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Improving the efficiency of documentation support of the 'Success' linguistic school. Ways to improve the efficiency of education management in the Russian Federation Efficiency of the educational process management system

The article gives an overview of modern educational technologies. Technology for the development of critical thinking, a pedagogical workshop, a technology for dialogue interaction, which are focused on the development of universal learning activities for students.

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Modern educational technologiesa tool to improve the efficiency of the educational process

"Three qualities - extensive knowledge, the habit of thinking and the nobility of feelings - are necessary for a person to be educated in the full sense of the word."

Chernyshevsky N.G.

The modernization of Russian education involves the creation of conditions for the further humanization of education, developmental education, which contributes to improving the quality of knowledge and strengthening the student's personal activity in the educational process. In this regard, the formation of such qualities of thinking and personality as independence, responsibility, self-confidence, lack of fear of failure, based on the students' mastery of the means of self-regulation of thinking and behavior, is of particular importance.

New technologies are required that will meet new educational standards and allow students to discover new knowledge in their own search. Those knowledge, abilities, skills that are acquired during self-discovery will be more durable and conscious, and therefore of better quality.

During the period of cardinal transformations, increased demands are placed on the individual. Therefore, in the construction of the educational process and the interaction between the teacher and the student, it is not the assimilation of the educational process that comes to the fore, but the formation of intellectual skills, decision-making experience, the formation of students' responsibility for their learning, the ability to control the educational process.New pedagogical technologies of education give impetus to the self-realization of students, create an atmosphere of cooperation, increase the responsibility of teachers for the results of their work.

The teacher must be fluent in modern educational technologies so that the learning process is of high quality and increases the child's interest in acquiring new knowledge. At present, when student-centered learning has been chosen as a priority direction of education, the teacher has the goal of making it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.

Metacognitive educational technologies imply a higher level of cognition, which means the ability to introspection and self-control of cognition and perception of information, the translation of external information into internal.

The student in the learning process himself constructs this process, based on real and specific goals, he himself tracks the direction of his development, he determines the final result. On the other hand, the use of this strategy is focused on developing the skills of thoughtful work with information.

Modern researchers in the field of methods for the development of critical thinking, both in the West (D. Halpern, K. Meredith, D. Steele, Ch. Temple, S. Walter, etc.), and in Russia (M. V. Klarin, S. I.Zair-Bek, I.O.Zagashev, I.V.Mushtavinskaya and others) understand critical thinking as a set of qualities and skills that determine a high level of research culture of the student and teacher.

The methodological aspect of the formation of critical thinking lies in the fact that this technology is a system of strategies that combine the methods of educational work by type of educational activity.

This technology involves the use of three stages (stages) in the lesson: the challenge stage, the semantic stage and the reflection stage.

Stage 1 - "Challenge" (liquidation of a clean slate). The child asks himself the question “What do I know?” on this issue.

Stage 2 - "Comprehension" (implementation of comprehension).

At this stage, the child, under the guidance of a teacher and with the help of his comrades, will answer the questions that he set himself at the first stage (what I want to know).

Stage 3 - "Reflection" (thinking).

Reflection and generalization of “what the child learned” in the lesson on this problem.

The main purpose of the technology is to develop the intellectual skills of students, reflection, and the ability to work with information.

Philosophers and educators were the first to show interest in the problem of dialogue interaction in education:

The idea of ​​dialogue was developed by Socrates, H. Gadamer, A. Camus, M. Heidegger, Plato, J. A. Komensky, J. G. Pestalozzi, J.-J. Rousseau, V. A. .D.Ushinsky.

Each participant in the joint dialogue interaction not only realizes the need to acquire the basic skills of a communicative-activity personality, but also understands the ways of their development.

At the stage of introducing new material using this technology, 2 links should be worked out, the problem statement and the search for its solution.

Working with text allows each child to choose the pace of work that is convenient for him and forms his ability to actively perceive and assimilate the information received. At the next stage of the lesson there is an exchange of tasks. The third stage of the lesson is aimed at working with new texts. Thanks to the proposed technology, the intensity of the lesson increases, the responsibility of each student for working in a group, business communication skills are formed.

Modern society needs people who take an active life position, who are able to think creatively, make decisions in a situation of choice, and predict the consequences of their actions. Especially in demand is a person who knows how to independently build and transform his own life activity, capable of self-regulation in different situations.

Also one of the effective educational technologies is the pedagogical workshop of knowledge building. The workshop is a synthetic, multidimensional integrated reflective educational technology with a probabilistic result, focused on a personal activity approach.Pedagogical workshop as a form, method and technologyThe technology of education did not appear in a vacuum.

Ideas free education L.N. Tolstoy, practicalactivities of S.A. Rachinsky, research L.S. Vygotsky, the theoretical legacy of A.S. Makarenko, andthe foundations of the philosophical doctrine of J.-J. Rousseau and modern French epistemologists  followers of theoknowledge of Gaston Vashlyar - became the basis for practical modeling, first French, and thenPetersburg pedagogical workshops their.

Orientation of the pedagogical workshop holistic development of the personality, the predominance of this goal over the educational one. The essence of educational goalssearch and self-construction of knowledge. The center of this technology is the personality.

The main construction blocks of the pedagogical workshop for building knowledge are as follows:

Induction ("guidance", awakening of personal interest, creation of an emotional mood);

Self- and socio-construction (creation own product, creation of an intellectual product in a group);

Socialization 9 (presentation of lesson 9 created by another participant in a pair, in a group to the whole team);

Reflection (“reflection”, recollection of one’s life in the workshop: feelings, sensations, emotions, states, breaks).

The main goal of the pedagogical workshop for building knowledge is the holistic development of the personality, the predominance of this goal over the educational one.

The teacher's new goal-setting provides a probabilistic result and changes the student's goal-setting, which increases his responsibility for using the opportunities provided to him. The dependence of the result on the quality of interaction between the participants of the workshop increases.

The proposed technologies use group methods of work, which makes it possible to create a more comfortable environment for students to work and relieves internal tension among children who are unsure of their abilities.

When organizing educational activities using these technologies, students master various ways of integrating information, learn to develop their own opinions, acquire the skills to build conclusions, learn to express their thoughts clearly, confidently, and correctly in relation to others.

Working within the framework of these technologies will help students and the teacher to make the process of developing metacognitive skills more focused and effective, and the study of subjects creative and interesting.

Bibliography:

  1. The concept of federal state standards general education - project - Ros.acad. education, ed. A.M. Kondakova, A.A. Kuznetsova.-M.: Education, 2008.- (Standards of the second generation).
  2. Kulyutkin Yu.N., Mushtavinskaya I.V., "Educational technologies and pedagogical reflections", St. Petersburg: SPbGUPM, 2002.
  3. Ivanshina E.V., Mushtavinskaya I.V. Critical thinking in science lessons. Natural science at school "- 2004 - No. 3.
  4. Ivanshina E.V. The use of educational technologies in the study of the course "Natural Science" in high school. Academic Bulletin - 2009 - No. 3-SPbAPPO.
  5. Selevko G.K. Encyclopedia of educational technologies in 2 volumes. T.1-M.NII school. Technologies 2006
  6. Stepikhova V.A. Pedagogical in the experience of teachers. Workshop manual4th ed. Add. SPb: S Pb APPO 2005.
  7. Kazachkova T.B. Technologies of dialogue interaction as a means of individual and personal development of students and teachers: Materials of the Sixth interregional pedagogical readings dedicated to the memory of I.Ya. Lerner at 2 hours - Vladimir: VSGU2010 - Part 1.

3.1 Implementation of innovative technologies in an educational institution

The coming 21st century will be, first of all, the century of innovative strategies, competition, when the survival of enterprises and organizations, their development will be determined by the level of innovation activity, by the extent to which the implemented innovation processes will be dynamic, economical, and efficient.

The radical changes taking place in Russian society have placed before the education system a severe need for its transformation and adaptation to new conditions in order to meet the challenge of the time and provide Russia, on the one hand, with stability, and on the other, with development and dynamism. The experience of the last decade has shown that the most promising are those educational institutions whose leaders, while preserving the best domestic traditions, are improving their management through new, advanced ones.

In the modern sociocultural conditions of Russia, the development of the education system is largely determined by how effectively all its links are managed. Development ideas are becoming one of the most powerful driving forces in the education system. Radical changes in the socio-economic structure of society inevitably lead to a change in the requirements for education, their differentiation, and the need to meet these new requirements. In such conditions it is impossible to survive without developing, improving and changing. Development becomes the only way to survive. And those who realize this get more opportunities for effective entry into the new system of social relations.

Implementation of large-scale transformations requires great efforts and concerted actions of many people. From the idea to its implementation is a difficult path, and there are many obstacles. Therefore, it is no coincidence that the issue of management efficiency is one of the most pressing topics in the theory and practice of management.

Without mastery special technologies management, managers often fail to implement the ideas of innovative transformations, since innovative processes as an object of management are qualitatively different from educational processes and require other ways of implementing managerial functions.

The solution of the problems facing the renewing education depends, on the one hand, on an adequate understanding and description of the functioning management system, and on the other hand, on the introduction of new scientific and pedagogical technologies and achievements in the field of management into practice. Among these innovations is the concept of results-based management. The focus of the entire management system on the final result implies not only a special motivational-target orientation of the heads of educational institutions, but also a new approach to information support, pedagogical analysis, planning, organization, control and regulation of all activities.

Passion for new forms without a fundamental change in the content of the management process, the lack of a clear program of conceptual transformations lead to the conclusion that sometimes it is not about innovations as such, but about “simulation of innovations”, erroneous attempts to identify innovations with experimental work.

Practice allows us to draw the following conclusion: the educational institution is at different stages of innovation. There are differences in the intensity of the transition from the "old" state to the updated one, there is an uneven distribution of innovations in various areas (about 60% of all innovations are carried out in the content of education, in the forms and methods of education and upbringing). All these processes are closely related to the update management structure educational institution, because if the management system is not reformed, then, accordingly, a number of quite serious obstacles to the implementation of innovations arise. It must be recognized that this aspect management activities least explored.

Thus, the organization of management of the innovation process at the present stage in the educational system on the basis of a deep comprehensive critical analysis of all parties and aspects of its activity, taking into account the forecast of the possible consequences of innovation, appears as a problem that requires prompt reflection on the part of scientists, teachers and practitioners.

Innovations in the Russian educational system have been discussed since the 1980s. It was at this time that the problem of innovation in pedagogy and, accordingly, its conceptual support became the subject of special studies. The terms “innovations in education” and “pedagogical innovations”, used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation - innovation in pedagogical activity, changes in the content and technology of training and education, with the aim of increasing their effectiveness.

Innovations in education are considered to be innovations specially designed, developed or accidentally discovered as a result of pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, a project of an effective innovation project made in the form of a technological description. pedagogical experience ready for implementation. Innovations are new qualitative states of the educational process, which are formed when the achievements of pedagogical and psychological sciences are introduced into practice, when advanced pedagogical experience is used.

Innovations are developed and carried out not by state authorities, but by employees and organizations of the education and science system.

There are different types of innovations, depending on the basis on which they are divided:

6) according to the source of occurrence:

o external (outside the educational system);

o internal (developed within the educational system).

7) by the scale of use:

Ш single;

Ш diffuse.

8) depending on functionality:

10) on the basis of the intensity of innovative change or the level of innovation:

zero order innovation

it is practically the regeneration of the original properties of the system (reproduction of the traditional educational system or its element)

first order innovation

characterized by quantitative changes in the system with its quality unchanged

second order innovation

represent a rearrangement of the elements of the system and organizational changes(for example, a new combination of known pedagogical tools, a change in the sequence, rules for their use, etc.)

third order innovation

adaptive changes in the educational system in new conditions without going beyond the old model of education

fourth order innovation

fifth order innovation

initiate the creation of “new generation” educational systems (changing all or most of the initial properties of the system)

sixth order innovation

as a result of the implementation, educational systems of a “new type” are created with a qualitative change in the functional properties of the system while maintaining the system-forming functional principle

seventh order innovation

represent the highest, fundamental change in educational systems, during which the basic functional principle of the system changes. This is how a “new kind” of educational (pedagogical) systems appears

random

useful

systemic

innovations contrived and introduced from outside, not arising from the logic of the development of the educational system. Most often they are implemented by order of higher management and are doomed to defeat.

innovations that correspond to the mission of the educational institution, but unprepared, with indefinite goals and criteria that do not form a single whole with the school system

innovations taken out of the problematic field with clearly defined goals and objectives. They are built on the basis of taking into account the interests of students and teachers and are in the nature of continuity with traditions. They are carefully prepared, expertized and provided with the necessary means (personnel, material, scientific and methodological)

Based on the above, we can formulate the main pattern of innovation design: the higher the rank of innovation, the greater the requirements for science-based management of the innovation process.

For a complete and accurate representation of the specifics of innovative processes taking place in the modern Russian educational space, two types of educational institutions can be distinguished in the education system: traditional and developing. For traditional systems characterized by stable functioning, aimed at maintaining the once established order. Developing systems are characterized by a search mode.

In developing Russian educational systems, innovative processes are implemented in the following areas: the formation of a new content of education, the development and implementation of new pedagogical technologies, the creation of new types of educational institutions.

Annually by open competition 3,000 educational institutions are selected to implement innovative educational programs. On state support schools that meet the requirements determined by the Ministry of Education and Science may apply Russian Federation in order No. 46 of March 7, 2006. The winners of the competition for the implementation of their innovative programs are provided with state support in the amount of 1 million rubles. every school. Funds to encourage innovative educational institutions are sent from the federal to the regional budgets in the form of subsidies.

In 2006, 3 billion rubles were allocated from the federal budget for these purposes, and 3 thousand Russian schools received assistance from the state.

In 2006 and 2007, 53 innovative schools received state support of 1 million rubles each from the federal budget for the implementation of development programs, and three of them became prize winners twice. These are the Kirov Lyceum of Natural Sciences, Gymnasium No. 1 in Kirovo-Chepetsk and the school in Yubileiny, Kotelnichsky District.

Over the two years of the implementation of the national project, the regional budget paid out 100,000 rubles of Governor's prizes to support 20 best rural schools implementing innovative educational programs.

The holding of a competition among general education schools has intensified their activities in summarizing experience, creating public reports and their own websites. The competition became a stimulus for the development of the system of public administration of general education. The number of Governing Councils in the schools of the region increased from 433 (2005) to 548 (2007). The Kirov Regional non-profit organization"Association of Innovative Educational Institutions of the Kirov Region", which included winning schools competitive selection within the NPP. The main objective of the Association is to use the potential of lyceums, gymnasiums, schools with in-depth study of individual subjects and participants in competitive selections for the development of innovative processes in the field of education.

Quotas for the number of winners of the competition are distributed by regions in proportion to the number of urban and rural schoolchildren (Fig. 7).

The following schools are allowed to participate in the competition:

* with state accreditation;

* in which self-government bodies function;

* do not have violations of educational and labor laws;

* having an approved development program;

* being resource (methodological) centers for other educational institutions;

* fully staffed with teaching staff;

* provided with equipment for information and communication technologies of education;

* providing the founder or the public with an annual report on their work.

Fig.7.

A school applying for government support must:

* ensure high quality of education and upbringing;

* use modern technologies education, including information and communication;

* ensure the availability of quality education - the percentage of students who have not received the basic general education before reaching the age of 15, must be significantly below the average for the region;

* provide students with the opportunity to learn in various forms;

* effectively implement the development program;

* provide a combination of the principles of unity of command and self-government (government bodies must ensure the democratic nature of decision-making);

* create conditions for maintaining the state of health of students;

* have positive assessments from parents, alumni and the local community;

* ensure the safety of participants in the educational process;

* participate in municipal, regional, federal and international festivals, competitions, reviews, etc.;

* create conditions for extracurricular activities of students and provide them with the opportunity for additional education.

The following must be submitted to the competition committee:

* application of the school self-government body (council of a general education institution, board of trustees, governing council, etc.) to participate in the competition;

* copies of title documents (license for the right to conduct educational activities, certificate of state accreditation, charter);

* program for the development of an educational institution;

* draft cost estimate for the implementation of the development program;

* a certificate confirming the absence of violations of the educational and labor legislation of the Russian Federation, certified by the founder;

* certificate confirming the availability necessary equipment for the use of information and communication technologies in the educational process, certified by the founder;

* a certificate confirming that the general education institution is a pilot (experimental, innovative, etc.) platform at the federal, regional or municipal level; methodological (resource, support or socio-cultural) center, certified by the founder.

The nomination of an educational institution is carried out by the self-government bodies of the institution. Based on the submitted documents, the competition commission conducts the registration of educational institutions - participants in the competition.

Associations of trustees, graduates, experts and academic supervisors of educational institutions participate in the examination of the activities of schools; councils of university rectors, heads of primary and secondary institutions vocational education; territorial trade unions workers of public education and science; professional associations employers, parents and other public organizations. Quantity public organizations involved in the examination, as a rule, can not be less than five.

The examination procedure and the maximum score for each of the selection criteria (from 1 to 10) in each region are established by the competition commission and agreed with the authorized executive body of the constituent entity of the Russian Federation.

Based on the results of the examination, the competition commission forms a rating of schools. Based on the rating and in accordance with the quota, the competition commission draws up a list of winning schools. The list, approved by the collegiate body for the implementation of the NEP, is sent to the Ministry of Education and Science of Russia. Lists of educational institutions - winners of the competition in 2007, the ministry accepted on paper and electronic media until April 30th.

The organizational mechanism for supporting innovative schools is shown in Figure 8.

The quotas for the regions for 2006 were calculated based on the number of students in the region (one school for 3515 people in rural areas and for 7029 in the city).

The financial support of schools is targeted, and the funds received by the winners of the competition can be spent directly on the provision of innovative educational programs in terms of the purchase of laboratory equipment, software and methodological support, modernization of logistical and training base, advanced training and retraining of employees of educational institutions.


1. Method of projects. research project as a teaching method. The project method is a comprehensive teaching method that allows you to individualize the educational process, enables students to show independence in planning, organizing and controlling their activities. The project method allows students to show independence in choosing a topic, sources of information, the way it is presented and presented. The design methodology makes it possible to conduct individual work over the topic that is of the greatest interest to each project participant, which undoubtedly entails increased motivated activity of the student. He chooses the object of study himself, decides for himself: whether to confine himself to a textbook (simply by completing another exercise), or to read other textbooks provided for by the school curriculum. However, children often turn to additional sources information (to specialized literature, encyclopedias), analyze, compare, leaving the most important and entertaining.

The initial stage of work on the project - the introduction and discussion of the topic is offered in a regular lesson, in parallel, basic material, theoretical and practical knowledge is given, children master simple forms.

Practical work on the project begins at the stage of "Consolidating the material" and "Repetition" and becomes a harmonious part of a single learning process.

One of the main features of project activity, in our opinion, is the focus on achieving a specific practical purpose- a visual representation of the result, whether it is a drawing, an application or an essay.

In teaching English, for example, the project method provides an opportunity for students to use the language in real life situations. Everyday life which undoubtedly contributes to a better assimilation and consolidation of knowledge foreign language.

The most important feature of the modern educational process is the focus on the development of the creative forces and abilities of students. About the role of the research method in teaching a foreign language tells I.I. Agashkin in the article "Research project as a method of studying in English”: “One of the ways to implement a student-centered approach is to awaken active research interests in children, that is, the use of research teaching methods. Research methods are methods by which students are involved in independent creative activity similar in structure to the activity of a scientist. In their research, students go through all the stages creative search: analyze and compare, prove and disprove, generalize and evaluate.

Different scientists assess the age prerequisites for the use of research methods in the educational process in different ways. According to V.F. Palamarchuk, mastering research methods and achieving a creative level is possible, as a rule, in the senior classes. And in middle and junior only elements of research are possible.

Proponents of developmental learning D.B. Elkonin and V.V. Davydov, on the contrary, are trying to prove the possibility research activities already in elementary school age.

Research methods play a leading role in a number of advanced pedagogical technologies. From the beginning of the 60s. in the literature, the idea of ​​problem-based learning is being developed, the main element of which is a problem situation (I.M. Makhmudov, A.M. Matyushkin). In the teaching of foreign languages, the concept of "situation", more precisely, "learning speech situation" is one of the central ones. When organizing problem-based learning, the teacher of a foreign language faces the task of creating such problem situations, with the help of which the thought, the cognitive need of students are awakened, and thinking is activated. However, as the authors themselves note, the organization of problem-based learning in practice has certain difficulties, which is associated with insufficient development of the methodology.

The research activity of students is an integral part of another teaching technology - the project method. In the technology of the learning process, there is a shift in emphasis on independence, enterprise, activity, ingenuity of students, and the pedagogical role of the teacher acquires a patronage character.

As early as the beginning of the 20th century. the minds of teachers were directed to finding ways to develop the active, independent thinking of the child, in order to teach him not only to memorize and reproduce knowledge, but to be able to apply it in practice. That is why the American educators Dewey, Kilpatrick and the Austrian educator Steiner turned to active cognitive and creative joint activities children in solving a common problem. Its solution required knowledge from various fields and made it possible to really see the results. This is how the project method was born. At present, the project method is quite well developed technologically and has found wide application, including in teaching a foreign language. The main idea is to shift the focus from different kind exercises for active mental activity of students, requiring for their registration the possession of certain language means. At the stage of creative application of language material, only the method of projects, according to the authors (E.S. Polat et al.), can solve this didactic task. At the same time, foreign language lessons turn into a discussion, research club, in which really interesting, practically significant and accessible problems for students are solved.

2. Problem-based learning technology

The technology of problem-based education and upbringing is aimed at ensuring the active nature of the pedagogical process and is based on the principles of science, creativity, variability, practical orientation, integration, and systemic nature. The use of the algorithm of problematic activity leads to an increase in motivation for learning, cognitive activity, deepening the level of understanding of the educational material, the constructive attitude of students to such a phenomenon as a problem, the effectiveness of the development of personal qualities.

3. Management of innovation processes at school

In connection with the desire of teachers to improve the educational process in high school Innovative activity is becoming increasingly important, understood as the introduction of innovation, which goes through a difficult path from idea to tradition and requires a certain attitude to itself, first of all, a special management support. The most effective innovative activity is carried out in the form of methodical, more precisely, scientific and methodological activity. And here, the support that university specialists provide to schools in general development in the form of consultations and guidance in this activity is extremely important.

An order to provide this kind of activity with scientific guidance ( professional management) is generated by the contradiction between the impossibility of adapting the results of scientific developments in a mass school within the framework of own resources and the need to introduce innovative educational technologies that allow the school to develop.

It is known that the results of research and development carried out in universities and scientific organizations of the education system cannot be used directly at school, since most often they lack the methodological component necessary to adapt them to certain subject contents and specific conditions of educational institutions.

We formulated the main tasks of managing innovation processes as follows: the search, study and selection of applied scientific developments that are significant for the school, the formation of the need for the school staff to use their results in pedagogical practice. These aspects act as the content of one of the sides of the interaction between the university and the school. The second side is the joint creation of projects for the adaptation and implementation of scientific developments in the practice of the school and the implementation itself.

It should be noted that the practice of innovation reveals a number of difficulties that remove scientific adviser primarily through the organization of scientific and methodological activities. Its initial purpose is to create conditions for providing the teacher with the means educational and methodological activities in particular in the direction of increasing the efficiency training sessions. Thus, scientific and methodological activity, acting as a form of innovative activity, performs the service function of ensuring the development of school pedagogical practice.

The results of studies (A.I. Prigozhy, E. Rogers and others) confirm that in management innovative activities as significant psychological aspect. It acquires special significance in the teaching staff, since the objects and subjects of activity are students and teachers.

Procedurally, in the psychological analysis of managerial activity, we consider the three parts as three stages. First, the psychological adaptation of the school administration to innovation. Secondly, the psychological preparation of the teaching staff of the school for the perception of innovations. Thirdly, overcoming the psychological difficulties of innovative activities of teachers.

At the first stage, the supervisor, first of all, defining the concept of school development, chooses the theoretical foundations for the development of the educational process and its organizational structure innovative type. Having agreed on the main directions with the administration and, thereby, removing her psychological barrier, he helps develop the project, taking into account the state of the team - its readiness for innovation.

In a team, as a rule, three groups are formed in relation to innovations: supporters of innovations, willing performers and opponents of any changes. Each category of teachers is characterized by a special specificity of self-determination. Therefore, at the second stage in the process of forming a social order in the form of coordination of individually and socially significant values, needs, value orientations, motivation procedures, goal-setting, situation analysis, setting problems and tasks, etc., which are necessary for everyone as attributes of a conscious attitude to professional activity, there are difficulties. And from the standpoint of management psychology, the most effective form of removing them during the passage of these procedures, we have chosen a proven efficient work in groups and microgroups. After discussing all the difficulties, an innovative activity project is drawn up, which becomes the basis for developing a school development program for the next few years. The program, in turn, opens up the opportunity for each teacher to get involved in its implementation through participation in scientific and methodological activities.

The main value of purposeful scientific and methodological activity for a school teacher is that he borrows the position of a researcher, the development of the specifics of which he needs first of all when introducing modern methods developmental learning.

Involvement in scientific and methodological activities requires the teacher to activate reflexive abilities to correlate the norm and implementation, difficulties and the project of its removal, needs and self-determination. The mechanisms of self-awareness that underlie socially and value-significant self-determination begin to take shape more actively. The ongoing changes in the way teachers work are reflectively recorded by the supervisor, analyzing, evaluating and taking into account the result in developing proposals for adjusting the school development program, the trajectory of self-development of each teacher, including the concept and social order for the school.

Consequently, the dynamics of the content of scientific and methodological activities in high school begins to determine the specifics of managing this activity.

Summarizing the above psychological aspect, we can build the logic of the sequence of actions of the manager in the management of innovation activities in general:

Registration of a social order: the formation of the need-motivational sphere of participants, the removal of barriers of rejection, building an idea of ​​the possibility of obtaining a positive result from innovation.

Resource support of the order: building an innovation support project, determining the criteria for selecting resources, adjusting and coordinating the order.

Programming: development of an innovation program, selection of resources, organization of performing activities.

Control: comparing the norm and the real result, establishing inconsistencies between reality and the norm.

Correction: reflective analysis of innovation processes, correction of inconsistencies between reality and norms.

Problematization of the order: identification of defects in the order, mental modeling of innovation, mental problematization and deproblematization of previous activities, construction of conceptual representations, coordination of the hypothesis (idea) with the customer.

Correction of the order: correction of the order for innovation, a mental return to the situation of understanding and accepting the order.

The above procedures constitute the core of the innovation management technology in an educational institution.

"Effective" in Latin means "giving a certain result, effective." Other sources define efficiency as "the ratio of the result achieved to the maximum achievable or previously planned." The concept of "efficiency" can be explained by synonyms "effectiveness", "productivity", "productivity". Modern researchers include three aspects in the concept of "management efficiency". The first is to find out whether the result of control actually occurred, and not the result of the action of other mechanisms of the managed object. The second is the search for the source of the result of management, which can be more actively and widely used in subsequent management cycles. The third is the establishment of a relationship between the goals, objectives, ideas and models embedded in management decisions and actual management results.

E. M. Korotkov considers the effectiveness of management through management results and highlights the socio-economic, socio-psychological, socio-organizational, production results. In his opinion, understanding the effectiveness of management is often associated with the art of management, the professionalism and experience of the manager, the ethics of his behavior and attitude towards the staff. The effectiveness of management determines the sustainability and prospects of development. It is not always identical to the efficiency of general activity, it may be lower than it, but it is desirable that it be ahead of it. You can also distinguish between internal and external management efficiency. To ensure the internal efficiency of management, three groups of factors must be taken into account: the use of resources, obtaining a result corresponding to the movement towards the goal, and the time factor. The use of resources is manifested in their structure, quality and possibilities of balanced replenishment. To ensure the effectiveness of management, saving resources is necessary. The result of managerial activity materializes and reveals itself in the final result of the functioning of the organization - a product, service, profit. However, it is possible and necessary to understand the effectiveness of management and talk about the direct result of management and its compliance with the goal. The time factor finds its expression in the timeliness of decisions, saving time for their development, the use of advanced technologies, the potential and productivity of personnel. TO external factors factors that affect efficiency include the investment climate, the methodology that determines the scientific approach to management, information support, and social infrastructure.

The study of the effectiveness of the activities of an educational institution is a rather complicated issue. In the activities of the educational system, it is customary to single out different types efficiency. T. V. Sidorina, for example, considers efficiency through several interrelated components: target, socio-psychological, direct, indirect, potential efficiency. At the same time, target efficiency is associated with the characteristics of the potential capabilities of the educational system and the correspondence to these capabilities of the goals set. Socio-pedagogical efficiency is a characteristic of the level of development of the moral qualities of students, the moral and psychological climate in educational institution. Immediate efficiency is efficiency in this moment the time when the educational situation is being implemented, mediated effectiveness is an integrative result achieved over a certain period of time and stretched over time, and potential efficiency is stretched even more in time, depending on a variety of subjective and objective factors a result that goes far into the future.

Considering the management of the development of UDOD within the framework of an integrative-variative approach, we single out educational, socio-pedagogical, and economic efficiency.

Educational Efficiency can be determined at the level of children, parents, teachers, managers, educational institutions in general. For example, educational performance at the level of children expressed by the following indicators: the depth and consistency of children's knowledge in various subjects and areas of activity; the ability of children to apply complex knowledge in practice; increasing the level of general development and upbringing of children, their ability to build an individual educational route, etc. teacher level educational efficiency can be expressed, for example, in improving the level of qualification teaching staff education systems through wider professional communication, on parental level- in acquiring knowledge about your child, ways of interacting with him, knowledge about options for spending joint leisure time, and other indicators. At the level educational institutions and municipal system education educational efficiency can be expressed in the expansion of the spectrum educational areas, ensuring continuity educational plans and programs of various institutions, creating an integral educational space of the municipal district.

Socio-pedagogical efficiency can be represented in such indicators as the ability of children to independently build their life plans, self-determine, self-improve; increasing the level of responsibility of children for their well-being; increasing the authority of children involved in various educational institutions, and other indicators.

Economic efficiency- is the ability of the system to get as much as possible from fairly limited resources; measure of costs to achieve the goal; the ability of the system (not only economic) in the process of its functioning to produce economic effect(potential and actual). In operation, there is always a gap between potential and actual efficiency. The following gap factors can be named: non-optimal distribution of resources, imperfection of economic incentives, insufficient implementation of decisions made, insufficient quality of products; the ability of the system to produce, when it changes (when the operating conditions change), a greater economic effect. It's about about the effectiveness of changing the system. Efficiency is revealed by comparing the final and initial conditions.

The organization of educational processes most often carries a potential economic effect, since the educational result is delayed in time. Wherein economic efficiency from the rational distribution of resources of educational institutions (personnel, material, technical, financial and other resources), reducing the cost of capital investment, wages (or at least not increasing costs) with an increase in the number of children receiving additional educational services, may be potential or actual. Educational and socio-pedagogical efficiency can only take the form of a potential economic effect.

  • Korotkov E. M. Concept Russian management: electronic version. M., 2005.
  • Sidorina T.V. Technological bases for exporting educational institutions. M. : New school, 1999.

For the effective functioning of an educational institution, all components of the external and internal environment are important. The effectiveness of the functioning of an educational institution depends on the mechanism and quality of feedback.

Management is understood as an activity aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, at analyzing and summing up on the basis of reliable information. School management means the influence of leaders on the participants in the educational process in order to achieve the planned result. The object of management in this case is the educational processes and the program-methodical, personnel, material and technical, regulatory conditions that provide them, and the goal is the effective use of the potential available in the educational system, increasing its efficiency. The effectiveness of the management of an educational institution is largely determined by the presence of a systematic approach to the management of all its links. It is very important to be able to see the prospects for the development of an educational institution, to build program activities based on the creative potential of the teaching staff.

The effectiveness of the management of an educational institution is the result of achieving the goals of management activities, and the effectiveness of the management of an educational institution is the result of achieving the goals of an educational institution. If the desired properties of the result are achieved quickly and with saving resources, it is legitimate to talk about the effective management of the school.

The effectiveness of control system and, consequently, the life of the school as a whole. So, management technology is a scientifically sound, purposeful interaction of school leaders with other subjects of the educational process, focused on achieving the planned result. The effectiveness of managerial activity largely depends on the ability of the administration of an educational institution to manage the educational process based on a technological approach. Management activities can be represented in the form of a technological chain (Figure 6).

Figure 6? Technological chain of management activities

Management practice confirms that the motivation for success in any innovative activity is possible only through the success of achievements in solving previous problems.

Therefore, successful management is the management of the purposeful movement of the school team from solving simple, operational and accessible tasks to solving more complex, strategic goals and objectives.

Evaluation of the effectiveness of successful management is an extremely important and at the same time underdeveloped and controversial problem.

On the one side, it is possible to evaluate the effectiveness of management by indicators of the management itself, i.e., by assessing the quality of the implementation of pedagogical analysis, planning, organization, control and regulation, regardless of the final results of the school as a system or individual subsystems.

On the other hand, management is not an end in itself, and its effectiveness should be assessed by the dynamics of pedagogical processes in the school and how the ongoing transformations affect the development of the personality of each student who is taught and brought up in it.

Improving the efficiency of school management must begin with the creation or transformation of the information support system. Heads of schools must have a mandatory amount of information about the state and development of those processes in the subsystems for which they are responsible and on which they are called upon to exert managerial influence.

Planning is the most important means of increasing the efficiency of the educational process. Planning is the process of defining the main activities with a clear indication of specific performers and deadlines for the interaction between school management, teachers, students and their parents during the educational process. The essence of planning is to justify the goals and ways to achieve them on the basis of identifying a detailed set of works, determining the most effective forms and methods of control.

The main directions of increasing the efficiency of the implementation of the organizational and executive functions include the implementation of a personality-oriented approach to the organization of activities; scientifically and practically substantiated distribution of functional responsibilities within the apparatus of the governing bodies by school leaders and members of the teaching staff; rational organization of labor; the formation of relatively autonomous systems of intra-school management. The effectiveness of the use of organizational forms of school management, first of all, is determined by their readiness, purposefulness. The teachers' council, a meeting with the director or operational forms of organizing managerial activities achieve their goal under the condition of mutual interest, understanding of the need for the work performed and its significance.

The effectiveness of organizational regulation is measured by how rationally it is possible to organize the processes to be managed with its help.

Control is one of the means of increasing efficiency, since as a result of control, not only shortcomings are revealed, but also positive experience, which later becomes widespread in the activities of the entire organization.

Efficiency characterizes the degree of success of the functioning of the pedagogical system in achieving the goal. Since the goals can be different (didactic, educational, educational, managerial), there are corresponding components of pedagogical effectiveness, which, in turn, are functions of two variables - the costs (labor, time, material resources) of the participants in the educational process and the results of pedagogical activity, reflected in certain indicators that characterize the state of the object of pedagogical activity.

The results of pedagogical activity are reflected in certain indicators that characterize the state of the object of pedagogical activity.

To effectively manage a school, leaders need to know what are the criteria for its success or, conversely, what causes problems, and monitor the dynamics according to these criteria, analyzing the results and adjusting the management style. The correct choice of performance criteria is the most important requirement, since incorrectly chosen indicators do not allow achieving the results that are defined by the goal.

The criteria complex includes four groups of criteria specified in their key indicators and indicators (signs) (Figure 7).

Figure 7 - Criteria complex.

Evaluation of management efficiency according to the selected indicators is carried out on the basis of a comparison of the estimated parameter with a certain standard (norm).

Thus, having considered the effectiveness of the management of an educational institution and highlighting the criteria complex specified in the most important indicators, it was shown that all management functions affect the effectiveness of management. Control is one of the means to improve efficiency. Let us now consider the structure of intraschool control.

Martynova Oksana Alexandrovna- Senior Lecturer of the Department of General Humanitarian and Socio-Economic Disciplines of the Tyumen branch state university.(Noyabrsk)

Annotation: The article discusses various approaches to the concept of "management", including the analysis of foreign literature, as well as the goals, functions, tasks of management and features of the management of the educational process.

Keywords: Management, purpose, functions, tasks, features of educational process management.

Education systems in various countries contribute to the implementation of the main tasks of the cultural and socio-economic development of society, since the university prepares a person for active work in various fields cultural, economic and political life of society. Of considerable importance is the ability of an educational institution to respond flexibly and in a timely manner to the demands of society, while maintaining the accumulated positive experience. A graduate of a higher educational institution who will live and work in our millennium, in a post-industrial society, must have certain personality traits, namely:
- adapt to life situations that are constantly changing, acquire knowledge, be able to skillfully apply it in practice, solving various issues and problems;
- be able to think critically, see emerging ones and independently find rational ways to overcome them, using modern technologies; be able to generate new ideas and think creatively;
- work with information, being able to select the facts necessary for the study of certain problems, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, establish patterns, form conclusions and, on their basis, identify and solve new problems;
- communication skills and contact in various groups of society, the ability to work together in various areas and prevent conflict situations;
- independence in the development of one's own morality, intellect and cultural level.

To achieve the goals of the educational process and the formation of personality traits necessary for its successful activity in the life of society, it is necessary to study the problem of managing the educational process, identifying its specifics, primarily related to clarifying the key concept of "management", as well as the features of the contextual use of this term. .

Analyzing foreign literature on the problems and features of management, we can conclude that researchers in the same situations use both the term "management" and the term "management", putting in them an almost identical semantic load (M. Albert, M. Meskon , F. Hedouri, W. Siegert, L. Lang, M. Woodcock, D. Francis and others). This fact allows us to speak about a certain similarity of these concepts and explains the legitimacy of their equivalent analysis.

Approaches that have developed within the framework of classical management theory offer various definitions of "management". So, M. Albert, M. Meskon, F. Hedouri interpret management as "the process of planning, organizing, motivating, controlling, necessary in order to formulate and achieve the goals of the organization" . P. Drucker's point of view is also interesting, which considers management as a special type of activity that turns an unorganized crowd into an effective, purposeful and productive group. In his opinion, management as such is a stimulating element of social change and an example of significant social change.

V. Siegert, L. Lang, working with the concept of "management", include in it the methods and tactics of managing an enterprise and organization, "self-management" and "self-regulation", as well as work with goals. Ultimately, they come to the conclusion that management is “such a direction of people and such use of funds that allows you to perform tasks in a humane, economical and in a rational way» .

By definition, M. Woodcock and D. Francis, management is one of the most complex areas of human activity, where personalized relationships of people united by the labor process are manifested.

E.P. Thin-legged, V.G. Shipunov, E.N. Kishkel understand management as a purposeful impact on teams of people for organizing and coordinating activities in complex dynamic systems.

The most well-established definition of management in domestic approaches was given by V.G. Afanasiev, who understands management as a conscious, purposeful impact of people on the social system as a whole or on its individual links, carried out on the basis of knowledge and use of objective patterns and trends in the interests of its effective functioning. and development. This position of the scientist is shared by L.I. Umansky, noting the purposeful, systemic nature of the impact on the team, based on the conscious use of the objective laws of society, nature and management itself in order to regulate and ensure the social process of labor.

So, most of the researchers in the definition of management agree that it is aimed at achieving goals: organizing, regulating and ensuring the social process of labor, targeted impacts on the social system as a whole or on its individual links; in functional terms, it is designed to ensure: the formulation and achievement of the goals of the organization, the direction of the actions of a group of cooperating people towards common goals, the impact of the subject of management on its object; as its objects it can have: individual individuals, groups of individuals, entire organizations, processes; condition successful implementation this type of activity is the conscious use of the objective laws of nature and society, as well as the laws of management.

Thus, having analyzed the indicated approaches, we will make an important conclusion in understanding management. Management is a process that is characterized by such fundamental points as: purposefulness; dynamism; consistency in the impact of the subject of management on its object; ensuring the effective functioning and development of the control object.

We conclude that the main goal of management is the effective and systematic use of forces, time, funds, human resources in order to achieve the optimal result. Therefore, the main direction of management should be recognized as the goal - the result.

In functional terms, management is aimed at ensuring the formulation and achievement of the goals of the organization, directing the actions of a group of people towards common goals, the impact of the subject of management on its object.

Management is the implementation of several interrelated functions: planning, organization, employee motivation and control.

The purpose of the learning process in an educational institution is to prepare a specialist with the required qualification, determined on the one hand by the state educational standard, and on the other hand, by the requirements of the labor market. The means to achieve this goal can be: "keeping the schedule", "issuing the necessary methodological materials", "ensuring the qualifications of teachers", "the number of underachieving students" and many others - these are means to achieve the goal.

The achievement of learning goals is achieved through the operational management of the educational process, taking into account the emergence of new ideas, scientific innovations, modern forms of organization of the educational process, the widespread use of informatization tools in pedagogical technologies, systems approach to the assessment of the quality of education and its constant monitoring.

The task of the management process is to achieve the goal with the proper quality of the processes occurring in the system. Information Technology open up fundamentally new opportunities in the organization and management of the educational process, in particular, the integration various systems used in educational institutions (educational process management systems - a decision support system (DSS), e-learning systems, psychodiagnostic systems, etc.).

So, let's highlight the features of managing the educational process:
- management is predetermined by social order;
- the management process has a pronounced educational character;
- management is characterized by versatility and complexity of goals;
- control consists of parallel flows;
- management is carried out on different levels, some of which are: administration, teacher, student.

Thus, in the conditions of informatization of education, it is necessary to highlight the possibilities for improving the efficiency of the educational process of the university as a whole by integrating teaching systems with management systems.

Taking into account all of the above, we can conclude that the management of the educational process ensures, on the one hand, the preservation of its integrity and the possibility of influencing the component components, on the other hand, effective functioning, the indicator of which is the achievement of the goals of the educational process. Thus, the management of the educational process is a purposeful, systematically organized process of influencing its structural components and the connections between them, ensuring their integrity and effective implementation of functions, its optimal development.

Bibliography:

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2. Woodcock M., Francis D. The liberated manager. For the leader - practice: per. from English. M.: Delo LTD, 1994. 320 p.
3. Siegert W., Lang L. Lead without conflict. M.: Economics, 1990. P.25
4. Mangustov I.S., Umansky L.I. Organizer and organizing activities. L.: LGU, 1975. 312 p.
5. Meskon M., Albert M., Hedouri F. Fundamentals of management. M., 1997.704 p.
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