duties at school according to the professional standard. Job description. Training and retraining

Among the many pro­fes­sions that exist today, such a spe­cial­iza­tion as a social teacher is not the last. Those who want to do this kind of work be sure to study future respon­si­bil­i­ties at school accord­ing to the pro­fes­sion­al stan­dard, job descrip­tion. Atten­tion should also be paid to train­ing and retrain­ing.

The pro­fes­sion of a social edu­ca­tor was born rel­a­tive­ly recent­ly - it entered the list of offi­cial pro­fes­sions only in 2000. Pre­vi­ous­ly, the same func­tions were per­formed by direc­tors of edu­ca­tion­al insti­tu­tions and their deputies in charge of edu­ca­tion and extracur­ric­u­lar activ­i­ties. How­ev­er, the com­plex­i­ty of work­ing with stu­dents and their par­ents made it nec­es­sary to sin­gle out a spe­cial pro­file, spe­cial­ists in which are ready to com­mu­ni­cate with the most dif­fi­cult stu­dents and not only with them. Social edu­ca­tors time­ly detect the con­di­tion­al­i­ty of ped­a­gog­i­cal neglect in a par­tic­u­lar case and oth­er pos­si­ble dif­fi­cul­ties in teach­ing indi­vid­ual stu­dents. These spe­cial­ists, there­fore, con­trary to pop­u­lar myth, do not only deal with hooli­gans who lag behind and show crim­i­nal incli­na­tions or chem­i­cal addic­tions.

A social teacher must clear­ly under­stand all the per­son­al, age and socio-cul­tur­al char­ac­ter­is­tics of all stu­dents. He is respon­si­ble for both legal pro­tec­tion and social sup­port for chil­dren and their fam­i­lies. It will be his respon­si­bil­i­ty to pre­vent all neg­a­tive impacts on the devel­op­ment of chil­dren. Social edu­ca­tors devel­op com­plete sce­nar­ios for work­ing with a spe­cif­ic child. They act as coor­di­na­tors of edu­ca­tion­al work for oth­er school employ­ees. Such spe­cial­ists are sim­ply oblig­ed to mas­ter a vari­ety of psy­cho­log­i­cal tech­niques and ped­a­gog­i­cal meth­ods. They have to find an approach to any stu­dents, even those who demon­strate hope­less­ly neglect­ed behav­ior and open­ly ignore all author­i­ties.

Real pro­fes­sion­als can only dream of sit­ting in an office — they have to con­stant­ly go from house to house and to places where teenagers gath­er. Some­times you need to work not just with rude and cyn­i­cal chil­dren. There is a need to help those who are in com­plete­ly uncul­tured cir­cum­stances. You will have to work at the inter­sec­tion of ped­a­gogy, psy­chol­o­gy, legal assis­tance. It is also very impor­tant to show par­tic­i­pa­tion and cre­ativ­i­ty, to demon­strate an out­stand­ing lev­el of empa­thy.

When a pro­fes­sion­al comes to his work­place, he must first of all car­ry out diag­nos­tics and draw up a pass­port for the class or group. It is also nec­es­sary to con­duct a study of the sit­u­a­tion in fam­i­lies. The work is car­ried out in close coop­er­a­tion with class teach­ers (or with sim­i­lar staff in preschool and voca­tion­al edu­ca­tion). Atten­tion has to be paid to:

• poor per­for­mance;
• dif­fi­cult social con­di­tions;
• intra-fam­i­ly rela­tion­ships;
• health prob­lems;
• dif­fi­cul­ties in inter­per­son­al com­mu­ni­ca­tion.

To pre­vent aggres­sion and anti­so­cial behav­ior, they resort to var­i­ous mea­sures, includ­ing encour­ag­ing phys­i­cal edu­ca­tion.. The field of activ­i­ty con­cerns not only edu­ca­tion­al insti­tu­tions in the nar­row sense, but also pri­vate, fam­i­ly life, friend­ly com­mu­ni­ca­tion of stu­dents. All this will have to be care­ful­ly con­trolled.

The advan­tage of the pro­fes­sion of a social ped­a­gogue can be con­sid­ered high social val­ue. It is he who pre­vents, in fact, the devel­op­ment and aggra­va­tion of many aso­cial man­i­fes­ta­tions. The num­ber of vacan­cies is quite large. There is a poten­tial oppor­tu­ni­ty to give con­sul­ta­tions. But there are also pro­nounced dis­ad­van­tages, includ­ing:

• high psy­cho­log­i­cal and emo­tion­al stress;
• the like­li­hood of con­flicts with chil­dren, their rel­a­tives and guardians;
• high lev­el of respon­si­bil­i­ty;
• irreg­u­lar sched­ule;
• the dif­fi­cul­ty of work­ing with dis­agree­ments with the admin­is­tra­tion and oth­er teach­ers;
• rel­a­tive­ly low income.

There is no stan­dard job descrip­tion for the activ­i­ties of a social ped­a­gogue. In each edu­ca­tion­al insti­tu­tion, the admin­is­tra­tion forms such a doc­u­ment indi­vid­u­al­ly, tak­ing into account the pecu­liar­i­ties of the approach and the spe­cif­ic sit­u­a­tion. In any case, how­ev­er, social edu­ca­tor belongs to the cat­e­go­ry of spe­cial­ists. He reports direct­ly to the direc­tor of the edu­ca­tion­al insti­tu­tion (or oth­er per­son in charge of the edu­ca­tion­al orga­ni­za­tion). Only direc­tors can appoint such an employ­ee or remove him from office.

Social edu­ca­tors per­form all their tasks in accor­dance with the cur­rent leg­is­la­tion and the instruc­tions of the edu­ca­tion­al author­i­ties. They are also oblig­ed to car­ry out the direct orders of the direc­tors and oth­er rep­re­sen­ta­tives of the admin­is­tra­tion (but only in the part that does not con­tra­dict the law). The most impor­tant doc­u­ments, whose pro­vi­sions should also be imple­ment­ed, are:

• statutes of edu­ca­tion­al insti­tu­tions;
• inner order rules;
• posi­tion on pro­fes­sion­al ethics;
• norms for intra-school reg­is­tra­tion;
• stan­dards for respond­ing to acci­dents and offens­es;
• instruc­tions on fire, elec­tri­cal safe­ty and anti-ter­ror­ist pro­tec­tion;
• GEF;
• aca­d­e­m­ic plan.

The func­tions of social edu­ca­tors are also diverse. But all of them, one way or anoth­er, boil down to 4 main areas:

• tak­ing mea­sures for edu­ca­tion­al and edu­ca­tion­al work, the gen­er­al devel­op­ment of stu­dents;
• iden­ti­fy­ing prob­lems and emerg­ing con­flicts at an ear­ly stage, prepar­ing rec­om­men­da­tions for par­ents, oth­er teach­ers, third-par­ty inter­est­ed orga­ni­za­tions to work with prob­lem stu­dents;
• con­stant mon­i­tor­ing of the social char­ac­ter­is­tics of the entire com­mu­ni­ty of school­child­ren, its indi­vid­ual rep­re­sen­ta­tives and emerg­ing groups (includ­ing, and even pri­mar­i­ly, infor­mal ones);
• inter­ac­tion with social pro­tec­tion author­i­ties.

Such a spe­cial­ist should not only mas­ter per­fect­ly the tech­nol­o­gy of per­suad­ing chil­dren and ado­les­cents, meth­ods of cor­rect­ing their behav­ior. He con­tin­u­ous­ly inter­acts with the fam­i­ly and oth­er school employ­ees at the same time, acts as a link. At the same time, any socio-ped­a­gog­i­cal work can­not even be per­ceived as a con­tin­u­ous impact on vio­la­tors of the order, even if togeth­er with oth­er peo­ple.

In addi­tion to all of the above, social edu­ca­tors are engaged in:

• orga­ni­za­tion and imple­men­ta­tion of activ­i­ties that involve stu­dents in use­ful activ­i­ties;
• sup­port­ing rea­son­able ini­tia­tives of school­child­ren and stu­dents, includ­ing by attract­ing the atten­tion of the admin­is­tra­tion, local gov­ern­ment and the pub­lic;
• main­tain­ing psy­cho­log­i­cal com­fort in edu­ca­tion­al teams, find­ing and elim­i­nat­ing the rea­sons why it is vio­lat­ed;
• assis­tance to stu­dents in apply­ing to var­i­ous author­i­ties, in defend­ing mate­r­i­al inter­ests and civ­il rights;
• coop­er­a­tion with social ser­vices, guardian­ship author­i­ties, vol­un­teers to pro­vide assis­tance, includ­ing in solv­ing hous­ing prob­lems;
• advis­ing oth­er teach­ers, par­ents and oth­er rel­a­tives on dif­fi­cult issues that arise for those.

It is impor­tant to pay atten­tion to the norms of the pro­fes­sion­al stan­dard. He points out the need, first of all, to form in stu­dents the expe­ri­ence of activ­i­ties that are sig­nif­i­cant from a social and per­son­al stand­point. The pro­fes­sion­al stan­dard requires tak­ing into account indi­vid­ual needs and incli­na­tions, as well as devel­op­ing not only intel­lec­tu­al, but also phys­i­cal, and spir­i­tu­al and moral aspects. In addi­tion, pro­fes­sion­als are required to:

• ped­a­gog­i­cal­ly accom­pa­ny the activ­i­ties of chil­dren’s pub­lic asso­ci­a­tions;
• orga­ni­za­tion­al and method­olog­i­cal devel­op­ment of social and ped­a­gog­i­cal sup­port;
• help in the edu­ca­tion­al process and in extracur­ric­u­lar activ­i­ties;
• engage in tutor sup­port;
• ana­lyze the life sit­u­a­tions of stu­dents;
• devel­op mea­sures for social adap­ta­tion;
• pro­mote the devel­op­ment of social and per­son­al com­pe­tence;
• learn first aid skills and pro­vide it as need­ed.

In addi­tion to all of the above, it is impor­tant to char­ac­ter­ize the required qual­i­fi­ca­tions. It can be obtained at the lev­el of sec­ondary or high­er pro­fes­sion­al edu­ca­tion. There are usu­al­ly no work expe­ri­ence require­ments for can­di­dates.

The social edu­ca­tor must be pro­fi­cient in:

• prop­er gen­er­al ped­a­gogy;
• nor­ma­tive acts of var­i­ous lev­els reg­u­lat­ing the work of edu­ca­tion­al struc­tures;
• the basics of social ped­a­gogy and its key meth­ods;
• the basics of labor, fam­i­ly, civ­il, admin­is­tra­tive, crim­i­nal, admin­is­tra­tive pro­ce­dur­al and crim­i­nal pro­ce­dur­al law;
• the con­cept of social pol­i­cy of the Russ­ian Fed­er­a­tion;
• devel­op­men­tal psy­chol­o­gy;
• basic infor­ma­tion from the field of psy­chi­a­try.

Addi­tion­al­ly, you will need to study:

• basics of a healthy lifestyle;
• the basics of work­ing on a PC;
• doc­u­ment flow norms;
• con­flict diag­nos­tic meth­ods;
• socio-psy­cho­log­i­cal diag­nos­tics;
• the con­ven­tion on the rights of the child;
• social hygiene;
• meth­ods of work­ing with mul­ti­me­dia equip­ment.

The pow­ers of social edu­ca­tors include build­ing inter­ac­tions at their dis­cre­tion (adjust­ed for the laws and poli­cies of the edu­ca­tion­al insti­tu­tion) with oth­er struc­tures, includ­ing:

• oth­er edu­ca­tion­al insti­tu­tions;
• cul­tur­al insti­tu­tions;
• sports facil­i­ties;
• bod­ies of socio-psy­cho­log­i­cal assis­tance;
• pub­lic orga­ni­za­tions;
• local gov­ern­ments;
• region­al admin­is­tra­tions;
• law enforce­ment agen­cies;
• com­mer­cial struc­tures;
• inter­na­tion­al orga­ni­za­tions;
• edu­ca­tion­al asso­ci­a­tions.

A social ped­a­gogue has the right to demand assis­tance from oth­er employ­ees of edu­ca­tion­al insti­tu­tions in the per­for­mance of their duties. But there are two con­di­tions: this help is real­ly need­ed, and it can be pro­vid­ed by a spe­cif­ic per­son. And also, with­in the lim­its of their com­pe­tence, they can give orders to trained and aux­il­iary per­son­nel. It is also allowed:

• demand the cre­ation of nor­mal con­di­tions for their work;
• to achieve the nec­es­sary adjust­ments in the edu­ca­tion­al process, in the meth­ods of work of the teach­ing staff;
• make deci­sions with­in their func­tions, tak­ing into account the lev­el of com­pe­tence.

But social edu­ca­tors also have a respon­si­bil­i­ty:

• for untime­ly and incom­plete per­for­mance of their duties;
• for dis­clo­sure of secrets pro­tect­ed by law or its trans­fer to unau­tho­rized per­sons;
• for vio­la­tion of safe­ty reg­u­la­tions;
• for non-exe­cu­tion of autho­rized instruc­tions of the man­age­ment and reg­u­la­to­ry doc­u­ments;
• for non-com­pli­ance with the work sched­ule.

Even places in a num­ber of spe­cial­ized sec­ondary edu­ca­tion­al insti­tu­tions are open for train­ing social ped­a­gogues. It is pri­mar­i­ly about:

• Perm Nation­al Socio-Ped­a­gog­i­cal Col­lege;
• Col­lege at RSSU;
• Inter­na­tion­al Col­lege of Arts and Com­mu­ni­ca­tions;
• 4th Ped­a­gog­i­cal Col­lege of St. Peters­burg;
• Poly­tech­nic Col­lege of Urban Econ­o­my (also in St. Peters­burg);
• edu­ca­tion­al com­plex “Voroby­ovy Gory”;
• fac­ul­ty of sec­ondary voca­tion­al edu­ca­tion at the Moscow Uni­ver­si­ty for the Human­i­ties and Eco­nom­ics.

Out­side of Moscow and St. Peters­burg, there are also sec­ondary edu­ca­tion­al insti­tu­tions that train social teach­ers. Among them stand out in the first place:

• avi­a­tion tech­ni­cal col­lege of Nizh­ny Nov­gorod;
• depart­ment of sec­ondary voca­tion­al edu­ca­tion at NSTU (Novosi­birsk);
• Col­lege of Con­struc­tion, Archi­tec­ture and Urban Econ­o­my;
• Omsk Human­i­tar­i­an Col­lege;
• socio-ped­a­gog­i­cal col­lege of Sama­ra;
• North­ern Ped­a­gog­i­cal Col­lege in Yeka­ter­in­burg;
• voca­tion­al-ped­a­gog­i­cal col­lege in Perm;
• socio-ped­a­gog­i­cal col­lege of Vol­gograd;
• Istra Pro­fes­sion­al Col­lege.

But you can go through pri­ma­ry edu­ca­tion in a high­er edu­ca­tion­al insti­tu­tion. A good exam­ple is the Moscow State Region­al Uni­ver­si­ty. You can also apply to:

• OmGU;
• NCFU;
• Moscow Human­i­tar­i­an Uni­ver­si­ty;
• Moscow Ped­a­gog­i­cal Uni­ver­si­ty;
• Russ­ian State Ped­a­gog­i­cal Uni­ver­si­ty named after Herzen;
• Vol­gograd Insti­tute of Arts and Cul­ture;
• Yugra State Uni­ver­si­ty;
• Med­ical Uni­ver­si­ty of Kazan;
• Ryazan State Uni­ver­si­ty;
• Tula Ped­a­gog­i­cal Uni­ver­si­ty;
• Vladimir Uni­ver­si­ty named after Sto­le­tovs;
• Orel State Uni­ver­si­ty;
• state uni­ver­si­ties of Kostro­ma, Adygea, Sochi;
• Yaroslavl Ped­a­gog­i­cal Uni­ver­si­ty.

It is worth not­ing that, regard­less of the cho­sen edu­ca­tion­al insti­tu­tion, self-edu­ca­tion also plays a very impor­tant role. They have to be engaged con­stant­ly dur­ing the entire peri­od of pro­fes­sion­al activ­i­ty. Social edu­ca­tors should be aware of up-to-date infor­ma­tion regard­ing:

• leg­is­la­tion;
• edu­ca­tion­al stan­dards;
• youth fash­ion and sub­cul­tures;
• pop­u­lar among the youth cul­tur­al phe­nom­e­na;
• ped­a­gog­i­cal and method­olog­i­cal approach­es;
• psy­chol­o­gy and a num­ber of oth­er fields.

Self-edu­ca­tion is car­ried out in accor­dance with an indi­vid­u­al­ly devel­oped plan. And also the devel­op­ment of addi­tion­al skills and knowl­edge in a col­lec­tive mode can be prac­ticed. Estab­lish­ing infor­mal con­tacts with more pro­fes­sion­al teach­ers plays a very impor­tant role. Addi­tion­al­ly, it is worth using didac­tic mate­ri­als and ped­a­gog­i­cal pub­li­ca­tions. It is also extreme­ly impor­tant to study your main expe­ri­ence, mis­takes made and achieve­ments achieved.

A num­ber of edu­ca­tion­al insti­tu­tions offer retrain­ing pack­ages for social edu­ca­tors. Such ser­vices are avail­able at:

• Acad­e­my of Busi­ness and Sys­tems Man­age­ment;
• Cen­ter for Addi­tion­al Pro­fes­sion­al Edu­ca­tion and Dis­tance Learn­ing Tech­nolo­gies;
• Inter­na­tion­al Acad­e­my of Exper­tise and Eval­u­a­tion;
• Nation­al Acad­e­my of Addi­tion­al Pro­fes­sion­al Edu­ca­tion;
• insti­tute ROP­KiP;
• North­west­ern Acad­e­my of Addi­tion­al Pro­fes­sion­al Edu­ca­tion and Voca­tion­al Train­ing;
• Nation­al Uni­ver­si­ty of Mod­ern Tech­nolo­gies.

The lev­el of demand for this pro­fes­sion is very high. It is rel­e­vant in any school, in tech­ni­cal schools, schools and col­leges, at uni­ver­si­ties, acad­e­mies and insti­tutes. You can also get a job at:

• preschool edu­ca­tion­al insti­tu­tions;
• sys­tem of addi­tion­al edu­ca­tion;
• insti­tu­tions of the Min­istry of Jus­tice and the Min­istry of Inter­nal Affairs;
• career guid­ance cen­ter;
• employ­ment ser­vices;
• bod­ies of social pro­tec­tion;
• child pro­tec­tion;
• youth orga­ni­za­tions.

Despite the high demand for the pro­fes­sion, one should not expect high rates. Begin­ning spe­cial­ists usu­al­ly receive an income in the region of 15,000 rubles. With an increase in the cat­e­go­ry, with length of ser­vice or receiv­ing spe­cial sur­charges, the salary grad­u­al­ly reach­es 30,000 rubles. The most advanced spe­cial­ists can earn much more — up to 60 thou­sand on aver­age in Rus­sia. In Moscow, rates vary from 35 to 95 thou­sand, but it is extreme­ly dif­fi­cult to get the largest amounts.

Addi­tion­al pay­ment for the spe­cial com­plex­i­ty of the work is 35% of the base salary. After work­ing 2–5 years, it will be pos­si­ble to receive an addi­tion of 10%. With an expe­ri­ence of at least 20 years, the sur­charge will be already 30%.