home Walls

Normative documents regulating the activities of a social pedagogue. Documentation of the social teacher of the school (approximate list). Areas of work of a social educator

A social teacher working at a school may have the following documentation (as agreed with the administration of the educational institution):
Regulatory documents:
1. Job description certified by the head of the institution.

2. Mode of operation social educator certified by the head of the institution.

3. Laws of the Russian Federation, resolutions, orders, orders, texts of administrative documents regulating and determining the content of the activities of the socio-psychological service of the educational institution.

Work planning:
1. Analysis of work for the previous 3 academic years (analytical and statistical).

2. Promising, calendar plan work for a year, which is presented as a separate document (certified by the head of the educational institution). It should present those types of activities that are fundamental in the work of a social pedagogue in a particular educational institution.

3. Cyclogram of work for a week.
Main activity materials:
1. Social passport of the school and social passports of classes.

from large families
from low-income families
from disadvantaged families
disabled children
foster children
adolescents registered within the school
adolescents registered in the PDN OP
lists of children from the orphanage studying at the educational institution

All lists must be formed with the maximum complete information.

3. Lists of dysfunctional, low-income families with many children.

4. Lists of summer employment of students in need of social assistance (children from low-income families and disadvantaged families, children with disabilities, children under guardianship).

5. Accounting for requests from parents, teachers, students and the resolution of their problems (confidential information). Journal of individual consultations (interviews) with teachers, parents, students:

6. A journal of records of individual visits to families and raids with complete information (date of the raid, composition of the raid participants, a list of families who planned to visit with a note on the results of the visit (were it possible to visit parents or persons replacing them or not). All information is noted in students' personal cards: who was at home, what work was done (a conversation, a warning or a protocol was drawn up, did the situation with the student change, in the family, etc.).

7. Accounting for measures for the social protection of children from socially disadvantaged and low-income families. Assistance register.

8. Documents for the action "Help get ready for school" (plans, lists, information).

9. Documents on issues of guardianship and guardianship: a personal file for each ward with dates of deprivation parental rights and appointment of guardianship, with addresses, telephones, place of work of guardians; acts of examination of living conditions, documents on the protection of the rights of the child in law enforcement and judicial authorities (if necessary).

10. Documents for children with disabilities (acts of the ZhBU, characteristics for students, progress sheets, questionnaires, MES certificates, etc.).

11. Documents (folder) on working with the family of those in a socially dangerous situation or in need of state assistance (information from the PDN of the EP, the department of guardianship, a family n / a card, a plan for working with the family, a characteristic for a student, an act of examining housing conditions, work done with the family, a petition to bring parents to administrative responsibility, etc.).

12. Reconciliation with the KDN for families in a socially dangerous situation.

13. Materials of speeches at pedagogical meetings, seminars, parent-teacher meetings, class hours, etc.

14. Methodological materials for class teachers, parents, teachers on solving the problems of the child's social life and resolving conflicts in interpersonal relationships.

15. Information stand with information on city and (or) district services for parents and children.

16. Documents on nutrition (order on catering, minutes of the commission meeting, register of applications from parents, a folder with documents for food).

Crime prevention.
A special place is occupied by the documentation of the council for the prevention of delinquency and neglect among minors, which is jointly maintained by the deputy director for VR and the social pedagogue of the educational institution.

1. Order on the establishment of the Prevention Council.

2. Regulations on the Council.

3. Protocols of prevention councils. The protocols of the Prevention Council are mandatory drawn up in accordance with the requirements for the execution of protocols, i.e. indicating the serial number of the meeting, the composition of the sitting persons invited to the Council, the agenda of the meeting is indicated, which should begin with an analysis of the implementation of the previous decisions taken. When considering the personal files of students, it is indicated which of the parents or persons replacing them was invited, what decision was made, and who is responsible for the implementation of the decision of the Prevention Council and the timing of the implementation of this decision.

4. Work plan for the year, joint with the PDN OP (approved).

5. Plan of work with the narcological dispensary for a year (approved).

6. Work plan for healthy lifestyle (approved).

7. Employment in the 2nd half of the day, children of the "risk group".

8. Lists of difficult children registered within the school, PDN OP, KDN (approved by the director and the press).

9. Individual work with children of the “risk group”, who are on the intra-school register and PDN OP. Database on difficult (a package of documents: cards for individual study of adolescents and work with them, individual plans for preventive work, characteristics, acts of family examination, questionnaires, etc.).

10. Organization of vacation time for children of the "risk group".

11. Folder for the exchange of information between educational institutions and educational institutions about committed crimes and offenses of students. Statistical report: digital data from the ROVD on the number of cases of crimes, the date of the crime, offenses.

12. Reconciliation of data with the OP about consisting of prof. accounting (monthly).

1.1 Analysis of normative documents regulating the activities of a social pedagogue

It is very important in the work of a social pedagogue of any educational organization to have a good knowledge of the normative documents relating to the profile of work, their timely receipt and the ability to use them in a particular situation. To do this, it is necessary, first of all, to track the release of the document and be able to find it, that is, to know the information publications that publish such documents. And here, of course, a library, an educational organization or a district library, will come to the rescue.

The legislative, regulatory framework of a social teacher in Russia, as in any other state, is determined by legal documents, conditionally grouped into five levels, in accordance with the subjects of their publication:

1) international documents, the most important of which is the 1995 UN Convention on the Rights of the Child;

2) Russian documents of federal significance (Constitution of the Russian Federation, Civil, Family, Criminal Codes, labor legislation, laws of the Russian Federation);

3) documents of the Russian Federation, in which he lives and works, that are significant for the specialist and the scope of his professional activity;

4) documents municipalities(usually orders, instructions and decisions of the collegium of a departmental governing body are important for a social pedagogue);

5) internal documents (Charter of the educational organization;

Regulations on the Prevention Council; Internal labor regulations)

The normative documents relating to the professional activities of a social pedagogue describe only her common features: tasks, functions, areas of activity, General requirements to the knowledge and skills of the specialist. This does not take into account the specific type of activity that a social teacher is engaged in (adaptation, rehabilitation, correction, etc.), the specifics of the organization in which he works (school, orphanage, children's hospital, rehabilitation center, etc.), the characteristics of the society in which the child lives (urban or rural environment, large industrial city, criminogenic area, etc.).

The duties and rights of a specialist are determined by the qualification characteristics of the position. Such a qualification characteristic is prepared by the federal departmental management bodies on the basis of a generalization of functions in the real experience of many specialists. However, there is not a single document that clearly fixes the professional rights of a specialist. Therefore, the social educator acts in the legal field of modern legislation, appropriating to himself the actual rights arising from the need for high-quality performance of his professional duties and the ethical professional code of the social worker. To fulfill their duties, a social educator widely uses the rights:

a) represent and protect the interests of clients in the legislative and executive authorities; b) conduct a public or private social practice with a diploma of special education or specialty certificate;

a) collect information related to the needs of children and adults, conduct social surveys of the population, diagnostic studies;

b) make official requests to public organizations of state institutions with a request to solve personal and social problems of clients;

c) inform government bodies about the state of a particular problem in the field of its activity;

d) make proposals to enterprises and institutions, commercial structures and public associations to encourage parents, families, social work volunteers for social initiative and activity;

e) carry out active work to promote the experience of family education, social work, using the media; f) lead public initiative movements of citizens aimed at solving specific social problems.

The main task of the social pedagogue is the creation of a personality-affirming situation that actualizes the forces of self-development of the child's personality. The advantage of the situation as a method of education is that it cannot be created for some average child or class. The personal-asserting situation is different for each specific person. In a situation, it is possible to reveal the most hidden information about inner world child, which is difficult or simply impossible to obtain with the help of questionnaires, interviews, observations. A personal approach can only be carried out by a social teacher who has the necessary set of personal attitudes, such as: empathy, faith in the capabilities and abilities of each child, openness, attitude towards the child as a unique personality. The results of personality-oriented education are expressed in relation to the social teacher and pupil to common activities, cooperation, to each other, in psychological well-being, self-esteem, and the growth of personal achievements of each. The problem of determining the normative rights of the field of activity of a social pedagogue is associated with the problem of determining the ownership of an institution whose interests are protected by a social pedagogue. Documentation of a social educator The documentation system is called office work, which includes the creation of documents, work with them, and storage. The office work of a social pedagogue consists of:

a) from the normative legal acts regulating the activities of the institution and the specialist;

b) annual, monthly, weekly work plans;

c) contracts, agreements, survey acts;

d) personal current records;

e) correspondence with institutions and organizations involved in solving problems;

f) reports;

g) analytical references and reports;

g) medical, psychological and pedagogical characteristics of individual students with whom individual work is carried out;

h) minutes of various meetings, meetings, councils, teachers' councils on issues related to the competence of a social pedagogue. All this, except for plans and reports, is working documentation that is not subject to official control. Evaluation of the work of a social educator The main directions for assessing the effectiveness of the work of a social educator:

i) correlation of existing socio-pedagogical problems and the results of their solution;

j) the dynamics of the involvement of children and adults in social valuable species activities;

j) the dynamics of changes in the attitude of participants in the educational process to basic social values;

k) the dynamics of socio-pedagogical conditions for ensuring the life of the staff of the institution;

l) the dynamics of the socio-psychological situation in the social environment, microclimate;

m) development of social initiative of children and adults;

o) the state of documentation of the social pedagogue;

o) professional growth of the social pedagogue.

The activities of a social teacher in a preschool educational institution

Activities of a social educator in an institution additional education children

The activities of a school social teacher in the formation of a children's student team

A social educator is a specialist in working with children and adults in the socio-cultural and family spheres. In accordance with the tariff and qualification characteristics, including his job responsibilities, social ...

Fundamentals of a healthy lifestyle in older preschool children

Preserving and strengthening the health of children is one of the main strategic tasks of the country. It is regulated and provided by various legal documents. Among them, first of all, it should be noted the Law of the Russian Federation "On Education" ...

Elizaveta Ivanovna Tikheeva (1866-1944) was a talented teacher and a major public figure in preschool education. She actively participated in the development of the theory of preschool education ...

The teacher and the child in the system of preschool education in the 20-30s of the twentieth century

Venttsel Konstantin Nikolaevich (name according to the parish book Konstantin Romeo Alexander) (November 24, 1857 - March 10, 1947) - teacher. Studied at the Technological Institute (1875-76) and St. Petersburg University (1876-77)...

Pedagogically neglected children as an object of activity of a social pedagogue

The functional areas of activity of a social pedagogue are determined by the following stages and components of socio-pedagogical technology: identifying children at risk, diagnosing their problems ...

The work of a school social teacher on the formation of a healthy lifestyle in adolescents

Currently, the country is undergoing dramatic changes in economic, political and social life. These changes led to the emergence of new social problems, which primarily affected the upbringing, development ...

Development of creative abilities of future chefs, confectioners in the conditions of secondary vocational education

In order to design the educational process, the following regulatory documents were studied and analyzed: "The Law on Education in the Russian Federation" (2012), "The list of professions of workers and positions of employees ...

Family Pedagogy

The object of influence of a social educator can be a child in the family, adult family members and the family itself, as a whole, as a team...

Socio-pedagogical activity in a foster family

One of the most optimal forms of substitute family education can be considered the transfer of a child for guardianship to a foster family. Custody and guardianship are common technologies of social work...

Socio-pedagogical activity in Russia

In this chapter, we will consider several areas of activity of a social pedagogue-psychologist in the system of social work. This is work with orphans, with children at risk and work with families. 2.1...

Socio-pedagogical work on the prevention of addictive behavior in adolescents

The preventive work of a social pedagogue is carried out in the following areas Organization of the activities of centers for social assistance to families and children and centers for psychological and pedagogical assistance to the population to prevent child ...

Theoretical basis social pedagogy

Education quality management

No. Name of the regulatory document, its imprint Issues addressed in the document related to the management of the quality of education in preschool educational institutions 1 2 3 1 2. RESOLUTION OF THE GOVERNMENT OF THE RUSSIAN FEDERATION dated September 12, 2008 ...

I . The main legal documents regulating the professional activities of a social pedagogue :

International level

1. Convention on the Rights of the Child

Federal level

1. The Constitution of the Russian Federation

3. Family Code of the Russian Federation

4. Criminal Code of the Russian Federation

5. Criminal Executive Code of the Russian Federation

6. Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in Russian Federation» from 24.07. 1998 No. 103 FZ

10. Law of the Russian Federation "On the social protection of disabled people in the Russian Federation" dated 24.11.1995

11. Law of the Russian Federation dated “On Amendments to Certain legislative acts of the Russian Federation on the issue of citizens with disabilities” dated 30.06.2007. N120-FZ

12. Law of the Russian Federation "On the languages of the peoples of the Russian Federation" dated January 25, 0.1991 N1807 -I

13. Decree of the Government of the Russian Federation "On approval of the regulation on the appointment and payment of state benefits to citizens with children" dated 30.12.2006. №865

14. Decree of the Government of the Russian Federation “On approval of the procedure for raising and educating disabled children at home and in non-state institutions” dated July 18, 1996 No. 861

15. Decree of the Government of the Russian Federation “On the federal target program “Children of Russia” for 2007-2010” dated 21.03.2007 №172

16. Decree of the Chief State Sanitary Doctor of the Russian Federation "On providing rest, health improvement and employment of children in 2008-2010" dated 01.04.2008 #23

17. Order of the Ministry of Education of the Russian Federation “On Violation of the Law of the Russian Federation “On Education” dated 02.06. 1994 №179

18. Letter from the Ministry of General and Vocational Education of the Russian Federation “On additional measures on the protection of housing rights of minors” dated 09.06. 1999 №224/26-5

19. Letter of the Ministry of Education of the Russian Federation "On measures to prevent suicide among children and adolescents" dated 01.26.2000. №22-06-86

20. Letter of the Ministry of General and Vocational Education of the Russian Federation "Recommendations on the organization of education of children from families of refugees and internally displaced persons in educational institutions of the Russian Federation" dated 07.05.1999. №682/11-12

21. Letter of the Ministry of Defense of the Russian Federation “On social support for disabled children” dated 03.04.2000. №14-52-246 in/13

The list of legal documents regulating the activities of a social teacher in working with orphans and children left without parental care at the federal level :

1. Law of the Russian Federation "On additional guarantees for the social protection of orphans and children left without parental care" dated 21.12.1996 N159-FZ

2. Decree of the Ministry of Labor and Social Development of the Russian Federation "On approval of the procedure for the work of the Ministry of Labor and Social Development on employment with orphans and children left without parental care, persons from among orphans and children, children left without parental care" dated 10.02.l998 No. 5

3. Decree of the Government of the Russian Federation "On approval of the norms of material support for orphans and children left without parental care, persons from among orphans and children left without parental care, studying and being raised in federal state educational institutions, minors studying and being brought up in federal state educational institutions - special vocational schools of open and closed type and the federal state institution "Sergiev Posadsky Orphanage deaf-blind people of the federal agency for health care and social development” of 07.l1.2005. #65

4. Order of the Ministry of Defense of the Russian Federation "On the introduction of amendments and additions to the housing code of the RSFSR" dated 13.05.1998. No. 1179

5. Order of the Ministry of Defense of the Russian Federation "On approval of the payment of funds for food, the purchase of clothing, footwear, soft equipment for children under guardianship (guardianship)" dated 19.08.1999r.N119.

The list of legal documents regulating the activities of a social teacher in the prevention of neglect and homelessness at the federal level:

2. Letter of the Ministry of Education of the Russian Federation "On measures to identify and record children aged 6-15 years who are not studying in general education institutions" dated 03/21/2002. No. 419/28-5

3. Letter of the Federal Agency for Education "On the organization of work to prevent and suppress offenses related to drug trafficking in educational institutions" dated 24.11.2005. No. 14-11-272/03.

II . Organizational and administrative documents :

1. Job description approved by the head of the institution.

2. The work schedule of a social pedagogue, approved by the head of the institution.

3. Cyclogram of work for a week.

4. Decrees, orders, orders of higher organizations that regulate and determine the content of the activities of a social teacher.

5. Orders of the director of an educational institution regulating the work of the socio-psychological service (orders “On the creation and work of the School Prevention Council”, “On conducting joint raids”, etc.).

6. Regulations on the Prevention Council and the procedure for intra-school registration and deregistration.

7. Consent to the processing of personal data of the student.

III . Work planning:

1. Analysis of work for the previous 3 academic years (analytical and statistical).

2. Work plans of the social pedagogue for the academic year and summer period, which includes joint work with the administration of the generaleducational institution, psychologist, class teachers, medical worker, parent committee, etc.)

3. Plans for the joint work of a social educator in generaleducational institutionwith institutions of the prevention system (KDN, PDN inspectors, district inspector, etc.).

4. It is necessary to have information about the problem, goals and objectives of the school for the academic year. Based on this, formulate the problem, goals and objectives of the socio-psychological service, determine the main forms and methods of work for their implementation.

IV . Main activity materials:

1. Social passport in generaleducational institutionfor the previous 3 years.

2. Databank or lists of students by category: from large families; from low-income families; from dysfunctional families; disabled children; guarded children; placed on free meals by category; registered at the school; registered in the ODN; prone to unauthorized departures from home, vagrancy. All lists must be formed with the most complete information.

3. Map of socio-pedagogical support for students of the "risk group" .

4. Map of individual study, adolescents registered in generaleducational institution and ODN.

5. Programs of individual preventive work with students registered with the KDN, social and pedagogical support cards for students registered with the PDN, at the HSC, plans for working with families and students who are in a socially dangerous situation.

6. Rehabilitation programs for every disadvantaged family.

7. Protocols of prevention councils. The protocols of the Prevention Council are mandatory drawn up in accordance with the requirements for the execution of protocols, i.e. indicating the serial number of the meeting, the composition of the sitting persons invited to the Council, the agenda of the meeting is indicated, which should begin with an analysis of the implementation of previously adopted decisions. When considering the personal files of students, it is indicated which of the parents or persons replacing them was invited, what decision was made, and who is responsible for the implementation of the decision of the Prevention Council and the timing of the implementation of this decision.

8. A journal of records of the conducted raids with full information (the date of the raid, the composition of the raid participants, a list of families who planned to visit with a note on the results of the visit (were it possible to visit parents or persons replacing them or not). All information is noted in the personal cards of students: who was at home, what work was done (a conversation, a warning or a protocol was drawn up, did the situation with the student, in the family, etc.) change?

9. Information about committed crimes and offenses of students. Statistical report: digital data of the Internal Affairs Directorate on the number of cases of crimes, date of commission of a crime, offense, committed a crime or offense for the first time or repeatedly, whether he was registered in the generaleducational institutionor in the PDN at the time of the commission of a crime or offense, the category of the family, what the student is doing during after hours.

10. Materials on summer employment of students in need of social assistance (children from low-income families and disadvantaged families, children with disabilities, children under guardianship), students of the “risk group”.

11. Materials of speeches at pedagogical meetings, seminars, parent-teacher meetings, class hours, etc.

12. Accounting for requests from parents, teachers, students and the resolution of their problems. Consultation log, indicating the topic of the consultation, for whom it was held.

13. Journal of class visits, their analysis (may not be)

14. Accounting for measures for the social protection of children from socially disadvantaged families. Assistance register.

15. Projects or programs in some of the most relevant areas of socio-pedagogical work

16. Methodological materials for class teachers, parents, teachers on solving the problems of the child's social life and resolving conflicts in interpersonal relationships.

A social teacher working at a school may have the following documentation (as agreed with the administration):

1. Texts of administrative documents on social and pedagogical work, laws and regulations on the implementation of the rights of the child.

2. Job description.

3. Perspective, calendar work plan for the year, which can be presented both as a separate document and in the context of the annual work plan of the educational institution. It should present those types of activities that are fundamental in the work of a social pedagogue in a particular educational institution.

4. Cyclogram and work schedule for the week, month, approved by the head of the institution.

5. Schedule and accounting for thematic group consultations (students, parents, teachers) approximately in the following form:

6. Schedule of individual consultations for certain categories of clients. Taking into account the appeals of parents, teachers, students and resolving the problems posed by them (confidential information) approximately in the following form:

7. Projects or programs in some of the most relevant areas of socio-pedagogical work.

8. Documentation on the accounting of offenses, deviations in development, conflicts in the team; on the development of individual educational routes by children who are under intra-school control; to control the movement of students; actions and results of overcoming violations. In the context of the above, a special place is occupied by the documentation of the Council for the Prevention of Delinquency and Neglect among Minors.

9. Documentation on issues of guardianship and guardianship (detailed lists with numbers of personal files, dates of deprivation of parental rights and appointment of guardianship, addresses, telephone numbers, place of work; acts of inspection of living conditions), protection of the rights of the child in law enforcement agencies and judicial authorities.

10. Data on the study of the social composition of families, the social portrait of the student, class, school, social expectations of parents, students, teachers.

11. Accounting for measures for the social protection of children from socially disadvantaged families.

14. Systematized information (in the form of cards or information stands) on city and (or) district services for parents and children.

The documents of any institution represent a certain system that reflects certain aspects of its work or all work as a whole. So, in the orders, the administrative activities of the head are consistently documented, in the protocols - the work of the pedagogical council, in the journals - the progress of students, and so on.

Documentation systems are called office work, which includes the creation of documents, work with them, storage.

The need for paperwork is often perceived by a social pedagogue as completely unpragmatic, unnecessary or not realized at all when forming plans and programs of activity. Behind the documents are always living people, a living thing, life itself. It’s bad when they see only “papers” in documents, only bureaucracy in office work. Proper record keeping enhances the professional success of a social educator and makes him less vulnerable to various checks and reports. The main methods for studying the activities of a social educator and its results are the analysis of reporting and documentation of a social educator.

Tasks solved by office work in the work of a social teacher: the accumulation of reliable information about the contingent, its problems, ways and methods of working with it; fixing the process of providing assistance, aimed at increasing its effectiveness; transfer of information about the state of socio-pedagogical problems to all levels of management and execution; systematization of information about the forms and types of assistance, providing access to it to everyone in need; typification of customer categories and their service conditions for data banks.

An essential feature of office work in social work is that parts of documents can be presented in different ways, in the form of: analysis; references; reports; information; test results, questionnaires. Thus, a social pedagogue must be able to independently, in accordance with the oral or written instructions of the head, draw up basic official documents and draw them up.

A huge role in the current work with documents is played by the correct system of their grouping, classification and storage. To classify documents in institutions, so-called nomenclatures of cases and classifiers are created. With their help, documents are grouped into cases, and then into groups of cases (for example, of any department of an institution or in any area of its work). A social educator should be able to draw up his own nomenclature of cases, be able to use classifiers.

From the executed documents, an archive is gradually formed. It arises first in office work, and then the documents are transferred for storage to the archive of the institution.

The successful implementation of measures aimed at social protection of the population is largely determined by compliance with social work professional principles:

Professional competence is a deep awareness of a specialist about the conditions and methods for solving emerging problems and the ability to professionally put his knowledge into practice;

Stimulation of activity - stimulating a person to a conscious, interested manifestation of activity in the realization of his energy, abilities, moral and volitional potential to solve the task;

Unity and correct correlation of powers and responsibilities, rights and duties of a specialist;

An integrated approach, which ensures the comprehensiveness of the impact, serves as a barrier against departmentalism and limited work;

Purposefulness gives the activity a certain perspective, allows you to predict the result and develop a specific program of action.

To perform their duties, the social educator and social worker widely use rights:

Represent and protect the interests of clients in legislative and executive authorities;

Conduct a public or private social practice in the presence of a diploma of special education or a specialty certificate;

Collect information related to the needs of children and adults, conduct social surveys of the population, diagnostic studies;

Make official inquiries to public organizations of state institutions with a request to solve personal and social problems of clients;

Inform government agencies about the state of a particular problem in their field of activity;

Make proposals to enterprises and institutions, commercial structures and public associations to encourage parents, families, social work volunteers for social initiative and activity;

Conduct active work to promote the experience of family education, social work, using the media;

Lead public initiative movements of citizens aimed at solving specific social problems.

The main task of the social pedagogue is to create a personal-affirming situation that actualizes the forces of self-development of the child's personality. The advantage of the situation as a method of education is that it cannot be created for some average child or class. The personal-asserting situation is different for each specific person. In a situation, it is possible to reveal the most hidden information about the child's inner world, which is difficult or simply impossible to obtain with the help of questionnaires, interviews, and observations.

A personal approach can only be carried out by a social teacher who has the necessary set of personal attitudes, such as: empathy, faith in the capabilities and abilities of each child, openness, attitude towards the child as a unique personality.

The results of personality-oriented education are expressed in relation to the social teacher and pupil to common activities, cooperation, to each other, in psychological well-being, self-esteem, and the growth of personal achievements of each.

The legislative, regulatory and legal framework of a social teacher in Russia, as in any other state, is determined by legal documents, conventionally grouped into five levels, in accordance with the subjects of their publication:

1) international documents, the most important of which is the 1995 UN Convention on the Rights of the Child;

2) Russian documents of federal significance (Constitution of the Russian Federation, Civil, Family, Criminal Codes, labor legislation, laws of the Russian Federation);

3) documents of the Russian Federation, in which he lives and works, that are significant for the specialist and the scope of his professional activity;

4) documents of municipalities (usually orders, instructions and decisions of the collegium of a departmental governing body are important for a social pedagogue);

5) internal documents.

QUESTIONS FOR SELF-CHECKING

1. List the principles of paperwork in social and pedagogical activities.

2. What are the main functions of the documentation process in socio-pedagogical activities?

3. What are the main types of documentation used in socio-pedagogical activities?

4. What are the criteria for the effectiveness of socio-pedagogical activities?

PRACTICAL LESSON

Issues for discussion:

1. Efficiency, efficiency and productivity of socio-pedagogical activities.

2. Criteria and indicators of the effectiveness of socio-pedagogical activities.

3. Criteria and indicators of the effectiveness of socio-pedagogical activities.

4. The procedure for assessing the effectiveness and efficiency of socio-pedagogical activities.

5. Technology of socio-pedagogical expertise.

6. Documentation and paperwork in social and educational activities.

Problematic issues for discussion:

Denis Diderot wrote: "It is not enough to do good, you must do it beautifully." Give examples from socio-pedagogical practice, where and by whom this principle was applied.

Description of work: I offer you a generalization of the experience of the work of a social pedagogue, presented in four lessons of the permanent seminar "School of a beginner social pedagogue". Within the framework of the first lesson, the specifics of social and pedagogical activity and some aspects of the legal support of this work are revealed. The proposed material will be useful to beginners.
We have a tough job.
But our soul is open
For those who need care
For those who need protection.
Questions and problems - without counting,
And we love our work.
We have a hard job
But people need us!
I am glad to see you at our first lesson at the school for a novice social teacher. I propose to divide the conversation on the designated topic into four components:
Who is a social educator? Introduction to a position or profession "under the microscope";
The main activities of a social teacher in a general education school;
Regulatory support of social and educational activities;
The value of the microsociety in the socialization of children.

1. Introduction to a position or profession "under the microscope"
In Soviet Russia, the appeal to the profession of a social pedagogue was made in 1989, when the USSR State Committee for public education created at the Academy of Pedagogical Sciences of the USSR - a temporary research team led by Bocharov V.G., Ph.D.. The result of which was scientific rationale introduction of a new profession focused on work in an open society, named as a counterbalance to the social workers of social security - "social teacher". The official registration of the name of this profession was made in the Russian government documents in March-April 1991, and in the education system this position "took root" after the publication of the letter of the Ministry of Education of the Russian Federation "On social and pedagogical work with children" No. 61 / 20-11 dated February 27, 1995.
The name of the specialist "social educator" is derived from the word "teacher", which is associated primarily with the teacher. Therefore, it is not surprising that after the introduction of such a position, teachers became the first social pedagogues, they also made up the majority of students in all forms of course retraining of personnel to obtain a certificate in this specialty. Many teachers of our Kurgan schools also underwent professional retraining on the basis of the IPK and PRO and received diplomas that allow them to carry out social and pedagogical activities.
The profession appeared recently, but in fact it is not new. In Russia, social assistance or assistance from society, the community was, practically, always, because compassion and mutual assistance are an integral feature of the Russian people. Charitable organizations and compassionate people financed and built shelters for homeless children and orphans, hired educators for the younger generation. Pedagogy in the form of rules and instructions for adults to care for children also appeared a very long time ago. The first systems of pedagogical education originated in ancient Greece (4th-5th centuries BC).
So what kind of person is a social educator? What is it psychological picture, his personal characteristic? What area does it have jurisdiction over?
In everyday life, we often notice that professional affiliation leaves a peculiar imprint on a person's thinking, his behavior, attitude to the world. This phenomenon in psychology is characterized by the concept of "professional mentality" - a complex of deep, often unconscious personality traits person.
The following are distinguished as such abilities: observation, the ability to quickly navigate the situation, intuition, empathy, reflection and self-control.
In addition, a social educator must possess such professionally important qualities for all social workers as sociability, focus on interacting with people, kindness, curiosity, interest in working with people, firmness in defending one’s point of view, optimism, the ability to find a way out of controversial situations, diligence, neuro-psychic stability. Certainly one of the most important professional qualities a specialist includes communicative qualities, in other words, the ability to communicate.
So, the Qualities that ensure the success of the professional activities of a social teacher:
Abilities Personal qualities, interests and inclinations
love for children;
developed communication skills (skills of communication with people);
developed verbal abilities (the ability to speak clearly, clearly, expressively);
good memory;
mental and emotional balance;
developed organizational skills;
the ability to empathize;
flexibility of behavior;
the ability to keep a distance;
teaching ability;
high level of distribution of attention (the ability to pay attention to several objects at the same time). propensity to work with children;
the ability to lead;
high degree personal responsibility;
self-control and balance;
tolerance;
invaluable attitude towards people;
interest in and respect for the other person;
persistence;
sociability;
empathy;
activity;
tact;
demanding of oneself and others;
observation.
Qualities that impede the effectiveness of professional activity:
aggressiveness;
disgust;
selfishness;
lack of organizational skills;
lack of love for children;
mental and emotional imbalance;
inability to empathize;
irresponsibility;
rigidity of thinking (inability to change the ways of solving problems in accordance with changing environmental conditions).
Thus, we can say with confidence that a social teacher is not a position, but rather a vocation, a life position, if you like, a civic position.
Today, the position of a social teacher has been introduced in all schools, and the social and pedagogical service at school is a form of specific and varied assistance to each student, as close as possible to his family, the sphere of relationships with others.
It looks like this: at the center of the school system of relationships is a student, his family, and next to him is a social teacher, a representative of his interests, an intermediary between him and social structures - school, society, etc. As a rule, a social pedagogue knows all his wards very well: how they study, what they like to do in free time, which circles and sections they attend, as well as the microclimate in their families. It is pleasant to note that this knowledge is often reciprocal: parents of students know social educators well, they are often asked for advice, asked to help in resolving conflict situations.
The field of activity of a social pedagogue provides for work with the entire contingent of students, although most often the object of their special attention is children with problems in learning and behavior, as well as their parents. Why parents? To help the child, you need to know the conditions of family education. That is why the social educator must work with the family purposefully, systematically, using, as a rule, an individual approach in working with them.
It is no secret that in school there are cases of tension in relations between a teacher and a student, between peers, between parents and children, parents and a teacher, etc. In such situations, a social teacher comes to the rescue, who studies the causes of the conflict and regulates it. He, as it were, "leads" through school life both the student and his entourage. It is safe to say that prompt assistance to each student in a difficult life situation is the main task of a social teacher.
So, a social educator in his professional activity plays several social roles at once - he is an adviser, a lawyer, an arbitrator (judge), a public figure, a friend, a coach, an assistant, a psychotherapist, an intermediary, an expert.
The purpose of a social educator is to study, to know, to understand, to accept, to help.
Saving and educating young souls is the main mission of a social educator:
Strive to do quiet good
Not for praise or reward.
As an example to them, not for promotion,
Give people knowledge and warmth.
Strive to do everything not for show,
Let your sincere impulses be
Let them wake up someone's consciousness,
And let purity come from you.

2. The main activities of a social teacher in a comprehensive school.
The object of the activity of a social pedagogue is minors who need help in the process of their socialization. This category includes children with intellectual, pedagogical, psychological, social deviations from the norm that have arisen as a result of a lack of full-fledged social education.
The professional task of the activity of a social pedagogue in society is most easily revealed from the contrary. If the process of socialization of the child is successful, then he does not need the professional help of a social teacher. The need for it arises where and when the family and school do not provide the necessary development, upbringing and education of the child, as a result of which “socially fallen out” children appear.
In terms of content, the task of the activity of a social educator, respectively, can be defined as assistance in integrating a child into society, assistance in his development, upbringing, education, professional development, in other words, assistance in the socialization of a child.

Consequently, the purpose of the activity of a social pedagogue is to create conditions for the psychological comfort and safety of the child, to satisfy his needs with the help of social, legal, psychological, medical, pedagogical mechanisms for preventing and overcoming negative phenomena in the family, school, immediate environment and other societies.
In agreement with the administration, in view of the existing problems within a particular school, a social teacher can develop his activities in the necessary directions, filling them with specific content.
Main activities:
Socio-pedagogical research in order to identify social and personal problems of children of all ages;
Providing social and pedagogical support to the family in the formation of the student's personality;
Socio-pedagogical protection of the rights of the child;
Socio-pedagogical counseling;
Socio-pedagogical prevention, correction and rehabilitation.
Prevention of offenses, deviant behavior, vagrancy, neglect in the children's environment, as well as early family trouble;
Contributing to the creation of a pedagogically oriented environment for the optimal development of the child's personality;
Organizational and methodological activity;
The relationship of the school with social institutions.

The duties of the joint venture are complex and varied and are as follows:
Carries out a set of measures for the upbringing, training, development and social protection of the individual in the educational institution and at the place of residence of students;
It studies the psychological, medical and pedagogical characteristics of the personality of students and their microenvironment, living conditions;
Identifies the interests and needs, difficulties and problems, conflict situations, deviations in the behavior of students and provides them with social assistance and support in a timely manner;
Acts as an intermediary between the personality of students and the institution, family, environment, specialists from various social services, departments and administrative bodies;
Takes measures for social protection and social assistance, realization of the rights and freedoms of the personality of students;
Contributes to the creation of an environment of psychological comfort and personal security for students;
Interacts with teachers, parents, specialists of social services, departments;
Organizes educational work in the classroom, OS;
Maintains partnerships with the family of students, jointly solves the problems of education and personality development, some others.

3. Regulatory support for the activities of the joint venture
One of the most important aspects in the work of the joint venture is the maintenance of documentation, which helps to plan activities, record the stages and results of preventive work, organize and conduct a preventive conversation, parent meeting, class hour, navigate emerging problems and find ways to solve them.
The legislative, regulatory and legal framework of socio-pedagogical activity is determined by documents conditionally grouped into five levels, in accordance with the subjects of their publication:
1. Regulatory and advisory documents of the world community (constituent acts, declarations, pacts, conventions, recommendations and resolutions of the UN, WHO, ILO, UNESCO ...)
2. Domestic legal acts of federal significance (Constitution, codes, laws, orders of the President of the Russian Federation, resolutions and orders of the Government of the Russian Federation, decisions of collegiums and orders of the Ministries of the Russian Federation);
3. Documents of subjects of the Russian Federation;
4. Documents of municipalities (regional, city);
5. Decisions, orders, orders directly from educational institutions and organizations.
Among the most important international documents related to the activities of a social pedagogue are:
Universal Declaration of Human Rights 1948
UN Convention on the Rights of the Child 1989
The basic law of the Russian Federation is the Constitution (adopted on December 12, 1994 by a national referendum).
Declaration of the Rights and Freedoms of Man and Citizen.
Great importance directly in educational institutions they have regulatory and legal documents of the federal, regional and municipal levels that regulate the activities of a social teacher:
1. Family Code of the Russian Federation
2. Criminal Code of the Russian Federation
3. Civil Code of the Russian Federation
4. Housing Code of the Russian Federation
5. Criminal Executive Code of the Russian Federation
6. Labor Code RF
7. Law of the Russian Federation "On the basic guarantees of the rights of the child in the Russian Federation" dated 24.07. 1998 No. 124 FZ
8. Law of the Russian Federation "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" (as amended on July 21, 2007 N194-FZ) dated June 24, 1999 N120-FZ
9. Law of the Russian Federation "On Education"
10. Law of the Russian Federation “On the social protection of disabled people in the Russian Federation” dated 07/20/1995, dated 11/24/1995
11. Law of the Russian Federation "On amendments to certain legislative acts of the Russian Federation on the issue of citizens with disabilities" dated 30.06.2007 N120-FZ
12. Law of the Russian Federation "On the Languages of the Peoples of the Russian Federation" dated January 25, 1991 N1807 - I
13. Decree of the Government of the Russian Federation "On approval of the regulation on the appointment and payment of state benefits to citizens with children" dated 30.12.2006. №865
14. Decree of the Government of the Russian Federation “On approval of the procedure for the upbringing and education of disabled children at home and in non-state institutions” dated July 18, 1996 No. 861
15. Decree of the Chief State Sanitary Doctor of the Russian Federation "On ensuring rest, health improvement and employment of children in 2008-2010" dated 01.04.2008 #23
16. Order of the Ministry of Education of the Russian Federation “On Violation of the Law of the Russian Federation “On Education” dated 02.06. 1994 №179
17. Letter from the Ministry of General and Vocational Education of the Russian Federation “On additional measures to protect the housing rights of minors” dated 09.06. 1999 №224/26-5
18. Letter of the Ministry of Education of the Russian Federation "On measures to prevent suicide among children and adolescents" dated 26.01.2000. №22-06-86
19. Letter of the Ministry of General and Vocational Education of the Russian Federation "Recommendations on organizing the education of children from families of refugees and internally displaced persons in educational institutions of the Russian Federation" dated 07.05.1999. №682/11-12
20. Letter of the Ministry of Defense of the Russian Federation “On social support for disabled children” dated 03.04.2000. №14-52-246 in/13
21. Federal Law of April 24, 2008 No. 48-FZ "On guardianship and guardianship"
22. Law of the Russian Federation "On additional guarantees for the social protection of orphans and children left without parental care" dated 21.12.1996 N159-FZ
23. Decree of the Ministry of Labor and Social Development of the Russian Federation "On approval of the procedure for the work of the Ministry of Labor and Social Development on employment with orphans and children left without parental care, persons from among orphans and children, children left without parental care" dated 10.02.l998 No. 5
24. Decree of the Government of the Russian Federation of May 18, 2009 No. 423 “On Certain Issues of the Implementation of Guardianship and Guardianship in Respect of Underage Citizens”
25. Order of the Ministry of Defense of the Russian Federation "On the introduction of amendments and additions to the housing code of the RSFSR" dated 13.05.1998 No. 1179
26. Order of the Ministry of Defense of the Russian Federation “On approval of the payment of funds for food, the acquisition of clothes, shoes, soft equipment for children under guardianship (guardianship)” dated 19.08.1999r.N119
AT last years other important documents concerning the entire system of Russian education have been developed and published.

Institutional level documents
1. Charter of the school
2. Job description
3. Work plan of the social pedagogue
4. Analysis of the work of a social pedagogue for the academic year
5. Social passport of the school
6. Social class passport
7. Cyclogram, the structure of the working week of a social teacher
8. Order of the director "On the creation and work of the school Prevention Council"
9. Regulations on the Council for the Prevention of Neglect and Offenses
10. Regulations on the mechanism of interaction in the educational space of the school for working with students of the “risk group”, etc.

The office work of a social pedagogue consists of:
- Regulatory legal acts regulating the activities of an institution and a specialist (the above should include the Charter of the educational institution, regulations, functional duties ...);
- planning the activities of the institution and the specialist (work plans of the educational institution, social pedagogue, cyclograms of activity and control);
- data on the study of the social composition of families, social portraits of the student, class, school;
- projects or programs in certain, most relevant areas of socio-pedagogical work;
- registration logs of appeals of those who need help;
- inspection reports;
- documentation on the accounting of offenses, deviations in development, conflicts in the team, actions and results to overcome offenses;
- documents from correspondence with institutions and organizations involved in solving problems;
- Documentation on issues of guardianship and guardianship;
- Reports on the work done for a particular period of work;
- monitoring of activities, the results of socio-pedagogical research of the microdistrict, families, etc.
- medical-psychological-pedagogical characteristics of the wards, plans for organizing individual work with them;
- minutes of various meetings, meetings, meetings, teachers' councils, etc ...
- guidelines for parents.
- guidelines for class teachers, teachers on solving the problems of the child's social life and resolving conflicts in interpersonal relationships.

Today we will talk about three important documents required in the SPD: the work plan of the SP, the socio-pedagogical passport of the class and school.
Planning the work of a social educator.
The social educator plans his activities in three sections:
- urgent (current) work;
- perspective (project);
- plans for interaction with various social structures.
Urgent work planning can be presented in the form of a cyclogram (schedule of obligatory tasks for the week) or a grid plan.
Emergencies (=1 hour per day) and current work must be taken into account in the urgent plan.
In the activities of a social pedagogue, various plan forms:
an annual or semi-annual plan, in an educational institution acting as part of the school's work plan (perspective plan); it is possible to plan for more long term;
a work plan for a shorter period, as a rule, for a quarter, a month, a week (calendar plan); the form of presentation of such a plan is cyclograms, plans-schedules and plans-grids;
a plan for carrying out specific actions, forms of work, planning activities in relation to specific problems, specific wards.
At the beginning of the academic year, a diagnosis of society is carried out, social certification of classes, an educational institution, a microdistrict; cultural and domestic relations in the families of students of the social risk group are studied and analyzed, the data bank and the list of children are adjusted by social status:
Large families;
Incomplete families;
Low-income families;
Families in a socially dangerous situation;
Families in difficult life situations;
Disabled children;
Children with disabilities;
Children from foster families;
Children of the “risk group” (accompanying cards for children in need of control),
The employment of children during extracurricular time is revealed, the lists of children who are at the Higher School of Education, PDN, KDN and ZP are verified and corrected.

1. social class passport
Every year in September, the class teacher fills out a class passport for the following positions:
Employment of children outside school hours;
Families with many children, indicating the number of children in the family and the data of all children in the family);
Families with signs of SOP;
Low-income families;
Incomplete families;
Children GR;
Information about children with health problems;
Families in THC;
Children from foster families;
Children who do not have Russian citizenship;
Children from families where parents / one of the parents are disabled;
Children not living with parents;
Information about the nationality of children
Educational level of parents
Based on the data of the joint venture of class passports, a social passport of the school is compiled.
2. Social passport of the school
Socio-pedagogical survey of the school is the information basis of socio-pedagogical work. It precedes planning and forecasting. A common form of primary document in practice based on the results of socio-pedagogical research is a socio-pedagogical passport. This is a basic document that gives a general idea of the social characteristics of the territory in which this social teacher operates. To be completed once at the beginning of the work. Subsequently, when changing any of the characteristics included in the passport, appropriate adjustments and corrections are made to it.
The passport contains information that allows the social educator to make reasonable assessments and make decisions that take into account the situation in the school, and the data obtained are used by the social educator when drawing up a plan, creating a "data bank" about families, about school students.
Sections of the joint venture passport:
General information about OS;
Material and technical base
Information about DOs (circles, sections, clubs for children's public associations operating in educational institutions), about additional subjects being implemented, electives and courses (except for basic general education programs);
Social status of students and their families;
Information about the students of the school (general data, data by class);
The staff of the educational institution;
The most important for the socialization of the child is the micro-society, therefore, the school passport contains information about the institutions and organizations located in the school microdistrict.
4. The value of microsociety.
Microsociety is the closest space and social environment in which a person's life takes place and which directly affect his development.
The influence of the microsociety on the process of socialization of a person at various stages of his life depends on the objective characteristics of the microsociety and the subjective characteristics of the person himself.
The objective characteristics of microsociety include:
spatial characteristics;
architectural and planning features (openness - isolation, historically developed or industrial buildings, the ratio of low-rise and high-rise buildings, the presence, quantity and quality of small architectural forms, etc.);
well-being and development of public utilities on its territory, as well as the saturation of the service sector and its qualities;
cultural and recreational opportunities (availability and quality of work of educational institutions, cinemas, clubs, gyms, stadiums, swimming pools, museums, theaters, libraries);
the demographic situation (the composition of the inhabitants: their ethnicity, homogeneity or heterogeneity; socio-professional composition and the degree of its differentiation; features of the sex and age composition; composition of families);
the socio-psychological climate, which is determined by the ratio of the number of residents with pro-social, anti-social and anti-social lifestyles, the presence of criminogenic families and groups, criminal structures, as well as the degree of active participation of the population in the life of the microsociety.
The microsociety includes such factors of socialization as the family, educational institutions, peer groups.
The parental family is of decisive importance in shaping the emotional world, self-awareness and moral foundations of the individual in the first years of life and is the leading factor in socialization in preschool age.
Through the system of educational institutions, society and the state, on the one hand, strive to provide equal opportunities for the education of all its members, and on the other hand, to create conditions for the realization of each of their capabilities, satisfaction of needs and development of abilities and interests.
The peer group is an important factor in socialization. The need to communicate with peers exists at any age. Already at an early age, the child has a special relationship with peers.
A child deprived of communication with peers loses in his communicative development. Although children learn the language mainly from adults, some intuitive and communicative abilities are formed only in communication with peers.

So, dear aspiring social educators, I congratulate you on your assumption of office. And FYI:
The Day of the Social Worker and Social Pedagogue is celebrated annually on June 8 on the basis of the Decree of the President of the Russian Federation of October 27, 2000. The day was not chosen by chance. It was on June 8, 1701, that Peter I adopted the Decree that laid the foundation for the creation state system social protection, "On the definition of an almshouse for the poor, the sick and the elderly in the brownies of the Most Holy Patriarchate." According to Peter's decree, "for ten sick people, there should be one healthy person in the almshouse who would go after those sick people and repair all kinds of help for them."