Technology for developing an individual educational program. Development and execution of an individual development program

An individual development plan, an example of which we will consider below, is a tool with which an employee is purposefully and systematically engaged in the development of the necessary qualities and skills. The IDP itself is a specific document that specifies specific development goals and specific actions that can be used to achieve them.

Company benefit

That is why in most modern companies an individual development plan is drawn up for each employee. An example of such a document will be presented below. With its help, you can perform several tasks at once:

• the employee begins to more systematically and purposefully engage in his development;
• coordination of work and development goals is ensured;
• there are opportunities for control and self-control;
• specific and general ideas of self-development are transferred to the level of performing specific actions;
• analysis of their strengths and weaknesses.

In the overwhelming majority of cases, IPR is used by large companies as a tool for self-development of managers working in the personnel reserve. But this does not mean that it is ineffective as an independent technique, since, if used correctly, it plays a very important role in improving the work of staff.

Benefits for employees

For an employee, the example of which he receives in his hands is beneficial in the following:

• it allows timely preparation for any new projects, positions or upcoming changes in the organization;
• self-organization is ensured, since with the presence of an IPR it is much easier to introduce any actions and events into your work or life plans that help achieve specific goals;
• priorities are highlighted and accents are placed that need to be paid attention to in the process of development and learning.

Due to the systematic use of IPR, it is possible to determine the managerial potential of the company, as well as to predict the main opportunities for its further development. Also, more experienced employees are involved in monitoring the development and training processes. Knowing an individual development plan, an example of which is given to each manager, the company can engage in a more accurate implementation of the personnel policy.

Among other things, with the help of IPR, the direction of the efforts used within the company's strategy is ensured. By participating in the preparation of the IWP using internal and external consultants, the company provides assistance to managers in prioritizing and emphasizing during training and development in accordance with the chosen tactics.

How to compose it?

To ensure a real effect, using an individual development plan, an example of it should be a competent specialist with experience and skills in carrying out such work. Basically, the compilation includes three main stages.

Training

The employee is engaged in studying the report on the results of the assessment (if it was carried out), after which he receives and studies the main recommendations related to development from the manager, independently determines development priorities, and, if necessary, consults with internal or external consultants. What to do if you can’t draw up a personal development plan on your own? An example of such a document can be suggested by a development and training specialist who is present on the staff of most large organizations.

Drafting

The employee fills in the table, indicating the priorities of his own development there, and also draws up a development action map, which clearly indicates when and how he will develop the necessary skills.

Coordination

The consultant or manager reviews each individual employee development plan. Examples of such a document are widely available, so it will not be difficult for an employee to compile it on their own. After that, the authorized person, if necessary, makes the necessary changes.

Statement

A completed individual development plan for an employee, examples of which can be found in specialized printed publications, agreed with consultants, is sent to managers or representatives of the HR department for final approval.

Development areas

Among the main areas of development in the IDP, the following are often indicated:

• Development of skills in the workplace. The employee is engaged in various changes in the process of work, which can contribute to the improvement of his competence.
• Completion of special tasks or projects. After an individual employee development plan has been drawn up (example above), the employee is entrusted with the implementation of a project that requires an increased level of competence from him.
• Learning from the experiences of others. More competent employees are monitored, after which a new individual specialist development plan is completed. An example of filling can also be suggested by more experienced colleagues.
• Search for feedback. The employee discusses his own work with subordinates and colleagues, considering it from the point of view of his competence.
• Self-learning. An in-depth analysis of their work is carried out, after which the employee independently looks for some more effective solutions that could improve his work in the company.
• Trainings. The person takes part in various training programs.

Thus, this tool is universal. Some people even draw up an individual plan for the development and life of the child. An example of such a document will be prompted by psychologists, doctors and many other specialists.

What should an example include?

IPR often includes a specific list of activities necessary to develop specific skills in a specialist. Depending on the field of activity of a particular organization and its scale, such a list can be extremely diverse and, among other data, include the following:

• direct learning of new skills in your organization, as well as obtaining them outside of it;
• participation in any projects where the employee can gain valuable experience;
• staff rotation;
• conducting an internship;
• mentoring, mentoring and coaching;
• performing any additional assignments, tasks and roles;
• passing optional or mandatory certification.

In the overwhelming majority of cases, development plans do not include any tasks that relate to the achievement of specific KPIs or specific targets.

Timing

For newcomers, in the vast majority of cases, it is customary to set plans for a period of approximately six months, and for already working employees, this time period can be up to a year. For HiPOs or high-potential employees, such a plan can be drawn up immediately for a period of three to five years.

In the best case, the provision on staff training or some other document should include not only the steps of the career ladder, but also the criteria by which the professional skills and knowledge of a specialist are assessed. Thus, employees, together with the manager, can assess their current competencies and determine what needs to be developed to achieve the next career step.

Development of civil servants

In practice, it has been repeatedly proven that the use of IPR in government structures is an integral element of managing and improving the work of personnel. With the help of this tool, a significant increase in the professional level of a specialist is provided, which is important not only for the employee himself, but also for the government department in which he works.

An individual development plan for a specialist, an example of which you can see in the article, is a document that describes the main development goals and a specific list of actions necessary for civil servants to perform. At the same time, the coordination and approval of such documents is somewhat different from the above procedure.

How are they composed?

To begin with, an example of an individual development plan for a manager or employee is drawn up. In accordance with the job regulations, it should be developed for approximately three years.

If a person, then the plan of individual development indicated by him passes the approval. This procedure is carried out by the management of the organization for three months after the official was appointed to his position.

When an individual plan of a civil servant is drawn up (an example of a document is available at any enterprise), it should include the following characteristics of a person:

• education;
• work experience in their profession;
• quality of knowledge, skills and abilities;
• personal aspirations.

This is only the main list of information that is taken into account when compiling this document. Individual development plans for civil servants, an example of one of which is given in the article, include an indication of the duration of additional education, as well as its main direction and expected effect.

How are they approved?

The approval of such documents is carried out by the heads of bodies or individual departments, depending on which category this or that civil servant belongs to.

The IPR is compiled in duplicate, with one of the forms sent to the employee's personal file, while the second is given to him in his hands. That is why, when an individual development plan is drawn up, an example of filling out must be mandatory so that you do not make any mistakes, and the damaged document is not entered in your personal file.

In order for an employee's dreams of any titles, scientific degrees or internships abroad to become more real, he must, under the strict guidance of his immediate superior, draw up his own development plan for the next three years. Therefore, you can always motivate your employees with potential development within the company, constantly showing that they still have room to grow.

What does it include?

An example of an individual plan for the professional development of a civil servant is primarily a specific list of activities aimed at the managerial and professional qualities of an employee. The main types of such events are as follows:

• Educational. They are aimed at ensuring that the employee receives some new knowledge that may be useful to him in the performance of his immediate duties.
• Developing. They are used to improve a person in his professional field and acquire new skills. Thanks to such events, the employee covers new horizons of his work and can perform a wider range of tasks.
• Fixing. Activities designed to practice skills that an employee already has or has recently acquired.

It should be noted right away that examples of an individual development plan for an employee in terms of competencies should be drawn up separately for each specialist, since the main task of this document is to determine personal discrepancies between what level an official has at the moment and what is needed from him in higher positions .

The basis for compiling the IPR includes a number of evaluation procedures, which also include a personal interview of the boss with the employee himself. In each individual case, its imprint is also imposed by the specifics of the activity of a civil servant, as well as the position he holds.

What do you need to know?

In the standard form of filling in, the individual development plan includes three main elements that the civil servant will develop: skills, knowledge and skills. The tools that will be used in the process of implementing the personal development plan drawn up can have an extremely wide range, and its list directly depends on the results of the assessment of the abilities of a particular specialist.

Quite often, individual professional development plans include attending various external or internal trainings aimed at professional development, as well as all kinds of tasks that are mainly managerial in nature. As a separate item, the main elements of internships are indicated, as well as the level of complexity of official tasks delegated to this official. Basically, they are much more complex than those that they met in the performance of standard duties.

Main aspects of compilation

In the process of drawing up an individual plan, not only the education of the employee and his personal goals are taken into account, but also the tasks of the relevant structural unit. In other words, the knowledge that the employee is going to receive should be related to his performance. It is worth noting that a civil servant has the opportunity to receive additional professional education not only with a partial separation for up to three working days a week, but even with a certain complete separation from the performance of their immediate duties.

As the main areas of additional professional education, the following can be indicated:

• legal;
• managerial;
• planning and financial;
• organizational and economic;
• linguistic;
• information and analytical.

And all this is only the main list of areas that can be included in the individual plan of an official. For example, some professionals may indicate in their plan the need to learn a foreign language, and this is indeed required by most of them. A number of other measures aimed at the professional development of civil servants are envisaged, among which the following can be noted:

• postgraduate education;
• higher education;
• participation in symposiums, scientific and practical conferences, round tables and other events.

Among other things, today the desire for self-development is highly welcomed, which also needs to be taken into account.

The personnel service of a particular department develops an example of an individual development plan for a manager. Every year it should be engaged in the formation of applications for training for civil servants within the available state order for advanced training, internships or professional retraining. At the same time, it may indicate that, for example, he has English courses scheduled for the spring, in the summer he will give a report at a specialized scientific conference on law, and in the fall he needs to go to Foggy Albion to attend a training related to effective personnel management. It is worth noting that in this case, the civil servant does not spend anything to obtain the necessary knowledge, and attendance at such events is fully paid from the state treasury.

portfolio method
In the changed conditions of individualization and personal orientation, the basis of vocational and educational activities is an individual vocational educational program developed by each student and allowing to reveal the student's individuality both in terms of his personal characteristics, and in terms of the goals of his professional and personal development, and in terms of organizing educational and self-educational activities.
The specificity of an individual vocational education program is to overcome the contradictions between the regulatory requirements for the education of all (the requirements of the Federal State Educational Standard-3) and the individual orientation of education, as well as between professional training and, in fact, professional activity. Of particular importance in the construction of an individual vocational educational program is the planning of independent work.
To do this, in the individual vocational educational trajectory, the individual goals of vocational education are indicated (which, of course, should be wider than the requirements of the standard), the volume and quality indicators of the material to be studied, the tasks performed are also indicated there; terms and forms of reporting for each section (subject). Also, the individual program may indicate the forms and methods of organizing education, the area of ​​responsibility of the student and teacher.
The development and implementation of individual vocational education programs has a long history of application in the Western (in particular, American) system of vocational education, where it was called the "training contract". The training contract is developed during the whole semester under the guidance of a tutor (student consultant), then it is approved by the college management and becomes a legal document. In the educational contract, in addition to the order of studying subjects (disciplines, modules), the volume and quality indicators of the assistance provided by the university in the process of the individual program being studied and, on the contrary, the student's obligations to prepare final documents (reports on research and practical activities) are indicated. Separate areas of assistance are the provision of information resources, as well as psychological counseling and training.
In the conditions of a modern Russian pedagogical university, the design of an individual vocational educational program in the form of a "portfolio" looks more promising. Initially, this was the name of a set of documents related to any area of ​​professional activity. Specifically, an educator's portfolio may include:
. a set of documents that record professional development (diplomas, certificates, diplomas, characteristics, recommendations, etc.);
. methodological "portfolio" - descriptions of the methods of work used with an analysis of their effectiveness, the most successful methodological developments, examples of creative or other works of children;
. description of the process and results of work with a mentor (proposed goals of work, plans, programs, results of supervision of the supervisor and evaluation of work on his part);
. results of attestations and other types of work evaluation.
In addition, depending on the purpose of collecting the portfolio, it may include other documents, including those related to the personal development of the teacher. In general, there are three typical goals and, accordingly, portfolio models:
1. Assistance in professional and educational certification. The basis of the portfolio, in this case, is the systematic presentation of objective evidence of professional activity. It would be good if videos of the activity were presented, accompanied by a reflective commentary. Another section of the portfolio - documents reflecting the official assessment of performance. These can be characteristics, certification results, conclusions, reviews, etc. The last section is documents reflecting the level of education or qualifications.
2. Reflection of the professional path, views and plans of a specialist. Such a portfolio is collected as a "methodological piggy bank", a reflection of the development of a person's views on their profession. It is better if the materials in it are collected by years of work. In this case, it is easier for the teacher to trace the dynamics of his development, changes in views on himself and the profession, methods and approaches. During the year, examples of the use of methods and methodological techniques, plans and programs for their own work and the work of children, fragments of lessons, educational activities, abstracts of literature, articles, selections of books, etc. are added to the portfolio. At the end of the year, an analysis of the level of achievement of the goal and all the work is carried out.
3. Assistance in the professional development of the teacher. The portfolio reflects the main, “basic” principles of the professional development of this specialist. The portfolio includes certification and analytical documents related to professional development, internships, self-study, requests for help from a mentor, or activities in creative groups. As work progresses, abstracts, videos, summaries, photocopies of articles, etc. are added to the portfolio. One of the sections of the portfolio can be devoted to improving the efficiency of the methods used and mastering new techniques and technologies.

Individual professional development program

as an attribute of pedagogical skill

From the point of view of public interests, professional development of a person

It can be considered as one of the points of the code of professional ethics:

a person who does not work on himself cannot be recognized as a professional.

A competent teacher today is a professional, a teacher-mentor who helps to realize the personal potential of each student in education, moves from the interests of the student, helping him achieve his own goals based on choice. His task is to teach to understand and independently solve problem situations.

This need is due to the needs of modern society in sociable, creative, independently thinking individuals who strive for success and who are able to independently build an individual trajectory of their development.

Today we will talk about how to be and remain a professional in the new conditions. It is not enough to become a professional once, in order to remain one, constant professional development of the individual is necessary. It is absurd to think that a teacher can teachthe student to build the trajectory of his development, if he himself does not know how to do it. So, individual professional development program (IPPR) teacher, as a means of organizing continuouseducation, there is a rod and a vector of his own educational trajectory.

The objectives of the introduction of IPPR:

Creating conditions for the teacher to realize the possibilities of continuous self-education through the organization of an open educational space;

Independent design of an educational route withtaking into account their competencies, their professional needs, deficits and the opportunity to choose the most suitable terms for themselves (they can vary from one year to five years independing on the desired result: certification or implementationsubroutines) and forms of its implementation.

Such a program can serve as a tool for monitoring professional achievements,because it allows you to implement the following functions:

Evaluative and stimulating (real assessment of one's capabilities, the basis for accruing the stimulating part of the salary);

Developing in relation to the educational situation (structureprogram is a kind of benchmark of possible typesteacher activity).

Thus, in the program the teacher stands for:

Goals and objectives of their professional and personal development, which correlate withprofessional standards, mission andstrategic plan for the development of an educational institution, student success, individual professional needs and deficits;

Professional competencies (knowledge, skills, experience) that need to be acquired;

Means for solving the set tasks.

With the improvement of skills and the development of competence, the teacher faces a number of tasks of personal development. At the same time, the levels of personal, moral and intellectual development significantly determine the success of professional and pedagogical activity. The relationship of personal and professional development is a necessary condition for the education and self-education of a teacher. Therefore, when drawing up a development program, it is necessary to take into account these interrelations.

The mechanism of development and self-development is self-knowledge and self-analysis of activity, and their instrument is reflexive abilities. With the help of reflexive abilities, which include a number of basic intellectual skills, one can manage one's own professional activity in conditions of uncertainty. Taken together, these "key skills" constitute a kind of reflective technology, with the help of which the professional experience of the teacher is improved.

The practical significance of an individual program is that it allows you to systematize the activities of a teacher, identify the dynamics of professional growth indicators, determine stimulating factors, satisfaction with educational services and, as a result, successfully pass certification.

Algorithm for compiling an individual program

1. Diagnosis, assessment and self-assessment of one's professionalism,skills (personal qualities; the ability to set goals, taskspedagogical activity, allocate deficits and surpluses).At this stage, there isself-determination of the teacher. Therefore, do not ignore the opportunity to “learn about yourself” from the proposed methods and surveys that can help you more deeply.understand the motivation of the teacher, his ability to develop programspedagogical activity, the ability to organize educational activities; reflective and communication skills.“Outside view” allows you to make your self-esteem more adequate..

2. Programming professional development. Drawing up an individual program,which includes a number of subprograms, where there is an invariant andvariable content. When designing an individual program, the teacher takes into account the development program, a single methodologicaltopic and annual tasks of the educational institution.This will allow you to better understandwhat competencies or groups of skills, perhaps a single skillwill develop. The content of the invariant items should include the federal component of advanced training (according to the recommendations of the Russianacademy for advanced training and retraining of employeeseducation, taking into account the standards of additional professionaleducation), as they are directly related to qualificationrequirements for teachers when assigning them the next category.

Variable content consists of subprograms thataimed at solving specific problems of professional activity.

Variable part is aimed at meeting educational needs andelimination of teacher's deficits identified as a result of diagnostics.

3 . To implement an individual program
an open educational space is being created where professional interaction, reflection, correction of one's own activities and reprogramming.

It is necessary to clearly present the resources of open educationalspace and see its levels - inside the college, municipal, republican, all-Russian.

4.Reflexive analysis of the implementation of individual programs, presentation of results are also products (developed materials) and what the teacher learned.

It is better to carry out reflexive analysis once every six months and make timely correction of actions. The subject of reflection is the activity of the teacher in the implementation of the program.

We offer the following sections for drawing up a professional development program for a teacher:

It is advisable to include in the individual program of professional development of a teacher: the study of psychological and pedagogical literature; development of software and methodological support of the educational process; development of pedagogical technologies; building your own methodological system (selection of content, methods, forms, teaching aids); development of criteria and indicators of the result of education, development of diagnostic tools, including CBS; participation in the implementation of the educational institution development program; in the system of methodological work of the college; planned training in advanced training courses and professional internships; participation in the work of creative, experimental groups; carrying out individual research, experimental work; generalization of own experience of pedagogical activity (articles, recommendations, reports, pedagogical workshop, master class, etc.).

NMO College offers the following forms of scientific and methodological support for teachers that can help build and implementan individual program of professional development for each teacher of our college. This is:

-permanent seminars on topical issues of education;

-the work of problematic seminars organized on the basis of the study educational needs of teachers and their professional needs;

Individual thematic consultations (in person and through the Interactive Method Office);

The work of temporary creative groups on topical development issuespedagogical theory and practice, allowing teachers,focused on self-education, determine the problem of interest and take part in its resolution (Laboratory);

- organization of course preparation (full-time, part-time, remote);

Individual internships for assimilation of currentpedagogical experience of the best teachers of the city, region, other regions and abroad, etc.

You can learn more about the methodology for designing an IPPR for a teacher, as well as the current forms of work of the CME of our college, at: In_Out on Xeon / Method / IPPR.

We invite everyone to decide for himself in which direction he needs to develop, in what ways to receive information, how to master it. The professional development of a modern teacher should not be a duty or a formality, but a way of thinking.

, leader of the Republican

experimental site

The definition in the general characteristics of the strengths of the student (pupil), his needs, current achievements serve as the basis for the development of an individual development program.

Identification of directions in the development of an individual development program

All children are capable of learning, but not all learn the same things at the same pace or in the same way. To determine the main direction in the development of an individual development program, the student (pupil) support team should analyze his general characteristics, study the recommendations of the psychological, medical and pedagogical consultation, develop the proposed long-term goals and short-term tasks, and determine what types of support he needs.

If a student (pupil) needs specific types of support to achieve a long-term goal in accordance with the standard curriculum, then this circumstance is documented with the definition of types of support, as well as data on their effectiveness. Such records are essential for planning and communication. In addition to adaptations, it is important to record the student's current achievements in order to link the student's needs, strategies, and the materials used to provide support. It is also necessary to constantly review adaptations so that they continue to be effective and useful for the child.

If a student (pupil) needs only adaptation, then there is no need to formulate short-term tasks for him. In this case, he is trained in accordance with the adaptation provided for by the standard curriculum of a general education school. Some students may be in a mainstream school curriculum but have needs in other areas in addition to certain long-term goals, such as improving behavior and motor skills. For them, it is necessary to develop short-term tasks only in target areas.

Priority learning needs by area

Based on the student's characteristics, the support team determines the student's strengths, weaknesses, priority learning needs (or general aspects that need attention). As a rule, these aspects can be grouped into areas. The more needs a student (pupil) has, the greater the number of areas for developing his individual development program.

The following areas are distinguished:

Communicative (verbal and non-verbal);

Cognitive (academic);

Labor activity;

Spending free time;

Social skills and attitudes;

Self-service;

Independent life;

Physical;

Emotional-volitional and behavior.

Description of the current level of development and success of the child by area

The current level of development and success of the child is an accurate description of the achievements of the student (pupil) in each area. This information can be obtained from the child's general profile and used as a basis for developing a long-term goal and as a baseline indicator to measure progress.

Development of long-term goals by areas

Long term goals- this is a short statement that says what the student (pupil) should know and be able to do at the end of the school year. It is important for the support team to limit themselves to the actual number of long-term goals for each area.

Each long-term goal should:

1. be aimed at meeting the leading learning need, which is indicated in the general characteristics of the student;

2. get out of his current achievements;

3. take into account the degree of progress of the student (pupil) from the previous period;

4. be challenging enough to motivate the student;

5. be achievable;

6. focus on what the student (pupil) should learn;

7. determine what the student (pupil) will do (and not what actions will stop doing).

A fundamental part of the technology of individual planning is finding the appropriate wording to write down long-term goals. The performance of long-term goals must meet the criteria SMART.

EXPLANATORY NOTE.

The modern education system needs highly educated and highly qualified specialists capable of professional growth and professional mobility in the context of informatization of society and the development of new technologies. The educational environment of the school contributes to the formation and development of a modern teacher as a professional and creative person with a high level of competence.

The individual teacher development program was developed on the basis of the program of the school teacher's professional growth center, which ensures the teacher's self-determination.

Purpose of the program - development of the teacher's skills of disclosure and effective use of personal resources, own potential for successful self-realization.

Tasks:

To study modern literature and Internet sources on the topic of self-education;

To get acquainted with innovative teaching methods of teachers of the city of Bugulma and other teachers of the country.

Master the diagnostic and monitoring methods;

Ensure the introduction of modern innovative technologies for the formation of educational, cognitive, communicative and informational competencies of students, the development of personal and regulatory UUDD.

Improving the quality of education and upbringing at school directly depends on the level of training of teachers. This level should constantly grow and plays a significant role here.teacher self-education:

1. Formation and improvement of competence in the development of methodological, didactic materials, taking into account the leading modalities and abilities of students .;

2. Formation of pedagogical competence in the field of motivating students to form a value attitude towards their health and all life on Earth;

3. Improving pedagogical competence in organizing a health-saving educational environment;

4. Formation of pedagogical competence in the field of providing the information basis of pedagogical activity: development of modern pedagogical technologies;

5. Formation and improvement of pedagogical competence in the organization of the educational process using ICT.

6. Formation of pedagogical competence in the field of motivating students to improve personal and regulatory UUD.

For students:

I. Improving the quality of education in connection with the formation of educational and cognitive competence, which can be expressed through:

1. increasing the number of students studying at "4" and "5";

2. increase in the number of participants and winners of distance Olympiads in subjects;

3. increasing the level of positive motivation for learning, which can be traced by the results of diagnostics;

4. Involving students in extracurricular activities, as a guarantee of the comprehensive development of the individual and increasing self-esteem.

5. The formation of research competence as a component of educational and cognitive competence, which can be traced by the results of diagnostics.

II. Changes in the relationship "teacher-student", "student-student" in the direction of cooperation.

III. Improving the skills of self-regulation of students, providing self-regulation of educational activities: goal-setting, planning, forecasting, control, correction and evaluation, as an indicator of regulatory and personal UUD.

IV. Mastering the skills of students to work with various sources of information.

Main activities:

Development of professional competence;

Methodical work;

Innovative activity;

Extracurricular activities.

For each direction, there are indicators, activities and deadlines. Pedagogical activity is aimed at achieving high methodological mastery and dissemination of pedagogical experience. The teacher implements the idea of ​​continuous enrichment of the student's information, communicative culture through individual, creative, constructive activity in the process of mastering academic subjects.

The tasks set are solved as a result of the educational process through the practical implementation of educational programs that determine the goals, objectives, content of education; software, methodological and technical support; principles of program implementation and criteria for evaluating their effectiveness. Their combination and systematic application make it possible to form communicative, social and subject competences.

Methodical theme: "The development of cognitive activity in chemistry lessons." In the context of preparations for the transition of educational institutions to the second generation of the Federal State Educational Standard, the priority goal of school education, instead of simply transferring knowledge, skills and abilities from teacher to student, is to develop the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements, that is - developing the ability to learn. The student must himself become the designer and builder of the educational process.

The leading role is assigned to the project technology, which contributes to the creation of conditions for the formation and development of internal motivation of students for a better mastery of general computer literacy; increasing the mental activity of students and acquiring logical thinking skills on problems related to real life; speech development of students, improvement of communicative competence in general; development of individual characteristics of students, their independence, the need for self-education. More effective solution of the problems of education, development and upbringing of the personality of students; changing the role of the teacher in the educational environment.

The individual educational program includes:

Continuing education;

The concept of a person-centered approach;

Motives for the development of professionalism;

Unified educational space.

Algorithm for writing an individual educational program:

Diagnostics of professional skills, teacher's self-determination;

Drawing up and correction of an individual educational program;

Implementation of an individual educational program;

Reflective analysis of the implementation of an individual educational program.

The following indicators testify to the professional development of the teacher, the effectiveness of the methodological system, and the quality of the educational process:

∙ victories and prizes for students in children's creative competitions, festivals, subject Olympiads from the municipal to the regional levels;

∙ active participation and prizes of students in the annual scientific and practical conference;

∙ active participation and prize-winning places of students of my class in district, city and regional projects;

∙ publication of creative works of students on the school website;

∙ high level of competencies formed by students;

∙ high quality of knowledge of students in the subjects I teach.