Innovative activity of teacher in the higher education system

Today, effective innovation activity is becoming a determining factor in the competitiveness of organizational structures of all types. In the commercial sector, the formation and promotion of innovations is faster, since the speed of bringing innovative products to the market determines the prospects for leadership of companies and their profits at the current stage. In the non-profit sphere, innovation activity is significantly lower, which is due to both the low motivation of the staff of non-profit organizations to participate in innovation activities, and the lack of a clear relationship between innovative results, attracted financial resources and the competitiveness of the organization.

At the same time, institutions of the public sector of the economy, which include higher educations are in the same competitive conditions as commercial enterprises. And their ability to attract consumers of services, budget and additional resources also depends on the effectiveness of innovation. Innovative activities bring additional financial resources to non-profit organizations, both through the commercialization of research results, and by increasing the image of an innovative institution that helps attract consumers and is reflected in the level of state order for the services of this organization and interest in it from external investors and sponsors. Thus, innovative activity becomes a really critical factor in the development of organizational structures of all types.

Currently, universities usually do not carry out targeted innovation activities, as a result, innovative developments are created in the Higher education without taking into account the real needs of the market, and various innovative projects of the Higher education are often not related to each other. Building a comprehensive strategy for innovative development of the Higher education is a priority, but also the most expensive direction. At the same time, an innovative development already created at the higher education requires comprehensive support and promotion to the market, otherwise it has almost no chance of becoming an innovation.

The approach to promoting innovative developments of higher education institutions depends on the specific type of innovation, the presence of market needs in it, the potential level of costs for its promotion and the degree of its potential prospects.

Innovative potential of an educational institution it is determined when analyzing an educational institution for the following positions:

• 1.    The orientation of innovation to change the educational needs addressed to an educational institution, social order:

• •    Aimed at changing the goals, content, technology of the organization, approaches to assessing students' educational results,

• •    Integration of teaching, learning and assessment; combining quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity,

• •    Solving important pedagogical tasks:

• -    to create an emotionally comfortable learning environment;

• -    maintain high educational motivation of students;

• -    encourage their activity and independence;

• -    expand learning and self-learning opportunities;

• -    to develop skills in reflective and assessment activities students;

• -    develop the ability to learn – set goals, plan and organize your own educational activities;

• -    develop communication skills;

• -    inform students and their parents about various options for choosing an educational route.

• 2.    Orientation of innovation to solve the problems of educational institutions:

• •    Changing the way of learning, searching for new forms of organizing the learning process, changing the requirements for performance, and in general – for the quality of education,

• •    Form of continuous assessment in the process of continuing education,

• •    Teacher's portfolio - as an alternative form of assessment of their professionalism and performance during the examination for compliance with the declared qualification category,

• •    Active involvement of parents in the process of teaching and learning of the child (more adequate assessment of both strengths and weaknesses of their child and more active cooperation with the school).

• 3.    Resource capabilities of an educational institution.

• •    Systematic work to improve the skills of teachers,

• •    Experience in creating an electronic portfolio,

• •    Network computer equipment for classrooms (computer classes, personal computers in the offices of subject teachers, administrative network),

• •    Methodological support of the course:

• -    working folder;

• -    official portfolio forms (appendix to the grade 9 certificate);

• -    rating of a primary school graduate (Regulations on individual cumulative assessment (portfolio);

• -    diagnostic materials;

• -    tables and diagrams for maintaining the "working folder";

• -    memos and instructions for students;

• -    guidelines for portfolio management;

• -    examples of classes with students.

• 4.    The relationship of innovation with achievements and competitive advantages of an educational institution for a period prior to the current innovation cycle development:

• •    A promising form of representation of individual orientation of educational achievements of a particular student, which meets the tasks of pre-professional training and further-specialized training,

• •    Building an educational rating of graduates.

• 5.    Assessment of the innovative environment in an educational institution, the innovative potential of the team, potential growth points.

• 6.    Primary forecast of the perception of possible innovations in the community of an educational institution, possible resistance to changes.

• •    Implementation requires new organizational and cognitive skills from both the teacher and the student,

• •    Learning time problem: requires more time to implement than the traditional assessment system,

• •    A real assessment of the ability and readiness of students, teachers, and parents to provide materials to record the dynamics of their individual progress:

• -    shifting the pedagogical focus from assessment to self-assessment.

• -    students have poorly developed motivation for achievements, there are difficulties in setting goals, self-planning and organizing their own educational activities, the ability to systematize and analyze their own collected material and experience.

• -    lack of preparation of parents to realize the importance and significance of the portfolio as a document confirming the level of existing knowledge of students and make the right choice for further education.

The process of forming an innovative development strategy goes through three stages. At the stage of strategic analysis, which identifies the strategic objectives of innovative development of the Higher education, must be installed according to the strategic objectives of innovative development with the mission of the Higher education and set the goal of all hierarchical levels. Also at this stage, the strategic potential of the Higher education at the current time is established, taking into account its internal competitive capabilities and innovative abilities. Further analyses around the current Higher education climate, characterizing the position of the Higher education in the educational market, and those market conditions that promote (or impede) the development of its innovative infrastructure and determine its possible transition to leadership in innovation. If there is potential and a favorable climate, a new competitive market position of the Higher education can be formed, including the Higher education's place among other producers of innovations (both innovative companies and innovative universities).

The formation of a balanced strategy for innovative development of the Higher education will avoid unnecessary problems in the implementation of innovation activities and compare the innovative activities of the Higher education with all other types of its activities. An effective strategy for innovative development can become the basis for the formation of key competitive advantages of the Higher education and its further market behavior.