TELECOMMUNICATION PROJECT AS ONE OF THE FORMS OF PROFESSIONAL COMPETENCE IMPROVEMENT OF THE MANAGEMENT AND TEACHERS OF SCHOOL IN REALIZATION OF THE FEDERAL STATE EDUCATIONAL STANDARDS

Professional competence improvement of teachers and the management of schools is one of the main conditions of education system modernization in the framework of new federal state educational standards (FSES) implementation. Search of new ways and forms for improving professional competence of the management and teachers of schools is becoming more topical. Today the solution of this problem is impossible without telecommunication technology usage. One of the well-proven forms can be a telecommunication project. Within an academic year 2012-2013 we have organized and conducted two all-Russian telecommunication educational projects «A lesson in the conditions of FSES» (for teachers) and «We develop school curriculum within the framework of FSES» for the management of schools). The projects were carried out on the portal «School» of Omsk state pedagogical university (http://school.omgpu.ru). The goal of the first project was to improve teachers’ professional competence in implementation of FSES requirements. It put the questions: How to design a lesson with regard to FSES requirements? How to change the assessment system of students’ progress? How to monitor effectiveness of a lesson? The project consists of four stages. 1 stage: theory of innovative approaches to education. 2 stage: the features of goal setting of a lesson according to FSES. 3 stage: competence-oriented task. 4 stage: a modern lesson in the conditions of FSES. The goal of the second project «We develop school curriculum within the framework of FSES» was to increase professional competence of the school management. The project consists of five stages. 1 stage: theoretical. 2 stage: the results assessment of developed school curriculum. 3 stage: teachers’ professional competence improvement. 4 stage: development of the target section of school curriculum. 5 stage: creation of quality management system in the context of competence approach in school. To complete the both projects, the participants were offered to take part in monitoring of four professional competences, before the project and after their completion. They are axiological, educational, communication and ICT competencies. According to the monitoring results of professional competences in both projects, we made a conclusion. A telecommunication project is a form of professional competence improvement of the school management and teachers and it can become the foundation of academic support in educational process for implementation of FSES requirements.

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