The  problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise.

The article represents the author '

Introduction. The increasing attention of society and the state to the role of a class teacher actualizes the problem of assessing the effectiveness of his activities, taking into account the professional and personal well-being that determines the success, psychological comfort, satisfaction with professional activities and health in general. The purpose of the study is to develop, justify and test the methodology of assessing the effectiveness of the educational activities of the class teacher, taking into account its professional and personal well-being. Materials and methods. The expert assessment of the methodology involved 122 respondents, including 85 class teachers of Nizhny Novgorod region (the Russian Federation) and 37 undergraduates of Minin University, studying in the field of “Pedagogical education”. The sampling was carried out taking into account the age characteristics and experience of the respondents in this position. The age of the participants ranged from 21 to 71. The younger age group – up to 35 years old amounted to 33%, the middle age group – from 36 to 55 years (46%) and the senior group – over 55 years (21%) of the total number of respondents. Study Results. On the basis of the selected theoretical and methodological foundations, a methodology was developed to assess the effectiveness of the educational activities of the class teacher, taking into account his professional and personal well-being. Its content component is represented by an integrative criteria matrix including a number of criteria and indicators, including professional and personal well-being. As a result of the empirical study, it was found that 76% of the respondents had a positive attitude to the developed methodology, emphasizing its variability. 67.2% of the experts pointed out the importance of the personal block of the integrative criteria matrix, where “professional and personal well-being of the class teacher” is one of the criteria for evaluating effectiveness. 75% of those participating in the examination noted the significance and objectivity of the highlighted indicators of professional and personal well-being. 61.6% emphasized that professional and personal well-being depends on the psychological climate of the educational organization and the attitude of the participants in the educational process towards the activities of the class teacher. Conclusions. The results obtained indicate that the assessment of the effectiveness of the educational activity of a class teacher, taking into account his/her professional and personal well-being, provides a developing, stimulating character, makes it possible to identify educational deficits, thereby creating prerequisites for further professional self-improvement of a class teacher, increasing the quality of the educational process, strengthening and “retention” of novice class teachers in the profession.

No abstract

Introduction. In modern conditions, the problem of setting the criteria for evaluating the effectiveness of the form tutors’ activity is becoming relevant in virtue of the importance of education and the absence of a unified methodology and techniques for evaluating the efficiency of the form tutor’s activity. The purpose of the study is to develop and substantiate the criterial framework for evaluating the efficiency of the form tutor’s activity. Materials and methods. A total of 230 form tutors from educational organisations representing 7 regions of the Russian Federation took part in the survey. The service record of 54% of the respondents was over 20 years, 30% – 11 to 20 years and 16% – less than 10 years. Methods: the key theoretical methods were system analysis, synthesis and generalisation of scholarly literature on the problem of developing the criteria and efficiency parameters of the form tutor’s activity, modelling the criterial framework of evaluation. The following was used as the main empirical methods: questioning of form tutors, method of observation, expert examination of the developed criterial framework. Results. A criterial framework for evaluation of efficiency of the form tutor’s activity, based on the selected theoretical and methodological foundations, was developed, being structured as three blocks: personality, process and efficiency. Certain criteria and of efficiency indicators were selected for each block with regard for the key invariant directions of the form tutor’s activity: work with the learner’s personality, learners’ stream, parents, subject teachers, social partners. It was revealed as a result of the empirical research that the most important component in the developed criterial framework, according to 41% of the respondents, is the efficiency block; it is followed in importance by the process block (39%) and the personality block (20%). The necessity to include invariant directions of the form tutor’s activity in each block was noted by 75% of the respondents. The rating results on the each block criteria showed that 67% of the respondents noted the foremost importance, when considering the processual aspect, of the criterion “Organisation and facilitation activity aimed at education and socialisation of learners in cooperation with all actors of the educational process” (KP-4); when considering the personality aspect, 75% of the respondents placed the criterion “Competence in organisational and pedagogical support of educational process” (KL-4) at the top. When assessing the criteria of the efficiency block, the respondents’ rating showed that 72% and 87% of the form tutors placed the criteria “level of cohesion of children’s team, parents, teachers, the staff, the level of development of children and adult community” (KR-6) and “level of learners’ mature experience as based on the system of values inherent in a Russian citizen” (KR-7), on the first place. Conclusions. The obtained results confirm the importance and necessity of creating a criterial framework that acts as an evaluation matrix of the form tutor’s activity efficiency. The personality, processes and efficiency aspects forming its basis take into account the complex of the form tutor’s invariant activity. The further research will be connected with the creation of methods for assessing efficiency of the form tutor’s activity and those related with automation of this process.