Work experience on the topic: “Forms and methods of work of a senior educator as a factor in the successful professional competence of teachers in preschool educational institutions.”

• Responsibilities of the senior teacher
• Activities of a senior teacher in a modern preschool educational institution
• Pros of the profession
• Challenges faced by senior educators
• Who can get this position
• 15 tips for a senior teacher

A kindergarten in our time is a public or private educational institution that takes responsibility for the supervision, care, health and education of our children under the age of 7 years. The preschool educational institution employs nannies, educators, methodologists and management staff.

The position of senior teacher is the next career step for kindergarten teachers. In the article we will analyze the responsibilities of this profession, its pros and cons, and also talk about what ways there are to obtain this specialty.

Responsibilities of the senior teacher

The senior teacher must provide high-quality supervision of the activities of the less experienced teaching staff of the kindergarten. Its functions are prescribed in the job description. We will talk about the main ones.

1. Planning and implementation of the educational process in accordance with the program established by the state.

   Typically, the senior teacher creates a plan for the entire school year.

2. Monitoring the activities of teaching staff.

   Carried out in current and final mode. This does not mean that the senior teacher constantly monitors the work of other educators; he has the right to organize a convenient observation process and reporting form and visit the group with a control visit, for example, once a month.

3. Monitoring results

   (setting goals, selecting assessment methods). The dynamics of children's development is checked by ordinary teachers, after which they give the final results for reporting to the senior teacher.

4. Interaction with parents

   – consultations, assistance in implementing the educational process, resolving emerging issues.

5. Conducting teacher councils and public events

   for teachers and children.

6. Providing methodological assistance in employee training.

   This includes issuing benefits, assigning a more experienced employee to a novice teacher, and assessing the relevance of the competencies of the preschool teaching staff.

Job description of a senior preschool teacher

1. General Provisions

1.1. A person who meets the requirements of the professional standard “01.001 Teacher (teaching activities in the field of preschool, primary, basic and secondary general education) (educator, teacher)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, can be hired for the position of senior educator. 2013

1.2. A senior preschool teacher must have a higher professional education in the field of training “Education and Pedagogy” and work experience as a teacher for at least 2 years.

1.3. Special conditions for permission to work are:

• undergoing mandatory preliminary (upon employment) and periodic medical examinations, as well as extraordinary medical examinations in the manner established by the legislation of the Russian Federation;
• vaccination in accordance with the national calendar of preventive vaccinations and the national calendar of vaccinations according to epidemiological indications;
• availability of a personal medical record with the results of medical examinations and laboratory tests, information on vaccinations, previous infectious diseases, and the completion of professional hygienic training and certification with permission to work;
• no restrictions on employment in the field of education, upbringing, and development of minors established by Article 351.1 of the Labor Code of the Russian Federation.

1.4. The senior kindergarten teacher is hired and dismissed by the head of the preschool educational institution and reports directly to the head of the kindergarten.

1.5. During the period of vacation and temporary disability of a senior kindergarten teacher, his job responsibilities may be assigned to a preschool teacher from among the most experienced employees. Temporary performance of duties in these cases is carried out on the basis of an order from the head of a preschool educational institution that meets the requirements of the labor legislation of the Russian Federation.

1.6. All teachers of a preschool educational institution are directly subordinate to the senior kindergarten teacher.

1.7. A senior kindergarten teacher should know:

• priority directions for the development of the educational system of the Russian Federation, laws and other normative legal acts regulating educational activities in the Russian Federation,
• regulatory documents on the issues of training and education of children and youth, federal state educational standards (FSES) for preschool education;
• regulatory legal, guidance and instructional documents regulating the organization and conduct of events outside the territory of the educational organization (excursions, hikes and expeditions);
• normative documents on the issues of education and upbringing of children and youth;
• Convention on the Rights of the Child;
• basic patterns of age-related development, stages and crises of development, socialization of the individual, indicators of individual characteristics of life trajectories, their possible deviations, as well as the basics of their psychodiagnostics;
• ways to achieve educational results and ways to evaluate learning outcomes;
• fundamentals of teaching methods, basic principles of the activity approach, types and techniques of modern pedagogical technologies;
• labor legislation specifics of preschool education and features of organizing work with children of early and preschool age;
• main psychological approaches: cultural-historical, activity and personal; fundamentals of preschool pedagogy, including classical systems of preschool education;
• general patterns of child development in early and preschool age;
• features of the formation and development of children's activities in early and preschool age;
• fundamentals of the theory of physical, cognitive and personal development of children of early and preschool age;
• modern trends in the development of preschool education;
• scientific understanding of educational outcomes, ways to achieve them and methods of assessment;
• pedagogical patterns of organizing the educational process;
• laws of personality development and manifestation of personal properties, psychological laws of periodization and developmental crises;
• theory and technologies of taking into account the age characteristics of students;
• patterns of formation of child-adult communities, their socio-psychological characteristics and patterns of development of children's and adolescent communities;
• basic patterns of family relationships that allow you to work effectively with the parent community;
• the basics of psychodiagnostics and the main signs of deviations in the development of children;
• socio-psychological characteristics and patterns of development of child-adult communities;
• basics of working with text and graphic editors, presentations, e-mail and web browsers, multimedia equipment;
• sanitary and epidemiological requirements for organizing public catering for the population (hereinafter referred to as sanitary and epidemiological rules);
• hygienic standards for the structure, content and operating mode of organizations for education and training, recreation and health improvement of children and youth (hereinafter referred to as hygienic standards);
• sanitary and epidemiological requirements for organizations of education and training, recreation and health improvement of children and youth (hereinafter referred to as sanitary rules);
• labor safety standards, fire safety rules and anti-terrorist protection requirements.

1.8. A senior preschool teacher must be able to:

• master forms and methods of teaching, including those beyond the scope of training: project activities, laboratory experiments, field practice, etc.;
• objectively evaluate students’ knowledge in accordance with the real educational capabilities of children;
• develop (master) and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in real and virtual environments;
• use and test special approaches to teaching in order to include all students in the educational process, including those with special educational needs: students who have demonstrated outstanding abilities; students for whom Russian is not their native language; students with disabilities;
• organize various types of extracurricular activities: gaming, educational and research, artistic and productive, cultural and leisure, taking into account the capabilities of the educational organization, place of residence and the historical and cultural identity of the region
• build educational activities taking into account the cultural differences of children, gender, age and individual characteristics;
• communicate with children, recognize their dignity, understand and accept them;
• manage study groups in order to involve students in the process of training and education, motivating their educational and cognitive activities;
• analyze the real state of affairs in the study group, maintain a business-like, friendly atmosphere in the children's team;
• protect the dignity and interests of students, help children who find themselves in conflict situations and/or unfavorable conditions;
• find the value aspect of educational knowledge and information to ensure its understanding and experience by students;
• master methods of organizing excursions, hikes and expeditions, etc.;
• collaborate with other teaching staff and other specialists in solving educational problems;
• have a professional attitude towards helping any child, regardless of his actual educational capabilities, behavioral characteristics, state of mental and physical health;
• use psychological approaches in the practice of their work: cultural-historical, activity-based and developmental;
• provide (together with a psychologist and other specialists) psychological and pedagogical support for basic general education programs;
• understand the documentation of specialists (psychologists, speech pathologists, speech therapists, etc.);
• draw up (together with a psychologist and other specialists) a psychological and pedagogical characteristics (portrait) of the student’s personality;
• develop and implement individual educational routes, individual development programs and individually oriented educational programs, taking into account the personal and age characteristics of students;
• master standardized methods of psychodiagnostics of personal characteristics and age characteristics of students;
• form child-adult communities;
• organize types of activities carried out in early and preschool age: subject-based, cognitive-research, play (role-playing, directing, with a rule), productive; designing and creating ample opportunities for the development of children’s free play, including providing play time and space;
• apply methods of physical, cognitive and personal development of children of early and preschool age in accordance with the educational program of the organization;
• use methods and means of analyzing psychological and pedagogical monitoring that allow assessing the results of children’s mastery of educational programs, the degree to which they have developed the qualities necessary for further learning and development at the next levels of education;
• master all types of developmental activities of a preschooler (play, productive, cognitive and research);
• build partnerships with parents (legal representatives) of early and preschool children to solve educational problems, use methods and means for their psychological and pedagogical education;
• possess ICT competencies necessary and sufficient for planning, implementation and evaluation of educational work with children of early and preschool age.

1.9. The senior kindergarten teacher must be trained and have the skills to provide first aid to victims, know the requirements of anti-terrorism protection, evacuation routes, in the event of a threat, commission of a terrorist act, or other crisis situation, comply with the norms of the anti-crisis action plan in an emergency situation, orders of the head and those responsible for fire safety , anti-terrorism protection.

2. Job responsibilities

2.1. The main labor functions of a senior teacher in a preschool educational institution are:

2.1.1. Pedagogical activities for the design and implementation of educational activities in preschool education organizations:

• Education.
• Educational activities.
• Developmental activities.

2.1.2. Pedagogical activities for the implementation of preschool education programs.

2.2. Within the framework of the labor functions specified in clause 2.1, the senior kindergarten teacher performs the following job responsibilities:

2.2.1. Provides methodological guidance to the educational activities of educators and other teaching staff, ensuring the implementation of the basic general education program of preschool education, in accordance with the Federal State Educational Standard for Preschool Education.

2.2.2. Coordinates the activities of educators and teaching staff in designing the educational environment of a preschool educational institution.

2.2.3. Provides educational, methodological and scientific support to all participants in the educational process.

2.2.4. Provides interaction and cooperation in the work of the kindergarten, family and society.

2.2.5. Promotes the comprehensive development of pupils of a preschool educational institution through a system of circles, clubs, sections, associations organized in kindergarten.

2.2.6. Helps to form a general personal culture, socialization, and development of cognitive interests of students.

2.2.7. Promotes continued professional development and growth of educators.

2.2.8. Participates in the implementation of targeted federal, regional and municipal programs for the development of preschool education.

2.2.9. Systematically carries out various types of monitoring and analysis of the state of educational work in preschool educational institutions and, on its basis, takes specific measures to improve the quality and efficiency of work.

2.2.10. Supervises the work of teachers in terms of:

• respect for the rights and freedoms of children, to ensure the protection of the life and health of pupils during the educational process;
• planning and implementation of educational work taking into account the requirements of sanitary rules and hygienic standards;
• organizing and conducting educational activities for pupils in groups, routine moments, play and independent activities;
• implementation of the annual work plan of the preschool educational organization and decisions made at meetings of teachers' councils;
• self-education.

2.2.11. Organizes monitoring:

• at the beginning of the school year - to determine the area of ​​educational needs of each student;
• at the end of the year - in identifying the level of achievement of each student in the intermediate and final indicators of mastering the program, the dynamics of the formation of integrative qualities.

2.3. The senior kindergarten teacher organizes:

• work on preparing and holding pedagogical councils, parent meetings and other events provided for in the annual plan of a preschool educational institution;
• interaction between educators and other preschool specialists to solve the problems of the annual plan and educational program;
• introduction of partnership pedagogy for all participants in the educational process;
• group and thematic consultations, thematic exhibitions and competitions;
• the work of creative and project groups of educators and other specialist teachers;
• the work of educators in the production of manuals, teaching materials, as well as in the use of educational resources;
• mentoring to assist young specialist educators in their professional development, as well as the implementation of the idea of ​​social-pedagogical partnership;
• holding joint events with educational institutions and other social partners;
• providing an information field for parents about the activities of a preschool educational institution using various resources.

2.4. The senior kindergarten teacher takes part in:

• in the selection of candidates for the positions of educators, assistant educators, and specialist teachers;
• in creating a favorable moral and psychological climate in the team;
• in ensuring that kindergarten employees comply with the rights and freedoms of pupils, standards for the protection of their lives and health during the educational process, compliance with labor protection and fire safety rules;
• in strategic planning, development and implementation of the development program, educational program and annual work plan of the organization;
• in creating a positive image of a preschool educational institution in society;
• in the organization, control and coordination of educational work with students;
• in organizing experimental, research and project work in kindergarten;
• in the development and effective use of the creative potential of the teaching staff of a preschool educational institution;
• in establishing connections and developing cooperation with kindergarten partners (other preschool educational institutions, schools, libraries, etc.);
• in the work of district and city methodological associations.

2.5. The senior educator plans methodological work taking into account the professional skills, experience of educators and specialists, providing:

• the level of their professional qualifications;
• providing assistance in self-education and methodological assistance (primarily to beginning specialists) in the use of activity technologies in working with students, the use of forms and techniques for organizing preschool children;
• taking into account the gender specifics of development of preschool children;
• in ensuring continuity with exemplary basic general education programs of primary general education;
• familiarization of teaching staff with the achievements of modern pedagogical theory and practice;
• building interaction with the families of pupils in order to achieve the full development of the child and organize joint activities of children and parents;
• providing assistance in preparing for the certification process of teaching staff;
• organizes the exchange of work experience among teachers of a preschool educational institution in order to improve their qualifications (open screenings, seminars, trainings, and other forms).

2.6. The senior kindergarten teacher contributes to:

• generalization of advanced pedagogical experience, advanced training of teaching staff, development of their creative initiatives;
• ensuring the level of training of students corresponding to the Federal State Educational Standard for Education;
• creating a developing educational environment that ensures the spiritual and moral development and upbringing of children, high quality preschool education and its accessibility, openness and attractiveness for students and their parents; guaranteeing the protection and strengthening of the physical and psychological health of children, which is comfortable in relation to children and teachers.

2.7. The senior educator provides methodological assistance to educators who are engaged in educational activities with students with disabilities and interacts with medical organizations.

2.8. The senior teacher maintains the necessary documentation in the prescribed manner and promptly submits to the head of the preschool educational institution the necessary data and information (in accordance with the list of files of the preschool educational organization).

2.9. The senior teacher strictly observes:

• your job description for a senior teacher at a preschool educational institution;
• the rights and freedoms of pupils contained in the Federal Law “On Education in the Russian Federation” and the Convention on the Rights of the Child;
• requirements for protecting the life and health of pupils;
• labor protection and fire safety rules and regulations;
• labor discipline and internal labor regulations of the kindergarten;
• legal, moral and ethical standards, follows the requirements of professional ethics.

2.10. The senior teacher respects the honor and dignity of teaching staff, as well as kindergarten students.

2.11. The senior teacher systematically improves his professional level and undergoes certification for compliance with the position held.

2.12. In accordance with the labor legislation of the Russian Federation, the senior teacher undergoes preliminary upon employment and periodic medical examinations, as well as extraordinary medical examinations upon the direction of the head of the preschool educational institution.

3. Rights

The senior teacher of a preschool educational institution has the rights:

3.1. Provided for by the Labor Code of the Russian Federation, the Federal Law “On Education in the Russian Federation”, the Charter and other local acts of a preschool educational institution.

3.2. Within the limits of their competence, take part in the development of the Development Program, educational program and annual plan of a preschool educational institution, job descriptions of teachers.

3.3. On issues within his competence, submit for consideration to the kindergarten administration his proposals for improving the educational process and working methods, as well as options for eliminating existing shortcomings in the activities of the kindergarten.

3.4. Require the administration of the preschool educational institution to create conditions for the performance of their professional duties, including the provision of the necessary equipment, supplies, a workplace that complies with sanitary and hygienic rules and regulations, etc.

3.5. Check the work of employees directly subordinate to him; attend their classes and events; give binding orders directly to the educators of the supervised groups.

3.6. Get acquainted with draft decisions of the administration of a preschool educational institution that relate to its professional activities.

3.7. Improve your qualifications (at least once every 3 years).

3.8. For social guarantees provided for by the legislation of the Russian Federation.

3.9. Establish business contacts with third-party organizations within your competence.

4. Responsibility

4.1. For non-fulfillment or improper fulfillment without good reason of the Charter and Internal Labor Regulations, other local regulations, legal orders of the head of the kindergarten, job responsibilities established by this job description of the senior teacher in the kindergarten, including for failure to use the granted rights, senior teacher bears disciplinary liability in the manner prescribed by the labor legislation of the Russian Federation;

4.2. For the use, including one-time use, of educational methods associated with physical and (or) mental violence against the child’s personality, as well as the commission of another immoral act, a senior educator may be relieved of his position in accordance with labor legislation and the Federal Law “On Education in Russian Federation". Dismissal for this act is not a disciplinary measure;

4.3. For offenses committed in the course of carrying out its activities, it bears responsibility within the limits determined by the current administrative, criminal and civil legislation of the Russian Federation.

4.4. For culpable infliction of damage to a preschool educational institution or participants in the educational process in connection with the performance (non-performance) of their official duties, the senior educator bears financial responsibility in the manner and within the limits established by labor and (or) civil legislation.

4.5. For failure to comply with labor protection and fire safety requirements, failure to provide first aid to the victim, failure to notify in a timely manner or concealment from the administration of the kindergarten of an accident, he is liable in accordance with the current legislation of the Russian Federation.

5. Certification procedure

5.1. Certification of teaching staff in order to confirm compliance with the position held is mandatory and takes place within the time limits determined by the legislation of the Russian Federation. It must be carried out at least once every 5 years. At the same time, the experience and category of the teacher cannot in any way affect the frequency of the verification procedure. This type is a test of professional suitability for the position held.

5.2. Certification of teaching staff in order to establish a qualification category is voluntary and is carried out at the request of the employee himself in order to improve the existing category.

5.3. Based on the order of the Ministry of Education and Science of the Russian Federation dated April 7, 2014 No. 276 “On the procedure for certification of teaching staff of state and municipal educational institutions,” a senior teacher can apply to the certification commission with an application for certification or to establish compliance of the qualification level with the requirements for the first qualification category, having at least 2 years of experience.

The first qualification category can be established for teaching staff based on:

• stable positive results of students mastering educational programs based on the results of monitoring conducted by the organization;
• stable positive results of students mastering educational programs based on the results of monitoring the education system, carried out in the manner established by Decree of the Government of the Russian Federation of August 5, 2013 No. 662 “On monitoring the education system”;
• identifying the development of students’ abilities for scientific (intellectual), creative, physical education and sports activities;
• personal contribution to improving the quality of education, improving teaching and educational methods, transmitting experience of practical results of their professional activities to teaching teams, active participation in the work of methodological associations of teaching staff of the organization.

5.4. The senior teacher may apply to the certification commission to conduct certification or establish compliance of their level of qualifications with the requirements for the highest qualification category no earlier than 2 years after the establishment of the first qualification category.

The highest qualification category for teaching staff is established on the basis of:

• possessing the first qualification category;
• students achieving positive dynamics in the results of mastering educational programs based on the results of monitoring conducted by the organization;
• students achieving positive results in mastering educational programs based on the results of monitoring the education system, carried out in the manner established by Decree of the Government of the Russian Federation of August 5, 2013 N 662 “On monitoring the education system”;
• identifying and developing students’ abilities for scientific (intellectual), creative, physical education and sports activities, as well as their participation in olympiads, competitions, festivals, competitions;
• personal contribution to improving the quality of education, improving teaching and upbringing methods, and the productive use of new educational technologies, broadcasting the experience of the practical results of their professional activities, including experimental and innovative ones, to teaching teams;
• active participation in the work of methodological associations of teaching staff of organizations, in the development of program and methodological support for the educational process, and professional competitions.

6. Regulations of relationships and communications by position

The senior kindergarten teacher must:

6.1. Work in a normal working day according to a schedule drawn up based on a 36-hour work week and approved by the head of the preschool educational institution, participate in planned general activities of the kindergarten for which production standards are not established.

6.2. Plan your work independently, develop and timely submit a work plan for approval.

6.3. Coordinate the activities of educators and teaching staff in designing a developing educational environment for a preschool educational institution.

6.4. Promptly provide the deputy head for educational work or directly to the head of the kindergarten with a written report on his activities.

6.5. Receive information from the head and deputy head of a preschool educational institution on educational work, information of a regulatory, legal, organizational and methodological nature, and familiarize yourself with the relevant documents against signature.

6.6. Take part in meetings and pedagogical councils held in a preschool educational institution.

6.7. Systematically exchange information on issues within his competence with the administration and teaching staff of the kindergarten.

7. Procedure for approving and changing job descriptions

7.1. Changes and additions to the current job description are made in the same order in which the job description is adopted.

7.2. The job description comes into force from the moment of its approval and is valid until it is replaced by a new job description.

7.3. The fact that the senior educator has familiarized himself with this job description is confirmed by a signature in a copy of the job description kept by the employer, as well as in the journal of familiarization with the job descriptions.

Activities of a senior teacher in a modern preschool educational institution

The rapid growth in the development of education in our country certainly affects the activities of modern kindergartens and their employees. The position of senior educator requires that he be aware of all current innovations in the children's education system. Therefore, the ability of the senior educator’s personality to analyze will be so important in order to be able not only to assess the quality of educational literature, but also to be able to select exactly the information that is suitable for the work of a particular preschool institution.

Knowledge of modern technologies will help you quickly maintain all the necessary reporting documentation, systematize information, monitor children’s achievements and prepare presentations. The senior educator must not only be able to perform all these actions himself, but also teach them to less experienced preschool employees.

So, from all of the above it follows that today a senior teacher/methodologist is, first of all, an expert analyst, an innovator who knows how to multitask, organize effective and experimental activities in his kindergarten, knows about new information technologies, able to listen and hear people.

What should a modern senior preschool teacher be like? Article on the topic

What should modern

senior kindergarten teacher

Currently, particularly high demands are placed on senior preschool teachers responsible for organizing and monitoring the pedagogical process and coordinating the activities of all preschool specialists. And this applies not only to the level of their professional competence, but also to their personal qualities.

Have there always been high demands on the position of senior educator?

It must be said that the position of senior educator was formed gradually, starting from the 60s of the 20th century. Initially, it was the position of “teacher” to serve toddlers and guide their education in nurseries. Then the position of “educator-methodologist” was introduced, and later the position of “senior educator”. But regardless of the title of the position, higher demands were always placed on the senior teacher. There was a period when people with a secondary specialized education were hired for the position of head of a preschool institution, and only people with a higher pedagogical education were always hired for the position of senior teacher or teacher-methodologist. This is explained by the functional responsibility of this specialist for the most important section of the kindergarten’s work - the pedagogical process. The quality of work of the entire team will depend on how professionally competent the senior teacher is in pedagogy, psychology, and methods of working with preschool children.

What part of a senior educator’s activity is working with children today?

First of all, we must remember that the senior teacher is not a substitute teacher. He cannot and should not be a permanent substitute teacher due to the absence of the main teacher in the group for various reasons. Although earlier, and even now, this is practiced in some preschool institutions. Today, the main job of a senior educator is working with teaching staff. That is, it influences the quality and results of the activities of the entire kindergarten indirectly, through the teacher. The senior teacher must be able to work with children and teach teachers how to do this. He must be able to demonstrate this or that technique, explain the methodology in practice, and, if necessary, actively participate in the pedagogical process, and for this, at least 2/3 of the time he must be in groups, observe, evaluate, and correct the work of teachers. For example, if an excursion outside the kindergarten is organized, he must go with the children and the teacher and take on part of the organizational work. Together with other specialists, he diagnoses the knowledge and skills of children, and therefore works, communicates with preschoolers and provides assistance to teachers. This is a very difficult task, and therefore the senior educator is required, first of all, to be able to work with people.

What is the ability to “work with people” for a senior educator?

Among modern teachers there are many specialists with higher and secondary specialized education. These are people who have developed their own creative pedagogical style. And not everyone will do what they are advised to do, because they have their own views on this or that methodology, pedagogical technique, etc. The ability to work with people is the main indicator in the activities of a senior educator. It is very important to create a team of like-minded people who have a common pedagogical credo, position, traditions, or, as it is now fashionable to say, to create your own team. Only in this case will the senior teacher be able to achieve the goals that he sets.

The head of the preschool institution and the senior teacher must work harmoniously and set uniform requirements for members of the teaching staff. This is another important point. The ability to establish contact with teachers and the manager, develop your own style of communication with the team, taking into account the characteristics of the psychological climate in the preschool educational institution, will help the senior educator in his work.

The main methods in his arsenal should be persuasion and evidence. Even if the teacher does something wrong, the methodologist must convince and prove why this method of working with children is ineffective, and suggest how to do it better. At the same time, it is important to be able to listen to what the teacher says. The ability to listen and hear the interlocutor is always valued by subordinates.

Working with people is a mandatory ability to control oneself in critical situations, anticipate and prevent possible conflicts in a team, understand and evaluate the capabilities of each employee.

Also in our time, an important quality is the ability to evaluate and talk about the results of one’s work. The senior educator must train teachers to self-analyze teaching activities.

Please name the main forms of work with teachers that a senior educator should use?

First of all, the senior educator must take into account the interests and wishes of the team. Teachers like it better when they are not consulted as students, but when they are consulted. Therefore, such interactive forms of methodological work as creative groups, briefings, discussions, round tables and brainstorming give the greatest results. For example, a senior teacher says that there is a problem that he alone cannot solve, and invites everyone to think together and look for ways to solve it. But when setting any task, it is necessary to bring it to its logical conclusion. If the senior educator has carried out an active form, he is obliged to summarize and issue a product in the form of recommendations, an algorithm of actions for educators. It is important that this product will be perceived as jointly created, collective. And if you have created recommendations, an algorithm of actions, write who participated in this work. This is not only pleasant, but also imposes responsibility on the teacher for their implementation. The senior educator must also pursue a second goal: not only to activate teachers, but also to know why he is doing this. For example, to get results at lower costs, to distract teachers from work as little as possible.

I would like to emphasize that within the framework of methodological work, self-education of all preschool teachers should be clearly organized. The knowledge independently acquired by educators is a good foundation for organizing active forms with them. In other words, they will have something to talk about. Self-education is one of the activities of the senior educator. Before demanding from teachers, the senior teacher must determine what topic he will work on this year himself. When a self-education plan for kindergarten teachers is drawn up for the year, the first on the list should be the head, senior teacher, and only then all teachers. This is a system of continuous self-education.

In many preschool institutions, the methodological office is still perceived as the personal office of the senior teacher. How to organize its work so that it becomes a kind of methodological center for teachers? The methodological office of a kindergarten is not the personal office of a senior teacher. This is scientific and methodological equipment for the educational process in preschool educational institutions. And here the main thing is not how many dolls and cubes are in the office, but what kind of experience has been collected, what kind of long-term planning, what visual aids are there for working with children, the selection of diagnostic techniques, interesting scenarios, notes, etc. Replenishing and equipping a methodological office is labor-intensive and a long process.

From my work experience, I can recommend the following technique: knowing strong educators who are passionate about one or another methodology, a senior educator can make them assistants in equipping the teaching room, offering to put together, for example, a section on familiarization with the outside world or a section on speech development. At the same time, it is necessary to give teachers the opportunity to determine for themselves what materials they need. Then they will feel like masters and will not be afraid to enter the teaching room. Teachers will know that they themselves made this or that manual. When replenishing your classroom with manuals, immediately create card files (thematic catalogs, bibliographic lists) and teach teachers how to use them. The more differentiated the catalogs are, the easier it is for teachers to work with them. By organizing activities in this way, the senior teacher relieves himself of the obligation to issue benefits, which is very important, because this takes a lot of time. This is the scientific organization of the methodological room. In addition, reference literature must be provided in the office. If possible, these should be not only encyclopedias, but also textbooks where you can find the necessary information.

In new-building kindergartens, the problem of organizing the work of the methodological classroom and the use of manuals by teachers is also complicated by the fact that some senior teachers begin with the beautiful design of shelves and systematization of materials in folders. This is an important block of work, but there is no need to try to complete everything at once in one year. You need to focus your energy on solving annual tasks. For example, take 2-3 tasks for this year and systematize and supplement them in these areas, gradually equipping the methodological office. This is the most important point in organizing the educational process.

What difficulties does the senior teacher of a new building kindergarten have to face?

Another problem in the activities of a senior teacher, when a kindergarten is operating in the mode of formation, a new building, is the ability to distribute the functionality, duties and responsibilities of each, as well as writing documents such as the development program and educational program of the preschool educational institution. At the moment, a program for the development of a kindergarten for new buildings is being developed with a creative group of specialists from the Southern District of Moscow. It is schematic, and we think that it can be used as a basis for work in the first and second years for all new buildings.

It should be noted that during the formation of a kindergarten, a lot of moral and physical energy goes into creating a team of like-minded people, identifying assistants in work, and establishing human relationships.

This is in contrast to a kindergarten operating in a functioning mode, where everything is streamlined, everyone is at their own workplace, and the senior teacher must devote more time to organizing innovative activities, initiating teachers to creative search, so that there is no creative stagnation in the team, so that the work of teachers didn’t turn into a routine.

Innovative activities are an integral part of the activities of a modern preschool institution. How does this affect the work of a senior teacher?

Currently, the senior educator must be widely informed about all innovations in the system of preschool and school education. I would like to emphasize the importance of the analytical function of the senior educator, who acts as an analyst and expert of everything that is printed and published. There is now a large amount of literature that often does not meet the requirements of classical pedagogy and psychology. And it is mainly the senior teacher who purchases methodological literature. While still in the store, he should leaf through and skim through the manual and understand whether it is suitable for the job. At the same time, it is important not only to evaluate literature, but also to be able to select it based on the type and goals of your preschool institution, and the level of professional skills of teachers.

A senior kindergarten teacher today must be able to work in an innovative mode, know how to organize innovative and experimental work in an institution at any level and conduct it. An important task is the ability to motivate the teaching staff to engage in innovative activities.

The team of teachers is always heterogeneous: some strive for creativity and do not want to work according to established rules, they always come up with something, suggest, suggest; others do their work conscientiously, but do not show much initiative, and still others, who do not want to work creatively, do not have the ability to do so. Taking this into account, the senior teacher should design methodological work in a preschool educational institution, including activities to create, implement and disseminate the best teaching experience.

It is important to know your teaching staff, the strengths and weaknesses of each. Based on them, we create, shape, and broadcast the experience of the best educators. The senior educator must know the range of teaching experience in the district, microdistrict, city, and country. Knowing the problem in your kindergarten, you don’t need to try to solve it on your own. You should read literature, periodicals, for example the magazine “Handbook of Senior Preschool Teachers,” which provides an overview of advanced technologies for working with children, teaching staff, etc. Introduce teachers to the experience of your colleagues and try to apply them in your work. When introducing someone else’s experience, it is important to remember that no experience gives the same results, because different preschool institutions have different conditions, staff, and different children. And that means, based on this innovation, something new will appear. It's a never-ending process of improvement.

The content of innovations can be proposed by science. Therefore, the senior educator must monitor what is new in pedagogy, psychology, related sciences, and methods. Those. do not use the knowledge that was acquired 5–10 years ago at college, institute, university. Life moves forward, which means you need to go for new knowledge yourself.

It is very good that many modern journals provide reviews of scientific articles. Senior educators preparing to defend their PhD thesis are taking the first step towards an in-depth review and analysis of what is available in science. Whether to look at information on the Internet, go to conferences, read magazines, everyone decides for themselves. Today all sources are important. Innovative and experimental work also means additional workload and documentation.

Is it important for a senior teacher today to be able to use information technology?

Considering that the workload of a senior educator has increased, although it would seem that the goals remain the same, mastery of information technology is truly becoming a professional necessity. What causes this? Modern processing of all kinds of documentation, all document flow requires prompt execution. Today it is important not only to collect information, systematize it, compare, summarize, highlight problems, but also to correctly format the results. The participation of preschool institutions or individual teachers in various competitions involves the design of multimedia presentations, business cards, etc. - the senior teacher must also learn this. Modern parents of kindergarten students often use and create all kinds of websites related to issues of raising a child, and leave there their reviews about the work of kindergartens. I recommend that senior educators take a look at these sites to understand how parents evaluate the work of the preschool educational institution and what they need. I am sure that this will allow you to take a more critical look at the system of interaction with parents in your kindergarten. After all, the formation of competent parenting is also the task of the preschool educational institution in general and the senior educator in particular.

To sum up all of the above, what is he like, a modern senior educator? A modern senior teacher is a specialist, an expert analyst, ready to work in an innovative mode and able to organize innovative and experimental work in his preschool institution, who is proficient in new information technologies. A communicative person who knows how to listen to others. And most importantly, he loves his profession and children. I wish all senior educators to be professionals and remember that professionalism comes with experience and depends on personal abilities, interest in the matter, and the desire for constant knowledge.

Pros of the profession

In addition to the most important advantage - immersion in the world of childhood - the profession of a senior teacher has many other advantages.

• It has status and prestige; the manager has something to respect himself for.
• Assumes a stable salary.
• Gives you the opportunity to control your child in a preschool educational institution.
• Most kindergartens provide free food to staff.
• All benefits become available to employees of government agencies.
• The profession of a senior educator is in demand in the labor market.
• A specialist in the field of pedagogy has the opportunity to retire early (after 25 years of experience).
• A senior teacher is an interesting position that does not involve routine and monotony.
• Constant self-improvement and self-education is possible due to the regular introduction of innovations.
• Supervising less experienced employees contributes to one’s own discipline and desire for knowledge.

Challenges faced by senior educators

• Promotion to the position of senior teacher (methodologist) is recognition by the authorities of the preschool educational institution of your teaching experience, leadership and personnel management abilities. Therefore, the main difficulty is a high degree of responsibility, because it is the senior teacher who will be in demand for correct documentation, competent activities of the teaching staff and the results of the learning and development of children in a kindergarten.
• The senior teacher, along with the leader, is responsible for the life and health of preschoolers, so there is a possible risk of emotional burnout.
• Working closely with superiors also involves serious stress, because it is not so easy to constantly feel under control.
• A specialist may encounter difficulties in managing a team - all teachers have an individual temperament and character.
• The senior teacher must be stress-resistant and well-versed in psychology, because in the process of work he will have to solve many problematic issues and communicate with different people, who are not always pleasant and disciplined.
• But the specialist himself will have to carefully monitor his organization; without this quality, it is basically impossible to lead people.

Article “Reflections on the position of senior teacher”

Minerskoye preschool educational institution of combined type No. 7 “Teremok”

education department of the Shakhtersk city administration

Reflections on a senior preschool teacher

(article)

Senior teacher

Usova M.V.

Abstract to the article:

The article contains reflections on the profession of a senior teacher, the relevance and directions of methodological work in a modern kindergarten. The article touches on various aspects of the interaction between a senior teacher and a team, including ways to solve problems in the teaching team. The experience of a senior kindergarten teacher is offered. The article is intended for teachers, educators, and methodologists of preschool educational institutions.

“A good leader knows the way, shows the way and follows it.”

Robert Fews

Reflections on a senior preschool teacher

I, Marina Vladimirovna Usova, have been working as a senior teacher for 6 years. It must be said that the position of senior educator for ignorant people is familiar to few people. Many people know what the teacher does, but the senior teacher does not. Although the history of the formation of this profession begins in the 60s of the 20th century. Initially, this was the position of “teacher” to serve toddlers and guide their education in nurseries. Then the position of “educator-methodologist” was introduced, and later the position of “senior educator”. But regardless of the title of the position, higher demands were always placed on the senior teacher. There was a period when people with a secondary specialized education were hired for the position of head of a preschool institution, and only people with a higher pedagogical education were always hired for the position of senior teacher or teacher-methodologist. This is explained by the responsibility of the senior teacher for the most important section of the kindergarten’s work - the pedagogical process. The quality of work of the entire team will depend on how professionally competent the senior teacher is in pedagogy, psychology, and methods of working with preschool children. Today, the main job of a senior educator is working with teaching staff. That is, it influences the quality and results of the activities of the entire kindergarten indirectly, through the teacher. Therefore, the senior teacher must be able to work with children and teach teachers how to do this. This is a very difficult task, and therefore the senior educator is required, first of all, to be able to work with people.

What is the ability to “work with people” for me as a senior educator? Our kindergarten teachers include educators and specialists with various educational and qualification levels. These are people who have developed their own creative pedagogical style. And not everyone will do what they are advised to do, because they have their own views on this or that methodology, pedagogical technique, etc. Therefore, the most difficult thing for me is to find an approach to each of them. The ability to work with people is the main indicator in the activities of a senior educator. After all, it is very important to create a team of like-minded people who have a common pedagogical credo, position, traditions, or, as it is now fashionable to say, to create your own team. Only in this case will the senior teacher be able to achieve the goals that he sets. An important condition for the success of this team is the coherence and unity of the requirements of the head of the preschool institution and the senior teacher.

The ability to establish contact with teachers and the leader, to develop your own style of communication with the team, taking into account the characteristics of the psychological climate in the preschool educational institution, is a condition for the success of methodological work in the preschool educational institution. And the main methods in the arsenal of a senior educator should be persuasion and evidence, the ability to listen and hear an interlocutor, a colleague. Even if the teacher does something wrong, I must convince and prove why this method of working with children is ineffective, and suggest how to do it better. Yes, working with people is difficult, especially with women, and here the ability to control oneself in critical situations, anticipate and prevent possible conflicts in a team, understand and evaluate the capabilities of each employee is required. Recently, a teacher’s ability to evaluate and talk about the results of his work has become an important professional quality. And many teachers do not know how to summarize their experience and present themselves in a positive light. We have to deal with teachers who have low self-esteem. Many teachers do not want to learn, conduct self-analysis of their activities, improve, etc.

At the same time, teachers like it better when they are not consulted as students, but when they are consulted. Therefore, non-traditional methods of team training are needed, these are interactive forms of methodological work such as creative groups, briefings, discussions, round tables, business games; in my opinion, they give the greatest results. From practice, I noticed that the assignments given before the seminar, thematic teacher council push to increase the level of knowledge and skills even among passive teachers. This was the case, for example, before the teachers’ council “Intellectual games as a means of developing a child’s creative abilities.” The teachers were given the task before the teachers' council: “to study literature on the topic of pedagogical creativity.” The result exceeded expectations - teachers were actively involved in the discussion about pedagogical creativity without any coercion. Or before the teachers' meeting, teachers are asked to answer a series of questions, and then use the answers as a pass to a business game.

Of particular note is the work with teachers to conduct self-analysis of their work. For this purpose, self-analysis cards for classes and other events have been developed, and master classes are held for young specialists on a specific problem. After each open lesson, teachers conduct self-analysis and analysis of the event. One cannot help but mention the professional competitions that are held at preschool educational institutions, which are also an incentive for professional growth:

• Review of readiness for the new school year;
• Competition “Best Teacher of the Year” (based on the results of the year)
• Reviews and competitions of newspapers, photo exhibitions, portfolios, creative works of teachers (during the year)

I would like to emphasize the importance of self-education of all teachers of the Teremok preschool educational institution. The knowledge independently acquired by educators is a good foundation for organizing active forms with them. In other words, they will have something to talk about. Self-education is one of the activities of the senior educator. It has become a tradition at the end of the school year for teachers to conduct self-analysis of the effectiveness of their work and highlight problems that need to be addressed in the future. In accordance with them, teachers plan self-education topics for the next year. The form of plans can be varied, the main thing is that the directions of work with children and parents are reflected. The work to enrich and improve the developmental environment, to generalize experience at methodological events in preschool educational institutions, at the district municipality should be reflected.

The team of teachers is always heterogeneous: some strive for creativity and do not want to work according to established rules, they always come up with something, suggest, suggest; others do their work conscientiously, but do not show much initiative; others, who do not want to work creatively, do not have the ability to do so. Taking this into account, I try to design methodological work in preschool educational institutions, including activities to create, implement and disseminate the best teaching experience. Exchange of experience between teachers is an important form of methodological support. During workshops, teacher councils, thematic control, open screenings, mutual visits, discussions of articles and the experience of other kindergartens, the positive results of the activities of a particular teacher are revealed. This not only contributes to mutual enrichment, but also helps relieve tension and anxiety in the team.

An option for presenting the experience of teachers can be a teacher’s portfolio, which contains all the information about the teacher’s activities, his achievements, and the progress of work on the topic of self-education. Here is the approximate content of a preschool teacher’s portfolio.

1. Last name, first name, patronymic of the teacher

2. Information certificate: education, qualifications, wage category (photocopies of documents).

3. Advanced training courses (relevant documents).

4. Methodological topic.

5. Author's didactic and methodological materials (lesson notes, curriculum, observation cards for children).

6. Publications.

7. Awards, certificates, reviews from parents, work colleagues, supervisor.

8. Effectiveness of teaching activities (diagnostics reflecting the dynamics of children’s development).

However, approaches to building a portfolio can be varied, depending on the individual characteristics of the teacher. It is important for the teacher to analyze his work, his own successes, summarize and systematize his pedagogical achievements, objectively assess his capabilities and see ways to overcome difficulties and achieve better results.

Innovative activities are an integral part of the activities of a modern preschool institution. How does this affect the work of a senior teacher? Currently, the senior educator must be widely informed about all innovations in the system of preschool and school education. I would like to emphasize the importance of the analytical function of the senior educator, who acts as an analyst and expert of everything that is printed and published. At the same time, it is important not only to evaluate literature, but also to be able to select it based on the type and goals of your preschool institution, and the level of professional skills of teachers. In our preschool educational institution No. 7 “Teremok” a creative team has formed and almost every teacher is engaged in new ideas and developments. The innovation bank currently has several methodological developments. These are, first of all, methodological developments on organizing classes on the development of speech for young children (teacher L.D. Yakushina), methodological developments on improving the health of children in preschool educational institutions (teacher E.V. Gomivka), on the moral and patriotic education of preschoolers (senior teacher Usova M.V.), generalized experience in speech therapy (teacher-speech therapist T.I. Feshchenko) are modified programs for artistic and aesthetic development, local history, and environmental education. As a senior teacher, I always try to support the creative endeavors of teachers, help set goals, objectives, stages of work, edit notes, etc. The experience of our teachers has been repeatedly reviewed at city municipalities. Teachers presented their work in the magazine “Preschool Educator” and have been participating in professional competitions at the city level for a number of years.

Modern life forces us to introduce new technologies into work, so the preschool educational institution maintains appropriate documentation on innovation.

Modern processing of all kinds of documentation, all document flow requires prompt execution. Today it is important not only to collect information, systematize it, compare, summarize, highlight problems, but also to correctly format the results. The participation of preschool institutions or individual teachers in various competitions involves the design of multimedia presentations, business cards, etc. The senior educator must be able to and teach all this to educators. Therefore, it was put into practice to draw up reports on the self-education of teachers and on the results of the school year in the form of presentations. In the 2015-2016 academic year, only 3 teachers showed them at the final teacher council; the next year there were 9. This is also an innovation in the methodological work of preschool educational institutions.

Thus, a modern senior teacher is a specialist, an expert analyst, ready to work in an innovative mode and able to organize innovative and experimental work in his preschool institution, proficient in new information technologies, a communicative person who knows how to listen and hear others.

Used Books:

1. Belaya K.Yu. Methodological work in preschool educational institutions. - Moscow, “Sphere”, 2005.
2. Belaya K.Yu. What is a modern senior educator like? // “Handbook for senior educators”, 2010
3. Denyakina L.M. Team management on a democratic basis.// “Management of preschool educational institutions” No. 8, p.40
4. Osintseva S.V. Motivation of teachers for self-development.//"Preschool Educational Institution Management" No. 12, p. 89.

Who can get this position

Secondary pedagogical education will enable the applicant to apply for positions: assistant teacher, junior teacher, teacher. Most often, these specialists work in the garden for several years, participate in events, try to write educational programs, and after five years of such activity they can receive a promotion to senior teacher. In some commercial preschool educational institutions this period is slightly reduced.

In accordance with the law, people who have a teacher’s diploma and have completed a professional retraining program have the right to work as a senior educator (methodologist).

The role of the senior teacher in working with preschool teachers. article on the topic

The role of the senior educator in working with preschool teachers

The main job of a senior educator is working with teaching staff. The senior teacher influences the quality and performance of the entire kindergarten through the teachers. The senior teacher must be able to work with children and teach teachers how to do this. He must be able to demonstrate this or that technique, explain the methodology in practice, and, if necessary, actively participate in the pedagogical process, and for this, at least 2/3 of the time he must be in groups, observe, evaluate, and correct the work of teachers. Together with other specialists, he diagnoses the knowledge and skills of children, and therefore works, communicates with preschoolers and provides assistance to teachers. This is a very difficult task, and therefore the senior educator is required, first of all, to be able to work with people. What is the ability to “work with people” for a senior educator? Among modern teachers there are many specialists with higher and secondary specialized education. These are people who have developed their own creative pedagogical style. And not everyone will do what they are advised to do, because they have their own views on this or that methodology, pedagogical technique, etc. The ability to work with people is the main indicator in the activities of a senior educator. It is very important to create a team of like-minded people who have a common pedagogical credo, position, traditions, or, as it is now fashionable to say, to create your own team. Only in this case will the senior teacher be able to achieve the goals that he sets. The head of the preschool institution and the senior teacher must work harmoniously and set uniform requirements for members of the teaching staff. This is another important point. The ability to establish contact with teachers and the manager, develop your own style of communication with the team, taking into account the characteristics of the psychological climate in the preschool educational institution, will help the senior educator in his work. The main method in the work of a senior educator should be persuasion and evidence. Even if the teacher does something wrong, the methodologist must convince and prove why this method of working with children is ineffective, and suggest how to do it better. At the same time, it is important to be able to listen to what the teacher says. The ability to listen and hear the interlocutor is always valued by subordinates.

Working with people is a mandatory ability to control oneself in critical situations, anticipate and prevent possible conflicts in a team, understand and evaluate the capabilities of each employee. Also in our time, an important quality is the ability to evaluate and talk about the results of one’s work. The senior teacher should teach self-analysis to kindergarten teachers. Please name the main forms of work with teachers that a senior educator should use? First of all, the senior educator must take into account the interests and wishes of the team. Teachers like it better when they are not consulted as students, but when they are consulted. Therefore, such interactive forms of methodological work as creative groups, briefings, discussions, round tables and master classes give the greatest results. For example, a senior teacher says that there is a problem that he alone cannot solve, and invites everyone to think together and look for ways to solve it. But when setting any task, it is necessary to bring it to its logical conclusion. If the senior educator has carried out an active form, he is obliged to summarize and issue a product in the form of recommendations, an algorithm of actions for educators. It is important that this product will be perceived as jointly created, collective. And if you have created recommendations, an algorithm of actions, write who participated in this work. This is not only pleasant, but also imposes responsibility on the teacher for their implementation. The senior educator must also pursue a second goal: not only to activate teachers, but also to know why he is doing this. For example, to get results at lower costs, to distract teachers from work as little as possible.