READINESS OF THE TEACHING STAFF FOR THE IMPLEMENTATION OF THE EDUCATIONAL INNOVATIVE PROJECT AS A STRATEGY FOR THE DEVELOPMENT

The article considers the issue of innovation in content and nature of the dynamics of global trends in educational processes, which requires Ukraine to choose further development, which significantly affects the education system and its general education component. The readiness of the teaching staff to implement educational innovative technologies in the development of the new Ukrainian school is determined, the peculiarities of effective management of innovative processes in general secondary education institutions are revealed. 
There are educational innovations that are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of upbringing and education, adaptation of the learning process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, education, generalization, and spreading of pedagogical experience, as well as certain components of readiness of teaching staff in innovative activity, namely: individual characteristics of teachers-innovators, motivational orientation, creative, analytical, organizational opportunities. 
The article states that the teaching staff of educational institutions is actively testing domestic and foreign educational technologies, an alternative to traditional, author’s schools are created, author’s educational programs, methods, technologies, etc. are developed and introduced into the educational process. The main stages of the process of introducing innovations into the practice of the school education system are analyzed and it is determined that one of the conditions for implementing innovative pedagogical technologies is the readiness of teaching staff to innovate the essence of which is the interaction of motivational, content and evaluative components. These components provide a creative orientation of the teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.

teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.
Key words: European educational space, education development strategy, New Ukrainian school, educational innovations, project activities, implementation of innovations, innovative pedagogical technologies. Undoubtedly, innovations in pedagogy depend on the professionalism of the teaching staff, the readiness of teachers to work in modern conditions. In accordance with these provisions, the issue of the formation of individual characteristics of teachers, the formation of motivational orientation, its creative potential, analytical and organizational capabilities becomes especially important. Among the components of successful self-realization of the teacher I. Rudnytska defines leadership, initiative, independence, flexibility, sociability, balance, optimism, demanding, sense of subordination, openness to new knowledge, and the best achievements in science, culture, and social practice, the vision of prospects for the development of society, confidence in the reality of these prospects [11, p.43.]. The basis and content of innovative educational processes are innovative activities, the essence of which is to update the pedagogical process, the introduction of new formations in the traditional system, which involves achieving the highest degree of pedagogical creativity. The subject, the bearer of the innovation process is, first of all, the teacher-innovator. Addressing the analysis of the problems of modern education requires solving the problems of evaluation and development of the structure of the formation of innovative activities of teachers. These tasks have a deep socio-pedagogical meaning, as their solution depends on the success of reforms in the education system, the prospects for school development [7].
The result of the innovative pedagogical activity is the creation of new (original techniques, integral pedagogical concepts), which changes the usual view of the phenomenon, restructures the socio-pedagogical relations. That is, a teacher in an innovative pedagogical model is a researcher of his own personality and the activities of those he teaches and educates. The personality-oriented nature of innovative pedagogical activity determines the degree of inclusion in it [8].
The success of innovative activities provides the teacher's awareness of the practical significance of various innovations in the education system not only at the professional but also at the personal level. However, the involvement of a teacher in the innovation process often occurs spontaneously, without taking into account his professional and personal readiness to innovate. The readiness for innovative pedagogical activity is a special personal state, which provides for that the teacher has a motivational and value attitude to professional activity, own aging of effective ways and methods of achieving pedagogical goals, ability to creativity and reflection. It is the basis of an active social and professional-pedagogical position of the subject, which encourages innovation and promotes its productivity [1]. The general interest in the problems of teacher training for innovation is still fading, but it is prematurely to make conclusions about determining the most effective way to organize the process of such training.
The study of the innovative practices of educational institutions suggests that the effectiveness of innovative activities of teachers depends not only on their professional skills but also on the positive "I" -concept, personal readiness to begin the transformation of the educational process. The readiness is considered as an inner force that shapes the innovative position of the teacher. It is a complex integrative formation that includes motivational, emotional-volitional, cognitive components.
We share I. Dychkivska's views on innovations, understanding them as new forms of labor organization and management, new types of technologies that cover not only individual institutions and organizations, but also various areas. They are an essential active element in the development of education in general, the implementation of specific tasks in the educational process. It is expressed in the trends of accumulation and modification of initiatives and innovations in the educational space; that cause some changes in education [8].
Educational innovations are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of teaching and education, adaptation of the educational process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, study, generalization, and dissemination of pedagogical experience [6, p. 247-248].
Modern researchers, in particular T. Ponimanska, outline the types of readiness for innovative pedagogical activity -situational, creative, and authorial. It is assumed that these types of readiness should prognostically prevent innovative inertia in pedagogical practice, as well as prepare teachers to solve various creative tasks.  innovations should be pre-tested and analyzed for the effectiveness of their application, which is accompanied by control by teachers, psychologists, sociologists. That is, to ensure maximum efficiency, this experiment must be comprehensive. thirdly, an innovative product that is beyond acceptable, the manifestation of which is a high level of scientific novelty, theoretical and practical significance of the results;

The fifth stage is the preparation of the subjects of the educational process to work in new conditions
fourthly, the demand for innovative experience of the author's school in mass practice, which favorably distinguishes it as a competitive educational institution [7].
Thus, the author's school as an innovative educational product is unique and We believe that the quality of the innovation process is determined by its goals, methods, and means, organization, knowledge, abilities, interest of performers in achieving the highest results, the peculiarities of communication between them.
Another important condition for the successful implementation of innovative pedagogical technologies is the motivation and training of performers. This means that in order for teachers to be interested in achieving the necessary results of innovative activities, it is necessary to create appropriate conditions, provide collective, personal incentives, as well as to conduct training or retraining. according to I. Rudnytska, reflect a complex and long-term process in which many factors influencing it to take part. In this process, the leading place is given to the teaching staff. It is from his readiness to innovate, from his attitude to innovation depends on the success of those whom they teach [11].