Developing the professional competencies of managerial personnel in the general education system has relevance due to a change in the federal educational standard, “A Professional Standard for the Principal of an Educational Organization,” which distinguishes the role of the principal of a preschool. The preschool becomes part of general education (Voynov), so there is an urgent need to synchronize the content, methods, and training programs to ensure a “seamless transition.” This task requires a review and update of the advanced professional competencies of preschool principals and filling the professional deficits that arise from regulatory changes for preschool education. This chapter focuses on highly informative cases and makes a significant contribution to contemporary literature.
Top2. Materials And Methods
International practice in EU countries (Poland, Greece), the United Arab Emirates, the USA, China, Republic of Korea, the Kingdom of Saudi Arabia (Gahwaji, 2019), the Hong Kong Special Administrative Region (Chan, 2018; Han, 2002; Choi, 2005) in innovative dominance and comparability of the strategic goals for the development of preschool education was analyzed, as well as the resource savings due to the incorporation of preschool managers. These analyses revealed two key practices that are significant for training principals of kindergartens in the PRC and in preschool education in the United States (level K–3) (Donley, 2019; Kang, Kim & Cho, 2017; Stringer & Hourani, 2016).
When developing the relevant directions for the development of professional competencies of managerial personnel in preschool education, the authors used a comparative analysis of international experience on the development of principals of the kindergarten of the PRC and pre-training programs (Pre-K–3 Standards):
· Professional standards for principals of kindergartens (Ministry of Education of the PRC, 2015);
· Kindergarten rules (Ministry of Education of the PRC, 2016);
· Training program for the principal of the kindergarten (3 part) (Anlu Research Laboratory (Education Bureau), 2019
· Pre-K–3 Standards, USA. Pre-kindergartens of public or private schools (National Association for Elementary School Principals).
Top3. Results
Let us consider the goals and objectives of the development of professional competencies of management personnel in the system of preschool education in the Russian modern educational environment.
The goal for the development of professional competencies of managerial personnel in the system of preschool education is in the actualization of the approaches to the development of professional competencies of preschool principals as well as of the specialists of executive authorities in charge of preschool education.
The tasks for the development of professional competencies of managerial personnel in the system of preschool education include, first of all, the study of international experience and best national practices in the field of professional development of preschool principals. Second, such a development implies describing the opportunities and the incorporated content of best practices in the Russian system of training for principals of preschool educational organizations, as well as specialists of executive authorities in charge of preschool education. Third, the tasks are aimed at the development of recommendations for the preparation and implementation of continuing education and professional development programs for principals of preschool educational organizations, as well as specialists of executive authorities in charge of preschool education.
To develop these ideas, we will analyze the practice regarding the organization of the activities of principals of kindergartens in the PRC, revealing the actual directions for the development of professional competencies of managerial personnel in the system of preschool education.
Let us consider the functional responsibilities of the principal of preschool educational organizations.