In the article the conditions of application indicative technologies for designing competencies required in the professional activities of the organizers of pedagogical activity in educational as well as design and implement appropriate programs of additional education are considered. The article presents the algorithm design, the characteristic of each phase. By decomposing the Federal state educational standards of postgraduate training conducted substantiation of introduction in educational process designed on the basis of the indicative approach of meta-competences: "professional awareness", "management skills", "teaching skills", "research skills". Organizational and technological approaches to the interpretation and operationalization of the normative set of competencies are presented. On the basis of research, the analysis of programs of further education for educators and substantiated proposals on the possibilities to improve them on the basis of indicative design technologies competence of the organizers of educational activities is made.
competence, indicative technology, the organizers of pedagogical activity, professional development, professional training, design, competence-oriented approach, research in education.
В Российской Федерации под дополнительным образованием понимается вид образования, который направлен на всестороннее удовлетворение образовательных потребностей человека в интеллектуальном, духовно-нравственном, физическом и (или) профессиональном совершенствовании и не сопровождается повышением уровня образования [19]. В настоящее время он активно используется в системе непрерывного образования педагогических работников, под которыми понимаются физические лица, состоящие в трудовых, служебных отношениях с организацией, осуществляющей образовательную деятельность, и выполняющие обязанности по обучению, воспитанию обучающихся и (или) организации образовательной деятельности.
Самостоятельный научный интерес представляет проблема повышения эффективности развития на основе программ дополнительного образования профессиональных компетенций у руководителей учебных, учебно-методических и научных подразделений либо должностных лиц, уполномоченных на решение задач управления педагогической деятельностью в образовательных организациях. Объективные трудности совершенствования компетенций по обучению (преподавательская, обучающая деятельность учителя) в динамично изменяющейся образовательной среде значительно усиливаются необходимостью развивать управленческие компетенции.
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