The problem of forming expert groups in dows. The system of functioning of expert groups of teachers in preschool educational institutions
Examination at preschool educational institutions. Pedagogical crossword puzzle with answers
Natalia Valerievna Konduktorova, teacher of the municipal pre-school educational institution of the Balashikha urban district “Kindergarten of a combined type No. 20 “Teremok”I present to your attention crossword puzzle “Expertise in preschool education.”
This crossword puzzle will be useful for senior educators, pre-school methodologists, teachers preschool education, students teacher training colleges and universities. The crossword puzzle contains modern interpretations the concepts of “expertise”, “expert”, “expert assessments”, “scientific and pedagogical expertise”; how they are defined in preschool pedagogy.
Target: guessing a crossword puzzle on the topic “Expertise in preschool education”
Horizontally:
1. One of the assessment methods (methods). (Quantitative)
2. Research and resolution, with the help of knowledgeable people, of any issue that requires special knowledge. (Expertise)
3. The degree of comparison of results with costs, one of the most important criteria for expert assessment. (Efficiency)
4. A regulatory document for preschool education that defines the requirements for the psychological and pedagogical conditions of education in kindergarten; educational programs; professional competence teachers; creation of a material development environment. (Standard)
5. One of the most necessary conditions and grounds for monitoring. (Rationing)
6. The set of characteristics of an object related to its ability to satisfy established and expected needs. (Quality)
7.Procedure recognized by the state through its state education authorities state status preschool educational organization with assigning a type and category to it. (Accreditation)
8. An object intended for children's play, serving educational purposes; a work of art that synthesizes the expressive means of sculpture, decorative and applied art, artistic design and theatrical art, subject to expert evaluation. (Toy)
Vertically:
1. Type of monitoring according to the scale of educational goals. (Strategic)
3. One of the basic principles that is fundamental for expert assessments of modern preschool education. (Humanization)
4. The procedure for conducting an examination and making a decision on issuing (or refusing to issue) an educational organization a license to operate educational activities in accordance with the submitted application. (Licensing)
5. A knowledgeable person invited in controversial or difficult cases for examination; a specialist who gives an opinion when considering a specific issue. (Expert)
6. Comprehensive examination of the activities of preschool educational institutions in order to identify its compliance (non-compliance) with the requirements of the state educational standard. (Certification)
7. A method that includes a set of logical and mathematical procedures aimed at obtaining information, its analysis and processing in order to prepare and make a competent management decision. (Expert)
8.Name of the researcher studying the system-integrated approach in scientific and pedagogical examination. (Shamova)
Bibliography:
1.Krulekht M.V., Telnyuk I.V. Expert assessments in education: Proc. aid for students fak. doshk. higher education ped. textbook establishments. - M.: Publishing center "Academy". - 112 p., 2002
This material is useful to any methodologist or deputy head of educational and educational activities. It details the system of management control and analytical activities through organizing the work of expert groups of teachers in preschool educational institutions. Here you will find the Regulations on the organization of the activities of expert groups and a number of practical materials: planning the content of control of expert groups at year, forms of different tables for analyzing control results, sample electronic tables for assessing control results. The materials reveal the main directions of control and analytical activities, the content of the activities of each expert group, and the system for evaluating control results using automatic functions of Excel spreadsheets
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System of functioning of expert groups of teachers of preschool educational institutions
The purpose of the expert groups’ work- tracking the dynamics of the quality and effectiveness of the educational activities of teachers, analyzing and obtaining systematic information about the results of the teaching staff’s activities.
Main directionscontrol and analytical activities of expert groups of preschool educational institutions:
Quality of calendar and thematic planning educational process;
Quality of planning and organization of walks;
The quality of functioning of parent corners.
- Planning the content of control and analytical activities for the year by each expert group in accordance with the implementing tasks and the annual plan of the preschool educational institution.(Appendix No. 2)
- Targeted monthly monitoring, collection of information received, and its systematization in a specially designed form of tables. (Appendix No. 3)
- High quality and comparative analysis control results: identification of features, positive and negative factors; professional quality assessment pedagogical activity.
- Development of recommendations for teachers to eliminate identified problems.
- Presentation of control results for the month on a methodological operative sheet.
- Summing up the activities of the expert group for the year(Appendix No. 5).
Evaluation of control resultsare recorded monthly in Excel spreadsheets based on the data received.
Let's look at the contents of these tables(Appendix No. 4) :
- In the “header”, the content of the control is indicated horizontally for each month (i.e., it indicates what is being checked this month), and all groups are indicated vertically. At the end of each month, the leaders of the EG, based on the results of control, enter assessments into each table and analyze the work of each group for the month.
- The evaluation criteria have the following symbols:
0 points – no planning is carried out,
1 point – not enough planning, there are comments and suggestions,
2 points – planned qualitatively, in accordance with the requirements, without comments.
- points - there are “highlights”, a creative approach
- In addition to ratings, comments and suggestions are indicated in each cell based on the control results using the special “notes” spreadsheet function.
- At the end of each table, the sum of points accumulated over the year is automatically calculated vertically, from which the percentage of quality and group rating are calculated, which allows you to see the level of quality of the organization of the educational process in each group and in the kindergarten as a whole for the year. And the percentage indicators of the quality of work of each group in the horizontal summary line indicate in which direction the team worked successfully, and where it was insufficient and methodological support is required. Thus, it is possible to comprehensively analyze the work of the entire teaching staff for the year, timely and accurately identify problems and areas of work for further development and improvement of the quality of educational activities of the teaching staff.
This form of management control and analytical activity, such as the functioning of expert groups in preschool educational institutions,provides an opportunity to obtain objective data on the performance of each teacher, increases everyone’s responsibility for the final result, promotes business style relationships in the team. What significantly influences the increase in the efficiency and effectiveness of teaching work, the growth professional excellence teachers. And systematic analysis, search and timely elimination of problems contributes to effectively improving the quality of the educational process in preschool educational institutions.
Appendix No. 1.
Approved:
Head of MBDOU
"Child Development Center -
kindergarten No. 18 “Semitsvetik”
L.A. Sapegina
"_____"_____________2012
POSITION
about the expert group of teachers
1. Basic provisions.
1.1. The internal expert group is a professional association of teachers, employees and managers, which is created within the structure of the preschool educational institution, which is in development mode.
1.2. It was created on the initiative of the administration to analyze the educational process in order to improve its quality through finding and eliminating problems.
1.3. The expert group may include teachers who are proficient in methods of problem-oriented analysis and forecasting. The composition of the EG is approved by order of the head of the preschool educational institution.
2. Goals and objectives.
2.1. Analysis and evaluation of the results of the educational process, the quality of the product or project based on certain results.
2.2. Ensuring the effective work of the preschool educational institution administration on issues of monitoring the effectiveness of the educational process. Assisting the administration in studying the performance of teachers and obtaining objective data.
2.3. Creating an atmosphere of responsibility for the final results of work.
2.4. Development of methodological and other recommendations for teachers and team members in order to increase the efficiency and effectiveness of their work and the growth of professional skills.
2.5. Helping teachers express themselves and develop their own unique experience.
3. Organization of activities.
3.1. Each expert group draws up a monthly control plan in accordance with the annual work plan of the preschool educational institution.
3.2. The head of the expert groups is the deputy. head according to VMR or according to ACh.
3.3. EG meetings meet once a month to summarize the results of control.
3.5. The expert studies the section of the team’s activity or object directly entrusted to him, forms his assessment, prepares and gives to the head of the expert council a reasoned conclusion on all issues specified in the source documents.
4. Documentation and reporting.
4.1. Every month, expert groups record monitoring results, comments and suggestions in protocols and submit them to the manager, who systematizes and stores them.
4.2. Assessments based on control results are entered into the monitoring table on a monthly basis.
4.3. Protocols and information on monitoring control results are stored in the office of the preschool educational institution.
Appendix No. 2. Expert group No. 1.
Responsible group leader - Kazimirova S.V.
September | October | november | December | January | February | March | April | May |
*Planning of Safety Week events. *Planning a theme day. | *Planning labor activity preschoolers: Self-care skills Orders Duty Teamwork | *Planning game experiments:content, purpose, age appropriate, systematic (at least once a week) | *Planning work on speech development: Work in the book corner Morning conversations with children Reading art literature Individual work Variety of forms of work on RR | *Planning individual work with children in accordance with the recommendations of specialists and the “CHILDHOOD+” program(child’s name, exercise, goal, result) | * Quality of mathematics lesson planning:tasks (triune), techniques and methods (diversity), vocabulary work, individual work | *Planning the content of gaming activities:dramatization games, didactic games, educational games, role-playing games, outdoor games, experimental games | *Planning work in artistic and aesthetic directions: Work in an iso-corner, forms of organization of activity, Classes at the Academy of Creativity *Systematic planning of thematic days(diversity, content) | *Planning work with parents: A variety of forms of work with parents; Relevance, usefulness, awareness. *Summary and analysis of the group’s work for the year. |
Expert group No. 2.
Responsible group leader – Kolyshkina L.S.
Target: Analysis of the conditions and quality of walks with children, provision of advisory assistance to novice teachers on organizing walks, identifying interesting, creative discoveries of teachers.
Autumn | Winter | Spring |
Organization of work activities in nature, work assignments | Sports and outdoor games, exercises | Walking schedule, getting ready for walks - implementation of an individual approach to children |
Organization of observations with children | Compliance with motor mode | Organization of role-playing games |
Individual work with children on a walk (physical development, speech development, development of observation skills) | Organization of independent activities of children in the area | Creative activities of children on a walk |
During a year: | ||
Compliance with TB and instructions for protecting the life and health of children | ||
Sanitary condition of the areas | ||
Children's clothing - appropriate for the season, individual approach to personal safety | ||
Availability of portable material according to the season |
Expert group No. 3.
Responsible group leader – Semenova S.B.
Autumn | Winter | Spring | ||||||
September | October | November | December | January | February | March | April | May |
*Safety information. *September 27 – Preschool Worker’s Day(Newspapers, postcards, congratulations) | *Visual information on developing visual skills at home (recommendations, tips) *Creativity corner in the reception area *Welcome corner, mood | *Ped. information on cognitive development | *Congratulations and New Year's Eve *New Year's assortment | *Thematic days *Christmas holidays * New Year's newspaper (“How I celebrated the New Year!”) | *Road Safety Week *Greeting card “Happy birthday d/s!” | *Comprehensive safety (materials for parents about fire safety, injuries, terrorism, dangerous objects, situations, etc.) |
During a year: * Lead preschool specialists from classes
*Appeals to parents (invitations, thanks...)
*Children's personal successes!
Appendix No. 3.
Table of control results when checking the calendar-thematic
planning
Month ________________
Purpose of control:
Group number | Analysis of results | Comments, suggestions | Assessment of planning quality |
Criteria for evaluation:
0 points – planning is not carried out,
1 point – there is not enough planning, there are comments and suggestions,
2 points – planned with high quality, in accordance with requirements, without comments.
Table of control results when checking the content of parental
corners
Month ________________ Responsible __________________
Purpose of control:
Group number | Analysis of results | Comments, suggestions | Performance evaluation |
Criteria for evaluation:
0 points – the corner content is not updated,
1 point – the contents of the corner meet the requirements, but there are comments and suggestions,
2 points – the contents of the corner meet the requirements, without comments,
extra 1 point- creative approach to content design.
Table of control results when checking the quality of walks
Month ________________ Responsible __________________
Purpose of control:
Group number | Analysis of results | Comments, suggestions | Assessing the quality of performance results |
Criteria for evaluation:
0 points – the inspected object of control is not organized,
1 point – it is organized enough, but there are comments and suggestions,
2 points – organized efficiently, in accordance with requirements, without comments.
Extra 1 point- creativity
Appendix No. 4. Monitoring the quality of calendar and thematic planning in 2010-2011.(Responsible) | |||||||||||
No. gr. | Educators | September | October | November | December | January | February | May | TOTAL points | ||
*Planning the theme day "September 1 - Knowledge Day" | *Planning work on speech development. | *Planning game activities | *Planning individual work with children | *Planning of physical education and health work | * The quality of planning educational activities in mathematics | *Quality of planning pro-walks. | % planning quality | ||||
10,5 | |||||||||||
TOTAL points | 21,5 | ||||||||||
% planning quality | |||||||||||
Appendix No. 5.
Questionnaire for analyzing the results of expert groups’ activities for the year
- Analyze the implementation of the control plan by each expert group.
- Identify positive and negative factors based on the results of control over the year.
- Taking into account the identified problems, formulate proposals for organizing corrective activities in the preschool educational institution.
- Analyze the effectiveness and implementation of recommendations.
- Were there any problems in your work, what were they?
- Your suggestions for further work of expert groups.
The educational environment of a modern preschool educational institution is a multidimensional, multidisciplinary phenomenon, which is the focus of attention of a number of disciplines, but the problem of the safety of institutions of this type has only recently become the subject of psychological research. Theoretical and empirical research within the framework of existing approaches to the psychological safety of the educational environment is aimed at identifying the specifics of its most important characteristics and means of assessing them, i.e. developing a system that would allow a fairly holistic and consistent analysis of the psychological safety of institutions of a certain type.
The most important characteristic of expertise is its relevance precisely in situations without clearly developed algorithms, where there are no reflections of specialists, and existing ones are not sufficient; expertise is able to identify new, sometimes deeper aspects even in obvious situations. It becomes a means of analysis and system management in two main types: researched quality of the result And quality of workmanship. Experts evaluate existing alternatives or options possible solutions. The functions of the examination do not include making management decisions; it is only an appeal to the knowledge of managers (preschool educational institution administration). The content of the decisions themselves and their results depend on the people making them, on the values and strong-willed qualities of the leaders themselves.
Expertise is based on the authority of experts involved for specific purposes (competence, experience, independence of judgment, freedom and responsibility, civic position, etc.). The personality of a specialist expert in this case becomes the main “weapon”. In education expert activity is not so much an independent (professional) activity as an additional activity performed by representatives of professional groups (educators, teachers, educational psychologists, education managers, research scientists and university teachers). Expert– a specialist, competent and experienced in the issues being examined. The objectivity of the expert assessment is determined by the professional level and personal qualities of the entire group of experts, who must have the appropriate knowledge and abilities. In the examination of preschool educational institutions, these can be, first of all, experienced teachers, psychologists and representatives of the preschool educational institution administration.
The examination must be carried out with the mandatory involvement of people from outside, i.e. independent of either the customers or the situation being examined. The expert group should include researchers (representatives of the developer of the environmental protection system), as well as parents of children interested in the development psychological safety educational environment (PBOS DOW). To ensure the psychological safety of preschool educational institutions, a certain regulatory framework is required, compliance with specific requirements, conditions for protecting participants in the educational process from emergency situations. Ensuring psychological safety of all subjects preschool environment should take into account the following characteristics:
– adaptation of subjects (primarily children and teachers) to preschool educational institutions – within normal limits in terms of time and level;
– the influence of the psyche on physical health ( low level psychosomatics);
– level of socio-psychological development of children (interaction and relationships with peers, with significant adults - educators, parents, grandparents), the presence of unaccepted, rejected children in the group;
– moral level (administration, teachers and children, their parents);
– emotional well-being (mood, desire to go to a preschool educational institution, relationships with peers), emotional development children (sympathy, empathy, emotional stability, stress resistance);
– risks of family upbringing (hypo- and overprotection and, as a consequence, increased fears, anxiety, hyperactivity, aggressiveness, conflict);
– overcoming risks and threats associated with the educator (education, professionalism, personal and psychosocial characteristics); stress, relationships in the team and with the administration;
– the effectiveness of interaction, cooperation and consent in the system “child – adult” (educators and children, parents and children), “child – child”, “adult – adult” (educator – parents, educator – educator, administration – educators, administration – parents);
– external influences (opportunities of preschool educational institutions and interaction with children’s parents and external structures), the factor of child-parent relations within acceptable deviations;
– information security of subjects of the educational environment.
The educational environment of a preschool educational institution is considered as a system of influences and conditions necessary for social development of personality. If the family is more focused on the disclosure and development of the child’s individual personal characteristics, then the preschool educational institution, while keeping this in mind, emphasizes social education. In a preschool institution, social and moral norms are initially laid down (through respectful attitude towards oneself and Others, behavior in a group, relationships with adults and peers, etc.). Mastering this social space, the emerging personality consciously and unconsciously builds his attitude towards the future, society, and life in general. Consequently, the further movement and trajectory of the child’s social development will depend on what is laid down at this stage (what attitudes, norms, values).
The creation of an educational environment as a system of necessary conditions for full upbringing, training and development should contribute to the discovery and realization of children’s abilities, and education should be built in accordance with their natural inclinations and interests. At the same time, undoubtedly, the needs of society, the social demand that guides future professional choices, must also be taken into account. However, the success of a preschool educational institution, like other educational institutions, should be determined, first of all, by what qualities prevail in a given individual - creative or destructive. The central category for preschool educational institutions is communication. Community, communication (search for commonality), sociability (ability to communicate, unity) are defining characteristics, and their absence leads to sociogenic diseases. That is why in the passport this category should be presented in detail and with appropriate emphasis.
Expert assessments – qualitative or quantitative indicators of processes or phenomena based on expert judgments. And although the assessment of an individual expert is not a guarantee of accuracy, the examination as a whole, if different experts participate in it, makes it possible to evaluate various aspects of the object under study, while identifying the diversity of existing approaches and understanding things that were not previously thought of. An expert is able to evaluate products or results of activities, their quality, level, etc. according to characteristics that often only exist in his head and which he himself is sometimes unable to reflect, i.e. put under control of your consciousness. When evaluating something, he relies on personal knowledge, on individual experience, but how he does this is sometimes unknown to him.
Examination of the psychological safety of the educational environment of preschool educational institutions (PEOS DOU) should proceed from the fact that no single expert answer guarantees the reliability of the assessment, but the totality of expert answers, highlighting the diversity of positions and approaches, makes it possible to take into account at least different facets of the object being assessed, contributes to a more comprehensive perception of it, a deeper understanding and allows one to avoid simplification or flattening the problem. Expertise, as noted in a number of works on the psychological safety of the educational environment, “is not limited to verification, control and evaluation, although its evaluative function is very important” (M. S. Mirimanova, 2009).
Expert procedures, while minimizing intervention, strive to perform different functions. Expert observation, as one of the most important expert procedures, can help identify the most important characteristics of various aspects of the life of a preschool educational institution and its subjects - children, teachers, administration, parents, and other employees of the preschool educational institution.
Systemfunctioningexpert groupspreschool teachers
The purpose of the expert groups’ work– tracking the dynamics of the quality and effectiveness of the educational activities of teachers, analyzing and obtaining systematic information about the results of the teaching staff’s activities.
Main directions control and analytical activities of expert groups of preschool educational institutions:
Quality of calendar and thematic planning of the educational process;
Quality of planning and organization of walks;
The quality of functioning of parent corners.
Planning the content of control and analytical activities for the year by each expert group in accordance with the implementing tasks and the annual plan of the preschool educational institution. (Appendixenote No. 2)
Targeted monthly monitoring, collection of received information, and its systematization in a specially designed form of tables . (Appendix No. 3)
Qualitative and comparative analysis of control results: identification of features, positive and negative factors; assessment of the quality of professional teaching activities.
Presentation of control results for the month on a methodological operative sheet.
Summing up the activities of the expert group for the year (Appendix No. 5).
Evaluation of control results are recorded monthly in Excel spreadsheets based on the data received.
Let's look at the contents of these tables (Appendix No. 4):
In the “header”, the content of the control is indicated horizontally for each month (i.e., it indicates what is being checked this month), and all groups are indicated vertically. At the end of each month, the leaders of the EG, based on the results of control, enter assessments into each table and analyze the work of each group for the month.
The evaluation criteria have the following symbols:
0 points – no planning is carried out,
1 point – not enough planning, there are comments and suggestions,
2 points – planned qualitatively, in accordance with the requirements, without comments.
points – there are “highlights”, a creative approach
In addition to ratings, comments and suggestions are indicated in each cell based on the control results. using the special “notes” spreadsheet function.
IN At the end of each table, the sum of points accumulated over the year is automatically calculated vertically, from which the percentage of quality and group rating are calculated, which allows you to see the level of quality of the organization of the educational process in each group and in the kindergarten as a whole for the year. And the percentage indicators of the quality of work of each group in the horizontal summary line indicate in which direction the team worked successfully, and where it was insufficient and methodological support is required. Thus, it is possible to comprehensively analyze the work of the entire teaching staff for the year, timely and accurately identify problems and areas of work for further development and improvement of the quality of educational activities of the teaching staff.
This form of managerial control and analytical activity, such as the functioning of expert groups in preschool educational institutions, provides an opportunity to obtain objective data on the performance of each teacher, increases everyone’s responsibility for the final result, and promotes a business-like style of relationships in the team. Which significantly affects the increase in the efficiency and effectiveness of teaching work, the growth of professional skills of teachers. And systematic analysis, search and timely elimination of problems contributes to effectively improving the quality of the educational process in preschool educational institutions.
Appendix No. 1.
Approved:
Head of MBDOU
« Centerchild development –
kindergarten No. 18 "Semitsvetik»
___________ L.ASapegina
"_____"_____________2012
POSITION
about the expert group of teachers
1. Basic provisions.
1.1. The internal expert group is a professional association of teachers, employees and managers, which is created within the structure of the preschool educational institution, which is in development mode.
1.2. It was created on the initiative of the administration to analyze the educational process in order to improve its quality through finding and eliminating problems.
1.3. The expert group may include teachers who are proficient in methods of problem-oriented analysis and forecasting. The composition of the EG is approved by order of the head of the preschool educational institution.
2. Goals and objectives.
2.1. Analysis and evaluation of the results of the educational process, the quality of the product or project based on certain results.
2.2. Ensuring the effective work of the preschool educational institution administration on issues of monitoring the effectiveness of the educational process. Assisting the administration in studying the performance of teachers and obtaining objective data.
2.3. Creating an atmosphere of responsibility for the final results of work.
2.5. Helping teachers express themselves and develop their own unique experience.
3. Organization of activities.
3.1. Each expert group draws up a monthly control plan in accordance with the annual work plan of the preschool educational institution.
3.2. The head of the expert groups is the deputy. head according to VMR or according to ACh.
3.3. EG meetings meet once a month to summarize the results of control.
3.5. The expert studies the section of the team’s activity or object directly entrusted to him, forms his assessment, prepares and gives to the head of the expert council a reasoned conclusion on all issues specified in the source documents.
4. Documentation and reporting.
4.1. Every month, expert groups record monitoring results, comments and suggestions in protocols and submit them to the manager, who systematizes and stores them.
4.2. Assessments based on control results are entered into the monitoring table on a monthly basis.
4.3. Protocols and information on monitoring control results are stored in the office of the preschool educational institution.
Appendix No. 2. Expert group No. 1.
Responsible group leader – Kazimirova S.V.
September | October | november | December | January | February | March | April | |
*Planning of Safety Week events. *Planning a theme day. | * Planning the work activities of preschoolers: -self-skillsbservingAndvania - orderenia -dejuRquality -colleTotive labor | *Planning game experiments: containingAtion, purpose, correspondenceTdue to age, systemsAfrequency (at least once a week) | *Planning work on speech development: -work in the book corner - morning conversations with children -readingartist. lAndteratures -individualatalal pAbot -diversifiedAZie forms of work on RR | *Individual planning ideal work with children in accordance with the recommendations of specialists and the “CHILDHOOD+” program (child's name is upraandopinions, goal, resultbtat) | * Quality of planning lessons in mathematics: tasks (triedAndnal), techniques and methods (variousbrazie), vocabulary work, individualatal work | *Planning the content of gaming activities: drama gamesAndtions, dAnddacticheski games, educationalAndplaying games, withYurole-playing gamesdvision games, andGry-expertAndcops | *Planning work in artistic and aesthetic directions: -work infromOcorner,- formsorganizationscreativelyOsti, -classes at the Academy of Creativity *Systematic planning of thematic days (rahvariety, withOholderbity) | *Planning work with parents: -Variety of forms of work with parents; -Relevance, usefulness, informationObath. *Summary and analysis of the group’s work for the year. |
Expert group No. 2.
Responsible group leader – Kolyshkina L.S.
Target:Analysis of the conditions and quality of walks with children, provision of advisory assistanceAnovice teachers on organizing walks, identifying interesting, creative discoveries of teachers.
Autumn | Winter | Spring |
Organization of work activities in nature, work assignments | Sports and outdoor games, exercises | Walking schedule, getting ready for walks – implementation of an individual approach to children |
Organization of observations with children | Compliance with motor mode | Organization of role-playing games |
Individual work with children on a walk (physical development, speech development, development of observation skills) | Organization of independent activities of children in the area | Creative activities of children on a walk |
During a year: |
||
Compliance with TB and instructions for protecting the life and health of children |
||
Sanitary condition of the areas |
||
Children's clothing - appropriate for the season, individual approach to personal safety |
||
Availability of portable material according to the season |
Expert group No. 3.
Responsible group leader – Semenova S.B.
Autumn | Winter | Spring |
||||||
September | October | November | December | January | February | March | April | |
|
*Safety information. | *Visual information on developing visual skills at home (recommendations, tips) *Creativity corner in the reception area *Welcome corner, mood | *Ped. information on cognitive development | *Congratulations and New Year's Eve *New Year's assortment | *Thematic days *Christmas holidays * New Year's newspaper (“How I celebrated the New Year!”) | *Road Safety Week *Greeting card “Happy birthday d/s!” |
*Comprehensive safety (materials for parents about fire safety, injuries, terrorism, dangerous objects, situations, etc.) |
During the year: * Lead preschool specialists from classes
*Appeals to parents (invitations, thanks...)
*Children's personal successes!
EtcAppendix No. 3.
Table of control results when checking the calendar-thematic
planning
Month________________
Purpose of control:
Criteria for evaluation:
0 points– planning is not carried out,
1 point– there is not enough planning, there are comments and suggestions,
2 points– planned with high quality, in accordance with requirements, without comments.
Table of control results when checking the content of parental
corners
Month________________ Responsible __________________
Purpose of control:
Criteria for evaluation:
0 points– the corner content is not updated,
1 point– the contents of the corner meet the requirements, but there are comments and suggestions,
2 points– the contents of the corner meet the requirements, without comments,
extra 1 point– creative approach to content design.
Table of control results when checking the quality of walks
Month________________ Responsible __________________
Purpose of control:
Criteria for evaluation:
0 points– the inspected object of control is not organized,
1 point– it is organized enough, but there are comments and suggestions,
2 points– organized efficiently, in accordance with requirements, without comments.
Extra 1 point- creativity
Appendix No. 4.Calendar quality monitoringthematic planning in 2010-201 1 G.(Responsible) |
The concept of “pedagogical diagnostics” was proposed by analogy with medical and psychological diagnostics, but in terms of its goals, objectives and areas of application, pedagogical diagnostics is independent.
According to the German teacher K. Ingenkamp, “a distinction is made between pedagogical diagnostics in the narrow sense of the word, the subject of which is planning and control of the pedagogical process and pedagogical diagnostics in in a broad sense, covering all diagnostic tasks within educational counseling.”
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Pedagogical diagnostics as a means of expert assessment
The concept of “pedagogical diagnostics” was proposed by analogy with medical and psychological diagnostics, but in terms of its goals, objectives and areas of application, pedagogical diagnostics is independent.
According to the German teacher K. Ingenkamp, “a distinction is made between pedagogical diagnostics in the narrow sense of the word, the subject of which is planning and control of the pedagogical process, and pedagogical diagnostics in the broad sense, covering all diagnostic tasks within the framework of educational counseling.” This confirms the importance of pedagogical diagnostics for expert assessments in education.One of the main distinctive features pedagogical diagnostics is the presence of a specific diagnostic object - the pedagogical process. The components of the pedagogical process are objects of pedagogical diagnostics, namely: teacher, student, content, methods, means and results of pedagogical activity, as well as the patterns of the pedagogical process.
Expertise – research of any issue requiring special knowledge, followed by the presentation of a reasoned conclusion.
Pedagogical expertise is a set of procedures necessary to obtain a collective opinion in the form of an expert judgment (or assessment) about a pedagogical object (phenomenon, process).
The theoretical basis for pedagogical examination is the methods of expert assessments - quantitative or ordinal assessments of processes or phenomena that cannot be directly measured, which are based on the judgments of specialists.
The examination of innovative developments in the field of education has the following goals:
As a result of the ongoing changes in teaching activities, there is a need for examination, which should answer a number of questions.
What is expected to be done or what new is happening in teaching activities?
What is the essence of what is new in educational practice in comparison with the past?
What problem can be solved if we work in a new way?
The examination presupposes a certain structure, which can be represented as follows:
*the purpose of the examination is to evaluate any action, process, that has happened or is ongoing or that is only supposed to be performed or created; assessing the quality of a product or project based on certain results;
*object of examination – activities for the development, implementation of a project or material characteristics, the result of project activities;
*subject of examination – documents, described results, Practical activities, experience;
* means of examination – both intuitive and established or formed as a result of experience;
*examination procedure – co-organization of experienced specialists (experts);
*examination product – expert opinion after agreement on the parameters (criteria) proposed for the examination.
Considering pedagogical diagnostics as an object of scientific study, N.K. Golubev and B.P. Bitinas determined the following functions in practice:
*Feedback function that allows the teacher to manage the process of personality formation, controlling his actions with the help of such information about the pedagogical process that allows him to focus on achieving best option pedagogical decision.
*Function for assessing the effectiveness of teaching activities, based on comparison of achieved pedagogical results with criteria and indicators.
*The function is educational and stimulating, taking into account that when diagnosing, the teacher needs not only to receive information about the students, but also to be involved in their activities, in the system of existing relationships.
*Communicative and constructive functions, based on the fact that interpersonal communication is impossible without knowledge and understanding of the partner..
*Functions for informing participants in the pedagogical process, i.e. communication of diagnostic results (if appropriate).
*Prognostic function, which involves determining the development prospects of the diagnosed object.
The essence of pedagogical diagnostics- study of the effectiveness and contradictions of the educational process. Among its tasks, the main one is the establishment of general relationships that influence the success or failure of the educational process.
Pedagogical diagnostics- this is a system of methods, techniques, specially developed technologies and techniques, test tasks that allow, during a pedagogical examination, to determine the level of professional competence of teachers, the level of child development, as well as diagnose the causes of deficiencies and determine ways to improve the quality of education.
Correct diagnosis (by characteristic features and objective data based on expert assessments) creates conditions for the success of teachers and preschool directors educational institution in the application of a certain set of contents, methods and means of pedagogical influences. Pedagogical diagnostics, emphasizes E. S. Zair-Bek, has a two-sided nature.
On the one hand, it is aimed at the development of students (pupils), improving the conditions of education, its effectiveness, on the other hand, at the development and improvement of the teacher himself. The teacher's use of pedagogical diagnostic methods contributes to the development of his pedagogical reflection.
The subject of pedagogical diagnostics is the child’s mastery of educational program. The peculiarity of this type of diagnostics is that each educational program must have its own diagnostic program.
The introduction of diagnostic work into the activities of preschool institutions is due to several circumstances:
- Implementation in education personally – oriented approach involves building the pedagogical process on a diagnostic basis.
- Tariff and qualification characteristics (requirements) suggest that the teacher is obliged “to plan and carry out correctional and developmental work with students based on the study of individual characteristics and recommendations of a psychologist,” “to study the individual characteristics, interests and inclinations of children.”
Objectives of pedagogical activity:
Improving the quality of methodological work;
Improving the educational process; assessment of the pedagogical process.
Directions of diagnostic work:
- diagnostic work with children;
Diagnostic work with parents;
Diagnostic work with employees.
Principles of organizing diagnostic work:
1. The principle of legality - assumes that diagnostic work must be carried out legally, in compliance with regulatory documents: (Convention on the Rights of the Child, Constitution Russian Federation, Law of the Russian Federation “On Education”, orders and instructions letters of the Ministry of Education of the Russian Federation and a constituent entity of the Federation, Charter of an educational institution, Agreement with parents, decisions of the pedagogical council of the educational institution, orders of the head of the educational institution)
2. The principle of scientificity - assumes that diagnostic work in an educational institution should be based on Scientific research substantiating the choice of indicators being studied, methods, timing and organization of the survey.
3. The principle of ethics - assumes that diagnostic work must be carried out in compliance with ethical standards and rules.
4. The principle of optimality - assumes that with minimal effort a sufficient amount of diagnostic information should be obtained - as much as can be used in the work of an educational institution.
Types of diagnostics.
When working as a teacher at an educational institution, the following types of diagnostics are consistently used:
1. Screening diagnostics
It is carried out with a group of children and is aimed at identifying children who have one or another group of characteristics, assesses the constancy of certain psychological properties in a given group of children.
2. In-depth pedagogical diagnostics,which is carried out after the identification of children who have any developmental disabilities and need additional developmental or correctional work, i.e. in a special psychological assistance. Typically conducted individually or in small groups.
3. Dynamic examination, with the help of which the dynamics of development, the effectiveness of training, developmental and/or correctional measures are traced. It can be carried out several times during one correction course.
4. Final diagnostics. The purpose of this type of diagnosis is to assess the child’s condition upon completion of the course of correctional work.
Thus, we found out that diagnostics is defined as a special type of pedagogical activity, acting initial stage forecasting professional activity on management pedagogical process, and is also the final stage of the technological chain for solving a pedagogical problem. At the same time, pedagogical diagnostics, being an independent component pedagogical activity, is present at all its levels: goal setting, assessment, technology selection, content design.
1.2.Main stages of diagnosis
In control theory educational systems(N.P. Kapustin, P.I. Tretyakov, T.I. Shamova) distinguish three main stages in diagnosing certain phenomena in the educational process.
The first stage - preliminary, presumptive diagnosis - requires the primary use of the observation method. Monitoring the activities of teachers and other employees kindergarten allows you to obtain initial information about the nature of interaction between teachers and children and parents, the content of the educational process, its focus on socialization and individualization of the development of students.
No less important are observations of children’s behavior in various types of children’s activities (play, communication with adults and peers, child labor and self-service, visual and constructive activities, etc.). They make it possible to see the overall picture of the emotional and psychological climate in the group, to determine the level general development and development individual species activities. Making a preliminary diagnosis in pedagogical diagnostics in kindergarten practice can also be provided by the analysis of children's work (drawings, crafts and other products of children's activities).
The second stage - clarifying diagnosis - is based on more accurate, objective data generated on the basis of complex use various methods pedagogical diagnostics.
At this stage, conversations, surveys, questionnaires of teachers and parents, timing of the daily routine, and study of pedagogical and medical documentation are advisable. Widely used special methods diagnostics to identify social status child in a peer group, emotional well-being in the family, level of speech and intellectual or physical development, creativity and creative potential, emotional responsiveness, cognitive activity, readiness to learn at school, etc. Pedagogical diagnostics at this stage is combined with psychological diagnostics, which requires interaction with a psychologist.
The third stage - the final diagnosis - consists not only of summarizing the data obtained as a result of preliminary and clarifying diagnoses, but also of comparing and contrasting them. At this stage, the method of expert assessments is predominantly used.
Pedagogical diagnostics in kindergarten practice allows you to effectively conduct a thematic check, evaluate the success of a teacher’s professional activities, identify parents’ satisfaction with the quality of educational services, help educators and parents understand the reasons behind the difficulties in raising a child, determine the success of mastering the educational program, etc. Therefore, the choice of diagnostic methods depends on the purpose of diagnosis.
At the same time, pedagogical diagnostics does not involve lengthy research or complex tools. At its core, this is express diagnostics. It is advisable to select proven methods and test tasks with a high degree of reliability and validity. Pedagogical diagnostics of preschoolers is unique, which is associated with their age characteristics. A variety of game test tasks are widely used in working with children.
1.3.Methods of expert activity
The importance of expert assessments in education and the need for scientific and pedagogical expertise have increased in last years. The ability to make the right management decision based on scientifically based expert assessment is one of the most important professional skills of the head of an educational institution as a specialist.
The theoretical basis for pedagogical examination is the methods of expert assessments - quantitative and/or ordinal assessments of processes or phenomena that cannot be directly measured, which are based on the judgments of specialists.
Expertise of developments in the field of education has the following goals:
*Assessment of the degree of compliance of the materials under consideration with certain normative models (or existing traditions), expressed in a combination of general, special and particular criteria.
*Assessment of project implementation activities (degree of project implementation).
At the stage of preparation for expert activities, research methods should already be determined. Method – it is a set of methods and techniques for the development of scientific knowledge. The goal of science is to use accessible, accurate, modern and reliable methods to explain phenomena, their essence, importance, causal connections and so on.
Methods modern science are as diverse as science itself, and in each scientific discipline they have their own specifics. However, there are general classifications of methods, for example, empirical and theoretical, inductive and deductive, quantitative and qualitative, etc. Also, some authors propose the following classification of groups of methods used in research and expert activities: observation methods; survey methods; experimental methods; special methods,conditioned by the specific conditions of expert activity.
Individual expert methods ratings include interview-type assessments and analytical peer reviews. Methods of collective expert assessment include the commission method, the referred assessment method, etc. The work of an expert, both theoretical and practical, is not limited to the use of one method, but involves the use the whole system methods. To study innovations in education, a variety of data collection methods are used: observation, document analysis, survey (interviewing, questionnaire, sociometric survey).
So, it can be noted thatmethods of expert activity are varied.The choice of diagnostic methods depends on the purpose of diagnosis.
At the same time, pedagogical diagnostics does not involve lengthy research or complex tools. At its core, this is rapid diagnostics.
1.4.Observation as the initial method of pedagogical diagnosticsObservation is the purposeful, organized perception and registration of an object and is the oldest psychological method.
Observation can be carried out directly or using observation devices and means of recording results. These include: audio, photo and video equipment, special surveillance maps.
The observation results can be recorded during the observation process or delayed.
Observation of various aspects of the educational process of a kindergarten makes it possible to obtain specific factual material about the state of education and training, the interaction of the teacher with children and parents. Therefore, this method is the initial one in pedagogical diagnostics.
Surveillance technology involves the following algorithm of actions:
*defining the purpose and objectives of observation (to identify the effectiveness innovative technology, success in mastering a specific section of the educational program or the nature of individual work, the focus of the teacher’s activities on improving children’s health, etc.);
*choice of object, subject and situation (what to observe and when it is most appropriate, so as not to disrupt the natural flow of the educational process);
*choice of observation method (open and hidden from the child, not included and included in the activities of the teacher and children, episodic and longer in time, repeated);
*choosing a method for recording observation results (recording in the form of a protocol, forms and technological maps, tape recorder, video camera, etc.);
*analysis of the information received, its expert assessment.
Observation is the most accessible method of pedagogical diagnostics, but its effectiveness may be low due to the lack of an observation program and disruption of technology. Currently, observation schemes and technological maps for collecting information during observation have become widespread. different types activities of the teacher and children. Their manufacturability removes the labor intensity of observation and concentrates attention on a whole set of parameters important for the expert.
Thus, observation is an indispensable method if it is necessary to study natural behavior without outside interference in a situation, when it is necessary to obtain a holistic picture of what is happening and reflect the behavior of individuals in its entirety. Observation can act as an independent procedure and be considered as a method included in the experimentation process. The results of observing subjects as they perform an experimental task are critical additional information for the evaluation researcher.
1.5.Observation card of the child’s behavior during the GCD process
(developed by L. M. Denikina)
Analysis criteria | Grade level |
||
High | Average | Short |
|
1. Features of behavior | |||
1.1. Listens to the teacher attentively or gets distracted | |||
1.2. Performs a task absentmindedly or focused but distracted | |||
2. Features of the process of completing the task | |||
2.1. Independent from start to finish | |||
2.2. Imitates a neighbor | |||
2.3. Runs fast or slow | |||
2.4. Passionate about the task or not | |||
2.5. Performs it diligently or carelessly | |||
2.6. How he reacts to difficulties or failures: tries to overcome, resumes trying; turns to the teacher for help or with a question; does not apply, but needs help | |||
2.7. Manages to finish or leaves work unfinished | |||
3. How does one evaluate the result obtained? | |||
3.1. He admires his work and is satisfied | |||
3.2. Gets upset and embarrassed because of mistakes and shortcomings | |||
3.3. Shows indifference | |||
The reliability of the information obtained during the observation process largely depends on the ethics of its conduct. The teacher and children should not feel discomfort from observing them or using technical means of recording what is being observed.
Analysis of the information received requires separating the main from the secondary and random, establishing causes and dependencies. A systematic approach is importantto the analysis of the educational process, in which the activities of the teacher and the activities of children are interconnected.
General algorithm of pedagogical analysis:
*expediency of the teacher’s activities from the point of view
implementation of the goals and objectives of preschool education;
*assessment of his organizational skills in terms of creating
and use of the material development environment;
*assessment of hygienic requirements for observation organization
my activities;
*evaluation of the content of the proposed children's activities for
implementation of developmental, training and educational tasks;
*assessment of the organization and content of the observed activities
from the point of view of the teacher taking into account age and psychological
characteristics of children, individual approach to each child
ku
*evaluation of the methods and techniques used, their rationality
choice (focus on activating cognitive, emotional
nal, behavioral sphere, development of creative self-reliance
telnosti);
*assessment of the model of interaction between the teacher and children in professional
the process of the observed activity, the appropriateness of its choice;
*the teacher takes into account in his work the suggestions previously made to him
tions, comments;
*expert assessment of what is observed, adoption of management
solutions.
The expert assessment is based on the use of an assessment of the degree of expression of the indicator: very high, high, sufficient, occurs, weak, absent. A scoring system is possible: 0 - unacceptable level (no indicator); 1 point - critical level (the indicator is weakly expressed); 2 points - acceptable level (the indicator is consistently manifested); 3 points - optimal level (the indicator is clearly expressed).
The scoring system allows you to calculate the evaluation indicator, which is determined by the formula
N = N* ■ N
1У™ "v max>
where N* - the amount of points received during the assessment; Nmax - maximum possible number of points.
An indicator of 75% and above is the optimal value; 50% and above is an acceptable value; 40% and below is a critical level.
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