

_____________ S.V. Ivanova was acquainted with the expert opinion.

"" 2016

Colleagues post my expert opinion, maybe you will be interested as a sample. I. General information about the person being certified: Qualification category, term of the previous certification: 03/26/2015. Education: secondary special, graduated from the Tashkent Pedagogical College named after. N. K. Krupskaya June 30, 1997, Faculty of preschool education, specialty: kindergarten teacher. Diploma No. 419110, issued on 06/30/1997; NOU "Ros Know" faculty of psychology - pedagogy, specialty: teacher - psychologist of deviant behavior. 2011 Until now. No academic degree or title. General seniority: 12 years Total teaching experience: 8 years 4 months Work experience in the position for which certification is being carried out: 8 years 4 months Work experience in this institution: 5 years Advanced training system: - Moscow Institute of Open Education, 2010. 03., 72 hours .

Sample expert opinion on the results of assessing the level of qualification of the educator

Attention

Expert opinion on the results of assessing the level of qualifications of the educator Konovalova Elena Vladimirovna MADOU DS "Gift" Expert group consisting of: Abaimova Lyudmila Yuryevna - methodologist of the MCU Tashlinsky IMC, Vildyaeva Galina Vasilievna - senior educator MBDOU Tashlinsky DS "Druzhba", Zlobina Marina Venadievna - senior educator MBDOU Tashlinsky DS "Solnyshko" - carried out an examination of the professional activity of Konovalova Elena Vladimirovna, educator of MADOU DS "Gift". Elena Vladimirovna has a specialized secondary education, she graduated from the Buzuluk Pedagogical College in 1984 with a degree in Teaching in the Primary Grades of a General Education School. Work experience 29 years, in this institution - 14 years, currently does not have a qualification category.

During the inter-certification period, I did not take advanced training courses. For her work Konovalova E.V.

Expert opinion on the results of assessing the level of qualification of the educator

Info

Presents the material being studied in a logical manner game form, understandable to pupils of various abilities, widely uses a visual method of teaching. Information and communication technologies allow Elena Vladimirovna to actively use them in the educational process. In his work, the teacher uses presentation slides, videos, educational games, watching educational cartoons, Internet resources.

In the field of program implementation and pedagogical decision-making, the teacher is highly competent. Elena Vladimirovna is distinguished by high demands on herself. The analysis of activities shows that the educational process is based on an integrated approach, the principles of pedagogy and cooperation; uses psychological approaches in the practice of his work: cultural-historical, activity and developing.

Diploma of the administration of the preschool educational institution for active participation in the competition "Design of a group site"; 2011 - Diploma for participation in the competition "The best corner of nature" in the nomination "Design solution in the design of a corner of nature"; 2012 - Diploma of the 2nd degree in the competition "Theater in the life of a child"; 2013 - Diploma of the administration of the preschool educational institution for 2nd place in the competition "Organization of a subject-developing environment." A survey of parents, a conversation with colleagues showed that the personal qualities of a teacher necessary for the successful implementation of pedagogical activity, such as a creative approach to business, responsibility, a high level of general culture and erudition, love for children, full dedication are highly developed. In relation to pupils, he shows attention to the personality of the child, providing each child with emotional well-being, through direct communication with each of them.

Respectful of the feelings and needs of the child, creates conditions for children to freely choose activities. He is a model of pedagogical skill and ethics for others. The results of the analysis of the teacher's activity allow us to assess the high degree of formation of his professional competencies.

Important

In the field of setting goals and objectives of pedagogical activity, Elena Vladimirovna can formulate and justify the goals and objectives of her own pedagogical activity. The goals and objectives of the classes are formulated on the basis of regulatory requirements, in accordance with age, individual psychological and physiological characteristics pupils. The teacher builds his professional activity in accordance with educational program preschool education, federal state educational standard.

The basis of the professional activity of E.V.

A sample of writing an expert opinion on the certification of preschool educators

The teacher is distinguished by a high level of professional competence, combined with the ability to carry out the optimal selection of methods, means, forms of education, which makes it possible to transfer the main attention of students from the process of transferring knowledge to the process of developing intellectual and creativity. Elena Vladimirovna knows how to achieve an understanding of the pupils, the goals and tasks set, to correctly correlate the received learning results with them. The teacher is distinguished by the ability to plan his activities for the future, taking into account the level of development of children.
Elena Vladimirovna, working in close contact with the specialists of the institution, conducts effective work with children in all areas, which allows achieving positive dynamics in all sections of the program, reducing the psycho-emotional stress of children and enriching their emotional-volitional sphere, increasing mental performance.
Expert group: Director of GBOU Primary School- kindergarten No. 1659 Gorlova O. A. Head of the structural unit for the organization of educational work of the GBOU elementary school - kindergarten No. 1659 Cherkashina E. K. Chairman of the primary trade union organization of the GBOU elementary school - kindergarten No. 1659 Sorokina N.
V. M. p. Date of drawing up the expert opinion E. V. Vartanyan familiarized with the results of the examination “The expert opinion was analyzed, the materials were prepared for presentation at the meeting of the Main Attestation Commission” Date: Chief Expert of the State Budgetary Institution of Moscow “MTsOP” / / Chief GBU expert
In the field of providing the information base of activity, the teacher Vartanyan E. V. is characterized by knowledge and skills that meet the requirements of educational standards. Elena Vladimirovna owns modern methods, promptly makes the necessary adjustments to them, depending on the current situation.
The methods used by her always correspond to the goals and objectives of training, the content of the topic being studied, the conditions and time allotted for its study. She reasonably uses modern information and communication technologies in the classroom, both when studying new material and when repeating. For E. V. Vartanyan, one of the most important aspects of teaching is the use of computer technology and Internet resources. This allows not only to improve computer skills, to visually present the material, to achieve the general cultural development of pupils.
Psychological and pedagogical foundations for the education of preschoolers. These courses correspond to the profile of the certified person. The topic of self-education: "The use of mnemonics when reading a fairy tale in FGT." The most significant awards received by the certified for the entire period of pedagogical activity: - Thank You Letter from the administration of GOU No. 1659 "For the high level of the educational process in senior group» 2008 – 2009 academic year year. - A letter of thanks from the administration of GOU No. 1659 "For the good organization of educational work." 2009 -2010 academic year year. The most significant awards received by the appraiser for the last inter-certification period: - A letter of thanks from the administration of the State Educational Institution No. 1659 "For the disclosure and development of the artistic abilities of children." 2010 – 2011 academic year year.
Home»Team»Certification»Certification of employees of preschool educational institutions. Applications and expert opinions. Regulatory documents to the current page "Educator Methodist preschool educational institution, including the senior educator Music director Instructor for physical culture Teacher-speech therapist Teacher-psychologist Social teacher Educator Application_educator.DOE_ EZ_educator_DOE_2016 Methodist of the preschool educational institution, including the senior educator educates Musical director Application_muz.ruk.DOU, DD 2016 EZ_muz.ru.3 in 1_DOU, DD, PO_2016 Physical education instructor Application_instructor for physical reDOU_2014 EZ_physical instructor_2 in 1_DOU, OU_2016 Teacher-speech therapist DOU, OU, Cor. DOP)_2016 Teacher-psychologist Application_teacher-psychologistDOU_16 EZ_teacher-psychologist_DOE_16 Social teacher Application_social teacher DOU_16 EZ_social.
Methodical Bulletin" 2012. I took part in organizing competitions at the city level, I have letters of thanks: 2011 and 2012, the city competition "Mirror of Nature"; 2011, the third city sports day for preschoolers, dedicated to the Day Victories 2012, city competition "We are children of the Galaxy" 2013, city competition of drawings "Holy Russia" 2013, city competition creative works"Variety of age-old traditions" Analysis of the level of competence in the field of organization of pedagogical activity showed that the teacher possesses the following skills at a high level: a positive working attitude during pedagogical meetings, combines various forms collective and individual work.
Machulina T.N. is the administrator of the site of preschool educational institution No. 18 http://www.ladushki-dou18.ru/, has publications on the site "World of Preschool Childhood": In the field of program implementation and pedagogical decision-making, the teacher is quite competent. Machulina T.N. is distinguished by high demands on himself as a specialist implementing the educational program and the Development Program of the preschool educational institution. The teacher successfully implements the tasks of the educational program for preschoolers, taking into account the principles of individualization and differentiation, and purposefully updates the methodological and didactic materials in the methodological office. Tatyana Nikolaevna was the head of the creative team for the development of the educational program of the MBDOU "Kindergarten No. 18" Ladushki ".

Modern scientific, methodological and technological approaches in the diagnosis and evaluation of the results of the organization of preschool education

Modern education is focused on achieving high quality, accessibility, continuity, increasing its innovative and creative role, as well as its focus not so much on the assimilation of a certain amount of knowledge by preschoolers, but on the development of the creative abilities of the individual, the desire to learn, explore, learn, be responsible for accepted their decisions. Reforming the education system should be based on forecasting and monitoring its quality. Quality tracking is essential for educational institutions to maintain the core values ​​of education.
The analysis shows that it is impossible to borrow someone else's quality assessment system, just as it is impossible to take the concept of another educational institution in finished form. It is necessary to develop our own system, to form the features of the quality of education in a preschool institution. In practice, there is often a situation when the very concept of the quality of education has not yet become the personal meaning of teaching staff, the measure of all changes and achievements in education.
A comprehensive study of various parameters for assessing management activities is reflected in the theory of social management and foreign management (M. Albert, I.V. Bizyukova, P.F. Drucker, L.I. Menshikov, M.Kh. Meskon, A.M. Omarov, G. Kh. Popov, F. A. Taylor, F. Hedouri and others); in the management of pedagogical systems (E.S. Bereznyak, T.M. Davydenko, V.I. Zvereva, M.I. Kondakov, V.S. Lazarev, A.A. Orlov, M.M. Potashnik, V.S. Pikelnaya, E.P. Thin-legged, P. I. Tretyakov, P. V. Khudominsky, P. X. Shakurov and others).
The works of K.Yu. Belaya, A.K. Bondarenko, E.Yu. Demurova, T.S. Komarova, L.V. Pozdnyak, R.Ya Spruzha, A.N. Troyan and others. They substantiate the requirements for the manager, highlight the main directions of his activity. Of particular interest are the studies of Yu.A. Konarzhevsky, E.V. Litvinenko, V.G. Molchanova, G.M. Tyulyu, T.I. Shamova, in which variants of programs for assessing the managerial activity of a head in the education system were developed, while no special studies were conducted on the issue of assessing the managerial activity of a head of a preschool educational institution.
S. F. Bagautdinova, G. Sh. Rubin, N. G. Korneshchuk, A. N. Starkov, taking into account the task of systemic development of preschool education, to evaluate the results, they choose an integrative characteristic of a child’s readiness for school (physical, intellectual, personal), supplementing its socially significant indicators of the activity of the institution (morbidity rate, indicators of the functioning of preschool educational institutions, demand for preschool educational institutions among the population). However, a number of scientists are critical of the appropriateness of such an indicator. So, T. I. Erofeeva believes that forced targeted special preparation for school gives rise to a lack of motivation for learning, neuroses, the fading of independence and creative activity, and the deterioration of children's health. The introduction of standards “adapted to the school” can seriously change, in her opinion, the status of preschool education (M. S. Aromshtam, A. K. Belolutskaya, E. V. Ovchinnikova). The main directions for ensuring a comprehensive assessment of the quality of the professional activities of teachers as an open educational system are based on the conceptual provisions of A.I. Ostroukhova, Medvednikova.

Problem.
An analysis of practical materials in the educational authorities also showed the absence of a well-thought-out system of evidence-based criteria and tools for assessing the managerial activities of managers.
Today, when solving the problem of the quality of education, two directions can be traced that bring the assessment of educational systems to a fundamentally new level.
The first direction is connected with the development of quantitative analysis based on the data of state mandatory statistical observation, external evaluation of educational achievements, and processing of sociological research results. This allows you to move from judgments and opinions to a reasonable comparative analysis, a forecast to identify the dependencies of various factors that affect the performance of educational systems.
The second direction is based on the shift of priorities in the evaluation of education from the process to the result. The variability of educational programs, the emergence of new educational technologies indicated that similar results of functioning educational services can be achieved in different ways, which are largely determined by its individual characteristics.
In this regard, the problem of measuring the quality of education arises, due to the fact that:
- the quality of education must be assessed to ensure the guarantee of human rights to receive education corresponding to the world level;
- the quality of education should be the measure of all achievements preschool and changes in educational policy and practice, so it is necessary to be able to evaluate it;
- it is necessary to evaluate the quality, first of all, for understanding and formulating development goals, creating samples of new practice, and not only for making managerial decisions aimed at ensuring the functioning of educational institutions;
- the tracking system itself, the constant measurement of quality (quality monitoring) is valuable. Self-analysis of activities at all levels is valuable in that it allows you to determine where the preschool institution is today in comparison with others in order to remain competitive.
Based on the foregoing, it can be concluded that there is a contradiction between the need to improve the quality of management of preschool institutions and the lack of a scientific approach to assessing the managerial activities of the head of the preschool educational institution.
So, many authors associate quality assessment with the characteristics of the educational process and its results, while the existing practice of assessment in the course of attestation of preschool educational institutions is primarily focused on assessing the conditions of educational activity.

The concept of "quality of the educational process" is multifaceted. From the point of view of children, this is learning in an interesting, exciting way for them to play; from the point of view of parents, this is the effective education of their children in programs that preserve the health of children (both mentally and physically), maintain children's interest and desire to learn, provide opportunities for admission and school, etc .; from the point of view of educators, this, on the one hand, is a positive assessment of their activities by the head of the preschool educational institution and parents, on the other hand, successful learning outcomes, health and individual progress of their pupils; from the point of view of the head of the preschool educational institution, this is:
firstly, the effectiveness of the activities of educators and preschool educational institutions as an organizational structure;
secondly, a high assessment of the activities of educators and preschool educational institutions by parents and children;
thirdly, successful learning outcomes, health and individual progress of pupils of preschool educational institutions;
fourthly, a high assessment of the activities of the head and the preschool educational institution by the governing bodies of education; from the point of view of the head of the micro or macro level, this is the efficiency of functioning and increasing the resilience of the managed subsystem.
Analysis different approaches to quality assessment gives reason to assert that performance indicators should be quantitatively limited, verifiable and allow you to establish the progress of the child in his development throughout preschool childhood.
In turn, the Comprehensive Assessment Model should include a balanced combination of normative-oriented, content-targeted, organizational-technological, motivational-personal, control-diagnostic and correctional-analytical components, taking into account which criteria and indicators are determined.
The criterion of a comprehensive assessment is understood as a sign of the degree of compliance of the quality of the professional activity of a teacher with established norms, requirements, standards, standards. Under the indicator is a quantitative and qualitative characteristic of the teacher's professional activity, which is the result of measurement.
The basis for developing a unified strategy and managing the assessment of the quality of education is the design various kinds monitoring (information, basic, managerial and complex) and its main stages, which are developed in joint activities at special meetings of pedagogical workshops. Monitoring studies are carried out to assess the quality of education: the quality of goals, conditions, processes, results (subject, meta-subject, personal results, values, health of all participants in the educational process). Of particular interest is pedagogical monitoring, including: monitoring the effectiveness of educational educational process; innovative processes (innovative, research, experimental activities); personal development of children and teachers; the success of the exercise; quality of mastering the components of education; formation of types and skills of pedagogical activity; creative level of children and teachers.
Educational Qualimetry (Comprehensive Assessment Technology), the main provisions of which are:
consideration of the quality of the activities of a preschool educational institution as a single system of elements, their properties and characteristics, the functioning and development of which is natural, from the standpoint of a systematic approach, educational qualimetry, quality theory;
ensuring the objectivity of the results of evaluation of a preschool educational institution by determining the value preferences of the subject of evaluation in the light of the social order of society for education;
consideration of the object of evaluation by an integral set of indicators, which allows taking into account the entire range of indicators, the whole variety of activities of a preschool institution, which is ensured by aggregating the quality indicators of the activities of a preschool educational institution into a single comprehensive quantitative assessment.
The process of quality assessment in qualimetry, which is the following sequence of actions:
determination of the objectives of the assessment of the object;
disclosure of the structural quality of the object;
determination of the nomenclature of interrelated indicators of the quality of the object, as well as the statistical characteristics of the indicators (statuses and weights);
determination of the values ​​of the quality indicators of the object;
assessment of the quality of the object;
convolution of assessments of quality indicators into a single comprehensive assessment;
analysis of the obtained results.
To conduct an objective assessment of the quality of professional activities of teachers for each indicator, a set of methods was selected: study of documents, analysis of pedagogical activities, observation, questioning, testing, conversation, peer review, self-assessment, self-analysis; pedagogical diagnostics, monitoring, control (operational, current, preventive, slice, thematic, effective), certification, methods of statistical data processing. As an example, in annexes 1–2, respectively, are the questionnaires "Satisfaction of parents with the activities of pedagogical and leading employees of preschool educational institutions" and "Identification of factors that stimulate and hinder the development of teachers."
One of the stages of the quality assessment process, in accordance with the requirements of educational qualimetry, is the development of a nomenclature of quality indicators, in accordance with the structure presented in Figure 1.

The main structural component among the criteria for a comprehensive assessment is the methodological work of a preschool institution.
Methodical work significantly affects the quality and efficiency of training and education, the final results of the work of a preschool institution, therefore it is quite legitimate to consider it as an important factor in the management of a modern preschool educational institution.

The main criteria for the optimality of the final results of methodological work in preschool educational institutions are:
1. performance criterion; is achieved if the results of education, upbringing and development of pupils increase to the optimal level (or approach it) in the allotted time without overload;
2. Criteria for rational expenditure of time, cost-effectiveness of methodical work; is achieved where the improvement of the skills of teachers in order to optimize training and education takes place at a reasonable cost of time and efforts of teachers for methodical work and self-education, in any case, without overloading teachers with these types of activities. The presence of this criterion stimulates a scientific, optimization approach to the organization of methodological work;
3. a criterion for the growth of teachers' satisfaction with their work; can be considered achieved if there is an improvement in the psychological microclimate in the team, an increase in the creative activity of teachers, the presence of satisfaction of teachers with the process and results of their work.
The problem of assessing the quality of the professional activity of a preschool teacher
The content of a comprehensive assessment of the quality of the professional activities of teachers provides for working instructions and evaluation and measuring materials: schemes for analyzing planning, regulatory and documentary support, directly educational activities, regime moments, other activities of the educational process, evaluation sheets, maps, including those developed by L. M. Denyakina, M.V. Korepanova, I.A. Lipchanskaya. To conduct an objective assessment of the quality of the professional activities of teachers using the above schemes, work instructions were developed to help the experts.
Consider the methodology for this assessment. For example, the values ​​of indicators 1.1–1.5 used in the calculation according to criterion 1 are determined using an ordinal measurement scale (from 1 to 5 points). It establishes ordinal relations of preference and makes it possible to judge the relationship "better - worse" between the compared objects by the measured quality.
The ordinal scale in this methodology is a series of numbers that correspond to a certain degree of severity of the assessed professional activity of teachers, its quality in relation to a preschool educational institution. Several ratings (from 1 to 5 points) characterize the degree of severity of the quality of the evaluated characteristic. The expert selects the grades that best meet the quality of the teacher's professional activity, while having an intermediate scale between qualitative and quantitative.
Processing and analysis of the summarized scores are carried out on the basis of methods of mathematical statistics with by deriving an average score for each of the six criteria using the formula:
S (k) \u003d B (p) + B (p) + ... + B (p),
K (p)

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

Each indicator in this methodology consists of two parts: content and evaluation. The content part includes a qualitative description of the teacher's professional activity, the evaluation part - a rating scale according to a five-point system, which allows the most objective evaluate the specialist for each indicator:
4-5 points - the professional activity of the teacher fully reflects the qualitative characteristics, is pronounced and stable;
3-4 points - in the professional activity of the teacher, this characteristic is mainly reflected and manifests itself quite steadily, the teacher strives to achieve quality;
2-3 points - this characteristic manifests itself in the teacher's professional activity in an unstable manner, but within the acceptable norm, the teacher has not perfectly mastered theoretical knowledge and methods of using them in practice;
1-2 points - the characteristic of professional activity according to this indicator is not expressed enough, it is unstable, the level of development of the teacher is on the verge of critical.
When determining the final average score, their maximum number (or maximum amount?) Can reach 30. The level of professionalism of the teacher is determined based on the following gradation.
The sum of 15–20 points indicates a low level. At this reproductive (technological) stage is the so-called teacher-performer. It is characterized by the absence of the need for an independent assessment of professional activity, following stereotypes, methodological recommendations without taking into account changing conditions, the characteristics of pupils, the needs of their parents, the social order of society, and an orientation towards reproductive forms of the educational process.
20-25 points - constructive (heuristic) level - indicate that the teacher is a student-oriented practitioner. This means that he has independent judgments, but with insufficient evidence, he uses analytical skills in his work, diagnostic methods, modern means of education and training. The middle-level educator in most cases implements a differentiated approach to children, takes into account the needs of their parents, and coordinates his professional activities in accordance with the social order of society.
An employee of a preschool educational institution who received from 25 to 30 points is at a high research (creative) level. A master teacher is a competent researcher who consciously chooses innovative methods, forms and means of the educational process, independently develops pedagogical technologies and methods, has a good command of evidence-based scientific argumentation, adheres to his own pedagogical principles and put them into practice. In addition, he predicts the development of pupils, taking into account their individual and age features, carries out pedagogical education of their parents, based on the existing needs, and also performs its work in close interaction and cooperation with representatives of social institutions.
A set of indicators that determine the level of professional activity of teachers:
advanced training, professional retraining;
knowledge of the regulatory framework, theoretical and practical foundations professional activity;
knowledge and use of information and communication technologies in the process of educational work;
participation in problem-research, experimental activities;
the results of work to reduce the incidence of children;
the results of work to increase the interest of visiting the preschool educational institution by pupils;
the level of development by children of the general educational program of the preschool educational institution;
security safe conditions stay of children in preschool;
the quality of the organization of the developing environment of the group;
the results of pupils' participation in events of various levels;
rating of the teacher among parents;
the presence of a generalized pedagogical experience;
availability of scientific and methodological materials;
participation in scientific and practical conferences, pedagogical readings, in the work of the MO DOU, sections,
teachers' councils;
conducting open classes, master classes;
professional activity of the teacher: leadership of the MO, creative group; participation in organizing committees, jury of competitions, attestation commissions; support of pedagogical practice of students;
participation in professional competitions;
encouragement of the teacher in the inter-certification period.

The following personal and professional qualities and competencies of the educator come to the fore today:
a clear vision of modern tasks of preschool education;
value attitude to the child, culture, creativity;
humane pedagogical position;
the ability to take care of the ecology of childhood, the preservation of the spiritual and physical health of children;
showing concern for the development of the individuality of each child;
the ability to create and constantly enrich the cultural-informational and subject-developing educational environment;
ability to work with the content of training and a variety of pedagogical technologies, giving them a personal-semantic orientation;
ability to exercise experimental activity on the introduction of subjectively and objectively new approaches and technologies, to assess their compliance with the goals of education adopted at the state level, the tasks of humanizing the educational process, the opportunities and needs of children;
the ability to self-education, self-cultivation of personal structures of consciousness, giving a humane meaning
activities of the teacher.

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

So, a comprehensive assessment of the quality of professional activity of teachers of a preschool educational institution provides for a number of components: appropriate methods; components and stages of assessment; the nature of their relationships with each other and with all activities.
The use of a comprehensive assessment model helps the teacher to identify existing problems, stimulates him to improve the quality of his own professional activity and the level of professionalism. A set of corrective actions and measures based on the results of assessing the quality of the professional activities of teachers makes it possible to obtain the final result for which this model was developed (achieving, maintaining and improving the quality of the professional activities of teachers, meeting the needs and expectations of participants in the educational process).
The presented materials do not claim to fully cover all aspects of the problem under consideration, but give impetus to further study of the issues of assessing the quality of the professional activity of teachers of a preschool educational institution. The relationship of these issues with the solution of the problem of the subjects of assessment indicates the relevance of further theoretical and empirical study of the topic of a comprehensive assessment of the quality of the professional activity of pedagogical workers.

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

Thus, the hierarchical structure of the quality of the activities of the preschool educational institution, in accordance with the main functions, can be represented as follows:
1. Protecting the life and strengthening the health of children;
2. Child development;
2.1. Physical development;
2.2. Cognitive speech;
2.3. Social and personal;
2.4. Artistic and aesthetic;
3. Interaction with family.

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

Application No. 1

A model for a comprehensive assessment of the quality of professional activity of pedagogical workers of preschool educational institutions
L.F. Medvednikov,
cand. ped. Sciences

Target:
Comprehensive assessment of the quality of professional activity, determination of the level of professionalism
Types of comprehensive assessment:
internal;
external

Components of a comprehensive assessment:
normative-oriented;
content-target;
organizational and technological;
motivational-personal;
control and diagnostic;
correctional-analytical
Criteria:
implementation of legal and documentation support;
compliance of the content of the educational process with the goals of preschool education;
creation of a subject-developing environment;
business and personal qualities of a teacher, motivation for pedagogical activity;
the effectiveness of the educational process;
correction of pedagogical activity
Methods:
study of documents;

Analysis;
self-assessment, introspection;
monitoring;
testing;
questioning;
conversation;
observation;
control;
expertise;
attestation

Levels of professionalism:
reproductive (technological);
constructive (heuristic);
research (creative)
Results:
Achievement, maintenance and improvement of the quality of professional activity of pedagogical workers.
Meeting the needs and expectations of all participants in the educational process

Appendix 2

Indicators of a comprehensive assessment of the quality of professional activity of pedagogical workers of preschool educational institutions
1. Fulfillment of the requirements of legislative acts, regulatory documents of preschool education.
2. Application in practice of provisions preschool pedagogy, psychology and pediatrics.
3. Compliance with instructions on labor protection, safety precautions, protection of life and health of pupils.
4. Culture of office work of teachers.
5. Meeting the educational needs of children, parents, society.
6. The volume of pedagogical knowledge that meets and (or) exceeds the requirements of preschool education.
7. Implementation of modern educational programs and methods of preschool education.
8. The effectiveness of pedagogical techniques and technologies for raising and educating children preschool age.
9. Use of information technology.
10. An integrated system for planning educational activities, routes for the individual development of pupils.
11. Compliance of the content of educational activities with the requirements of educational programs of preschool education.
12. Use of innovative methods, means and forms of preschool education.
13. Creation of a modern, aesthetically attractive subject-developing environment.
14. Compliance with sanitary and hygienic standards for the maintenance of preschool children.
15. Ensuring a favorable microclimate, psychological comfort in the children's team.
16. Participation in creative, experimental work on the problems of preschool education.
17. Implementation of self-education and self-education.
18. Professional competence in the upbringing and education of preschool children.
19. Discipline and responsibility.
20. Implementation of educational programs of preschool education in full.
21. Achievements of participants in the educational process (competitions, exhibitions).
22. Diagnostics of development (knowledge, skills) of pupils.
23. Coordination of the educational process, its compliance with the requirements of preschool education.
24. Interaction with social institutions on issues of preschool education.
25. Pedagogical education of pupils' parents.

The profession of an educator has been known since ancient times. Today this is one of the most necessary and significant professions, because busy parents cannot always devote enough time to their baby, and even more so - to form important skills and abilities in him, to prepare for school. It is the educator who will teach your crumbs of independence, the rules of behavior, the knowledge necessary for a preschooler. What is it perfect portrait? About what qualities of an educator will contribute to his effective and successful professional activity in a preschool children's institution (DOE) - in our article.

Pedagogy is my calling

Kindergarten teacher is a calling

The teacher of a children's educational institution is not even a profession, but a real vocation, and also daily hard work. To become an educator for a long time and seriously, you need to feel that pedagogy is the work of your whole life, and work conscientiously, passing on to the children all the best that you have, giving your whole soul.

Vasily Sukhomlinsky, an internationally recognized ideologist of humanistic pedagogy, emphasized that he is a real teacher, whose activity is aimed at educating a humane personality.

According to V. Sukhomlinsky, a real educator should:

• loving children is the most important thing
• to care about them
• respect the personality of each child and believe in him
• know the soul of every baby and understand it
• reverently relate to the spiritual world of the child, his nature
• protect and develop the child's self-esteem
• become a true friend to every child.

If the qualities of an educator correspond to these humanistic principles of pedagogy, he will be able to raise a child as an attentive, noble, kind, intellectually developed, patriotic, not indifferent to the problems of others, cultured, responsible, honest, tactful, sensitive, hardworking person.

Responsibilities of a Kindergarten Teacher

The duties of a preschool teacher are specified in a number of regulatory documents, such as an employment (collective) agreement, job description educator, rules and regulations of the sanitary and epidemiological station, etc. These documents regulate the activities of the educator of the preschool educational institution.

Now preschool education is developing taking into account the intensive introduction of innovations in the pedagogical process. Therefore, new, modern requirements are currently being put forward for the activities of the educator. The work of a preschool teacher should be based on four components:

• communicative and personal development of the child
• cognitive-speech
• artistic and aesthetic
• physical.

The pedagogical process in the preschool educational institution is carried out on the basis of the pedagogical interaction of the educator and the child. Therefore, the teacher must be professionally competent.

“The level of professionalism of an educator is determined by professional competence - the ability to qualitatively and effectively conduct pedagogical activities on the basis of official duties, scientific education and value attitude to pedagogy as a kind of activity.

The competence of the educator of the preschool educational institution determines that he has the necessary attitudes for carrying out pedagogical activities, values, corresponding personal characteristics, theoretical knowledge, professional qualities that need to be constantly improved through self-education.

The educator must have certain professional competencies

The professional competencies and responsibilities of a kindergarten teacher include:

• knowledge of the specifics of the system of preschool education, as well as the features of the organization of educational work by preschoolers of different ages
• knowledge and understanding of the patterns of child development in early and preschool childhood
• knowledge of the features of the formation and development of children's activities at an early and preschool age
• the ability to organize the types of activities necessary for preschool age (game and object-manipulative), thereby ensuring the development of children
• the ability to organize joint and independent activities of preschoolers
• knowledge of the theory and possession of pedagogical methods of cognitive, personal and physical development children
• the ability to plan, implement and analyze pedagogical and educational work with preschoolers in accordance with the standard of preschool education
• the ability to plan and adjust pedagogical tasks (independently, as well as in collaboration with a psychologist and other specialists) in accordance with the results of monitoring the development of children, taking into account the individual characteristics of each preschooler
• the ability to follow the recommendations of a psychologist, speech therapist, defectologist and other specialists in working with preschoolers who experience difficulties in mastering the curriculum, as well as children with special needs
• the ability to create a psychologically comfortable and safe educational environment that ensures the safety of the life of preschoolers, the preservation and strengthening of their health and emotional well-being during their stay in preschool
• possession of methods and methods of psychological and pedagogical monitoring, thanks to which it becomes possible to track the results of mastering the curriculum by preschoolers, their level of formation necessary qualities necessary for subsequent education in primary school
• possession of methods and methods of psychological and pedagogical counseling of parents of preschoolers
• the ability to build the right interaction with parents to solve pedagogical problems
• the ability to plan, implement and evaluate their pedagogical activities with children of early and preschool age.

Personal characteristics

A good teacher should be kind and patient

What personal qualities should be inherent a good teacher children's educational institution? Consider them:

1. Kindness and patience. And also justice, mercy, understanding and, most importantly, love for children. These qualities, which determine the humanistic orientation of a person, are fundamental for the educator.
2. High moral qualities. If the educator himself does not possess the qualities that he teaches children, then how will he teach them this? The preschool teacher must monitor his actions, be honest with himself and the children, be responsible for his words, be open to the children, treat them with respect.
3. Organizational skills. The ability to plan, to carry out everything consistently and clearly, to approach pedagogical activity in a comprehensive manner - these are the qualities that will ensure successful work preschool teacher.
4. Diligence. Working with children takes a lot of energy, and it is important to work with joy. If you love your profession with all your heart, it will be a pleasure to work.
5. Positive attitude. Children who are brought up in an atmosphere of goodwill and calmness develop faster, grow up self-confident, sociable, emotionally open.
6. The ability to be creative. In kindergarten, you have to invent a lot to make the upbringing and education of children as interesting as possible for them. It’s good when the teacher can easily do this.

Without a creative component, the work of the educator will not be effective.

"Advice. It is very important to respect the personality of the child. This means being able to communicate with him, listen to and understand his needs, not get irritated by disobedience, find ways of tactful and persistent pedagogical influence, see the best in a child.

The list of necessary personal qualities of a preschool teacher can be continued. In addition, the teacher must have a number of professional knowledge, skills and abilities that are important for the successful conduct of educational activities in a children's educational institution.

professional excellence

It is a fact that educational activities in kindergarten require a lot of patience. Some believe that only those who have innate special abilities can become a teacher, but this is a very controversial issue. The special knowledge, professional skills and abilities necessary for the teacher can be acquired and developed.

Education does not consist in annoying teachings and endless notations: with their monotony, they will only cause boredom and longing in preschoolers. The professional skill of the teacher of the preschool educational institution is manifested in the understanding that the most effective are not only verbal methods upbringing, and to a much greater extent, good and moral deeds: helping others, showing sympathy and mercy, etc. Therefore, the educator needs to develop his pedagogical experience in order to be able to easily organize such activities for children.

To teach children, the educator must have deep knowledge in different areas.

The teacher should have in-depth knowledge of:

• pedagogy
• developmental psychology
• basics of life safety and first aid
• ethics and aesthetics
• principles and content of the organization of preschool education.

The preschool teacher must:

• know and be able to apply methods of teaching and development of children
• be able to organize and activate cognitive activity educated.

Among professionally important qualities of an educator experts point out:

• possession modern techniques and technologies in the field of education and upbringing of children
• wide erudition
• pedagogical intuition
• high level of intelligence
• highly developed moral culture.

Criteria for evaluating the work of the educator

How to evaluate the work of a teacher? See how he builds his communication with children.

Let's focus on the personal side of communication. If the educator behaves intelligently, calmly, respectfully towards the children, pays attention to each of them, knows how to listen and help, then you have a selfless love for your work. They say about such people - "he is in his place." And even if he does not yet have great pedagogical experience, then, thanks to his love for the profession and children, he will undoubtedly acquire it.

If the “teacher” does not behave with restraint, shouts, commands in an orderly tone, does not particularly follow the children, then such a person, alas, will not be a good role model for the child.

From the point of view of the content side of the professional activity of the educator, one should pay attention to whether the teacher uses new forms and approaches to the organization of education and independent work of children, group and individual lessons.

The educator should apply new forms and approaches to the organization of education and independent work of children, group and individual lessons.

The role of the educator in the educational process of the preschool educational institution is great. The teacher influences the formation of the personality of the kids, transfers the necessary knowledge to them and forms personal qualities. Therefore, in order to positively influence the self-development of preschoolers, the teacher himself must be a highly developed moral personality and constantly improve his professional skills.

Expert opinion

according to the results of the assessment of the qualification level of the senior educator

municipal budgetary educational institution

kindergarten No. ... of the city of Zverevo, Rostov Region

Sh.I.A.

In accordance with the procedure for certification of teachers of state and municipal educational institutions, approved by the order of the Ministry of Education and Science of Russia dated March 24, 2010 No. 209, the order of the Ministry of General and Vocational Education of the Rostov Region dated January 17, 2011 No. 12 "On approval of regional regulatory documents for the certification of teaching staff", by order of the Ministry of General and Vocational Education of the Rostov Region dated December 30, 2010 No. 1024 “On approval of regional regulatory documents for the certification of pedagogical workers”, by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n “On approval of the Unified Qualification Handbook for the positions of managers, specialists and employees, section “ Qualification characteristics of the positions of educators”, by order of the Ministry of General and Vocational Education of the Rostov Region dated 05.05.2014 No. 271 “On approval of schedules for the examination of professional activities”, an expert in determination of the level of professional competence of teaching staff Kutnyakhova Natalia Anatolievna, candidate of pedagogical sciences, leading specialist of the education department of the municipality "City of Zverevo", 05/29/2014 to 05/30/2014 conducted an examination of professional activitysenior teacher of the municipal budgetary educational institution kindergarten in the city of Zverevo, Rostov region.

The expert assessment was carried out in accordance with the methodological recommendations of the Russian Ministry of Education and Science for assessing the level of qualification of teaching staff. The expert analyzed the qualification indicators in accordance with pedagogical competencies, the self-analysis of the teacher was analyzed, an interview was conducted with the head of the MBDOU, the methodological and didactic tools of the senior educator were analyzed.

On the basis of an expert assessment, I certify that the senior educator has a secondary specialized education, graduated from the Don Pedagogical College with a degree in preschool education, and was qualified as a teacher of preschool children.

General work experience - 20 years, teaching experience - 20 years, in an attested position - 10 years, work experience in this institution - 20 years, qualification category - none.

During the inter-certification period, she took advanced training courses: GBOU DPO RO RIPC and PPRO “Expertise of professional activity and assessment of the level of professional competence of a teacher during the certification of teaching staff in the context of the Federal Law on Education in Russian Federation", 2014, 72 hours

She took part in the regional seminar-meeting “Achieving the quality of preschool and general education in the context of the introduction of the Federal State Educational Standard by means of educational and methodological kits of the Drofa publishing house”.

For success in professional activities, he has encouragement and awards:

Diploma of the mayor for an active life position and a great contribution to the development of the educational system,

A letter of thanks from the Ministry of General and Vocational Education of the Rostov Region for significant progress in educating preschool children, improving the educational process, a great personal contribution to the formation of the moral foundations of children,

Diploma of the open interregional tournament of abilities "ROSTOK-IntellectUm" for organizing and holding a tournament in a preschool educational institution, an active life position, professionalism, and a creative approach to work.

Necessary for the successful implementation of methodological and pedagogical activitiespersonal qualitiessenior caregiver highly developed.

She has a high level of professional culture. Builds relationships with colleagues at work based on the principles of humanismand mutual respect. In the teaching staffseeks to create favorable conditions for the positive interaction of all participants in the educational process. He can always find encouraging and sincere words for colleagues and pupils, he responds to a call for help with deeds. Knows how to find the strengths and development prospects for each teacher.

The senior educator is internally disciplined, competently plans and organizes her work time, allocates current affairs, anticipates time costs in advance and completes work on time. She has a broad outlook, is tactful, delicate in communicating with colleagues and students. Possesses the ability to self-control, self-organization and self-discipline, maintains self-control even in situations of high emotional stress. He knows how to objectively assess his abilities and adequately accepts value judgments about himself from all participants in the educational process.

The results of the analysis of the activities of the senior educator make it possible to assess the degree of formation of individual competencies in her.

In the region of setting goals and objectivespedagogical activity, the senior educator is characterized as a competent teacher. When organizing methodological work, city events, socially significant projects and actions, kindergarten events, the senior teacher correctly formulates their goals and objectives, develops provisions, selects the content and forms of holding,thoroughly thinks over the methodological and didactic support of each stage of its activity.takes into account age and psychological features audience. Responds flexibly to changing situations, promptly makes adjustments to the planned activity plan.

In the field of implementationcompetence to ensure the motivation of educational activitiesorganizes work to improve the qualifications of teachers: plans the activities of teachers of preschool educational institutions, develops methodological materials to help teachers, conducts work on studying and generalizing advanced pedagogical experience, attends and analyzes classes and educational activities of teachers, assists in the preparation of open classes, constantly stimulates the work of teachers on software for the educational process.

At the same time, the senior educator skillfully motivates teachers to learn new things. methodological material. To do this, she uses the methods of social design, problem-based learning, the methodology of practice-oriented activity and other active forms of cognitive activity. When planning the work of teachers preschool senior the educator takes into account their interests, problems and wishes, as well as the need to promptly acquaint colleagues with modern achievements and the requirements of pedagogical science.

The senior educator knows how to arouse the interest of teachers in working with children and involve them in an active search for solutions to the problems posed. Provides methodological assistance to teachers in educational activitiesin accordance with the federal state requirements for the structure of the main educational program of preschool education. He has the ability to play the situation in such a way as to take the position of an educator, notes even the smallest success of his colleagues. Arouses interest in working with children, organizing pedagogical, methodological councils, work on holding parent meetings, health-improving, educational and other events provided for by the educational program, conducts master classes. Helps identify and support children with high intellectual abilities assists in unlocking their potential.

The senior educator has gratitude for organizing and holding the open interregional intellectual tournament of abilities "RostOK-IntellectUM".

A good level of pupils' motivation is also proved by the performance indicators of children's readiness for schooling:

	2010-2011 academic year	2011-2012 academic year	2012-2013 academic year	2013-2014 academic year
High level
Average level
Low level

In the field of ensuring the information basis of activitiesthe teacher is characterized by knowledge and skills that meet the requirements of educational standards. In his work, the senior educator uses the following methods: activity, dialogue, discussions, practical method, method of problem presentation, analytical, comparative, generalizing, explanatory and illustrative, visual, etc. Conducts pedagogical monitoring of the quality of education. The senior educator owns modern pedagogical technologies: developmental learning, student-centered learning, interactive learning, health-saving, problem-based learning technologies, information and communication, gaming, etc. The teacher uses computer equipment: PC, MFP; materials of multimedia discs, electronic manuals, presentations, which allows to activate the cognitive activity of teachers and achieve the planned pedagogical results. Actively uses the materials of educational sites:, http://www.openclass.ru/

In the field of program implementation and pedagogical decision-makingthe teacher is competent enough, knows the basic normative documents. The annual plan of the senior educator is drawn up taking into account regulatory requirements, the rate of assimilation of the material, and the requirements of the Federal State Educational Standard. Purposefully updates methodological and didactic materials, develops many of them independently.

The senior educator shares his experience with colleagues: he is the head of the city methodological association preschool workers, chairman of the commission for the distribution of bonuses to teachers for quality and performance, has the skills of public speaking on issues of preschool education.

Level Analysis competence in the field of organization of educational activitiesshowed that the teacher has the following skills: to organize the educational and educational activities of teachers, to establish partnerships, cooperation with colleagues; uses in the educational process personal experience teachers, their own assessments and views, is able to organize teachers to search for additional information necessary for solving educational problems, argues for the assessment of the activities of teachers, shows their achievements and ways to overcome difficulties, is able to combine methods of assessment, mutual assessment and self-assessment of teachers.

Based on the foregoing, the expert believes that the qualification level of the senior educator of the municipal budgetary preschool educational institution kindergarten meets the requirements for the first qualification category for the position of “senior educator” (the value of the qualification level indicator is 4.32).

Judge Kutnyakhova N.A.

Familiarized with expert opinion