DESIGNING THE ADAPTATION OF YOUNG TEACHERS IN GENERAL EDUCATION SCHOOLS

Abstract

The paper presents a project for the adaptation of graduates of pedagogical universities to work at educational organizations. The goal and tasks of the project, the organizational plan, and specific steps for its implementation are specified. The authors analyze possible risks, results, and prospects for the development of the project and briefly outline the legal and financial plans and the strategy of the project. The project implies close interaction of young teachers with the school administration, experienced teachers, students, and their parents, as well as improvement of professional culture and competencies in educational activities.
 The objective of the study is to design a set of organizational and pedagogical measures to ensure the successful social and professional adaptation of a young teacher.
 Methodology: the methodology of the work was based on the activity approach and the principle of systematicity; it also included a theoretical study of empirical data obtained by observation and diagnostics.
 Results: the development of a program for the adaptation of young teachers in general education schools is an efficient way to overcome difficulties in novice teachers’ professional activities. The professional development of a young teacher will be more successful if the interaction of teachers, students, and their parents is actively and correctly implemented. This becomes possible due to diagnostics of pedagogical difficulties and professional competence; involving experienced teachers performing the mentoring function in the adaptation of young teachers; transforming adaptation into a management process. The authors prepared organizational step-by-step training including:
 1. conducting classes of the “School of Pedagogical Experience”, communicative training sessions, workshops on planning and conducting classes and extracurricular activities for young teachers, assigning a teacher-mentor, social care teacher, and psychologist for each young specialist;
 2. intensifying the participation of young professionals in creative groups, public teams, professional competitions; novice teachers’ self-analysis of their pedagogical activity at the end of the academic year and revealing further areas for self-improvement;
 3. various forms of events (consultations, open classes, master classes, workshops, creating a portfolio, a professional skill competition, etc.) to improve young teachers’ professional competence; diagnosing young specialists’ professional qualities and preparing them for job competence certification.
 Multifaceted activities, especially methodological ones, for the adaptation of young specialists will help to improve their professional competence and solve the personnel problem of schools.
 Practical implications: the developed project can be used as a launching platform for the adaptation of young teachers at not only general education organizations but also educational organizations of other education types and levels. The project implies network cooperation with other educational institutions, conducting joint methodological activities, and involving experienced schoolteachers in organizing young teachers’ work at school.