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Velichko Lilia Viktorovna

• Education - secondary special.
• Total work experience - 30 years.
• Teaching experience - 30 years.
• In 1983 she graduated from the Artemovsk State Music School.
• Place of work: from 1983 to 1987, Children's Music School of Ukraine.
• from 1987 to 2013, children's music school p. Kropotkin (in 2013 the first qualification category was assigned)
• I have been working in a kindergarten since 2006 part-time, since 2013 - at my main job.

MDOU Kindergarten No. 16 "Alyonushka" Kropotkin village, Zarechnaya St., 2.

Email [email protected]

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Upgrade courses:

Participation in seeds.

OGAOU DPO Irkutsk Institute for Advanced Studies, the program "The use of information technology in teaching."

"The role of the development of speech of preschoolers in the formation of communicative abilities."

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My pedagogical principles

See everything, understand everything, know everything, experience everything,
All forms, all colors to absorb with your eyes,
To walk all over the earth with burning feet,
Accept everything and pay again.

It is very important to be able to understand the child, assess his condition, be sincere with him.

V.A. Sukhamlinsky wrote: “... if a child lives in enmity, he learns aggression; if a child is constantly criticized, he learns to hate; if a child is ridiculed, he tends to withdraw; if a child grows up in reproach, he learns to live with guilt, but at the same time, if a child grows up in tolerance, he learns to understand others; if a child is encouraged, he learns to believe in himself; if a child is praised, he learns to be grateful; if a child grows up in safety, he learns to believe in people; if a child lives in understanding and friendliness, he learns to find love in this world.”

These words have become my main guideline in educational activities. I always try to assess how comfortable my pupils are in the classroom, create a cozy atmosphere in the music room, trust my pupils and the children answer me with gratitude.

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self-education

1. Report forms
2. Timing
3. Forms of work
4. The content of the work

A complex lesson as one of the conditions for the development of an emotionally holistic perception of art.

Disclosure of a certain topic through various types of children's activities: musical, visual, artistic - speech, theatrical.

Formation in children of ideas about types, genres and means artistic expressiveness, develop artistic perception and children's creativity in productive activities (drawing, modeling, applique, artistic work), to cultivate an aesthetic attitude to the world around.

1. Integrated occupation.
2. Entertainment.
3. Performances at matinees.

• self-education
• Introspection.
• Acquaintance with new materials, assessment of the possibility of their application in the educational process.
• Entertainment.
• Integrated lessons.
• Leisure activities.

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Integrated classes on the topic of self-education:

1. "Omnipresent rhythm" - the world and music. Purpose: to develop and hear patterns; to form ideas that in nature everything is subject to a certain rhythm; translate ideas about rhythm in nature and life into rhythmic sensations: auditory, visual, tactile.

2. "Journey to winter forest» - artistic reading, painting, music. Purpose: to evoke an emotional response to artistic image winter landscape, develop the ability to express judgments, correlate according to mood, learn to distinguish between shades of mood in singing, in movement, in dance; enrich vocabulary children.

3. "With a brush and music in the palm of your hand" - drawing and music. Purpose: to teach children to determine the nature of music, to hear the expressive intonations of the melody. Develop the ability to convey the nature of music in a drawing.

4 "Flower Girl" - literary reading and music. Purpose: to develop interdisciplinary connections: music and literature, emotionally convey musical images through movement Entertainment: “Mom is in the house, like the sun in the sky” - application and music. Purpose: development of singing skills; learning to use color as a means of conveying mood; Strengthening the skills of working with scissors, independent selection of paper of the desired color.

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The topic that interests me is LOGORITHMIC

A comprehensive methodology that includes the means of speech therapy, musical-rhythmic and physical education. The three pillars on which logorhythmics stands are movement, music and speech.

• development of general, fine and articulatory motor skills;
• the formation of proper breathing;
• development of the ability to navigate in space;
• development of clear coordinated movements in conjunction with speech;
• development of phonemic hearing;
• formation of relaxation skills;
• development and correction of musical-rhythmic movements.

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The logarithmic lesson includes the following elements:

• speech therapy (articulation) gymnastics - a set of exercises to strengthen the muscles of the organs of the articulatory apparatus;
• finger gymnastics for development fine motor skills, since speech is formed under the influence of impulses coming from the hands;
• exercises to music for the development of general motor skills, corresponding to the age characteristics of children, for musculoskeletal and coordination training;
• vocal-articulation exercises for the development of singing data and breathing with and without musical accompaniment;
• phonopedic exercises to strengthen the larynx and instill speech breathing;
• songs and poems, accompanied by hand movements, for the development of fluency and expressiveness of speech, speech hearing and speech memory, coordination training;
• musical and rhythmic games with musical instruments that develop a sense of rhythm;
• musical games that contribute to the development of speech, attention, the ability to navigate in space;
• exercises for the development of facial muscles for the development of the emotional sphere, imagination and associative-figurative thinking;
• communicative games and dances for the development of the dynamic side of communication, emotionality and expressiveness of non-verbal means of communication, positive self-perception;
• exercises for the development of word creation, expansion of the active vocabulary of children.

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The goal of the project: Introducing preschoolers to classical music. The participants in the process are the senior - the preparatory group. Implementation period - 2011 - 2013.

The musical director is called upon to help children enter the world of music, understand its laws, and join its mysteries.

“I consider music not as an art to amuse the ear, but also as one of the greatest means to touch the soul and excite the senses” (K. Gluck)

Project objectives:

• The development of the emotional sphere of the child.
• Formation in children of the aesthetic perception of the world around.
• Introduction to musical culture.
• To form the need for the perception of music.
• Enrich the musical impressions of children and contribute to the formation of musical taste, musical memory and musicality in general.
• The development of cognitive and creativity.
• To promote the development of mental activity, memory, hearing, fantasy.
• Dictionary enrichment.
• Develop a desire to use special terminology.
• Explore different forms of learning.

1. Introducing preschoolers to classical music.
2. Formation of the ability to classify music.
3. Acquaintance with the orchestra.
4. Formation of the ability to classify orchestras.
5. Acquaintance with the symphony orchestra and its leader.
6. Formation of the ability to classify the instruments of a symphony orchestra into groups.
7. Acquire the basics of musical and historical knowledge. History and legends of the origin of musical instruments.

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"Sound is a wizard" (2013-2014). Project participants: senior - preparatory group.

Objective of the project:

• to develop interest in the aesthetic side of reality, the need for children in creative self-expression, initiative and independence in the embodiment of artistic design.

Project objectives:

• To expand the horizons of children through acquaintance with musical culture and musical instruments;
• Contribute to the creation of conditions for the creative self-expression of the child, taking into account his individual capabilities;
• Involve children in various types of artistic and aesthetic activities, helping them master various means, materials and methods for making musical toy instruments;
• Support the initiative and desire of children to improvise when playing home-made musical toys - instruments.

Stage 1: study of non-musical sounds of the environment;
Stage 2: creating the simplest instruments according to the model and, together with the teacher, reproduce the rhythmic pattern of various children's songs, chants;
Stage 3: " Musical instruments”, “An orchestra of merry instruments sounds merrily”, “Our world is reflected in the sounds”.
Stage 4: final lesson "Rainbow of Sounds"

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Materials posted on Internet resources. Maaam.ru is an international Russian-language social educational Internet project.

1. The scenario of the New Year's holiday "How the Snow Maiden wanted to become a star."

2. Scenario of the summer holiday "Sorceress Water".

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Consultations

For educators.

1. "The role of the educator in the development of independent musical activity of children."
2. "Child development in musical activity".
3. "The development of children's creative abilities through theatrical activities."

For parents.

1. "Musical education of children".
2. Recommendations for parents.
3. "Reminder for Parents"
4. How to teach a child to listen to music at home.
5. "Recommendations for parents when visiting holidays and matinees in kindergarten."

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Diagnostics of musical education of children

Based on the diagnostic results, it can be concluded that children have increased self-esteem, they strive for active musical activity and dance and game creativity.

Children are emotionally responsive, inquisitive, able to solve intellectual problems and problem situations, adequate to age.

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creative work

Holiday presentations:

• “How we live in a kindergarten” - at the graduation ball.
• Group "Droplets".
• Sunshine group.
• Mothers Day.
• Children draw mom (March 8).

For music lessons:

• Nature and music.
• Musical instruments.
• Lullabies.

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My achievements

My achievements.

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The system of musical and recreational work

The system of musical and recreational work

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Health-saving and gaming technologies

• logorhythmics (a method of overcoming speech disorders by developing the motor sphere in combination with the word and music);
• finger gymnastics (development of fine motor skills);
• psycho-gymnastics (facial exercises; relaxation; communicative games and dances; sketches for the development of expressiveness of movements, staging; music therapy, sketches, games and exercises aimed at developing and correcting various aspects of the child's psyche, both cognitive and emotional-personal);
• respiratory and articulatory gymnastics (breathing affects sound pronunciation, articulation and voice development);
When to become a beautiful flower
Capable of a person's personality.
And we have to create
Despising all the hardships of the world,
To lay light truths
The rudiments in the soul are young.
To show them the right path,
Help me not to disappear into the crowd.
We can't predict
But we must strive!

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Thank you for your attention!

Thank you for your attention!

View all slides

Diagnostics

Work with children

Working with teachers

Interaction with parents

Use ready-made and develop your own methods of testing, questioning, observing the development of musical and creative abilities of children, their physical and spiritual improvement.

Organization of a subject-developing environment for musical education and health improvement of children. Collections of health-saving technologies complexes. Summaries of musical lessons. Leisure and entertainment scenarios. Advice material for parents. Consulting material for teachers. Creation of a set of CDs "Music Therapy". Creation of a CD disc "To help the music director". Generalization and dissemination of work experience.

Constant replenishment music hall and musical corners in the group with new, including home-made equipment.

Morning gymnastics with musical accompaniment, music lessons, individual work, leisure and entertainment. Diagnostics of the development of musical abilities. Theater visit for children. Acquaintance with new speech, articulatory, health games. Carrying out music therapy. Participation in city events. Open music classes, performances in front of parents.

Speech at the pedagogical councils of preschool educational institutions, city methodological associations of music leaders. Consultations for teachers. Joint planning of independent musical activities of children. Joint work with a physical education instructor on musical and health-improving work. Joint work with a teacher in the Kalmyk language.

Conversations (individual) with parents about musical education on parent meetings. Questioning. Joint work of children and parents in the priority direction of the preschool educational institution. Participation in holidays, entertainment, leisure activities. Consultations, speeches at parent-teacher meetings. Theatrical performances for parents. Meeting interesting people.

Appendix 9

approved at a meeting of the Republican

attestation commission

29.10.2015 Minutes No. 6

(music director)

Certification materials

____________ Sadovnichenko Vera Viktorovna ___________________

Full name

_______________________ music director ___________________________

job title

_ MBDOU Kaibalsky kindergarten "Solnyshko", Altai district ______

name of the organization, territory

2016

I. The effectiveness of the educational activities of the teacher in the implementation of educational programs

I am successfully implementing the Main Educational Program of the MBDOU Kaibal Kindergarten "Solnyshko", which was developed in accordance with the requirements of the Federal State Educational Standard, in accordance with the main educational program "From Birth to School", edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.

In the context of the introduction of the Federal State Educational Standard, I am actively introducing a student-centered model of interaction with children, the pedagogy of cooperation, based on modern technologies of developmental education.

In my work I use modern musical diagnostic tools: individual diagnostic game situations, observation of children in free and specially organized musical activities, individual conversations with a child, a projective method (drawing), questioning parents, which allows assessing the development of musical abilities, creative activity and emotional sphere of children. At the beginning and end of the school year, I track the dynamics of the development of children in musical activities.

Diagram 1. The dynamics of the development of children in musical activity, the educational area "Artistic and aesthetic development".

I use the results of pedagogical diagnostics to build the educational trajectory of the individual development of the child. Based on the analysis of the results of pedagogical diagnostics, I create optimal conditions for the development of social contacts between preschoolers and peers: a comfortable, friendly psychological atmosphere; careful, individual approach to children, cooperation with preschool teachers, family.

Based on a thorough analysis of the individual and age characteristics of children, their emotional and volitional sphere, I implement the following priority areas of activity:

Preservation and development of physical and mental health children;

Correction and development of children's speech using the means of musical activity;

Development of prerequisites for value-semantic perception and understanding of works of art;

The formation of an aesthetic attitude to the surrounding world.

I organize the educational process taking into account age and individual characteristics, medical indications, recommendations of a speech therapist, avoiding physical and mental overload of pupils.

For the musical development and emotional well-being of pupils, I create an appropriate musical subject-developing environment.

Table 1. Organization of the musical subject-developing environment.

Constantly replenish and update musical corners musical instruments, musical didactic games. Activate the use of their children in independent activity. I make costumes for various events: entertainment, holidays, concerts, creative competitions, games - dramatizations, dramatizations.

Thus, the musical subject-developing environment created by me contributes to the active manifestation of children's initiative in independent musical and gaming activities.

In the process of staging dances, I use plot-figurative movements as a means of deeper perception and understanding of the content of a musical work by children. I combine music, movement and play to form positive emotions in children. I encourage children to show creative initiative in musical motor improvisations. When working on staging dances, I offer children creative tasks of varying complexity, depending on their age, individual abilities. Dance movements invented by children help children open up, show others their vision of the world.

Thanks to the manifestation of my professional skills in staging dances, children feel more confident at holidays, concerts; more actively show creative independence in musical and rhythmic activity.

Responsibly and creatively I approach the selection of musical works, I show my musical creativity: I develop musical and rhythmic compositions, scripts for children's matinees, entertainment, leisure activities, which I share with colleagues.

When developing entertainment, leisure activities, scenarios of direct educational activities, I use combinations different types activities: musical, visual, artistic and speech, games, dramatizations. When preparing for holidays and entertainment, I select a poetic, musical, and game repertoire that matches the capabilities and abilities of children, based on storyline in the script. I create scenery for events, together with children and parents we prepare costumes suitable for the theme, I decorate the hall according to the holidays.

I regularly organize mass events of various nature: musical and sports festivals, musical entertainment, puppet show, folklore leisure.

Table 2. Organization and holding of public events within the educational program of the PA.

The organization and holding of mass events contributes to the inclusion of parents and pupils in creative activities. Children become more emotional, more actively manifest themselves in musical, theatrical, concert activities.

I carry out planning within the framework of the Basic Educational Program of the MB DOW. In the context of the introduction of the Federal State Educational Standard, for the formation of social and normative age characteristics, the possible achievements of a preschooler (targets), in the content music education I prefer cultural property. I assign a great role to the development and improvement of musical ear, the education of artistic taste, the enrichment of children with musical impressions, the familiarization of children with musical culture through familiarization with classical, folk and modern music, which contributes to the development of children's interest in various fields of knowledge, enrichment of the cognitive sphere, the formation of skills cooperation.

I provide an opportunity for kindergarten students to take part in children's competitions and holidays. During the reporting period, prepared three graduations of children to school.

II. Interaction with parents, teachers of the educational organization. Records management.

The systematic involvement of parents in the educational process, conducting educational work to introduce children to music, allows me to significantly increase the effectiveness of interaction with the families of pupils. I provide advisory assistance to parents, develop practical recommendations, advice on the development of the musical abilities of preschool children and on the organization of musical and gaming activities for children at home. I take part in parent-teacher conferences.

As a result of the work carried out, the parents of pupils take an active part in various activities of the kindergarten: in holidays, entertainment, leisure.

Table 3. The work of the music director with parents for the 2014–2016 academic year.

Thus, when working with parents, I try to take into account their interests, wishes, and in joint events I use such forms of work as: joint holidays, questionnaires, which helps to establish trusting, partnerships with parents. According to the results of the survey in 2015-2016, 90% of parents are satisfied with the conditions for musical development in preschool educational institutions.

I work in close cooperation with all preschool teachers, coordinating their activities to familiarize them with practical musical material. To improve the cultural and educational level of teachers, I conduct consultations and master classes.

I help teachers in holding various events, organize musical accompaniment for morning exercises, organized activities for physical development children, leisure, entertainment, holidays.

Table 4. Interaction with preschool teachers.

Thus, I effectively interact with teachers and specialists of preschool educational institutions, which allows me to improve the quality of the educational process.

In his pedagogical work, when compiling perspective plan work, calendar plan of events, take into account the level of psychophysical development of children. I use various methods and techniques of development and education.

I improve my professional level, which is reflected in the plan for self-education and is reflected in work, both with children and adults, I replenish the methodological piggy bank with musical innovations, methodological developments.

I maintain relevant documentation in printed and electronic form.

Table 5. Record keeping.

Thus, work planning helps me to systematize and correct my work: musical development children; in collaboration with parents and teachers.

I successfully solve the issues of continuity and cooperation of the kindergarten with general education school and music schools in matters of musical development of children. IN 2013 academic year teachers of the Beloyarsk Music School prepared and held an outdoor concert of students for the pupils of the Kaibalsky kindergarten. Graduates, children attending kindergarten continue to develop their musical abilities in institutions of additional education (MBOU DO "Beloyarsk Children's School of Music", Children's Art School of the city of Abakan). Preschoolers are happy to take part in the concerts of the Kaibal KFOR. Together with the teachers of the preschool educational institution, I organize concerts in the Kaibalsky KFOR: "Mother's Day", "May 9".

Thus, when implementing interaction with institutions of culture and art, institutions of additional education of a creative orientation,

increases the possibility of creative self-expression for children and teachers.

III. The effectiveness of pedagogical activity in the implementation of the educational process

Since 2014, I have been working on the methodological topic: "Development of children's creative abilities through musical and rhythmic activity." For successful implementation methodological theme, compiled a selection methodical literature, musical works, diverse in genre and style, musical exercises and games aimed at the formation of dance-rhythmic movements and the development of creative and performing abilities of children. Developed a program for circle activities "Buttons" (musical and rhythmic activities). (The program was presented at the pedagogical council, protocol No. 1 of 08/31/2015) The purpose of this program: To create conditions for the development in children of the ability to convey the nature of a musical work, its figurative content through the plasticity of movements to music. Tasks: To instill in children an interest in movement to music. To see in each child his natural data. Contribute to the physical and aesthetic development of children. Develop a sense of rhythm ear for music. Cultivate musical taste.

As a result of purposeful work, children have formed positive communication skills to communicate with each other, children have learned to be emotionally responsive, empathize with other people. Comparative analysis the level of development of children in these types of musical activity showed the following results: the level of development of children in musical and rhythmic activity increased by 39%.

Diagram 2. Dynamics of the levels of development of children in the musical and rhythmic activity of the “Buttons” circle.

In order to support the children's creative initiative in the field of "Artistic and aesthetic development", I developed a program of circle activities "Pea" (playing children's musical and noise instruments). (The program was presented at the Pedagogical Council, protocol No. 1 dated August 31, 2015). Program goal:Creation of conditions for: formation of children's skills and abilities in playing children's musical instruments; development of creative abilities. Tasks: To create conditions for the development of creative activity of children learning to play children's musical and noise instruments. To form the skills of playing techniques for children's musical and noise instruments. To develop children's interest in playing in an ensemble. Cultivate emotional responsiveness to the performance of musical works.

A comparative analysis of the practical musical activity of children showed positive results. In children, there is a positive trend in emotional development, in the development of a sense of rhythm and tempo of music. Preschoolers freely use the familiar techniques of playing musical instruments in independent musical and gaming activities.

Diagram 3. Dynamics of the level of development of children. Circle "Peas".

In the process of musical education, I take into account the age, individual characteristics of children, their experience of independent actions. In direct educational activities, I set a goal and define tasks that are implemented in full, I carry out a differentiated approach to each child, taking into account mental and physical capabilities. I motivate children to work together with adults and children by creating game, problem situations. I conduct organized educational activities both frontally and in subgroups. An individual form of work with closed, uncommunicative children is effective.

In the organization of educational activities, I prefer game teaching methods. I use integrated forms of organized educational activities, holidays, entertainment. I create an atmosphere of creativity, mutual assistance and mutual respect in the process of familiarization with various types of art. I create conditions for independent decision-making by children. In the organization of educational activities I use various methods of musical education.

The use of various methods of upbringing and development of children in my work allowed me to broaden the horizons of children, activate their creative and mental activity, and create conditions for the formation of a creative personality.

In the process of musical education, I variably and selectively use effective authoring methods: methods for the development of perception by O. P. Radynova, logorhythmic exercises by M. Yu. Kartushina, innovative technologies by V. V. Emelyanov, “Musical Rhythm” by T. A. Zatyamina and L. V. Strepetova (development of musical-rhythmic movements), "Igroteka" E. V. Rybak (formation of communication skills, development of creativity and musical abilities). Music in Everyday life kindergarten: festive mornings, entertainment, theme evenings, theatrical performances, games, round dances. All forms of organization of musical activity complement each other, enrich the process of artistic and aesthetic development.

Thus, the use of a combination of traditional and innovative technologies makes it possible to more effectively solve the tasks set in the educational process.

I have a basic computer skills, I actively use information technologies, technical means, I use electronic resources to demonstrate presentations, I maintain documentation on electronic media. For preschool children, I use musical multimedia games in practice: “Merry Garden”,

“Where is the little squirrel?”, “New Year's Orchestra”, “Musical Instruments”, “Pick a Picture”, “Russian folk instruments»; presentations in entertainment and holidays, leisure, themed evenings. I know programs: Nero Start Smart, Adobe Photoshop, Excel, Power Point, Audacity, etc.

I use the Internet - technologies in the organization of the educational process, the study of pedagogical experience. I publish teaching materials on sites:

Created a mini-site in the social network of educators nsportal. ru, which I use in my professional activity. I actively use Internet resources, regularly update and supplement the audio library, video library, library, as well as card files of games: folk, musical and didactic, communicative and finger games for the musical development of preschoolers and their parents.

IV. The teacher's contribution to improving the quality of education

on the basis of improving the methods of training and education

I take an active part in the development and implementation of innovative programs:

1. Innovative development program of MBDOU Kaibal kindergarten "Solnyshko", 2015-2018 Order dated August 31, 2015 No. 66

2. I am a member of the working group for the development of the "Gifted Child" program. Order dated September 28, 2015 No. 78/1.

3. I summarize and broadcast my work experience among colleagues of the preschool educational institution, district. I regularly speak at regional methodological associations of music leaders and educators, participate in professional competitions and conduct master classes.

4. I am a member of the district creative team musical directors of the preschool educational institution. Meeting minutes.

5. Took an active part in the district methodological association of teachers of the preschool educational institution “Theatricalization as one of the forms of work to identify gifted preschool children in the framework of the implementation of the Federal State Educational Standard for Education”, 12. 11. 2015, certificate.

6. She spoke at the Pedagogical Council of MBDOU:

master class: "Simple, easy, fun", 12.01.2016 ( noise orchestra in kindergarten).

V. Personal professional growth teacher

I constantly improve my professional level, studying the latest pedagogical, psychological, musical theory and practice. I am engaged in self-education, I apply in work innovative developments, offered by the periodical press: "Handbook of the Music Director", magazines - "Music Director", "Musical Palette".

I systematically attend advanced training courses:

GAOU RKh DPO "Khakass Institute for the Development of Education and Advanced Training", from 13.10.2014. to October 24, 2014, "Implementation of educational programs of preschool education in the context of the introduction of the Federal State Educational Standard: Music", certificate of advanced training No. 8591, 72 hours.

I take part in all-Russian webinars:

- "Organization of musical activity in the context of the Federal State Educational Standard of Education", publishing house "Uchitel", certificate No. C 195-34 / 2016-VU, dated 11.01.2016

- "Modern content music lesson in accordance with the Federal State Educational Standard, Publishing House "Uchitel", certificate No. C 355-20 / 2016-VU, dated 18.01.2016.

She was trained at a seminar on the topic “Development of indicators of academic singing voice formation” on the basis of the MBOU DO Beloyarskaya Children's Music School, head of the seminar, Associate Professor of the Department of Choral Conducting of the SGA Culture and Arts, Candidate of Pedagogical Sciences V. V. Emelyanov, (8 hours) 01. 02. 2014.

At the level of MBDOU Kaibal kindergarten "Solnyshko" I am a member of the jury: review competition of readers dedicated to the 70th anniversary of the Victory; review competition of amateur performances "Springs of Khakassia".

I am the winner of the professional competition "Teacher of Preschool Educational Institution - 2015", held by the Municipal Budgetary Preschool Educational Institution Kaibalsky Kindergarten"Sun".

In 2013 and 2015, she took part in the republican (correspondence) competition of pedagogical materials "Pedagogical Kaleidoscope", a certificate of participation.

From time to time I take part in online competitions:

I have gratitude:

For a creative approach to the younger generation from MBDOU Kaibal kindergarten "Sun", 2016;

For active participation in the life of the village and for participation in events dedicated to the celebration of the 70th anniversary of the formation of the Altai region from the administration of the Beloyarsk Village Council, 2014;

Diploma for high professionalism and creativity in the education of the younger generation from the Department of Education of the Administration of the Municipal Formation Altaisky District, 2013.

GENERAL CONTENT REQUIREMENTS

PORTFOLIO OF THE PEDAGOGICAL WORKER

Definition and main purpose of a portfolio

Portfolio is a tool for monitoring professional achievements. A portfolio is a storage folder containing materials reflecting the employee's achievements in professional activities and his effective professional and social experience for a certain period of time (during the entire certification period, from certification to certification).

The portfolio allows the teacher to analyze, summarize and systematize the results of their work, objectively assess their capabilities and plan actions to overcome difficulties and achieve better results.

The materials presented in the portfolio are considered as evidence of the professionalism and effectiveness of the teacher's work, confirming the grounds for attestation, and also allowing conclusions to be drawn during the examination for compliance with the declared qualification category.

Portfolio structure and content

It should be especially noted that a sample portfolio or an exhaustive list of materials included in it does not exist and cannot exist. The portfolio should reflect the subject position of the person being certified as a professional, which is expressed in the ability to solve professional problems using professional knowledge and skills, various mastered methods of activity. At the same time, the methods of solving professional problems, the tactics and strategy of a teacher's professional behavior can differ significantly.

The main sections of the portfolio, which are primarily evaluated by experts, are:

1. The effectiveness of pedagogical activity, which considers the characteristics of the quality of education provided by a particular teacher;
2. Characteristics of professional (scientific and methodological) activity as a condition for ensuring the quality of education, which considers indicators of a teacher's possession of modern technologies, indicators of involvement in methodological work, indicators of innovative (project) scientific and research activities.

In addition to the main sections, the portfolio should include sections such as: general information about the teacher, copies of documents and table of contents. These sections allow you to structure portfolio materials in such a way that experts can quickly navigate through the submitted materials.

The structure and content of the portfolio of the certified person includes the following mandatory sections:

1 section

(landmarks and bases)

1. Table of contents
2. Copies of documents

2 section

(Performance and quality - student dynamics)

3 section

(means and methods to achieve quality and results)

1. Scientific and methodological activity

The content of the main sections depends on the specifics of the activities of the teacher and is filled with materials at his discretion. It is necessary to pay attention to the fact that all materials presented in the portfolio must be supported by copies of documents or be certified by the relevant people. It is not necessary to invest in the portfolio the full texts of author's programs, methodological developments and other voluminous materials, it is enough to provide a list and generalized data.

Portfolio evaluation criteria

The teacher's portfolio is evaluated according to the following indicators: