Information certificates on the teaching activities of the certified teacher. The certificates are compiled according to the sections of the portfolio of the preschool teaching staff.

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Information sheet

on competence in the use of modern educational technologies in preschool educational institutions

(FULL NAME)

Full name, teacher (institution) is competent in the use of modern educational technologies. Able to receive, process and professionally present the necessary information, flexibly adapt teaching technologies to the age characteristics of students, their level of preparedness, their interests, change the choice of methods taking into account specific conditions.

The teacher knows how to independently search for information, which ensures constant professional growth and a creative approach to teaching.

When working with children, she systematically uses the following modern educational technologies:

- health-saving technologies(which helps to cultivate the child’s interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children);

- developmental learning technologies(uses problematic presentation of educational material, organizes collective distribution activities);

- technology of project activities(the teacher forms the child’s subjective position, reveals his individuality, realizes interests and needs, which in turn contributes to the child’s personal development. This, in turn, corresponds to the social order at the present stage);

- information and communication technologies(uses a computer, multimedia projector, printer, tape recorder, camera);

- person-oriented technologies(the result of the use of personality-oriented technologies was the provision of rational and emotional unity in learning, which had a beneficial effect on the arbitrariness of children’s motivation);

- gaming technology(as a result of the systematic use of gaming technologies, by the end of the school year the program was mastered even by children with low abilities. The pace of work in the classroom increased, the activity of preschoolers increased. Interest in classes, research and cognitive activity increased);

- problem-based learning technologies(the teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, contrast individual facts, and then come to conclusions through reasoning. Children freely express their thoughts, doubts, follow the answers of their comrades, agree or argue.)

Deputy Director for VMR Full name

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Information sheet

use of electronic educational resources

Full name, teacher (institution) owns a computer at the level of a skilled user:

Uses licensed EORs: (available in the institution)

Works with information and communication networks, including the Internet:

http://www.maam.ru – international educational portal

http://www.nanya.ru/

http://www.firo.ru/?cat=9 – Autonomous institution “Federal Institute for Educational Development”

http://21vu.ru/user/20989 - Website about training and education.

http://pedsovet.org - Online educational community.

http://viki.rdf.ru – Children's e-books and presentations

http://www.tosbs.ru Tula Regional Special Library for the Blind.

http://kdt-kraski.ru/userpage.html

Personal website of the institution

Personal pages and personal mini-site

address website, personal page

Runs on the operating system;

Manages email;

Works in a text editor;

Uses graphic objects in electronic documents.

Deputy Director for VMR Full name

date of:

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Information sheet

on competence in the field of forms of organizing children's activities

educator (institution)

Full name of the teacher

Taking into account the Federal State Educational Standard for Additional Education, the model for organizing the educational process that was built The teacher's name includes:

Joint activities of children and adults, where directly educational activities are distinguished with the main forms of organization: play, observation, experimentation, project activity, communication (conversation, conversation);

Direct educational activitiesorganized by the teacher, consists of organizing various types of children's activities(game; communicative, cognitive-research; perception of fiction and folklore; self-service and basic household work; construction; motor activity)and their integration, within which children actively develop and improve existing knowledge, abilities, skills, and also receive new information about the world around them in the process of interaction with each other, the teacher and the subject-spatial environment.

Educational problems are being solved Full name of the teacher during regime moments, in the joint activities of children with the teacher (in the educational activity), in the independent activities of children and in joint activities with the family. All educational activities are built by the teacher on the basis of integration and thematic planning.

Organizing independent activitychildren, the teacher, with the help of questions, offering a variety of game material, activates the child’s self-development based on the knowledge acquired in the process of educational and joint activities; promotes the development of cognitive activity in various types of activities, the formation of self-confidence, self-esteem and the activation of intra-group communication among children.

The teacher has created a developmental environment based on the activity and interests of the children, and the child himself chooses the activity based on his needs. The teacher places great emphasis on the presence and regular change of educational games, puzzle games, board and printed games, modeling, for independent drawing, designing, sculpting, dramatization, and making collective works. All this gives the child the opportunity to show an inquisitive mind, seek to solve the problem himself and see the result for himself.

For children to choose optionsindependent activity Full name of the teacher offers children in the morning:

Educational games with options and varying degrees of difficulty;

Guidelines for organizing physical activity and sports games;

Aids for artistic and speech activities (illustrated material, books, various types of theaters, musical audio recordings, children's musical instruments, manuals for manual labor, drawing, modeling, appliqué, with subsequent use of the results of labor in games;

A collection of sporadically changing custom items.

During meals, in order to develop cognitive activity and curiosity, before breakfast the teacher organizes educational games such as “What did the cook prepare?”, “Edible-inedible”, “What is useful?”, “Guess what?”, didactic games and conversations about the health benefits of foods and the variety of dishes.

For individual work, the teacher uses such a routine moment as table setting: he offers children a logical puzzle, a problematic situation, creates an incorrect table setting and asks them to think about whether everything was done correctly.

Before going for a walk Full name of the teacher usually discusses with the children what they will do and what equipment they will take. Outdoors he organizes: observations in nature, work on cleaning the site, in the vegetable garden, flower garden, making and repairing toys, games.

During the walk, the teacher organizes elementary search activities - joint work between the teacher and children, aimed at solving cognitive problems.

In the afternoon there is a significant period of time when children can play and study in a group. This time Full name of the teacher uses rationally and richly. Collective work is organized with children, entertainment is provided, dramatization games are organized, independent artistic activities are organized, children play role-playing and construction games.

Full name of the teacher , uses the followingforms of working with parents:

Exhibitions of works by parents and children, family opening days.

Information sheets, memos for parents, advance folders, a magazine for parents is published quarterly;

Written forms of interaction with parents: brochures, bulletin boards

Home visit.

Deputy Director for VMR Full name

date

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Information sheet

about competence in the field of organization

directly educational activities

educator (institution) Full name of the teacher

Full name of the teacher competent in the field of setting goals and objectives: able to correctly set a goal in direct educational activities and specify it in tasks, which not only determines the nature of the activity, but also ensures the achievement of the planned result, making the teacher’s activity truly effective. When setting goals, the teacher is completely focused on children of a certain age group, which indicates the ability to apply in practice information about the age characteristics of children and their individual differences.

During the NOD Full name of the teacher combines various forms of collective and individual work. Organizes independent work of students, reduces the same type of exercises as much as possible. Creates situations of active communication not only of monologue, but also of dialogue.

Methods used Full name of the teacher during GCD:

1. Verbal (questions for children, clarification, encouragement);

2. Visual demonstration;

3. Practical

4. Control methods (analysis of completed tasks, etc.)

Methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, play techniques, artistic expression, encouragement, helping the child, analysis, introductory conversation) are aimed at optimizing the individual development of each child.

Direct educational activities organized Full name of the teacher consists of interconnected parts, during which children gradually perform various actions. This structure is completely justified, since each part of the educational activity itself is aimed at solving certain problems and offers a choice of methods and techniques. When working with children, the teacher uses questions for children to test their intelligence and logical thinking - all this contributes to the effectiveness of educational activities, mental activity and the opportunity for developmental learning for each child.

The teacher’s competence in this area is confirmed by notes on direct educational activities with preschool children:

Deputy Director for VMR Full name

date

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Analytical information

“Creation of a developing subject-spatial environment

in accordance with the Federal State Educational Standard for Education in the middle group"

Educator: Full name of teacher

Date of analysis:

Group characteristics:The middle group is attended by 15 children aged 4-5 years, of which 10 are girls and 5 are boys.

Facts obtained as a result of analysis of the developing subject-spatial environment:

Safety and psychological comfort of children staying in the group;

Implementation of educational programs (reflection of educational areas);

Taking into account the age characteristics of children;

Taking into account the education of children with disabilities, special educational needs, and other categories of children.

Safety and psychological comfort of children staying in a group.

The equipment of the group space meets sanitary and hygienic requirements, it is safe, health-saving, aesthetically attractive and educational. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for a given age.

In the interior of the group, in the color scheme of the walls and “sedentary” furnishings, light, calm tones predominate, the walls are decorated with children's works. Educational games and toys of bright colors are freely available to children. In order to ensure psychological comfort, a “solitude corner” has been created in the group, in which a homely atmosphere has been created; There are: a soft sofa, living plants, an album of family photographs.

For interconnection with the outside world, free access to objects of a natural nature, a corner of nature has been organized in the group room, in which children can observe plants - their growth and development, take part in basic work caring for them, conduct experiments and experiments with natural and other materials.

The group has created a comfortable subject-spatial environment that corresponds to the age, gender, and individual characteristics of children. The developmental environment has flexible zoning, which allows children, in accordance with their interests and desires, to freely engage in different types of activities at the same time, without interfering with each other. The areas of independent children's activity within the group do not overlap; there is enough space for children to move freely. All games and materials in the group are arranged in such a way that every child has free access to them.

The predominant number of girls influenced the creation of a developmental environment. In the corner for girls there are games such as: “Hairdresser”, “Policlinic”, “Shop”, “Family”. Here there is contact between boys and girls, which implements gender education of children. The boys are united by a common design and construction interest, to satisfy which construction sets of different sizes and textures are placed, and various types of transport are available.

A multifunctional object environment awakens the active imagination of children, and each time they rebuild the existing play space in a new way, using flexible modules, screens, curtains, and chairs. The transformability of the subject environment allows children to take a fresh look at the play space from a different point of view, be active in arranging the play area and anticipate its results.

This organization of space allows preschoolers to choose interesting activities for themselves, alternate them during the day, and the teacher organizes the educational process taking into account the individual characteristics of the children.

Implementation of educational programs (reflection of educational areas.)

The development environment of the group reflects the main directions of educational areas of the Federal State Educational Standard for Education:

Communicative and personal development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

The space of the group room is organized in the form of well-demarcated corners (development centers):

Corner for role-playing games;

Corner for theatrical games and musical activities;

book corner,

Corner of printed board games;

Math Games Corner;

A corner of nature and experimentation with water and sand;

Sports section;

Corner for visual arts (drawing, sculpting, appliqué, modeling);

Constructive activity corner;

Corner “Native Land”.

Correction angle.

The equipment of the corners changes in accordance with the thematic planning of the educational process. In the corners there are algorithms for using materials in the developing space (for example: an algorithm for modeling, appliqué, paper construction, diagrams for use in construction games, etc.)

Corner for theatrical games and musical activities:

Puppet theater (Teremok, The Wolf and the Seven Little Goats, Puss in Boots)

Tabletop theater (The Three Little Pigs, Puss in Boots, Kolobok, Teremok, Zimovye, Masha and the Bear)

Board games from the “Playing a Fairy Tale” series

Finger Theater

Picture Theater

Character masks and costumes

Musical instruments

Discs with music and fairy tales

Decorations and screen

Portraits of composers

Card index of musical and theatrical games

Book corner:

Books selected by age and current topic

Portraits of writers and poets

Story pictures

Schemes for memorizing poems

Schemes for retelling works

Printed board games for speech development

Math corner:

Board and printed games “Developing attention”, “Fold the picture”, “Learning to compare”, etc.

Logical cubes

Logic and numbers

Fold the pattern

Color lotto

Hexagon Puzzle

Math tablet

Dienesha blocks

Cuisener sticks

Find the figure

Laying out the tracks

Logic chains

Corner of nature and experimentation with water and sand:

Nature calendar

Card file of walks, experiences, experimentation

Printed board games on ecology (Botanical lotto, lotto of plants and animals, In the garden or in the vegetable garden, Seasons)

Dominoes (fruits, vegetables, animals, etc.)

Puzzles

Tables

Mini laboratories

Sports section:

Balls large, medium, small

Hoops

Checkboxes

Dumbbells

Gymnastic ball

Ring throwers

Throwing bags

Jump ropes

Skittles

Bowling

Health paths

Card files of active games, breathing exercises, gymnastics after sleep

Corner for visual arts (drawing, sculpting, appliqué, modeling):

Watercolor

Gouache

Brushes of different sizes and materials

Paper of different textures

Scissors

Stencils

Palettes

Plasticine

Pencils

Markers

Didactic material from the series “Art for Children”

Printed board games (Miracle patterns, “Colored pencils”)

Paint mixing schemes

Paintings by famous artists

Samples of decorative and applied arts products

Coloring pages by theme

Constructive activity corner:

Constructor of different sizes, shapes and materials

Building diagrams

Mosaics of different shapes and sizes

Origami paper

Natural material

Corner “Our Land of Tula”:

Symbols of our country, Tula region, Tula, Suvorov

Photo books on Russian cities

Map of Russia

globe

Puzzles "Coat of Arms of Russia"

Domino “Our City”, “Where I Live”, “My Home”

Books on the history of the Tula Region, on the nature of the Tula Region

CONCLUSION: The developing subject-spatial environment of the group provides the opportunity for communication and joint activities of children and adults; it is rich in content, transformable, multifunctional, variable, accessible and safe.

deputy Director for VMR Full name

date

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Information sheet

on working with parents of pupils (persons replacing them)

Full name of the teacher

Full name of the teacher , the teacher (institution) uses the following forms of work with parents:

Individual conversations with parents;

Visual and informational forms of interaction with parents:

Information sheets, instructions for parents, advance folders,

Written forms of interaction with parents: brochures, Magazine for parents;

Home visit.

Friendly relations have been established with all parents (legal representatives), together with parents they develop a common view of the child and joint requirements for him, constantly informing parents about the successes of their children. Work with parents is organized and systematized.

Deputy Director for VMR Full name

date

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Information sheet

competence in the field of personal qualities

Full name of the teacher

Full name of the teacher , the teacher (institution) during her work has built high-quality and trusting relationships with parents and legal representatives (parents seek help, jointly resolve educational issues), which has a positive effect on the dynamics of children’s development. She enjoys respect and well-deserved authority among her colleagues, creates a friendly environment around herself, interacts in solving educational problems with an educational psychologist, teachers-defectologists, teachers of groups of educational institutions, medical workers, and is non-conflict. When communicating with children, he shows delicacy, takes a humanistic position, and has pedagogical tact. Psychologist examinations showed that the pupils Full name of the teacher low level of anxiety and stable psychological environment.

The teacher knows how to plan and distribute current affairs over time, is internally disciplined, and always maintains order in the documentation and on the desktop. Full name of the teacher distinguished by the ability to self-control, independently set goals for activities and successfully achieve them.

Full name of the teacher has pedagogical tact, is delicate in communication, and is aware of the main events and changes in social life.

Deputy Director for VMR N.V. Grishina

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Analytical information

about work to preserve and strengthen the health of pupils

Full name of the teacher

educator (institution)

Full name of the teacher works with children with disabilities (visually impaired children, amblyopia, strabismus). The teacher introduces programs and technologies into the educational process that integrate educational, educational and health-improving components. In addition to educational, educational and correctional tasks, each lesson is aimed at preserving and strengthening vision, preserving and increasing performance, minimizing fatigue, and ensuring age-related growth and development of children. In order to prevent overload of students and preserve their health, the teacher uses various techniques and methods: dynamic didactic materials, changing types of activities, free discussion and debate in class. Depending on the situation and the degree of intensity of the work, he performs: eye gymnastics, “palming,” physical exercise, a musical break, or even a minute “sleep.” In the process of education she uses modern information technologies. Preventive work is constantly being carried out to prevent myopia and postural curvature. On issues of hygiene and health care and the formation of a healthy lifestyle, the group has created a “Health” corner, materials are constantly updated. Full name of the teacher provides consultations for parents on issues of protecting children's vision and developing a healthy lifestyle.

Over the past three years, there has been no deterioration in vision among pupils Full name of the teacher on the contrary, there is a positive trend in reducing colds and improving vision.

Number of days missed by students due to illness:

2012-13 2013-14 2014-2015

Diseases acquired, caused or provoked by deficiencies in the organization of the educational process, the lack of proper sanitary and hygienic conditions for learning, caused by overload and unfavorable conditions of the organization of the educational process, are not observed.

Deputy Director for VMR /_________/

date of:

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REFERENCE

Given the name of the teacher , teacher (institution), that during the period of the teacher’s work in the educational institution there were no administrative penalties, no complaints were received from participants in the educational process.

The certificate is given for presentation to the certification commission.

Director /full name/

Date of:

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Analytical information

based on the results of the inspection

current teacher documentation Full name of the teacher.

Type of control: operational

Purpose of control: identify the ability to correctly maintain documentation in accordance with the requirements of the Federal State Educational Standard.

Methods and forms of control:analysis, conversations, testing

Check time:

Conclusion: all documentation is available and maintained systematically, timely, accurately, in strict accordance with the federal state standard of preschool education and the regional component.

educational situation:"The Journey of Smeshariki."

Target:

1. Expand the understanding of the mineral resources of the Suvorov region (sand, limestone, mineral water and clay), their properties. To consolidate knowledge about the methods of formation and extraction of these minerals.
2. Develop abilities in search activities:

• determine tasks based on the problem posed;
• plan the stages of your actions in accordance with the assigned tasks, be able to justify your choice.

1. Improve the level of accumulated practical skills in experimenting with objects of inanimate nature.
2. Activate words in speech: plasticity, structure, quarry, mineral water.
3. Cultivate interest in cognitive and research activities, strong-willed qualities (dedication, perseverance, organization, independence).
4. To foster a caring attitude towards the underground riches of our nature.

Integration of educational areas:communication, socialization, artistic creativity, physical education, health, reading fiction.

Material: collection of minerals, “Young Experimenter’s Corner” with cards; material for experimentation: card-scheme, magnifying glasses, map of mineral resources of the Tula region, chips with symbols of mineral resources; projector and screen, multimedia presentation.

The principle of organizing the pedagogical process used Full name of the teacher . When conducting an educational situation, the principle of the activity approach became. Educational activities acted as cooperation between the teacher and the child, which contributed to the development of communication abilities in children as a necessary component of educational activities.

Based on the interests and play of the children, the teacher offered them activities that stimulated their cognitive activity.

He used such diverse types of children's activities as: motor, communicative, playful, cognitive-research, productive, reading fiction.

Full name of the teacher provided children with the opportunity to have direct contact with materials and real life experiences, thereby stimulating the child’s intellectual development.

When organizing the educational activity, the teacher organized a partnership form of interaction with children: an adult - partner, next to the children (together), in a circle, free placement of children is allowed, free movement of children is allowed in the process of activity, free communication of children is allowed (work hum)

During the ECD, the teacher used all forms of teaching children: individual, subgroup and frontal.

During direct educational activities Full name of the teacher used a variety of methods:

practical - experience, exercise, experimentation, modeling; visual - observation, demonstration of visual aids;

verbal - teacher’s story, conversation, reading fiction; gaming - didactic game, imaginary situation in expanded form

The teacher is competent in the field of motivation; during the educational activities she used: plot, ICT, problem situation, games.

GCD fully complies with the hygienic requirements for organizing the group space, placement of equipment and materials, and timing.

Deputy Director for VMR Full name

The work of a teacher in a children's educational institution requires a comprehensive analysis to highlight both the strengths and weaknesses of a professional, his unique characteristics, and approach to children. An analytical report from a preschool teacher, which is decisive for the certification of a specialist, helps to present all this in a concise but quite informative form. In the material we will list all the necessary sections, their contents, and appendices to the document.

Analytical report of a preschool teacher: main page

The entire volume of the document should not exceed 12 sheets of A4 format. On its first, main page the following information is indicated:

• FULL NAME.
• Permanent registration address of the teacher.
• Full name of the preschool educational institution where he works.
• Contact details of the educational institution: postal address, telephone, email.
• Qualification category of specialist.
• Work experience specifically in your specialty.
• Listing of departmental awards and honorary titles of the teacher.

The next large section of the analytical report of a preschool teacher for the highest category (we advise all specialists to adhere to a similar plan) will contain a comprehensive analysis of his work.

Section 1: positive dynamics in key indicators

Data for the last 4 years of professional activity will be listed here. It is most convenient to arrange the information in the form of a table: one column is children’s age groups, the second is the academic year.

In this section of the analytical report of the preschool teacher, the following should be indicated:

• Increase in children's attendance over the past 4 years. It is necessary to indicate the number of days of attendance per year for each child, and calculate the overall attendance rate. Next is the table.
• Decrease in morbidity among children over 4 years (one child missed classes due to illness). Table.
• Results of diagnosing the acquired knowledge of students.
• Comments on all indicators. General conclusion for the section.

Section 2: Child Development Indicators

This section of the preschool teacher’s analytical report contains positive data on children’s success in various activities. The section is written on the following points:

• Progress in the development of children's teams in the following areas:
  • physical;
  • aesthetic and artistic;
  • speech and cognitive;
  • social-personal, etc.

• Next, the diagnostics used and brief results of their work over 4 years are noted.
• Results of the development of play skills in children through the prism of the diagnostics used.
• Participation of students over the past 4 years in competitions, competitions, exhibitions. The easiest way is to put it in the form of a table with columns: academic year, level of the event, its name, achievements of the children.
• Comments on all of the above. General conclusion for the section.

Section 3: additional education

The following information is included in this part of the information and analytical report:

• The teacher has conducted clubs, studios, and sections for the last 4 years. The results are presented in a table with sections: academic year, name of the circle, number of participants, brief description - purpose, forms of work, volume, etc.
• Results of children's mastery of additional education programs. Compliance between expected and actual performance.
• The results of the teacher’s work aimed at meeting the educational needs of pupils, identified through surveys of the children themselves and their parents, as well as the results of individual education, differentiated training, the use of resources in the child’s environment, etc.
• Comments and general conclusion on the section.

Section 4: results of the specialist’s activities

This section of the analytical report of a preschool teacher for the highest category talks about the following positive results of work:

• Activities to update the RPES (developing subject-spatial environment) in full accordance with the age of the students and the educational program. Listing of brief results of activities in this area.
• Ensuring safe conditions for students to stay in the group. Brief description of these terms and conditions.
• Results of interaction with families of wards. Here is a list of forms, content, goals, methods and necessarily the results of working with families.
• Social partnership with educational, cultural institutions, and healthcare. Directions of work of the teacher with social partners, as well as goals, objectives, forms, methods and results of such activities.
• Organization of work with children who, for a number of reasons, are not able to attend the institution: a list of variable forms of classes with these children.
• Participation of the teacher in research and experimental work at the federal, regional and municipal levels. This paragraph lists cases of a specialist’s participation in such activities and their results. In addition, it is necessary to indicate the topic, objectives and level of such participation, a brief description of the activity, the result and the form of its demonstration.
• Comments and conclusion throughout the section.

Section 5: use of methods, programs, technologies

The following is what a sample analytical report from a preschool teacher includes:

• Personal experience in implementing a number of general education programs in one’s activities, coupled with their appropriate combination with each other. Data for 4 years is presented in the form of a table: age group, academic year, program name. At the end - an indication of the feasibility of their symbiosis.
• Own original programs (including those on working with families), recognized by the collegial community. In the paragraph, it is important to mention the name of the program, the year of its compilation, technologies, methods, focus, age group, as well as data on its expertise.
• The effectiveness of our own program, confirmed by real research. Brief summary of the results of the program implementation.
• Using modern technologies in your work - research, development, design, etc. The data is presented in a table: academic year, technology, age group.

Analytical report on the result of the personal participation of the teacher (full name) in the creation of a developing subject-spatial environment in the group (name of the group) in (name of the institution according to the charter)

Brief description of the group: total number of children () people, age () years. The group is attended by () boys and () girls. All children in the group belong to children with disabilities and have severe speech impairments: () children with general speech underdevelopment, () children with phonetic-phonemic speech underdevelopment.

Safety and psychological comfort of children staying in a group

The entire space of the group’s object-spatial environment is safe, meets sanitary and hygienic requirements, fire safety rules: materials and equipment have appropriate certificates; The playing material is clean, selected in a variety of colors suitable for kindergarten.

The democratic style of communication of the teacher (full name) with children helps to create psychological comfort and provides an individual approach to each student. The teacher has created an environment close to home. The design of the group includes: children's works (list); joint work of children and parents (list); photo albums (list).

The group space is transformed depending on the educational situation, including the changing interests and capabilities of children. The game material changes periodically, new objects appear that stimulate the play, motor, cognitive and research activity of children: the “Railroad” constructor is added to the group when working on the “Transport” topic, but if the children have lost interest in this toy, then it is removed and added again after a while. In this way, the interest of children is maintained, and the developmental environment of the group is varied. Games, manuals, and furniture in a group are multifunctional and suitable for use in various types of children's activities. The group has free access for children to games, toys, materials, and aids that provide all basic types of children's activities.

Implementation of educational programs for preschool education

The subject-development environment is designed in accordance with the educational program implemented in the preschool educational institution (conditions have been created for the implementation of educational areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development). To create a subject-developmental environment for the group, the teacher (full name) actively involved parents and the administration of the preschool educational institution, and took into account the modern children's subculture. To achieve it by pupils of senior preschool age, the group includes:

Taking into account the age characteristics of children

The organization of the subject-developmental environment in the group is built in accordance with the age and gender characteristics of the students. In the group space, the teacher has created interest zones in which children can engage in different types of activities. Appropriate gaming material has been selected for boys and girls respectively. Cars of various sizes, construction sets (list), coloring books (list), costumes (list), attributes for role-playing games, encyclopedias about space, knights, airplanes, dinosaurs. Dolls of various sizes, attributes for role-playing games: dishes, outfits, beads, etc.; coloring books: princesses, cartoon heroines, children's magazine “Horses”, etc. The teacher (full name) always takes into account the age characteristics of children when creating a developmental environment. At each age stage, the game material is correctly selected. The teacher takes into account the specifics of children's story-based games. Toys selected (full name) at each age have a different degree of conventionality. The group includes: toys that imitate real objects (tools, tools, means of human activity that allow you to recreate the meaning of a real action, for example, a toy cup, iron, hammer, steering wheel); various kinds of dolls, figurines of people and animals; game material representing role attributes specific to a character (role), for example, a white doctor’s cap, a fireman’s helmet; toys indicating the place of action, the environment in which it takes place (for example, a toy stove, a house-teremok).

Accounting for the education of children with disabilities.

All games and benefits in the group are selected taking into account the developmental characteristics of children with disabilities. Teacher Zakharova I.V. builds his work in close cooperation with the speech therapist teacher. Most of the lexical and grammatical material studied by children in speech therapy classes is successfully consolidated and expanded thanks to the joint activities of the teacher and children (the lexical topic is carried out through all types of children’s activities; the teacher (full name) actively helps the speech therapist in working on the automation of sounds: monitors the correct children’s pronunciation not only in class, but also in performing routine tasks, in children’s independent games, reminds parents of the need to control children’s speech, learns poetry, chants, tongue twisters). The interaction of the teacher with the speech therapist is carried out in various forms, namely: joint drawing up of a long-term work plan for the current period in all educational areas; discussion of forms, methods and techniques of correctional and developmental work; equipping a developing subject space in a group room (logo environment); participation in integrated educational activities; joint implementation of educational activities during regime moments; fulfilling the tasks of the speech therapist teacher. In close cooperation with the speech therapist, teacher (full name), card indexes have been collected: “Speech therapy five-minute exercises”, “Finger gymnastics”, “Outdoor games”, etc. The teacher carries out individual work on the instructions of the speech therapist, taking into account recommendations for the choice of fiction.

Conclusion: The developing subject-spatial environment in the group (full name of the teacher) was created taking into account the Federal State Educational Standard for Educational Education and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

And about. manager_____________________

Municipal preschool educational institution

ANALYTICAL REPORT

On the activities of a teacher at a municipal preschool educational institution

"Kindergarten No. 10 in Kalininsk, Saratov Region"

Morozova Elena Nikolaevna

Morozova Elena Nikolaevna - teacher of the Municipal Preschool Educational Institution "Kindergarten No. 10"

Kalininsk, Saratov region"

Secondary-special education, in 1988 she graduated from the Atkar Pedagogical School with a degree in “Teaching in the primary grades of a comprehensive school”, and was awarded the qualification “Primary school teacher, educator”

Elena Nikolaevna has the first qualification category, 23 years of teaching experience, and 15 years as a teacher.

In the 2010 academic year, Elena Nikolaevna completed short-term training at the State Autonomous Educational Institution of Further Professional Education "Saratov Institute for Advanced Training and Retraining of Education Workers" in the additional professional program "Theory and Methods of Preschool Education"

Criterion 1. Knowledge of modern educational technologies and methods.

In the modern world, the comprehensive development of children is impossible without the use of modern educational technologies. In order to achieve new educational results, Elena Nikolaevna uses the following modern educational technologies:

1. Health-saving technologies;

2. Personally oriented technologies;

3. Gaming technologies;

4. TRIZ technology (creative solution of inventive problems)

1. Health-saving technologies –This is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of the child at all stages of learning and development.

Using methods such as: the use of dynamic pauses, active and sports games, relaxation, gymnastics: finger, eye, breathing, invigorating; physical education classes, healthy lifestyle classes, self-massage, play massage, etc., the teacher thereby increases the effectiveness of the educational process, forms in students value orientations aimed at preserving and strengthening health.

Conclusion: The introduction of health-saving technologies helps to cultivate a child’s interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children.

1. Personally-oriented technologies.Personally-oriented technologies represent the embodiment of humanistic philosophy, psychology and pedagogy. Personally-oriented technologies provide comfortable, conflict-free and safe conditions for his development. Personally-oriented education is called education in which the child’s personality, his originality are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education.

Conclusion: The result of the use of personality-oriented technologies was the provision of rational and emotional unity in learning, which had a beneficial effect on the arbitrariness of children’s motivation.

1. Gaming technologies.Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. A game is a type of activity in situations aimed at recreating and assimilating social experience in which self-control of behavior is developed and improved. Being entertainment, a game can turn into learning, into creativity, into a model of the type of human relationships and manifestations in work.

In her work, Elena Nikolaevna uses game-based learning technologies:

As independent technologies for mastering topics and concepts;

As elements of a larger technology;

As a lesson or part of it (introduction, explanation, reinforcement, exercise, control);

As circle technology technology (intellectual games, didactic games, etc.)

Conclusion: As a result of the systematic use of gaming technologies, the program was mastered by the end of the school year even by children with low abilities. The pace of work in the classroom has increased, and the activity of preschoolers has increased. Interest in classes has increased, and therefore cognitive activity has increased.

1. TRIZ technologies.The purpose of the technology: to teach children to find positive solutions to emerging problems, to develop thinking and creativity, imagination and speech, which are so necessary for modern people.

Conclusion: As a result of using TRIZ technology, the emotional and personal development of children is ensured. Such qualities as dialectical thinking, intelligence, independence, etc. develop.

Criterion 2. The effectiveness of the use of modern educational technologies and methods.

A comparative analysis of diagnostic data annually shows positive dynamics in the level of development of children, which confirms the effectiveness of the use of modern educational technologies and methods. Children develop endurance in various types of activities, mental performance and perseverance increase, they become more self-possessed and attentive. And the most important thing is that the emotional and motor sphere of the child improves.

The work of a teacher is based on the principle: “by teaching others, you learn yourself.” During classes, Elena Nikolaevna acts as an assistant, not a teacher. It is this technique that activates the child’s activity, promotes independence and self-expression. During classes, children's mood improves, a feeling of joy and pleasure appears. And every child should know that he is important and needed. "Her success is the success of her students"

Training is conducted through didactic and educational games. The teacher works in accordance with modern requirements, knows the forms and methods of active learning, and uses group and individual work with children in classes.Widely used in his work TSO and new information technologies.

Elena Nikolaevna’s task is to help children demonstrate their own potential capabilities given to them from birth, and everyone has them. Friendship and understanding of children helps her to be in their wonderful world of childhood.

The activities of students and the quality of assimilation of program material are under the constant control of the teacher. Elena Nikolaevna’s classes have a good psychological climate, all children feel comfortable and are actively involved in the work.

The result of the work is that children work with pleasure in classes, receive an emotional boost, reveal positive character qualities such as: resourcefulness, mutual assistance, courage, the ability to empathize, the ability to work in a team, willpower, determination, aesthetic needs of the individual, radiate energy, vigor.

By introducing a complex combination of methods and technologies into the training system, we came to the conclusion that:

1. Children's interest in activities increases.

2. The level of their physical fitness increases, the development of physical qualities: muscle strength, agility, endurance, flexibility.

3. Mental qualities develop: attention, memory, imagination, mental abilities.

4. Moral qualities and communication skills are developed.

5.Creating conditions for a positive psycho-emotional state of children has a beneficial effect on the health of each child.

Criterion 3. Stable results of students mastering educational programs.

The educational program of our kindergarten is based on the principle of personality-oriented interaction. The goal of the educational program is to create conditions for the individual comprehensive development of each student, taking into account the physical and mental state of health, through respect for the child, acceptance of his goals, interests, and the creation of a unified space for the development of the child, taking into account his individual characteristics.

Until 2010, Elena Nikolaevna conducted the educational process on the basis of a comprehensive “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Currently she is working on the developmental educational program of preschool education based on the cultural-historical activity approach “Childhood”, edited by V. Loginova,

T. Babaeva, N. Nikitina.

In her work, Elena Nikolaevna strives to give children the knowledge and skills to independently perform certain tasks, that is, she works in the “zone of proximal development” (L.S. Vygotsky)

The main method of her work with children is the pedagogy of cooperation, when the teacher and the child communicate and act “as equals.”

Elena Nikolaevna uses work in groups and microgroups, which allows the child to set the goal of his actions, look for possible solutions, feel the freedom to choose knowledge, and show independence in solving problems that arise.

As a result, after studying the performance indicators of the work done for three years, based on the diagnostics of the level of development of children, we can conclude: 90% of the pupils have a high level of development.

Criterion 4. Personal contribution to improving the quality of education based on improving teaching and educational methods.

In the 2010 academic year, Elena Nikolaevna completed short-term training at the State Autonomous Educational Institution of Further Professional Education “Saratov Institute for Advanced Training and Retraining of Education Workers” in the additional professional program “Theory and Methods of Preschool Education”.

Elena Nikolaevna works in close cooperation with teachers of her kindergarten and preschool institutions in the region, shares her accumulated experience with colleagues, gives reports and messages at meetings of the pedagogical council and methodological associations of educators.

Takes an active part in the life of the kindergarten:

In the exhibitions of children's drawings “I am exploring the world”, “Fire is our friend, fire is our enemy.”, “My mother is the best”, “Great Space”.

In exhibitions of children's works together with parents “Nature and Fantasy”, “Gifts of Autumn”, “With Your Own Hands”.

In children's competitions "Sunny Childhood", an amateur art competition dedicated to the 65th anniversary of the Victory,

Actively participates in professional competitions:

Winner of the regional competition for the best teachers of preschool educational institutions in the Saratov region to receive monetary incentives for high pedagogical skills and significant contribution to education in 2011.

Winner of the competition “Leaders of Preschool Education” in the category

"The Good Witch of a Small Country."

Working on the topic of self-education “Education of ecological culture of preschool children,” Elena Nikolaevna Morozova builds classes taking into account knowledge of the age and psychological characteristics of children.

There is a positive trend in the level of knowledge of students in environmental education.

Working in older groups, the teacher created conditions for children to carry out experimental activities, where simple experiments were carried out with sand, air, water, and paper. As a result of her practical activities, Elena Nikolaevna formed dialectical thinking, intelligence, inquisitiveness, and independence in children.

Her classes develop children's thinking, instill love for their native land, cultivate a caring attitude towards nature, develop a sense of responsibility and pride in their homeland, introduce children to the traditions of our people, oral folk art, and develop children's creative activity.

Elena Nikolaevna was the leader of the following circles:

In 2009-2010 “Nature and Fantasy”.

Purpose of the circle: to develop in children practical skills in working with a variety of natural materials.

In 2010-2011 - “Dinosaur”

Purpose of the circle: To introduce children to the phenomena of living and inanimate nature, expanding the boundaries, to give them the opportunity to come into contact with scientific knowledge, arousing interest in understanding the world, not just to see the world and phenomena, but to feel their surroundings and, based on their own experience and knowledge, explain it.

In 2010, Elena Nikolaevna’s graduates entered first grade. They painlessly “built into” their new environment and quickly got used to the new conditions of everyday life, which naturally affects their level of academic performance. The children have a high level of knowledge, actively participate in school events, and attend clubs.

Currently, the main task of the teacher has become adaptation, playing with children, and establishing trusting relationships with each child. Elena Nikolaevna tries to organize the group so that children who have recently come to kindergarten are attracted to beautiful, bright, colorful aids and toys.

As a result of work carried out jointly with parents, an analysis of adaptation sheets showed that 65% of children had easy adaptation,

35% adaptation of moderate severity.

Elena Nikolaevna maintains close contact with the parents of her students: organizes pedagogical consultations, meetings of parents with a teacher-psychologist, conducts surveys for the purpose of diagnosing, regulating and correcting her educational activities;

conducts parent meetings, consultations, introduces visual and textual information.

A survey conducted among parents on the topic: “Assessing the role of the teacher in the development of the child” showed that 100% of parents highly appreciate the work of the teacher.

Elena Nikolaevna tries to keep abreast of modern achievements in pedagogical science. To do this, she studies methodological and pedagogical literature and uses Internet resources.

Morozova Elena Nikolaevna is a demanding teacher, responsive and friendly person, has pedagogical tact; enjoys well-deserved authority and respect among colleagues, students and their parents.

Elena Nikolaevna meets all the requirements for a teacher.

Head MDOU "Kindergarten No. 10"

Kalininsk, Saratov region"____________ Kulishova A.V.

An analytical report for certification is an official document that indicates conclusions about the professional activities of an employee. In the analytical report, the employee should indicate all his achievements at work during the inter-certification period.

An analytical report is necessary for certification and assignment of a certain qualification to a teacher. Mandatory certification for teachers is carried out every 5 years. However, on personal initiative, a teacher can submit an application to be assigned a category earlier than this deadline.

Only pregnant teachers and employees who are on maternity leave are exempt from mandatory certification.

The appointment of certification must be carried out no later than 60 days from the date of submission of the application by the management or the teacher himself. In addition, the validity period of the previously obtained qualification category is also taken into account.

The certification procedure is not specified in the Labor Code of the Russian Federation. However, Article 195 of the Labor Code defines the concept of qualification: the degree of knowledge, skills, abilities and experience of a certain employee.

The report is compiled personally by the teacher, who is certified. At the same time, the results must be assessed in accordance with the tasks set during the inter-certification period. The volume of self-analysis cannot exceed 12 pages.

Note! The purpose of submitting this document is to study the activities of a teaching worker in order to assign him a higher qualification (first or higher).

How to write and structure

When compiling an analytical report, the teacher first of all fills out personal information about himself. The questionnaire consists of 13 points:

1. Full name of the teacher (educator, teacher);
2. Education data;
3. Experience in the field of education;
4. Experience in the position being certified;
5. Work experience in the educational institution where certification is carried out;
6. Qualifications for this position.

The certification certificate must have a clear structure:

• Annotation;
• Analytical component;
• Project part;
• Conclusion;
• Application.

The analytical report must necessarily indicate the following information:

1. Goals and objectives that the teacher implements in the process of his activities;
2. What goals have already been achieved by the teaching staff;
3. Are new technologies being introduced in the process of work (tell us which ones);
4. Information about the results of professional activities: how many schoolchildren and students are taught by the teacher; positive dynamics in the development of personal and moral qualities of students; student results at olympiads, competitions, and various competitions; expert activity of the teacher; conducting extracurricular activities;
5. What psychological methods are used during the learning process;
6. Positive feedback about the teacher’s work from parents and students. Of course, a teacher usually provides positive feedback about his work, but the certification commission must double-check this information;
7. Data on activities related to maintaining the health of students and maintaining a healthy lifestyle;
8. Teacher training: participation in scientific activities, advanced training courses, professional competitions;
9. Interaction with the public, availability of teacher publications;
10. Ability to work with documentation and other skills required for the position;
11. Determining plans for future work and increasing the level of professional development;
12. Date and signature of the preparer of the analytical report.

The analytical report is also affixed with the seal of the educational institution and the visa of the head of the organization.

Note! In general, this certificate is a brief summary of the data on what the teacher managed to accomplish during his tenure, and what tasks still need to be implemented.

Criteria for evaluation

When studying the analytical report and other documents submitted for obtaining the first or highest category, the teacher has the right to be present at the meeting of the certification commission. To make a decision on the report, the following criteria are taken into account:

• Validity of the analytical report and provision of up-to-date data;
• The purpose and main tasks of the teacher’s work are determined, the main problems are presented and ways to solve them are proposed;
• There is a methodological basis for the report;
• The analytical report is supported by regulatory and legal grounds;
• There is a psychological and pedagogical basis: the document specifies the conditions for the development of students; it shows what conditions have been created for students; the selection of techniques, methods and methods in the process of pedagogical activity is justified.

After checking the report of other documentation of the teacher, the certification commission makes a decision, which is entered into the protocol. Based on the commission’s conclusion, an entry is made in the teacher’s certification sheet: assigned the first or highest category or left without a category.

Sample

Since the volume of the analytical report is about 12 sheets, we will therefore give only an example of filling out personal data:

Analytical information

professional activity

geography teachers

Belgorod Secondary School No. 11

Krasovitskaya Elena Vladimirovna

I, Krasovitskaya Elena Vladimirovna, work as a geography teacher of the 1st qualification category at Belgorod Secondary School No. 11.

In 1996 she entered the Moscow State Mining University. In 2000, she graduated from Moscow State University for the Humanities with honors in mining engineering.

On October 13, 2000, I was hired as a geography teacher, where I have been working for 16 years. I am a 7th grade class teacher.

Appealing the decision of the certification commission

Within 3 days after the decision of the certification commission is made, the manager undertakes to notify the employee about this. If the teacher does not agree with the commission’s verdict, you can file a complaint with the Department for Certification of Scientific, Pedagogical and Scientific Workers.