READINESS OF THE TEACHING STAFF FOR THE IMPLEMENTATION OF THE EDUCATIONAL INNOVATIVE PROJECT AS A STRATEGY FOR THE DEVELOPMENT OF THE EDUCATIONAL INSTITUTION

Abstract

The article considers the issue of innovation in content and nature of the dynamics of global trends in educational processes, which requires Ukraine to choose further development, which significantly affects the education system and its general education component. The readiness of the teaching staff to implement educational innovative technologies in the development of the new Ukrainian school is determined, the peculiarities of effective management of innovative processes in general secondary education institutions are revealed.
 There are educational innovations that are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of upbringing and education, adaptation of the learning process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, education, generalization, and spreading of pedagogical experience, as well as certain components of readiness of teaching staff in innovative activity, namely: individual characteristics of teachers-innovators, motivational orientation, creative, analytical, organizational opportunities.
 The article states that the teaching staff of educational institutions is actively testing domestic and foreign educational technologies, an alternative to traditional, author’s schools are created, author’s educational programs, methods, technologies, etc. are developed and introduced into the educational process. The main stages of the process of introducing innovations into the practice of the school education system are analyzed and it is determined that one of the conditions for implementing innovative pedagogical technologies is the readiness of teaching staff to innovate the essence of which is the interaction of motivational, content and evaluative components. These components provide a creative orientation of the teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.