Improving the professional competence of the teacher, as a means of improving the quality of education in preschool. “Improving the level of professional competence of technology teachers Directions for improving pedagogical competencies

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-1.jpg" alt="> "> "Improving the level of professional competence of technology teachers in the context of the implementation of the Federal State Educational Standard". Technology teacher MBOU "Secondary School No. 4", Lyudinovo, Kaluga Region Evtyukhova Tatyana Alexandrovna

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-2.jpg" alt="(!LANG:>"> Профессиональная компетентность - интегральная характеристика личности и профессионализм учителя, определяющая его способность результативно решать профессиональные задачи, возникающие в педагогической деятельности в конкретных реальных ситуациях.!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-3.jpg" alt="(!LANG:> The main ways to improve the level of professional competence of a teacher: Work in creative"> Основные пути совершенствования уровня профессиональной компетентности педагога: Работа в творческих группах, методических объединениях Выступления на !} pedagogical councils, meetings of the creative group, seminars, trainings

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-4.jpg" alt="(!LANG:> Work in methodological associations, creative groups; Open lessons of RMO teachers"> Работа в методических объединениях, творческих группах; Открытые уроки РМО учителей технологии!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-6.jpg" alt="(!LANG:> Work in methodological associations, creative groups; Participation in the master">!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-7.jpg" alt="(!LANG:> Work in methodological associations, creative groups; Participation in the master"> Работа в методических объединениях, творческих группах; Участие в мастер - классах!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-8.jpg" alt="(!LANG:> Work in methodological associations, creative groups; "Magic batik" " Temari"> Работа в методических объединениях, творческих группах; «Волшебный батик» «Темари - японское искусство вышивки шаров» «Современные образовательные технологии в практике работы педагогов. Проект как способ развития творческого начала» в рамках районного семинара заместителей директоров школ по учебно – воспитательной работе Проведение мастер - классов!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-9.jpg" alt="(!LANG:> Innovative activity, development of new pedagogical technologies, ICT">!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-10.jpg" alt="(!LANG:> Innovative activity, development of new pedagogical technologies, ICT Innovative pedagogical project"""> Innovative activity, mastering new pedagogical technologies, ICT Innovative pedagogical project" "Project technology as a way to develop the creative abilities of students in technology lessons" . The purpose of the innovative project is to develop a pedagogical approach to the formation of children at different levels of development of creative abilities , creative attitude to various activities Project objectives: To study theoretical basis design technology; Introduce project technology into the educational process; Track the dynamics of the development of the creative abilities of students from grades 6 to 8.

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-11.jpg" alt="(!LANG:>COLLECTIVE CREATIVE PROJECTS">!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-13.jpg" alt="(!LANG:> City in the middle of Russia">!}

Src="https://present5.com/presentation/3/46083072_213148780.pdf-img/46083072_213148780.pdf-14.jpg" alt="(!LANG:> Neighborhood layout"> Макет микрорайона для школьного музея Стильные шторы в дизайне интерьера!}

Improving the professional competence of a teacher

Every time has its signs. The present time is a time of change. And, first of all, these changes are connected with the life of the school, with the increased requirements for the learning process. If earlier education was given for a long time and was intended to ensure the uninterrupted professional activity of a person in any one industry or field of activity, now we are talking about the formation of a fundamentally new education system that involves constant renewal. Moreover, the key characteristic of such education is not only the transfer of knowledge and technology, but also the formation of creative competencies.

The professional development of a teacher is a complex, multifaceted process of a person entering the profession, characterized by an ambiguous contribution of personal and activity components with the leading role of the teacher's personality.

The model of professional competence of a teacher should contain knowledge about all components of the educational process (goals, content, means, object, result, etc.), about oneself as a subject of professional activity. It should also include experience in applying the techniques of professional activity and a creative component.

Professional pedagogical skills, which are a combination of the most diverse actions of a teacher, correlate with the functions of pedagogical activity, to a large extent reveal the individual psychological characteristics of a teacher, and testify to his professional competence.

Considering that it is in the school that the emotional and social formation of the personality takes place, special requirements are placed on the teacher, who is called upon to ensure this formation. The school is teachers who are open to everything new, who understand child psychology and the peculiarities of the development of schoolchildren. Therefore, it is quite obvious that today, more than ever, a teacher needs not only to teach in a new way, but also to learn in a new way. First of all, to learn new pedagogical thinking, to learn to be in a constant creative search for approaches and techniques that ensure co-authorship, cooperation with students in all work.

The main task of a modern school is to reveal the abilities of each student, to educate a personality ready for life in a high-tech world. Therefore, it is not surprising that the part of the presidential address, which is devoted to the strategy for the development of Russian education, was widely discussed by teachers. The main emphasis in the President's message was placed on school education, since it is precisely this that is the defining and longest stage in the life of every person. According to the President, the sphere of education is not a set of services, but, above all, a space for the formation of a moral, harmonious person, a responsible citizen of Russia.

Therefore, the teacher is in a constant creative search for an answer to the question: “How to teach a student?” The tasks facing the teacher today are fundamentally different from those that were carried out by him quite recently. It is not enough for a modern teacher to transfer ready-made knowledge to his students, to give an orientation for memorizing them. The very first task of educational policy at the present stage is to achieve modern quality education, its compliance with the current and future needs of the individual, the development of his cognitive and creative abilities. To achieve these goals, the teacher needs to formulate them through the student's learning activities and work on organizing the learning process in order to achieve maximum results. And setting different goals and involves the use of different methods and techniques of training. Therefore, the teacher needs to have in his arsenal a lot of techniques, methods and strategies, as he has to solve problems different levels. But we should also not forget that the forms of teaching used should vary according to the age, level of preparedness of students, and their interests. The presence of a culture of educational work suggests that high demands are placed on students, but at the same time they are not afraid to take risks, expressing any idea.

A modern teacher should identify the best qualities inherent in a child, encourage children to get joy from the acquired knowledge, so that after graduating from school they are clearly aware of their place in society and can work for its benefit, and are also ready to participate in solving promising tasks of our society.

The teacher must be a professional in his field, and professionalism is determined by the purposeful formation of such qualities as self-improvement, erudition and a high work culture. The professional growth of a teacher is impossible without a self-educational need. For a modern teacher, it is very important never to rest on our laurels, but to go forward, because the work of a teacher is a great source for unlimited creativity. For a modern teacher, his profession is an opportunity for self-realization, a source of self-satisfaction and recognition. A modern teacher is a person who is able to smile and be interested in everything that surrounds him, because the school is alive as long as the teacher in it is interesting to the child. And no matter from what positions we approach the question of the role of the teacher in modern society We recognize it as key. After all, the teacher is the main link, the basis and soul of the education system. Society expects a teacher high voltage labor, the dynamics of thought, initiative, perseverance and full dedication of forces to the education and upbringing of the future generation.

In the conditions of modernization of education at the present stage, one of the central tasks is to improve the social status of a teacher, legislative framework regulation of the status of teachers.

One of the tasks of Russian legislation in the field of education is to clearly define the rights and obligations of teachers, create appropriate conditions for their fruitful activities, legal and social protection. This task was reaffirmed by the President Russian Federation Vladimir Vladimirovich Putin: “The main goal that we set as part of the modernization of education is, first of all, the growth of the quality of school education. The solution of this particular task is subject to work on updating the material and educational base of schools, on improving professional qualifications, the prestige of teaching work, including through its fair, well-deserved payment. What should be the teacher of the new school? Is he ready to meet modern requirements for the learning process?

The status of a teacher is an indicator of the effectiveness of the state and social structure. The professional development of a teacher is of paramount importance in the development of society as a whole: the personality of the teacher, as well as his professional knowledge, is the value capital of society. The teacher is able to convey to the students only those value orientations that are inherent in him.

Therefore, one of the directions is the development of teacher potential. Much attention is paid to organizing continuous professional development of teachers, improving the forms and methods of teaching, and increasing the professional competence of teachers. The professional competence of a teacher is understood as a set of professional and personal qualities necessary for successful pedagogical activity. A professionally competent teacher can be called a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students. The development of professional competence is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

Work in methodical associations, creative groups;
- research activities;
- self-educational activity;
- innovative activity, development and use of new pedagogical technologies;
- translation of own pedagogical experience, etc.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence.

Competence in pedagogical activity at a boarding school reflects the teacher's ability to organize interaction with children, communicate with them, manage their activities and evaluate its results. This is manifested in the preparation and conduct of classes, in the ability of the teacher to manage the class (group). The teacher tries to organize the work of each child, create a working mood and a business environment. All this increases the interest, attention, educational and cognitive activity of students (pupils). This behavior of the teacher allows you to find an approach to individual students (pupils), taking into account their individual abilities to help you express yourself positively.

In the classroom, the teacher combines various forms of collective and individual work, organizes independent work of students (pupils), reduces the same type of exercises. It creates a situation of active communication - not only a monologue, but also a dialogue that allows the student (pupil) to express himself, show initiative, independence in the ways of choosing cognitive activities, types of educational tasks, type and forms of didactic material.

And as it is said in the draft “Concepts of the Spiritual and Moral Education of Russian Schoolchildren”: “It is impossible to be an effective teacher without revealing to the students his “creed”, the principles of his attitude to events and people, the elements of his life experience. The valuable role of the teacher is unique. The teacher as an exemplary citizen is a servant of the temple, carrying his cross to his Calvary in front of the eyes of the children and not expecting an earthly reward.

This is the image of an ideal teacher - educator for all time. Therefore, the increase professional level teacher and the formation of a pedagogical corps that meets the needs of modern life is a necessary condition for the work of a boarding school in the Russian education system, a condition that must meet the level of modern quality of education.

Sections: Working with preschoolers

The relevance of the issue of increasing the professional competence of teachers is due to the accelerating process of moral depreciation and obsolescence of knowledge and skills of specialists in the modern world. According to American scientists, 5% of theoretical and 20% of professional knowledge is updated annually, which a specialist should possess.

Today, creatively organized methodological work that implements the concept of lifelong education is of particular importance for improving the competence of teaching staff.

The work of improving professional competence should become a process of continuous development of the human personality, its ability to make judgments and take various actions. It should provide the teacher with an understanding of himself, contribute to the implementation social role in the course of work. Therefore, we consider the work to improve professional competence as the main means of managing the quality of education in a preschool institution. The quality of education is a social category that determines the effectiveness of the education process in a preschool educational institution, its compliance with the needs and expectations of society in the development of children and the professional competence of teachers.

The problem of the quality of education is the subject of research by such scientists as P.I. Tretyakov, E.V. Litvinenko, I.V. Gudkov, N.S. Mitin and others. the level of knowledge, skills and abilities of pupils, the third - on the totality of properties and results, the fourth - on the ability of educational institutions to meet the established and predicted needs of the state and society.

The development strategy of a preschool institution, which ensures the quality of education, requires a clear definition of such concepts as the professional development of a teacher, professional training of a teacher, professional competence of a teacher.

By definition, P.I. Tretyakova professional development of a teacher- professionalization of a person (disclosure of his essential forces in the profession) in the course of formative subjective influences, characterized by a systematic and dynamic personality and activity transformations of the subject of labor.

Professional training of a teacher is a specially organized process of professionalization and the result of the subject's mastery of a system of professional and pedagogical knowledge, technologies of professional activity, experience in the creative implementation of activities and a motivational and value attitude to pedagogical culture.

Professional competence includes knowledge about all components of the educational process (goals, content, means, object, result, etc.), about oneself as a subject of professional activity, as well as experience in applying professional activity techniques and a creative component, professional and pedagogical skills . Professional competence can be considered as the sum of particular competencies that form a new quality of a teacher's personality.

The study of the professional competence of a teacher is one of the leading activities of a number of scientists (V.N. Vvedensky, V.G. Vorontsova, E. Vtorina, I.A. Zimnyaya, N.V. Kuzmina, A.K. Markova, S. G. Molchanov, L. A. Petrovskaya, G. S. Sukhobskaya, T. I. Shamova)

In the structure of the teacher's professional competence, along with others, there are technological component, which, according to L. K. Grebenkina, can be called technological competence.

Knowledge of technologies, methods, means, forms of activity and conditions for their application;

Proficiency in computer technology;

Ability to creatively apply this knowledge;

Ability to design educational process;

Ability to analyze the effectiveness and results of their activities.

Main factors of development of professional competence, according to E.N. Nikiforova are:

Acquisition of new knowledge and functional improvement of skills and abilities;

The subjective meaning of the desired results.

Tasks of methodical work in general can be formulated as follows:

Raising the level of theoretical and psychological training of teachers;

Formation of an innovative orientation in the activities of the teaching staff based on the study, generalization and dissemination of advanced pedagogical experience;

Study of new educational programs, educational state standards;

The study of new regulatory documents, instructive teaching materials providing assistance to teachers in self-education,

Assistance in mastering information and communication technologies.

Therefore, the improvement of professional competence fully coincides with the objectives of methodological work.

To improve the efficiency of methodological work, the teaching staff of the preschool educational institution is divided into three groups, the teachers of which differ in their level of competence.

First group. Teachers have high pedagogical abilities, they are the main conductors of new technologies, developers of diagnostic tools. United in creative groups.

Second group. Teachers who improve pedagogical skills. Various seminars are organized for them on emerging issues.

Third group. Teachers at the stage of formation of pedagogical skills. The group consists of young teachers. To work with them, mentoring and a young specialist school were organized.

The selection of differentiated active and innovative methods of working with personnel makes it possible to improve the professional competence of teachers.

According to K.Yu. Belaya, it is important to determine the real indicators of work to improve the professional competence of teachers, to formulate evaluation criteria. We consider them to be:

1) the skill of teachers, expressed in improving the qualification categories of educators;

2) the growth of creative activity of teachers in the methodological work of the city, region;

3) indicators of children's health;

4) the level of development of children.

Based on the foregoing, a methodological work plan was developed to improve professional competence, which includes several areas: increasing the competence of teachers in the process of self-educational work; in the process of mastering information and communication technologies; improvement of the teacher's project culture as part of professional competence.

Improving the professional competence of teachers in the process of self-educational work

The training of specialists in the field of preschool education is of particular importance, which is explained by the special requirements that are imposed on the teacher of a preschool educational institution in the context of the modernization of education. The study and analysis of psychological and pedagogical literature shows that self-development and self-education occupy an important place in the professional growth of a teacher (V.I. Andreev, Yu.K. Babansky, T.I. Ilyina, V.G. Maralov, L.M. Mitina , E.P. Milashevich and others)

The range of problems facing a modern teacher is so wide that a high professional, creative, research potential is required from him in order to find a solution to problems in the available psychological, pedagogical and methodological literature. Therefore, the provision of psychological and pedagogical support to the teacher, the management of his self-development, the provision of a system of methodological work aimed at creating a holistic educational space that stimulates this development become relevant.

Self-education is an important link in an integral system of methodological work, a complex and creative process of independent comprehension by educators of the methods and techniques of working with children.

To guide the work of teachers, a program was created, the topics of which were built in accordance with the requests of educators. Its main components:

1. Self-determination of teachers, taking into account their functions (specialist, educator, taking into account the category): my functions, my appointment in this position.

2. Organization of the pedagogical process based on a humanistic approach to raising a child (implementation of the program content of work with children and the degree of mastery of skills and abilities).

3. Knowledge of the criteria of their pedagogical activity.

4. Reflection of pedagogical actions at different time intervals (what do I get? how? in what way?).

The program was reflected in the planning of work for the academic year.

External events were used as incentives to support the activity of teachers with an undeveloped position of self-development: studying at courses, attending various seminars, methodological associations, getting to know the experience of other teachers, etc. The opportunity to participate in innovative activities helps to stimulate interest in the work.

For teachers with an active position of self-development, a great incentive is to work on trust, the opportunity to exchange experience with colleagues, the offer to work in depth in one or another area of ​​educational work within the kindergarten.

Only a system of events that implies an active form of learning and interaction of teachers in kindergarten - workshops, trainings, consultations, conversations, allows minimizing such obstacles as one's own inertia and inability to allocate one's time.

We believe that it is difficult to overestimate the importance of self-education for improving the professional competence of a teacher. Self-development of a teacher is the central link in the successful development of a preschool institution, a system preschool education in general, and the teacher himself, his level of professional and technological competence. it is the teacher who ensures the effective functioning and development of the educational institution.

Project culture of a teacher as a part of professional competence

The project activity of preschool teachers is one of the methods of developmental learning and self-education, aimed at developing research skills (problem posing, collecting and processing information, conducting experiments, analyzing the results) contributes to the development of creativity and logical thinking; combines the knowledge gained in the course of the methodological activities of the preschool educational institution and in advanced training courses.

The purpose of the project activity is to create conditions for innovative activities in the preschool educational institution, the use by teachers of the knowledge, skills and abilities acquired in professional activities (on an integration basis).

The tasks of preparing a teacher for project activities:

• development of planning skills (clear formulation of the goal, determination of the main steps to achieve the goal, deadlines and means);
• improving the skills of selecting and processing information (selection of the necessary information and its correct use);
• development of expert-analytical skills (creativity and critical thinking);
• development of prognostic skills (intended result of activity);
• formation of a positive attitude towards project activities (initiative, enthusiasm, commitment to perform work in accordance with the established plan and schedule.

When using design technologies, it is very important to use research methods that provide for a certain sequence of actions:

• determination of the relevance of the problem and the tasks of project activities arising from it;
• putting forward a design hypothesis;
• search for design research methods (monitoring procedures, experimental observations, statistical methods);
• discussion of ways to design the final results (presentations, defense, creative responses, views, etc.);
• collection, systematization and analysis of the obtained data;
• summing up the final, material results, their presentation (video film, album, logbook, report, newspaper, etc.);
• formulating conclusions, and putting forward new problems for research;
• dissemination of pedagogical experience (internship sites, pedagogical readings, open days, etc.)

Development by teachers of projects and mini-projects, topics that are chosen independently depending on the creative direction of activity. At the final stage of the activity, a presentation is made. The purpose of the presentation is:

• providing teachers with opportunities for public speaking, self-expression;
• increasing motivation, interest in professional activities; prestige of project implementation;
• teaching teachers how to present their work;
• training of teachers in the technology of project activities.

The result of project management for preschool teachers is self-knowledge and orientation towards the values ​​of self-development, a qualitative change in relations in the team, the desire to interact with the installation of openness, mutual assistance, the removal of conflict and irritability in the team, process control depending on the professional level of the team.

Consequently, management activities for the development of a project culture in the educational process contribute to the cohesion of the teaching staff, the harmonization of relations with pupils and their parents. Project management has a qualitative effect on increasing the professional and personal potential, the level of qualification and professionalism of teaching staff.

Mastering information and communication technologies

As practice shows, without new information technologies it is already impossible to imagine a modern Kindergarten. This is a completely new section of work for a large number of teachers. The currently available domestic and foreign experience of informatization of the educational environment indicates that it allows to increase the efficiency of the educational process, contributes to the improvement of the professional competence of teachers.

In the course of the work, we encountered a problem - teachers experience difficulties in using a computer in the educational process due to the fact that they have different levels of information and computer competence (hereinafter referred to as ICT competence).

We conducted a survey of teachers, using the developments of E.V. Ivanova, received the division of teachers into several groups in mastering ICT technologies.

Group 1 (the level of work on the computer is zero, there is no motivation) - if high quality learning is achieved by traditional forms of education, then there is no need to solve pedagogical problems with the involvement of information and computer technologies.

Reasons for the personal interest of the teacher in increasing the level of ICT competence

• saving time in the development of didactic materials;
• shifting the emphasis on the presentability of the design of materials;
• transition to a new level of pedagogical skill.

Group 2 (level of computer work - basic, motivation - low) - technologies are so diverse and dynamic that they require more time (and not only) costs than traditional forms of education (lectures, seminars, etc.). For example: teachers prefer to look for the necessary information in the library (64%), because they get lost when organizing the search for relevant information. Group 1 and 2 teachers need effective increase in motivation, tk. Opportunities for personal and professional growth open up.

Group 3 (level of work on a computer - zero, motivation - high) - information and computer technologies make it possible to realize an individual teaching style and personal professional growth, but there is no idea about the possible forms of introducing them into the educational process.

Group 4 (level of computer work - basic, motivation - high) - there is a direct relationship between the success of pedagogical activity and the level of ICT competence of the teacher, so there is a need for continuous development of information culture.

In order to interest teachers, we established interaction with nearby school No. 5, agreed to hold an annual seminar on improving the computer literacy of teachers with a teacher of computer science, who, taking into account the individual characteristics of teachers and the pace of assimilation of the material, taught them the basics of computer literacy.

After the study, we once again conducted a survey, including the following criteria in the questionnaire:

• is able to create text and graphic documents;
• knows how to form queries to the database using information languages;
• familiar with the use of a computer as a pedagogical technical tool;
• is able to develop and apply electronic didactic and pedagogical software;
• knows how to use informatization tools and information technologies in the educational process;
• knows how to present pedagogical information with the help of informatization tools.

As a result of the activities carried out, we have received a significant shift in the mastery of ICT technologies by teachers.

Now the methodological service of the preschool institution faces the following tasks:

• systematization, updating and replenishment of information resources of the educational process;
• development and testing of technologies for multimedia support of the educational process;
• expanding the use of information and computer technologies in the educational process;
• development of a system for organizing advisory methodological support in the field of improving the information competence of teachers;
• creation of a bank of computer training programs, didactic and methodological materials on the use of information technology in the work of preschool educational institutions;
• the creation of a comprehensive integrated model of information and methodological support for the educational process of preschool educational institutions, on which the preschool institution is currently working.

In the course of methodological work to improve the professional competence of teachers, we have revealed a direct dependence of the quality of education and upbringing in a preschool institution on the level of professional, technological competence of teaching staff. The higher the level of professional competence of teachers, the higher the level of quality of education in preschool educational institutions. This dependence was revealed in the process of implementing a specially organized methodological work that implements the concept of lifelong education.

MKOU Volokonovskaya secondary school of the Kantemirovskiy municipal district of the Voronezh region Report "Improving the professional competence of a teacher of computer science and ICT in the context of the introduction of the Federal State Educational Standard" level Teacher of mathematics and computer science: Kolomitseva V.D. 2016 Happy is the person who goes to work with joy in the morning and returns home with joy in the evening. Needless to say, what an important place in the life of each of us takes professional activity. It is a source of dignity, the opportunity to realize one's various abilities, personal potential, it provides a wide circle of communication. AT last years One of the topical issues in the development of education in our country is the increase in the professional competence of the teacher. GEF of the second generation… Modernization of education… Education development strategy…. How often do we hear this today. The introduction of federal state educational standards of the second generation is designed to ensure the development of the education system in the face of changing demands of the individual and family, society's expectations and state requirements in the field of education. But no matter what reforms take place in the education system, in the end, one way or another, they are limited to a specific executor - a school teacher. What is he, a modern successful teacher? According to the latest carried out sociological research, images of a successful teacher through the eyes of teachers, children are very different. Students consider a successful teacher with the following qualities:  Professional skills  Responsibility  Sense of humor  Organizational skills  Creativity  Expressiveness of speech  Wit  Emotionality  Respect for students  Ability to understand the student and find a common language with him  Trust in students  Kindness  Fairness  Flexibility  Severity  Do not name-calling students Teachers consider the main, first of all, professional qualities: knowledge of the subject   ability to clearly explain the material  possession of various pedagogical techniques  a reasonable combination of exactingness and respect for students  clear management of the educational process and extracurricular activities of children  the ability to interest one's subject  students' success  the desire for innovation in teaching The teacher wants to be a reflection of the present and a conductor of the new. It is the teacher who is the main figure in the introduction of various innovations into practice, and for the successful implementation of the tasks assigned to him in the new conditions, he must have the necessary level of professional competence. The professional competence of a teacher is understood as a set of professional and personal qualities necessary for successful pedagogical activity. The professional competence of a teacher is determined by the ability to:  Build an educational process aimed at achieving the goals of education - choose and offer methods of pedagogical support, create conditions for the manifestation of the initiative of schoolchildren.  To see the student in the educational process - to offer different ways to include the student in different types activities according to age.  Create an educational environment and use its capabilities - information resources, ICT.  Plan and implement professional self-education, choice of technologies - analysis of one's own activities, self-education. The development of professional competence is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of the teacher. Changes taking place in modern system education, make it necessary to improve the qualifications and professionalism of the teacher, i.e., his professional competence. The main goal of modern education is the preparation of a diversified personality of a citizen of his country, capable of social adaptation in society, the beginning of labor activity, self-education and self-improvement. And a free-thinking, predicting the results of his activities and modeling the educational process, the teacher is the guarantor of achieving the goals. That is why at present the demand for a qualified, creatively thinking person capable of educating a person in a modern, dynamically changing world has sharply increased. competitive personality of a teacher, Today, independent work of students is acquiring a new status, which is becoming not just a significant form of the educational process, but its basis, and is effective tool organization of self-education and self-education of the individual. One of the effective types independent work is a project activity. The purpose of the project activity is to create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve practical problems; master research skills; develop systems thinking. Today, project activity is especially popular, because it makes it possible to approach the planning of classroom and extracurricular activities in a non-standard way, which contributes to the development of the teacher's professional competence. Professional competence is understood as a set of professional and personal qualities necessary for successful pedagogical activity. The development of professional competence is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of the teacher. The changes taking place in the modern education system make it necessary to improve the qualifications and professionalism of the teacher, i.e., his professional competence. The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a diversified personality of a citizen of his country, capable of social adaptation in society, starting work, self-education and self-improvement. And a free-thinking, predicting the results of his activities and modeling the educational process, the teacher is the guarantor of achieving the goals. That is why at the present time the demand for a qualified, creatively thinking, competitive personality of a teacher, capable of educating a personality in a modern, dynamically changing world, has sharply increased. Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher: 1. 2. Research activities; 3. Innovative activity, work in methodical associations, creative groups; development of new pedagogical technologies; Various forms of pedagogical support; Translation of own pedagogical experience, etc. 4. 5. Active participation in pedagogical competitions and festivals; 6. But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. Hence the need for motivation and the creation of favorable conditions for pedagogical growth. It is necessary to create the conditions in which the teacher independently realizes the need to improve the level of their own professional qualities. The development of professional competence is a dynamic process of assimilation and modernization of professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. It is possible to distinguish the stages of formation of professional competence: 1. 2. 3. introspection and awareness of the need; self-development planning (goals, objectives, solutions); self-manifestation, analysis, self-correction. An important role in improving the professional competence of a teacher is played by a teacher's portfolio. The portfolio is a reflection of professional activity, in the process of formation of which self-assessment takes place and the need for self-development is realized. With the help of a portfolio, the problem of certification of a teacher is solved, because. here the results of professional activity are collected and summarized. Creating a portfolio is a good motivational basis for the activities of a teacher and the development of his professional competence. The problem of professional competence of a modern teacher in the field (ICT competence) is relevant both in pedagogical theory and in the practice of education. information and communication technologies Requirements for ICT competence of Russian school teachers are fixed at the level of state qualification requirements. The new qualification characteristics for managers and teachers will have the following requirements. Ability to work: - with text editors and spreadsheets; – with e-mail in the browser; – with multimedia equipment; – with computer and multimedia technologies; - with digital educational resources in the educational process; - with school documentation on electronic media. The Federal State Educational Standard and the results of the development of the BEP oblige the LEO to reconsider their attitude to the use of ICT tools and forces for the formation of their own ICT competence. Information competence is the quality of the teacher's actions that provide: - effective search and structuring of information; - adaptation of information to the peculiarities of the pedagogical process and didactic requirements; - the formulation of the educational problem in various information and communicative ways; - qualified work with various information resources, professional tools, ready-made software and methodological complexes that allow designing solutions to pedagogical problems and practical tasks; - the use of automated workplaces of the teacher in the educational process; – regular independent cognitive activity; - readiness to conduct remote educational activities; - the use of computer and multimedia technologies, digital educational resources in the educational process; - maintaining school documentation on electronic media. Speaking about the requirements for the teacher's ICT competence, several groups of requirements can be distinguished: - technological, or general user, competence; - general educational or meta-subject competence; – pedagogical competence; - professional or subject competence. Technological (general user) ICT competence means that the teacher can solve everyday problems using publicly available ICT tools, owning a set of software which he will use on his own and when working with children. This is a text editor, graphics editor, presentation editor, sound software, Internet services. General educational (meta-subject) competence, the presence of which means that the teacher is able to solve problems that arise in the organization of the educational process, effectively using ICT tools. Pedagogical ICT competence means the ability to carry out the educational process in accordance with the goals that the information society sets for the general education system and to effectively use ICT in this process. An important component of ICT competence is the adequate use of Internet resources for self-education and independent educational activities of students. Professional ICT competence of a teacher is the ability to solve emerging problems in his subject area using ICT tools usually available in this subject area. The modern equipment of classrooms in the context of the introduction of the Federal State Educational Standard requires the teacher to be able to work with a computer class, including a mobile one, the ability to work with an interactive whiteboard, and to know the educational capabilities of the software included in the package. The formation of the teacher's ICT competence occurs in the process of his continuous training in the field of informatization of education, by means of advanced training courses, self-education, adopting the experience of leading teachers. Competence in the field of ICT will allow the teacher to be competitive in the labor market, ready for constant professional growth and professional mobility in accordance with the needs of modern education in the informatization era. According to prominent teachers of our time, there are several types of competence: 1. Special competence. The teacher has professional competence at a high level and is engaged in self-development, and he also has developed communication skills. owns the Educator collaboratively cooperates with others and 2.Social competence. professional activity, responsible for the results of their work. 3. Personal competence. The teacher owns the ways of personal self-expression and self-development. This is an interesting bright personality. 4. Methodical competence. The teacher knows the methods and techniques of teaching, has an intuition for choosing a method. 5. Psychological and pedagogical competence. The teacher knows the psyche of children, knows how to determine the individual qualities of each student. What is the most important thing for the successful work of a teacher according to the new standards? What is important is the desire of the teacher to change (this is the task of the institute for advanced training - so that this desire appears after training, because teachers often consider themselves sufficient and able to see problems, and not their consequences) In order to form our professional competence, we must study in order to teach something - then others, we must be capable of creativity, learn to conduct non-traditional lessons. After all, the lesson is interesting when it is modern. We love traditional lessons, but they are boring. What should a modern lesson look like? What is the novelty of the modern lesson in the context of the introduction of the second generation standard? More often individual and group forms of work are organized in the lesson. The authoritarian style of communication between teacher and student is gradually overcome. What are the requirements for a modern lesson: a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending. the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson; the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates; the teacher organizes problem and search situations, activates the activity of students; the conclusion is made by the students themselves; a minimum of reproduction and a maximum of creativity and co-creation; time saving and health saving; the focus of the lesson is children; taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children; the ability to demonstrate the methodological art of the teacher; feedback planning; the lesson must be good. 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;  publication of creative works of students on the school and their own website;  high level of competencies formed by students;  high quality of students' knowledge in the subjects I teach How should we improve our professional competence? We must use and apply various pedagogical technologies:  modern innovative technologies,  use problem learning,  compose technological map lesson,  conduct open lessons,  take part in professional competitions, in scientific and practical conferences,  publish their work. Conclusion: Today, a professional teacher is a teacher who is aware of the need to improve their own professional competence. In order to form his professional competence, the teacher must continue to study, in order to teach others, he must be capable of creativity, conduct non-traditional lessons. The teacher should be involved in the process of managing the development of the school, which contributes to the development of his professionalism.

One of the features of personnel management is the increasing role of the employee's personality, namely, to his level of professional competence. One of the factors influencing the level of motivation is the process of developing the professional competence of the staff. The professional competence of the personnel is a set of professional knowledge, skills acquired in the course of the work of the personnel, which contribute to the implementation functional duties with high productivity. The process of its development and improvement is understood as a purposeful activity of an employee to acquire certain competencies in accordance with modern working conditions and professional requirements.

Motivation and the development of the professional competence of the staff to achieve results that affect it serve as connecting links that unite all levels of motivation in single system capable of attracting and retaining talented employees, as well as the rational use of their personal and group potential.

The development of professional competence is conventionally presented within the framework of three vectors:

The process of developing professional competence in modern conditions is purposefully implemented through learning technologies that initiate active educational and cognitive activity of an employee, motivation, organizational culture, professional identity, develop his personal qualities, and allow building an individual trajectory for the development of professional competencies of employees.

Modern conditions dictate the need for a transition to a system model of programmatic development of the professional competence of the personnel of organizations. The new systematic approach provides for: 1) modernization of the traditional system of educational development of professional competence; 2) the formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of the organization's personnel, as well as the implementation of projects for the socio-cultural and motivational development of the professional competence of employees.

Modernization of the traditional system of educational development of professional competence defines three major areas:

1. Implementation of an integrated mechanism for interconnecting the needs of an economic organization in a particular system of employee competencies and optimizing educational programs for the formation of professional competence.

2. Willingness to continuously search for new, economically relevant knowledge, competent implementation of information processes, which is the basis of the employee's professional competencies.

3. Qualified professional activity implies the need to develop not only formal professional knowledge, skills, but also motivational potential.

The formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of employees of the organization includes three major subsystems:

1. Development and implementation within the framework of an economic organization of an independent project aimed at enhancing the process of mastering and updating the professional experience of an employee.

2. Formation of a socially transparent system of social assessment and prospects for the development of professional competence of employees of the organization.

3. Ensuring the compilation of a generalized socio-professional portrait of various groups of workers, determining the range of their professional interests, problems and motivations, as well as readiness to perceive new knowledge and their application in socio-cultural and labor practice.

Thus, it can be assumed that additional ways of developing and improving professional competence contribute to the creation of a favorable educational climate for the organization, which directly affects the increase in labor efficiency, changing the model labor behavior from extensive to intensive, as well as the level of motivational background. Considering the importance of developing the professional competence of the staff and the organization itself, it allows us to conclude that the development and improvement of professional competence is a natural need of the staff and contributes to an increase in the level of motivation. However, in order for this need to become the leading one for an employee, it is necessary to create the necessary organizational and educational conditions in the organization.