Natalia V. Davkush

In the context of dynamic changes in education, the introduction of new standards and digitalization, an initiative teacher is becoming a key factor in the development of an educational institution. The aim of the article is to clarify the essence of the concept of “professional initiative”, substantiate the organizational and managerial conditions that serve as the basis for the implementation of teachers’ professional initiatives. The conceptual provisions of the systemic, activity-based and subjective approaches served as the theoretical and methodological basis for the research. Methods of qualitative and quantitative analysis, content analysis of documents, surveys of experts and academic staff, interviewing, modelling situations and scenarios for the development of professional initiatives, psychological and pedagogical monitoring were used in the course of the work. Theoretical research has made it possible to identify three organizational and managerial conditions that affect the implementation of professional initiatives of teachers. The first is the comprehensive support from the administration. The authors emphasize that support should not be limited to formal approval of ideas. We are talking about creating a motivation system that includes both financial and moral incentives, as well as the provision of resources: technical, informational, etc. The second condition is the development of a flexible and open educational system. The article emphasizes the fact that a rigid, hierarchical and regulated system suppresses initiative. In contrast, they propose transition from vertical commands to horizontal project groups and rapid prototyping of pedagogical solutions. The third condition is the development and implementation of an objective system for evaluating the effectiveness of ongoing initiatives. The authors note that the evaluation should be multidimensional and go beyond traditional performance indicators. Such an evaluation mechanism allows not only to prove the effectiveness of initiatives, but also to carry out their timely correction, making the management process cyclical and continuously improving. The combination of these conditions can transform disparate pedagogical ideas into sustainable innovative practices leading to the systematic development of an educational institution. The theoretical significance of the study lies in describing the specifics of organizational and pedagogical conditions. The article is of practical importance for the heads of educational institutions, offering them specific mechanisms for the implementation of teachers’ professional initiatives.

In the context of dynamic changes in education, technology, and society, modern teachers are required to be flexible and ready for continuous development, updating knowledge, skills, and competences. However, in order to meet these requirements, teachers often need professional support and assistance that a supervisor can provide. As a professional, the supervisor solves a number of tasks: helping the teacher to clearly determine the goals and priorities of the work; to realize all aspects of the problem and his/her own role in solving it; to control emotions; to develop a positive attitude towards professional activity, willingness to take responsibility for its results. The aim of the article is to identify the potential of supervision in the context of ensuring continuous professional development of a teacher. The research used general scientific theoretical methods (analysis, synthesis, comparison and generalization of scientific information), and conducted experimental work on the introduction of supervision in educational institutions in Yevpatoria, Republic of Crimea. The research resulted in understanding that supervision in education is based on such areas of work as professional counseling, creation of psychologically comfortable conditions for subjects of professional activity, organization of productive social intergroup and intragroup interaction, diagnostics and resolution of professional conflicts, prevention of professional burnout and correction of professional errors, assistance in the development and self-development of an educational organization and individual employees. The theoretical significance and novelty of the research lies in identifying the specifics of the implementation of these areas in the context of pedagogical practice. The practical significance of the article lies in the experimental study of the supervision influence on the professional development of teachers. The results of the research can be used to develop and implement effective supervision in educational institutions, to ensure continuous professional and pedagogical education.