Portfolio of the teacher of the senior group. Portfolio educator material on the topic

The Teacher Portfolio program is a technology for creating and maintaining an electronic professional portfolio of a teacher preschool education, developed by CJSC "e-Publish" (official sites http://edusite.ru/ and).

The electronic portfolio constructor is a simple and convenient tool for creating and maintaining a professional portfolio of a teacher in electronic form.

Opportunities:

The Teacher Portfolio program allows you to create a pedagogical portfolio by converting it into a website, which ensures accessibility and convenience of demonstration, since the portfolio will be opened using any browser installed on your computer.

The Career Portfolio Builder is easy to use, has a user-friendly interface and is designed for users with basic ICT competence. Using such a constructor allows you to quickly create and edit your portfolio.

The electronic portfolio created in this Constructor meets the modern requirements for a professional portfolio of a teacher and contains the following sections:

General information(personal data, contacts, employment certificate).

Professional activity (edited by academic year and contains the results of pedagogical, methodological, additional pedagogical activity, information about advanced training courses, material base, reviews).

Scientific and methodological work (description of didactic material and media library, publications in specialized media and author's works).

Creating an electronic portfolio of an educator includes five consecutive steps:

1. Installing the software on a personal computer.

The program is located in the Virtual Office, access to which the teacher receives by going through and paying 200 rubles.

2. Designing portfolio content.

Here is the preparation of materials for placement in the portfolio. Such as: scanned copies of a diploma of education, diplomas, letters of thanks, etc.

3. Filling out an electronic portfolio.

The program interface is intuitive for any user. It consists of standard fields that are filled in from the keyboard or by selection from the list.

A portfolio created in the constructor allows you to store results for many years. Since it is filled in by academic years and makes it possible to copy sections. If desired, the data is password protected.

The built-in tool will generate a printed form.

4..

The built-in component turns the portfolio into a Web form, and you can easily publish it on the Internet with a separate URL.

It has become one of the ways to fix the professional qualities and achievements of pedagogical workers of preschool institutions. In these individual folders, you can collect a lot of materials, on the basis of which the competence of educators, the dynamics of improving their professionalism and the results will be assessed. practical work with kids.

The presence of a portfolio of a teacher is necessary both during periodic certification and when changing jobs. Parents also have the right to be interested in the professional qualities of educators working with their children, and familiarization with the portfolio will help to get an idea of ​​the educators in a particular group. This article will cover the basic principles of working with a portfolio.

Kindergarten Teacher Portfolio Contents

To streamline the placement of information and materials required for a portfolio, it should be divided into several parts, for example:

I - Introductory part;

II - Professional portrait;

III - Thematic folders:

1 - professional achievements,

2 - the success of the pupils,

3 - documents confirming professional growth,

With all sections listed

Portfolio of a kindergarten teacher can be downloaded for free at the link

Many preschool institutions have their own peculiarities of designing and maintaining a teacher's portfolio. kindergarten, but, nevertheless, general recommendations can be made, a kind of sample portfolio of a kindergarten teacher, which will allow teachers to successfully work on the formation of a bright, meaningful folder in order to consistently and as much as possible total reflection stages, directions and results of its professional activity. We present to you this peculiar example of a teacher portfolio.

Section "Introductory part"

Here it is necessary to indicate personal data (last name, first name, patronymic, date of birth), education (a copy of the diploma is attached), general and pedagogical work experience, professional status (the institutions where you happened to work as a teacher, periods of work and qualifications are indicated). This information may be in the form of a summary. In some institutions, a brief autobiography is also placed in this section.

Section "Professional portrait"

The design of this section should be creative, because you will need to write something like an essay, talking about yourself as a professional. The teacher may state the following:

• what was the reason for the choice of profession;
• what, in his opinion, qualities should a teacher working in a preschool institution have;
• what are his professional interests and creed;
• a brief overview of the stages of pedagogical activity;
• prospects for professional development, existing achievements, including creative ones;
• topics of innovative and experimental areas of their work (if any).

At the end of this story, it would not be superfluous to indicate how the educator himself evaluates his professional competence.

Section "Thematic folders"

1. Professional achievements. In the folder you can put work plans with pupils, notes on conducting open classes, reports for teachers' councils, lists of independently developed manuals (methodological, didactic), personal reports on the results of work in academic year, descriptive or video materials on the experience of working with children and parents, etc. Consistently replenishing this folder, which will undoubtedly become the most voluminous part of the kindergarten teacher's portfolio, teachers will be able to form a rich selection of materials on the methodological and creative aspects of their work. In addition, they will be able to analyze their existing professional skills in order to further expand and improve them.

2. The success of the pupils. The folder should contain documents evidencing the participation of children in sports events, competitions and exhibitions (copies of diplomas and certificates are also attached), the participation of children and the educator in any projects, data on the results of the assessment educational level pupils, which is formed in the course of daily activities with them. Thus, this folder will accumulate materials that characterize the competence and activity of the educator, his creative approach to working with preschoolers.

3. Documents confirming professional growth. The materials of this folder must confirm the facts of professional development of the teacher, that is, the passage of courses, retraining, internships, additional professional education, participation in professional skills competitions, seminars and conferences. Incentive certificates received for high results will also be appropriate here. pedagogical work and public activities. An analysis of these materials will make it possible to judge the level of professionalism of the educator, his determination and healthy ambitions.

4. Recommendations, ratings and reviews. The name of the folder speaks for itself: work recommendations given by the head and methodologist of the kindergarten, various feedback received from parents and administration (employees) preschool, letters of gratitude, reviews of the developed professional technologies - these and similar documents will be placed here to focus on the quality and effectiveness of the teacher's work.

Conclusion

It is worth emphasizing that the portfolio of a kindergarten teacher should be treated as one of the forms of certification. It is important to keep it up to date and take care of the systematic accumulation of materials that testify to the competence of the educator and his desire not to stop at the results achieved.

But it will not be enough just to fill the portfolio, not paying attention to the design of this folder. Let the first favorable impression of the portfolio be its colorful cover, the presence of a table of contents and page numbering, and a clear designation of sections. Further acquaintance with the portfolio materials of the kindergarten teacher should leave a feeling of the teacher's interest in the results of their professional activities, the systematic nature of the work carried out and love for children.

Portfolio preschool teacher for certification

Chukmareva Maria Nikolaevna, teacher, MBDOU Pychassky kindergarten No. 2
Target: exchange of experience, systematization of accumulated experience
Tasks: provide your experience in teaching;
to promote the development of creative activity of teachers.
Purpose: this publication will be useful to teachers of preschool education in preparation for professional competitions or when passing certification

Portfolio content

Section 1: general information
In this section of the presentation, visitors are offered general information about my work experience.

Education
How imperceptibly the time flew by
We are older and a little wiser.
There is no nobler and more honorable deed in the world,
What is the point of loving and making children happy!
From the very school I determined for myself who I should be in the future - be sure to be a teacher! Therefore, in In 2001 I entered Uvinskoe pedagogical school for the specialty: educator speech therapy group, and in 2012 she graduated from Glazovsky pedagogical institute them. V.G. Korolenko ". Qualification: teacher - psychologist

Additional Information
PC skills: Ms Office, Microsoft PowerPoint, projector. I am always interested in learning something new and using it in my work. And there is still more to learn!
Interests, preferences, hobbies: reading fiction and pedagogical literature, crocheting, plasticineography, listening to music, drawing.
Of course, these are not all my hobbies, but I treat these types of hobbies with great trepidation and pleasure.

Section 2
Resource support
List of scientific and methodological support:
In my work I use teaching materials and educational literature,
use ICT in educational process, I participate in professional and creative pedagogical competitions, I hold teachers' councils, seminars - workshops, pedagogical consultations; I take an active part in the development of projects, regulations, writing articles. I have my personal pages in online communities and share my pedagogical experience and methodological materials

Use of ICT in the educational process
This slide offers a list of used Internet resources that help me in my teaching activities.

Section 3
Methodical piggy bank
This slide shows what I am working on in depth and what methodological materials I have been able to develop.

Documents and materials on self-education.
This slide offers a list of professional development documents. I attend advanced training courses with pleasure, because our noble cause involves learning something new and using new knowledge in our own practice

materials
self-education
Methodical topic on self-education:
Plasticineography - as a means of developing fine motor skills and creativity in older children preschool age» On this topic, I have achieved positive results, it can be traced to the results of my own achievements and the achievements of my pupils.

Section 5: Social activity
Like many teachers, I take an active part in the life of the kindergarten. I perform at matinees, sporting events, in a vocal ensemble, in republican events

Summing up, I would like to emphasize once again that I am proud that I was entrusted by fate to contribute to our future!!! To paraphrase a famous saying "A spark will ignite a flame!", I can end my article with the words: "Doing little, you get a lot".
Thank you for your attention!

Presentation on the topic: Portfolio of a kindergarten teacher

MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN №10

PORTFOLIO

SEREGINA TATYANA SERGEEVNA

Kashira

1. Information about the assignment of a qualification category
2. Information about honorary titles and awards
3. Information about the experience of the teacher
4. Appendix

1. Section II "Innovative and pedagogical activity of the teacher"

1. Work on the topic of self-education
2. Information about the participation of a teacher in professional competitions, awarding grants
3. Information about the teacher's participation in experimental, analytical activities (work as a member of the jury, competitive, qualification commissions, participation in supervisory activities, monitoring, examination of those being certified, etc.)
4. Passing advanced training courses
5. Appendix

1. Work on the generalization and dissemination of their own pedagogical experience

1. Information about the products of the author's scientific and methodological creativity of the teacher (author's concepts, projects, models, targeted and educational programs, methodological developments, didactic materials, means of pedagogical diagnostics, etc.)
2. Information about conducting open classes and events by the teacher.
3. Information about the publications of the teacher (including those posted on the Internet)
4. Creative achievements of my students.
5. Use of innovative educational technologies

1. Characteristics of the components of the subject-developing environment
2. Appendix

1. Information about the educational achievements of students
2. Information about the formation of skills and abilities, key competencies, the dynamics of the personal development of students
3. Appendix

Section I "General information about the teacher"

1. Information about basic vocational education

2.2.6. Characteristics of the components of the subject-developing environment.

The subject-developing environment in the group No. 5 of the MADOU kindergarten of the combined type No. 10 was built in accordance with the “Concept for building a developing environment in the preschool educational institution”, ed. V. A. Petrovsky (1993) and "The concept of preschool education" (1989), as well as the Main educational program MADOU kindergarten of combined type No. 10, implemented in kindergarten.

The interior of my group is distinguished by its individuality and creative approach to its organization.

The group room is conditionally divided into zones, which allows you to use the group room in the best possible way.

In the study area centers and corners are placed, in accordance with the age of the children: the center of creativity, cognitive - speech, book corner, corner of nature and

experimentation, a corner of sensorimotor development, a musical, physical culture corner. The study area is equippedtraditional materials and new generation materials. All material is selected in a balanced way, in accordance with the pedagogical values.

V creativity centerthere is a wide variety of materials for the productive activities of preschoolers: pencils, felt-tip pens, wax crayons, gouache and watercolor paints, plasticine, templates, rulers, coloring books, different kinds paper, scissors, glue - a pencil. Samples of decorative and applied arts are collected in the corner.

V cognitive - speech cornerthere is a selection of informative illustrated albums of various subjects (“Professions”, “Seasons”, “Sports”, “Our dads, our moms”, etc.), sets of subject and plot pictures, didactic games for sound pronunciation.

Books in the book corner in accordance with the program, which are updated once a month.

In the corner of OBZH a layout is located - a street according to traffic rules, visual aids (posters, sets of pictures), toys on this topic (cars, lotto "Transport"), board games("Rules traffic for little ones)

V corner of nature and experimentationplaced houseplants in accordance with the program requirements and means for their care: watering can, sprayer, oilcloth aprons, wooden sticks, rags.

In the corner there are dummies of fruits and vegetables, animals, board games (“Earth and its inhabitants”, “Whose house”, “Plant World”, “Catch a fish”, lotto “Animals”, dominoes “Berries-vegetables - fruits”, etc. .d.);

materials for experimentation: natural material (cones, shells, chestnuts, stones), different types paper.

V corner of sensorimotor developmentthere are a large number of logical - math games: games for plane modeling, inserts - forms, sets of mosaics of various shapes, geometric lotto; board games ("One, two - count", "Geometric shapes", "Associations")

V musical cornerthere is a theater: table, finger, bi - ba - bo; musical instruments; music libraries with records of children's songs, sounds of nature; musical instruments.

V sports cornerthere are balls, skittles, health paths, ring throws, jump ropes, sultans, pigtails.

Game Zone equipped with corners (barbershop) and attributes for role-playing games selected taking into account age, individual features and gender of children. So, for example, for girls there are irons, dolls, baby dolls; for boys - sets of tools, equipment.

In the dressing room of the group placedparent corner, birthday corner, “hello” corner, “Our creativity” corner, “Mood” pockets on lockers, “My Star” corner

The walls in the group room are painted in warm colors, the furniture is selected in the same color scheme (yellow, beige, ocher). It createsfavorable psychological environment,a positive emotional mood of children, which contributes to a pleasant rest and restful sleep of children.

The subject - developing environment of the group is built in accordance with the following principles:

Principle informative(subjectively - p the developing environment of the group is informatively rich, which is ensured by a variety of topics, a variety of didactic and informational material);

Principle integration of educational areas(m Many materials of the developing environment are polyfunctional, i.e. mmaterials and equipment for one educational field can also be used in the implementation of other areas);

The principle of variability (the cultural and artistic traditions of Russia are reflected in the developing environment);

Principle stability - dynamism(the subject-developing environment of the group is permanent, created for a long time, but at the same time, changes are regularly made to it depending on age features children, period of study, program tasks, time of year)

Principle openness - closeness(the group's development environment is built in such a way that it is easy to add various elements to it, as well as remove unnecessary ones);

Principle emotionality of the environment(the developing environment of the group ensures individual comfort and emotional well-being of each child, causes positive emotions in them);

Principle, combinations of familiar and extraordinary elements in an aesthetic organizationenvironment (all components of the developing environment are combined with each other in content, artistic solution);

Principle accounting for gender differences in children

The subject-developing environment in the group takes into account all areas of the child's development. It is aimed at the implementation of cognitive areas injoint partnership activitiesadult and children andfree independent activitythe children themselves in the conditions of the group of subject-developing environment created by me (with peers and individually).

The development environment of the group meets all standards SanPIN and safety standards

2.2.7 . Self-analysis of the pedagogical activity of the educator

Pedagogical tasks that guide me in teaching and educational activities:

Protection and strengthening of the physical and mental health of children;

Intellectual development of children;

Education of moral qualities of a person;

Introducing children to social values.

I have been working in kindergarten since 1988 as a teacher. April 25, 2008 municipal attestation commission I was awarded the highest qualification category.

My conviction is that child is the main the value of society, above which nothing can be. Regardless of gender, appearance, health, mind, manners, character, abilities, he, as the Bible says, is "a closed garden, a closed well, a sealed source."

Every child has a potential unknown to us, which must be realized.

And my pedagogical principle is to very carefully and carefully help the child open up, instill confidence in him, make him feel his self-worth.

regardless of specific progress in learning activities at this brief moment. Only his sense of self is significant as a person who is accepted and loved without any conditions.

Therefore, my position in relation to the child is as follows: he is my colleague, ally, co-author, accepting and giving, having the right to disagree, doubt and even make a mistake.

Section III "Results of pedagogical activity"

Tatiana Shevchenko
Teacher portfolio (sample)

Shevchenko Tatyana Viktorovna

Total work experience - 27 years

Pedagogical experience - 24 years

Pedagogical credo

"Whether we like it or not, the child, with

the hardest to manage,

It was the one we later became most proud of.” (Mignon McLaughlin)

Personal characteristics

A responsibility

Responsiveness

Resourcefulness

Self-criticism

performance

Compassion

Tact

Ability to get along with people

Enthusiasm

purposefulness

Use of information and communication technologies (ICT) in professional activities copies of the Internet pages used by the sites: website /., nsportal.ru, pedsovet.su, pedsovet.org/; Official website of the Beryozka kindergarten

Glossary Pedagogical technology - this is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit pedagogical process. Pedagogical competence is a set of professional and personal qualities necessary for successful pedagogical activity. The development of professional competence is the development of creative individuality, susceptibility to pedagogical innovations, and the ability to adapt to a changing pedagogical environment. Student-centered learning is a kind of learning where the personality of the child, its originality, self-worth are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education.

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