METHODOLOGY FOR ASSESSING THE EFFECTIVENESS OF THE PROFESSIONAL ACTIVITY OF A CLASS TEACHER AS A TOOL FOR MANAGING HIS PROFESSIONAL AND PERSONAL DEVELOPMENT
The current unstable socio-economic and geopolitical situation in the world has exacerbated the need to find a way out of the current crisis in society. The role of education has been updated. The need to find approaches to the organization of support for the personal formation of a new generation of citizens was identified. Against the background of such events, the problem of the professional and personal development of a teacher and the search for approaches to assessing the effectiveness of his professional activity are being actualized. The authors of the article analyze the concept of the effectiveness of the teacher's pedagogical activity and its interrelated component - professional well-being. The article presents a criterion-matrix model for evaluating the effectiveness of the class teacher and the crises of his professional activity. The criterion-matrix model for assessing the effectiveness of the class teacher contains three elements. The first element of the model for evaluating the effectiveness of the class teacher is the methodological unity of the procedural, personal and productive blocks of evaluation. The second element is a system of criteria and indicators for performance evaluation blocks. The third element of the criteria-matrix model includes a system of invariant areas of activity of the class teacher. The developed methodology allows substantiating the typology of crises in the professional activity of a class teacher. Among the identified crises, the authors indicate the crisis of organizational and facilitation abilities, the crisis of control and correctional activities, the crisis of communication and coordination activities, the crisis of planning and projective activities. Thanks to the identification of crises of professional activity and "deficient" professional zones, an individual trajectory of the teacher's professional development is built. The authors define the individual trajectory of a teacher's professional development as a personal-oriented path of cognitive, emotional-volitional, spiritual-moral, professional-creative development of a teacher based on his individual characteristics and motives of professional activity.