Development Of Professional Organizations Research Articles

Organization of school leaders' training abroad: approaches to training and guidance

The article provides an overview of the organization of the school leaders professional development in a number of foreign countries. The official requirements for persons wishing to become school leaders abroad are described: teaching experience, administrative experience, experience as a supervisor, special training and education. It is shown that the level of professionalism of the school head varies from country to country and different types of development programmes are offered. Countries' approaches to training and supporting school principals are divided into: a) pre-service or preparatory training, b) induction training, c) in-service training. All three types of training are discussed in detail with examples from selected countries (Great Britain, Netherlands, Australia, Sweden, Austria, etc.).

Дієві інструменти управління персоналом в органах місцевого самоврядування

The article examines the essence of personnel management in public organizations, which is to ensure optimal quantitative and qualitative staff, the organization of professional development of staff, achieving a rational degree of mobility of staff in public organizations. The peculiarities of personnel management in public organizations by generalizing the theoretical basis are substantiated. Innovative methods and tools of personnel management, not directly provided by the legislation, but corresponding to it, are studied. It is determined that for effective personnel management, attention should be paid to such an approach to human resource development management as the formation of lifelong learning systems. Key words: personnel, personnel management, local self-government bodies, territorial communities

Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

Actual organization of professional development of teaching staff

Actual organization of professional development of teaching staff

ТЕХНОЛОГІЯ ОРГАНІЗАЦІЇ МАСОВОГО ДИСТАНЦІЙНОГО НАВЧАННЯ УЧНІВ В УМОВАХ КАРАНТИНУ НА БАЗІ ПЛАТФОРМИ MOODLE

У дослідженні висвітлено актуальність організації масового дистанційного навчання в умовах карантину. Проаналізовано сучасний стан впровадження дистанційного навчання в закладах загальної середньої освіти та наявні недоліки організації цієї форми навчання під час карантину; виокремлено необхідні засоби для ефективної організації дистанційного навчання. Визначено критерії добору платформ дистанційного навчання для закладів загальної середньої освіти та встановлено відповідні числові значення рівнів їх прояву, на основі яких здійснено порівняльний аналіз платформ дистанційного навчання. Обґрунтовано доцільність розгортання на базі платформи Moodle «Освітнього порталу для закладів загальної середньої освіти» та визначено передумови його використання учасниками навчального процесу зазначених закладів; представлено структуру електронного освітнього ресурсу. Представлені компоненти дистанційного курсу: система навчально-методичних матеріалів і система освітніх послуг. Для навчання учнів найдоцільніше використовувати тижневий формат курсу, що передбачає час для опрацювання учнем навчальних матеріалів самостійно чи за підтримки тьютора відповідно до навчального розкладу, для виконання домашніх завдань, для відпочинку, хобі та самовдосконалення. Наведено приклад структури дистанційного курсу для окремого класу закладу загальної середньої освіти. Виділено обов’язкові змістові елементи в структурі дистанційного курсу. У дистанційному навчанні тьютор є ключовою фігурою, яка відповідає за проведення занять з учнями, створює відповідне навчальне середовище. Це обумовило виокремлення основних функцій тьютора та компетентностей, якими він повинен володіти. Також обґрунтовано потребу в організації систематичного підвищення кваліфікації педагогів за дистанційною формою навчання. Головною особою дистанційного навчання є учень. Це обумовило виокремлення умов успішного навчання учнів у дистанційному курсі та роль тьютора у їх реалізації.

21st Century Leadership Skills Practiced by School Leaders in Pakistan During COVID-19 Pandemic

21st-century leaders need strong leadership skills to effectively lead schools. They must use and implement 21st-century skills for long term change. The study aimed to identify the practices of secondary school leaders of Rawalpindi city about [recommended] 21st century 4 Cs leadership skills (Competence, Character, Compassion & Courage) during the pandemic of Covid-19. This was exploratory research following the quantitative research approach. One hundred and nine school leaders were selected through a simple random sampling technique to complete an adapted survey questionnaire. Descriptive statistics were used for analyzing and reporting the findings. Quantitative data analysis indicates that school leaders are using 21st-century leadership skills during Covid-19, but the level of use is dissimilar to the recommended 21st century 4 Cs leadership skills. It was identified that school leaders use relationship (mean= 4.21), Accountability (mean= 4.45), and Self-Belief (mean= 4.37) skills more than other sub-skills in their leadership practices. The findings recommend that policymakers and professional development organizations should plan workshops on these recommended leadership skills for school leaders so they can perform well under situations like Covid-19.

Platform “Profosvita” as innovative educational and digital environment for specialists' professional development

The article substantiates organizational and methodological principles of the Educational platform “Profosvita” as an innovative educational and digital environment to ensure the continuous professional development of specialists in accordance with the requirements of the state policy in the field of education, of employers and key stakeholders, as well as to meet educational needs of an individual as educational services customer. The Educational platform “Profosvita” developers summarized and systematized theoretical assets and took into account the latest tendencies of platforms creation for distance and mixed training. The proposed structure of the educational-digital environment provides mastery for learners, customers of educational services of different directions and specialties of certain theoretical and practical aspects of educational courses, educational headings. The presentative and educational locations are described as the main elements of the Educational platform “Profosvita” structure, forms of participant participation, principles of work organization. The research results can be used in the modernization process of postgraduate education system, in particular in the activity of postgraduate education institutions of all levels of accreditation, district methodical services for organization of continuous professional development of specialists in the conditions of sustainable development of education and science.

Scientific, methodological and institutional support for the development of the management system of a coal company

Relevance. In conditions of high variability of the external and internal environment, the implementation of new technologies and increased competition, the formation and development of management systems for coal companies capable of providing targeted innovative activity based on a high level of organization, resource saving, and efficiency, becomes relevant. This task can be solved by improving the scientific, methodological and institutional support for the development of the management system of a coal company. Purpose of the study: to analyze the scientific and methodological tools and institutes that are used to develop the management system at SUEK-Krasnoyarsk, to evaluate their effectiveness. Research methods included comparison, information gathering, analysis, expert assessment of the scientific, methodological and institutional support of the coal company’s management system. Results. This paper systematizes and analyzes the scientific, methodological and institutional support used at the coal company SUEK-Krasnoyarsk to solve three interrelated tasks: involving personnel in the development process of the organization and production management; organization of continuous professional development of staff; organization of a continuous development process. It is revealed that the formed scientific, methodological and institutional base as a whole allows the company to dynamically develop and remain competitive. At the same time, the main directions of improving the scientific, methodological and institutional security of the development management of SUEK-Krasnoyarsk were identified: bridging the gap in the organization of development processes between the management levels of the association, enterprise managers and line managers; increasing the systematic and cyclical application of existing development tools, increasing the involvement of line managers. Conclusions. Development of the management system of a coal company depends on increasing the level of involvement and the growth of staff professionalism. This can be achieved through the development, testing and implementation of scientific, methodological and institutional support necessary for involving personnel in the process of continuous development of the organization and production management in order to increase the company’s competitiveness.

The Transformation of the Education System Into the Digital Age in the Teaching Process

The purpose, objectives, content, and methods of education are reflected in the organization training system. Optimization of the educational process, its scientific organization, increase of its effectiveness will result in an intensification of student activity and, consequently, lead to quality education. Under the traditional teaching methods the courses are designed as a sequence of schematically organization of the auditorium, continuity checking, homework and past lesson inquiry, new knowledge and its reinforcement, assessment, tasks, etc. The topics of such subjects are not revealed to the students comprehensively. The training design based on the diligence of a few students has led to the passivity of the others. Loading the students with unwanted unnecessary information can cause the worsening of their memories prematurely. Furthermore, the experience of many years indicates that an individual with a high intellectual capability, willing to conduct reasoning, free judgment or problem identification, demonstrates a passive attitude for the reason of fear and insecurity. When analysing the term of new teaching methods, the main focus falls on the teacher's ability to demonstrate professionalism in fostering the knowledge, skills, and habits of the learners. New teaching methods can be realized with the help of critical thinking. The ability of critical thinking and overall the effectiveness of the use of new methods can be achieved primarily, on the organization of teacher training and professional development. From the training on new teaching methods, the teachers can obtain some practical skills by utilizing the method of critical thinking during the teaching process. Improvement of education quality has influenced the comprehension of the subject and object, and has brought the interaction to the new meaning. The incorporation of active learning is one of the goals of educational reform. In the course of active learning, the teachers become guides while learners become researchers.

Postgraduate training in surgery: From theory to practice.

Postgraduate training is a time-honored entity, the goal of which was to develop and ensure the acquisition of new medical knowledge for the medical profession. The main goal of this retrospective study is to analyze the current situation of postgraduate training in surgical disciplines within the framework of the French Universities. We studied the legal texts found in the LéxisNéxis® and Légifrance® sites up until December 1, 2018; references were sought from the Web of Science repository. Postgraduate training in France is mandatory from the legal point of view. Currently there are two possibilities for validation of postgraduate training: either through a recognized continuing professional development (CPD) organization controlled by the National Agency of Continuing Professional Development (NACPD), or by asking for certification through an official accreditation council (AC) (one exists for each surgical specialty), controlled by the High Health Authority that can automatically provide the equivalence of passing through the NACPD organization. The continuing education process remains complex. It could well be modified in the near future by the creation of a new certification procedure. With regard to surgical education, whether it concerns the CPD or the accreditation process, the goal is to decrease patient risk and to be an integral part of the overall policy to decrease health care costs. The role of professional national counsels will be more and more important; this is an advantage for each of the surgical specialties. Nonetheless, from the regulatory viewpoint, the decree concerning the role of National Professional Councils has not yet been published in the Journal Officiel de la République Française (French Republic official journal) at the time of writing. Currently two systems are available for surgeons to comply with the 2016 legislative obligation of continuing education: CPD which is run by the NACPD, and the accreditation process, run by an AC and controlled by the HAS; in the first instance, surgeons can ask for reimbursement from the NACPD and in the second, request that the National Health Insurance Fund for Salaried Employees cover a portion of the litigation insurance premium. Retrospective study: level of evidence IV.

Основные положения организации повышения квалификации и профессиональной переподготовки специалистов в современных условиях

Основные положения организации повышения квалификации и профессиональной переподготовки специалистов в современных условиях

СУЧАСНІ ВИМОГИ ДО КОНКУРЕНТОСПРОМОЖНОСТІ ВИКЛАДАЧА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

РЕАЛІЗАЦІЯ ВІДДАЛЕНОЇ ОСВІТНЬОЇ ВЗАЄМОДІЇ В ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

Updating the ways of interaction between the subjects of educational space, changing the formats of professional activity of a specialist requires a search for improvement of educational practices aimed at developing the digital competence of academic staff in postgraduate pedagogical education. The main challenges in distance educational interaction implementation at advanced training courses in an institution of postgraduate pedagogical education under the conditions of quarantine restrictions are investigated in the article. The approaches offered in the article implement educational communication using the possibilities of digital technologies in postgraduate pedagogical education. The advantages and limitations of distant interaction in the process of teaching adults are highlighted. The means of remote interaction organization in the process of professional development of teachers are systematized. The peculiarities of modern educational environment design in the institution of postgraduate pedagogical education are highlighted, which allows to create and implement a set of educational strategies aimed at implementing remote educational interaction. The definitions of the notions «distance learning», «online learning» are considered and the models of teachers professional development organization on the platform of distance learning of Communal institution «Zhytomyr Regional Institute of Postgraduate Pedagogical Education» of Zhytomyr Regional Council are characterized. The results of the research survey of teaching staff and teachers of advanced training prove that the use of learning environment, system of practical training courses requires adaptation of content, forms and means of teaching to the requirements of social demand, changes in the work of academic staff of postgraduate pedagogical education and improving the digital competence of subject teachers.

Framework to Measure Effectiveness of Teacher Professional Development

This paper presents a framework developed to measure the effectiveness of teacher professional development programs. Adapted from Hunzicker’s (2010) effective professional development, the framework consisted of five dimensions: supportive, job-embedded, instructionally focused, collaborative, and ongoing. The framework was then used to analyze the effectiveness of the teacher professional development programs in the Teacher Professional Development Coupons project in Thailand. The framework was used to analyze the programs qualitatively. The data revealed that most programs contain the elements of supportive, job-embedded, and instructionally focused; however, the elements of collaborative and ongoing were limited. Suggestions for future teacher professional development organizations are provided in terms of the quality of the programs, the monitoring system of the programs, and the program implementation. Keywords: Effectiveness, Teacher professional development, framework, ongoing DOI : 10.7176/JEP/10-36-05 Publication date: December 31 st 2019

Gaps on Quality Teaching: Assessing Teachers’ Needs towards the Creation of A Framework for an Extension Program on Teachers’ Professional Development

The study assessed the professional development needs of basic education teachers in upland areas of Goa, Camarines Sur, along with the different domains of the Philippine Professional Standards for Teachers (PPST) to create a framework for an extension program. A researcher-made surveyquestionnaire was used to capture the data, and the results were statistically treated using weighted mean and percentage technique. Results showed that the majority of the respondents belong to the young population and are relatively new to the service. Also, most of the respondents have attended professional development training; however, most of these training was conducted either locally or school-based. Results also showed that the National Achievement Test scores of most of the identified schools are declining over the last three years. Based on the findings of the study, it recommended that more professional development programs be created to satisfy teachers’ needs for further improvement. The design of the programs should be holistic and touch all the domains of the PPST. In addition, the activities under the programs should be of sustained length or duration and should involve experts that may include trainers or coaches from universities and professional development organizations. A framework for an extension program was also proposed.

Methodological aspects of evaluating and improving of the workplaces efficiency

The results of analysis of existing methods and methodology of workplaces evaluation are presented in this article. It is revealed that methods are based on the application of technical, organizational and labor safety criteria. The methodical approach to evaluating the efficiency of workplaces at open-pit coal mine is substantiated. The approach takes into account the capabilities of operational accounting system of the enterprise, informativeness of the indicators used for management decisions making and effectiveness of labor and capital goods joining - two main elements of any workplace. The efficiency of labor and the efficiency of equipment are used as a criteria of the workplace efficiency. The algorithm including the block of the workplace efficiency evaluating and the block of the workplace efficiency increasing is developed for implementation of the methodical approach. The article contains the results of implementation of the proposed methodological approach to evaluating the workplaces efficiency at the mining division and the drilling division of domestic open-pit coal mine. Implementation of this method allowed to determine that 50 to 62 % of the workplaces are effective by the efficiency of labor and equipment criteria. Also method allowed to identify the «bottlenecks» of production process. The proposed methodology for the evaluating the workplaces efficiency allows management of enterprises, heads of production units, specialists of economic services to develop and make more substantiated technological, organizational and managerial decisions concerning equipment placement, organization of workplace maintenance, professional development and motivation of employees. Establishment of a system for monitoring the workplaces efficiency and control the implementation of measures for its improving will ensure higher rate growth of labor productivity. This, in turn, will contribute to competitiveness maintaining and investment prospects of business.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR TEACHERS’ READINESS FORMATION TO USE INFORMATION TECHNOLOGIES AND DISTANT LEARNING

NOSKOVA Marharyta – Candidate of Pedagogical Sciences, Associate Professor of the Pedagogy and Social Management Department, Lviv Polytechnic National University, S. Bandera Str., 12, Lviv, 79013, Ukraine E-mail address: margaryta.v.noskova@lpnu.ua ORCID: http://orcid.org/0000-0003-4396-3408 ResearcherID : http://www.researcherid.com/rid/R-7823-2017 HAVRYLIUK Marianna – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Language Department, Lviv Polytechnic National University, S. Bandera Str., 12, Lviv, 79013, Ukraine E-mail address: mhavrilyuk@gmail.com ORCID: http://orcid.org/0000-0002-2347-2188 ResearcherID : http://www.researcherid.com/rid/ D-9475-2019 To cite this article: Noskova, M., & Havryliuk, M. (2019). Organizational and pedagogical conditions for teachers’ readiness formation to use information technologies and distant learning. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 81–93. doi: 10.24919/2413-2039.8/40.164407. Article history Received: November 4, 2018 Received in revised form: January 3, 2019 Accepted: February 18, 2019 Available online: April 22, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). Abstract. The article is devoted to the study of teachers’ readiness formation to use the information technologies and distant learning. The research focuses on teachers working in schools who have completed vocational education for at least ten years ago as well as have already got some teaching experience and plan to develop their teaching career. The article analyzes the research works of Ukrainian scientists concerning the essence of the concept of readiness and the components that determine it. In particular, the notion of teacher’s readiness to conduct a professional activity, which has been used throughout the research, was defined as following: «teacher’s professional readiness» is a complex, multicomponent concept that requires a certain formation process throughout the professional activity of a teacher. The readiness or ability of a teacher to perceive various innovations in the professional activity is formed by external and internal factors, which, ideally, should be harmoniously combined and complement each other. The organizational and pedagogical conditions for the formation of teachers’ readiness to use information technologies and distant learning in their professional training have been formulated and substantiated, namely: the availability of the state professional standard of a teacher, which determines the teacher’s informational competence according to his/her education and position; a steady motivation to use information technologies in the professional activities; the creation of an appropriate technical support on the teacher’s workplace; the availability of an information learning environment and sufficient technical equipment and software in the educational institution; system of teachers professional training concerning the use of information technologies and distant learning in the educational process; professional freedom to choose forms, methods, technologies and teaching tools; adequate financial support for the use of information technologies and the introduction of distant learning in the educational institution. The prospects for further scientific research on the defined problem are the following: analysis of the current state of the regulatory and legal framework of Ukraine that regulates the informatization and implementation of information technologies and distant learning in Ukrainian educational institutions; analysis of the reasons for the inhibition of the distant learning introduction in the educational process of Ukrainian institutions of secondary education; the study of the current state of content and the organization of professional development of school teachers’ information competence in institutions of postgraduate education. Acknowledgments. We wish to express our gratitude and appreciation to Ph.D., Professor Mukan Nataliya for the assessment of the materials under study, which have been presented in the article as well as for the valuable recommendations concerning the structure of the article. A thorough discussion of organizational and pedagogical conditions for the formation of teachers’ readiness to use information technologies and distant learning in Ukrainian educational institutions as well as the influence of internal and external factors on the professional activity of a new Ukrainian school teacher has influenced the content of the article and contributed to the identification of new research areas. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

Challenges and Achievements in Founding an Open Access Journal on Educational Leadership and Research Use

The International Journal of Education Policy and Leadership published its first article June 5, 2006 and has been releasing articles steadily since then. With more than 300,000 article downloads and 104 published articles across 13 volumes, IJEPL has established itself as an important contributor to open access research publishing in the field of education. Initially published as a collaborative partnership among faculty at Simon Fraser University and George Mason University, and ASCD (a global professional development organization and publisher for education professionals), the journal has faced (and overcome) a number of key challenges in its 13-year history.

HISTORICAL AND METHODOLOGICAL BASES OF TEACHER’S PROFESSIONAL DEVELOPMENT RESEARCH

The article reveals the historical and methodological bases of the teacher’s professional development. The paper analyzes national and foreign researchers’ ideas about the teacher’s professional development, as well as factors that ensure its effectiveness. The authors emphasize that the concept of teacher’s professional development is rendered by researchers in different ways, but allocation of professional and personal components in the teacher’s development is seen as common to all definitions. The research generalizes philosophical, pedagogical works devoted to the problem of personality development, the main statements of personality psychology and personal approach in education, system-activity and acmeological scientific approaches. It is revealed that many research works on the problem of research are based on the idea of L. S. Vygotsky on the correlation between learning and personal development, as well as on the leading role in this training. Despite the multifaceted analysis of the teacher’s professional development problem in educational institutions of different types, the matter of organizational and pedagogical conditions of teacher’s professional development organizations of secondary vocational education remains insufficiently investigated. Though it is the level of the education system, which allows solving the problem of shortage of skilled workers, that in recent years is affected by active reforms associated with the modernization of educational organizations.

Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative

Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen’s d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.