Form control	Types of valuation materials
		Test 3	Development of the content of practical management activities of the head of an educational organization in the context of implementationGEF Changes in the educational policy of the state - the approval of a new Model Regulation on a preschool educational institution, the implementation of the Federal Law "On Education", the National Doctrine of Education in the Russian Federation until 2025 are aimed at the dynamic development of education for preschool children. The targets outlined in these documents focus on supporting the family, motherhood and childhood, including the support and development of a network of educational institutions, expanding the range of educational services, and including new forms of general education in the pedagogical process. A modern educational institution must not only meet constantly changing conditions external environment, maintaining their competitiveness, but also interacting with it, using the educational and recreational potential of society, involving wide sections of the interested population in the activities of the educational institution. Recently, interest in the school education system on the part of the state, public organizations and the media has been steadily growing. Teachers of educational institutions must ensure its quality. Quality must be ensured not only by new programs and standards, but also by new personnel. The tasks of improving the quality and modernization of school education involve: designing innovative types of educational institutions, various forms of interaction with society; variability of educational services, taking into account the interests and needs of the population; new forms of interaction with students and their parents as equal subjects of the educational process. A development mindset is a modern strategy for teaching and educating schoolchildren. Today, the task of developing the student is put forward in the first place, which makes it possible to make the process of arming with knowledge, skills and abilities more efficient. The essence of developing education is the orientation of the pedagogical process to the potential capabilities of students and their implementation. Modern school educational institutions are turning toideas: transformation of the educational space; designing innovative forms of school education; use of an individual educational route of the child; increasing the competence of parents; development of the teaching staff as a unique pedagogical system. In pedagogical science and practice, the desire to comprehend the integral pedagogical process from the standpoint of the science of management, to give it a strict, scientifically substantiated character, is becoming increasingly stronger. It is true that many domestic and foreign researchers assert that management is real and necessary not only in the field of technical, production processes, but also in the field of complex social systems, including pedagogical ones. Control educational institution- an interconnected set of cyclically repeating processes for the development and implementation of decisions focused on the stable functioning and effective development of an educational institution. Director of the Department of General Education of the Ministry of Education and Science of Russia ElenaLeonidovna Nizienko recommends to the heads of educational institutions, in order to keep up with the changes that the state and the realities of life are preparing: First of all, be aware of the degree of responsibility for your own professional growth. To improve qualifications by all available means, to study continuously; Secondly, to know the regulatory framework that is developing enough fast; Thirdly, to be able and willing to apply new knowledge and competencies in practice; In addition, love your profession, your work. Management Basics school educational institution The reform of managerial structures and the formation of new economic relations determine the style of management of executives in modern conditions. Management generally refers to activities aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up on the basis of reliable information. The goal of managing an educational institution is to ensure its optimal functioning in order to achieve the effectiveness of the educational process with the least expenditure of time and effort. The management bases of the activity of the educational institution are a condition for achieving the planned results of education and a mechanism for tactical goal-implementation. The idea of ​​constructing managerial foundations is associated with such aspects of quality management in school education as the selection of quality criteria, its provision and management. Management bases for the development of educational institutions allow: Reasonably and promptly identify and analyze problem areas in the activities of the institution that require the integration of teachers; According to the identified problems, plan complex technologies for their optimization; Organize and implement a system of measures to overcome the identified problems; Promptly and flexibly monitor and evaluate the results of management activities based on the developed standards-models; Regulate and correct gaps and shortcomings in the line of goal-result, as well as the process of development of the institution itself. Management activity requires the head of the educational institution to constantly analyze the state of affairs, solve objectively set tasks and completely depends on the level of his managerial culture. One of the components of the managerial culture of the head of the educational institution is his competence, which is primarily determined by the effectiveness of his decisions and the ability to implement the decision made. The effectiveness of a managerial decision is determined by the level of professionalism and skill of the manager. The higher the professionalism of the head of the educational institution, the more effective decisions he makes and the higher the percentage of decisions that lead to the achievement of the goals. In addition, the direct management of the activities of an educational institution requires the implementation of interrelated actions from the head of the educational institution to form and use the resources of the institution to achieve its goals. The mechanism for managing the problem of improving the quality of education in educational institutions should provide: First, foreseeing, identifying and diagnosing problems when external and internal conditions change; Secondly, the correlation of this problem with strategic and tactical goals; Thirdly, the analysis of the problem and the preparation of managerial decisions; Fourthly, the definition of a mechanism for the implementation of decisions and the identification of specific executors. In order for this mechanism to provide a solution to the problem, it is necessary to form an information field about the state of affairs in the OS. The effectiveness of management as a whole depends on the degree of reliability and completeness of the information available, one of the conditions for which is the improvement of the information support system. In the context of an increase in the share of strategic decisions in the structure of the management activities of the head of the educational institution, it becomes necessary not only to monitor the state of the system of the entire educational institution and provide all participants in the pedagogical process with information to perform management functions, but also the need for a special analysis of the information needs of the institution. Only a clear organization of management can create a system of necessary professional relationships, determine the place and role of each member of the team in achieving the goals. Management functions - areas of management activity, united by communication processes (communication, information exchange) and decision-making. Modern researcher of the problem L.I. Lukina names the following main management functions: planning - determination of what the goals of the OS should be and what needs to be done to achieve them; organization - creation of a certain structure of management actions that coordinate the process of resolving diverse tasks to achieve goals; motivation - encouraging all participants in the educational process to work together to achieve the main goals of the educational institution; control - measuring and evaluating what has been achieved, comparing what has been achieved with the expected results, and correcting them. In the pedagogical literature, analysis as one of the management functions is widely considered by many authors. Yuri Anatolyevich Konarzhevsky emphasizes: “Scientific management can be ensured if it has a high analytical level. The purpose of the pedagogical analysis function is to ensure the depth of the cognitive aspect of school management as the most important factor in the effectiveness of this process. He distinguishes between the concepts of control and pedagogical analysis based on the various goals and purposes of these types of activities: “If control provides certain conditions for the implementation of knowledge in the management process, then pedagogical analysis and analysis in general carry out self-knowledge. The purpose of pedagogical analysis is to provide the depth of the cognitive aspect of school management as the most important factor in the effectiveness of this process. Vasily Alexandrovich Sukhomlinsky, speaking about the activities of the school principal, saw in pedagogical analysis "the first step of pedagogical wisdom, the basis of the leader's pedagogical experience." He wrote: "The ability to analyze, generalize, apply generalizations as a tool of mastery, approach to specific phenomena - this is the very essence of pedagogical leadership." Albina Nikolaevna Troyan distinguishes the following concepts of the system of pedagogical analysis: observations of the pedagogical process, control of educational work and pedagogical analysis proper. “By observation, we understand the purposeful perception of the main elements of the pedagogical process in order to obtain information about the state, the course of individual parameters of educational work. Control is a management function that ascertains and measures the level of individual parameters of the pedagogical process in accordance with regulatory requirements. Control is aimed at collecting, systematizing and storing information about the state of educational work. Pedagogical analysis is a management function aimed at studying the pedagogical process, its objective assessment, identifying the reasons that determine the level of educational work, and the subsequent development of recommendations on this basis for improving the pedagogical process of a preschool institution. Pedagogical analysis is carried out on the basis of observation and control data. All these stages are aimed at the pedagogical process and are carried out during the visit to the lessons. What is pedagogical analysis, what is its place in the management of educational institutions? Considering the management of educational institutions from the standpoint of content, we can imagine it as a purposeful activity to regulate the pedagogical process. In terms of form, the management of an educational institution is an analysis of internal information, the technology of which consists of three stages: collecting data on the state of the educational process, reviewing them and finding ways to eliminate the identified shortcomings. The classification by Yu. A. Konarzhevsky is based on the content of the types of analysis and the internal connection between them, as well as such features as the object (what is analyzed), the subject (who analyzes), goals (for what it is analyzed), repeatability (how often it is analyzed). With regard to educational institutions, they distinguish between full and local analysis in terms of volume (analysis of the work of the educational institution as a whole, and local - analysis of the work of the methodological office or analysis of the work of the group preparatory to school). Depending on the content, the analysis can be complex - analysis of the work for the year, thematic - by sections and parametric, when the pedagogical process is evaluated by individual parameters. By repeatabilityperiodically recurring, or episodic, one-time and permanent (operational or current) types of analysis are distinguished. Under episodic analysisA.N. Troyan understands the analysis of individual components, episodes of the pedagogical process, limited in time by the regime of the day and available for one-time observation. Thematic Analysis- this is an analysis of the implementation in the course of educational work for a long period of time of a certain task of educating a preschooler, and an analysis of the state of various types of activities: play, labor. Final Analysis- this is a pedagogical analysis of the work of the entire preschool institution for a long period: a quarter, half a year, a year. Such an analysis is aimed at the result, and not at the course of the pedagogical process. Subjectspedagogical analysis can be the head of the educational institution, his deputy, a teacher conducting introspection, public organizations. Pedagogical analysis can be carried out in order to: Definitions of management effectiveness. The assessment of the quality of education is possible according to the following criteria: the effectiveness of methodological work, the rationality of spending time on its implementation, its stimulating role in the development of self-education of teachers and their creativity; Summing up the results of the work - the implementation of the program for the physical education of children; Setting new tasks and analytical support for planning, for example, for the new academic year; Generalizations of innovative pedagogical experience; Revealing the level of knowledge of children, their upbringing; The level of pedagogical work with children; Evaluation of the performance of a particular teacher. In turn, control is one of the functions of management. It serves as a meansimplementation of feedback, is the basis for making managerial decisions, allows you to quickly improve their implementation for the effective implementation of the decisions made. In the scientific literature, various authors attach great importance to this important function of management activity. The essence of the concept of "monitoring" is defined in reference publications and pedagogical literature as follows: The Soviet Encyclopedic Dictionary states: “Monitoring means the observation, assessment and forecasting of the state of the environment in connection with economic activity. person"; The modern economic dictionary calls monitoring - "(from Latin monitor - reminding, supervising) - continuous monitoring of economic objects, analysis of their activities as an integral part of management"; A modern dictionary of foreign words defines “monitoring as: 1) constant monitoring of any process in order to identify its compliance with the desired result or initial assumptions; 2) observation, assessment and forecast of the state of the environment in connection with human economic activity. Monitoring of the educational process by V.P. Simonov calls continuous monitoring of the progress, results and effectiveness of the educational process based on the use of computer technology for collecting and processing information received about it; S.G. Molchanov gives the following definition: “Educational monitoring is a system for organizing, collecting, storing, processing and disseminating information about the functioning of the educational system, which ensures continuous monitoring of its state and forecasting its development, taking into account the results obtained. Indicators that are used to monitor processes that significantly affect the course of pedagogical (management) activities have a specific technology for removing monitoring (test, survey, sociometric choice, attributive analysis, etc.), a specific official performing monitoring, volume and type received information, the trajectory of its movement and an example of a management decision. Within the framework of monitoring, the identification and evaluation of the conducted pedagogical actions is carried out. At the same time, feedback is provided, informing about the compliance of the actual results of the pedagogical system with its ultimate goals. The fact that the final goals always do not correspond to the given, planned ones (to one degree or another) is a common situation. The task is precisely to correctly assess the degree, direction and causes of deviation. Monitoring in educational institutions is a systemic concept that covers all aspects of activity and is associated with the assessment of the health of pupils, their intellectual, moral and aesthetic development.In the work of a preschool institution, there is a need to sum up the effectiveness, i.e. summing up on a variety of issues (annual report, thematic audits, self-analysis on certification, etc.). Monitoring is the tool here. In order for monitoring to become a real management factor, it, representing a certain system of activity, must be organized. The organization of monitoring is connected with the definition and selection of the optimal combination of various forms, types and methods of monitoring, taking into account the specifics of a particular educational and pedagogical situation. Considering control as a type of management activity, T.N. Shamova notes that “control allows you to accumulate data on the results of the pedagogical process, fix the emerging deviations from the planned tasks, and identify the presence of best practices. In other words, control is the main source of information for making managerial decisions. Control involves identifying deviations of actual results from the intended goals. MM. Potashnik and V.S. Lazarev argue that “due to control, management acquires a fundamentally important component, without which it cannot exist - feedback. Control makes management “sighted”, sensitive to changes”. Tretyakov defines control "as a technological professional service in its various forms and methods (methods, means, interactions) provides feedback and is the most important source of information necessary for the successful functioning of the management system as a whole." Analyzing current trends in the organization and conduct of control in educational institutions, the study of A.N. Troyan, who considered it as "a process of monitoring and regulating various types of activities of the educational institution in order to ensure the fulfillment of organizational tasks." Thus, in the management process, control performs the following functions: Allows you to develop what has been achieved and contribute to the achievement of the goals of the OS; Acts as a feedback between the control system and the elements of the controlled system; Increases the stability and efficiency of the management itself; Allows you to prevent crisis situations in the activities of the educational institution. The management control system includes three main types: preliminary, current, final. Classification of types of monitoring Foundations Classification	Types of monitoring
1. By the scale of the goals of education	strategic	tactical	operational
2. By stages of learning	input, or qualifying	educational, or intermediate	day off or final
3. By time dependence	retrospective	warning, or advancing	current
4. By the frequency of procedures	one-time	periodic	systematic
5. By coverage of the object of observation	local	choice- chic	solid
6. By organizational forms	individual	group	frontal
7. According to the forms of the object of subjective relations	external or social	mutual control	introspection
8. According to the instrument used	standardized	non-standard tyzed	matrix

Constantly systematized information about the results of the pedagogical process allows:

create an information bank;

Summarize;

set perspective;

determine the direction in the activities of teachers.

The main ideas of pedagogical monitoring:

identifying the features of the development of children for subsequent consideration when planning and conducting the educational process;

identifying negative trends in development to determine the need for further in-depth study;

identification of changes in the development of children to determine the effectiveness of pedagogical activity.

Principles of pedagogical monitoring:

scientific nature, involving the organization of evidence-based monitoring, which is based on the laws of psychological and pedagogical knowledge and quality management of education in educational institutions;

continuity, realizing the ideas of implementing a continuous assessment and self-assessment of the quality of the educational process in a preschool educational institution at all its stages and levels;

predictiveness, which involves specifying the expected results in accordance with the selected criteria, foreseeing possible consequences: deterioration or improvement in the quality of education (building a predictive model for the quality of education in educational institutions);

dynamism, requiring constant adjustment of technologies, methods and means of monitoring activities in connection with changes in the system of a preschool institution;

interdisciplinarity, providing a solution to the problems of the quality of education and its assessment from the standpoint of an integrated methodology, allowing you to obtain complete information about the quality of education in educational institutions;

humanization, defining a new attitude to evaluation and evaluation activities, establishing a respectful attitude towards the personality of the child, teacher, parent, their interests, rights and duties; forming the perception and creation of assessment as the most important incentive for education, self-development, self-determination and self-realization in the process of their implementation;

collegiality, requiring the involvement of all subjects of the educational process, the integration of the efforts of managers at various levels in the organization of monitoring the quality of education.

The functions of monitoring the quality of education include:

integrated, providing a comprehensive description of the quality of education;

diagnostic, allowing to give an objective assessment of the quality of the educational process;

expert, allowing to carry out an examination (self-examination) of the qualitative state of the educational process;

informational, which is a way to systematically obtain relevant (relevant) and valid (reliable) information about the state of education quality in educational institutions;

pragmatic, allowing the use of monitoring information to make timely objective decisions aimed at achieving a high quality of educational services in educational institutions.

To ensure high-quality monitoring, the necessary conditions are its stability, long-term and reliability.

A distinctive feature of the modern education system is a sharp increase in direct and reverse flows of information along the entire vertical of control.

Traditional forms of working with information have practically become obsolete and, in this regard, there is no alternative to the use of computer technologies for managerial purposes.

Storing, processing, receiving, transmitting, analyzing information, reducing paper flow through computer networks provides an opportunity to speed up the process of management activities and, in general, increase its efficiency.

The essence of informatization of the management of educational institutions is the process of information support for management activities based on the use of computer technology and communication tools in order to optimize the functioning of the pedagogical system, develop its potential and expand the possibilities for implementing the social order.

The activities of the educational institution directly depend on the extent to which the head and his deputies have information, how quickly they can process it and bring this information to the attention of the participants in the educational process.

The use of information and communication technologies makes it possible to raise the quality and culture of management activities by an order of magnitude, to create reserves for working in the development mode.

The introduction of ICT in the field of management can improve such indicators as:

Saving labor costs and time;

Increasing awareness of the state of the managed system;

Efficiency in making managerial decisions.

At the moment, all members of the administration must own a computer and have it for personal use, have access to the Internet. Today, email is the fastest way to send text messages or files containing graphics, photos, and other types of information. It allows you to establish communication with various educational structures and other institutions and organizations, increase efficiency when working with incoming documentation, when executing orders, instructions, reports and other documents. By e-mail the head of the educational institution has the opportunity to send various documentation, communicate with parents.

In addition, the entire management process is permeated with information, which is the basis for decision-making, and is based on operational work with documents in which it is recorded. Therefore, the information and documentation support of management (clerical work) of an institution is considered today as the most important service function of management. The speed and optimality of choosing a solution, bringing it to the executor, timely control over execution and, ultimately, achieving an effect in the activities of the institution depend on its rational organization.

Form

control

Types of valuation materials

Test 4

Project number 2.

Development of management decisions under conditions of uncertainty and risk

An important feature of the processes consists in the need to take into account the influence of uncertain factors and consider all possible consequences of the alternatives presented for choice. In this regard, the development of models is of great practical importance. . These models provide structuring and processing of information about the problem being solved and thus, at least in part, make up for the incompleteness of the initial data available to the manager.
However, recommendations for , obtained using formal models, can be taken into account only in cases where the assumptions underlying such models correspond to the actual nature and source of uncertainty.
To establish this correspondence, it is necessary to understand the nature and variety of uncertainties that affect
to the organization and related , chance and danger. This work is devoted to the study of methodological issues, analysis of the influence of the external environment on the functioning of the organization, including the development and implementation of managerial decisions.

Since management decisions are always projected into the future, the decision maker cannot know with absolute certainty at the time of making a decision how events will develop, how the situation will change. In other words, at the moment of making a managerial decision, there is a significant element of uncertainty and risk.
This means that for the successful functioning of the organization, especially in a changing external and internal environment, effective feedback is necessary.
The development of management decisions, and above all strategic management decisions, begins with an analysis of the environment in which the organization operates, and provides macro environment, immediate environment and internal environment.
The main factors that determine the state of the external environment include the state of the economy, legal regulation, political processes, the social and cultural components of society, the natural environment and resources, etc.
On the environment, including consumers of the organization's products, suppliers, competitors, and the labor market, has a direct impact.
Among the factors of the internal environment that affect , include its personnel potential, management system, production, finance, marketing, organizational culture.
The results of the environmental analysis are used both in , and when choosing the most preferred alternative solution and managing the progress of its implementation.
A professional analysis of the internal environment allows you to identify the internal reserves of the organization that can be used to improve the efficiency of the organization, ensure its sustainable development, and conduct successful competition.
When developing strategic and tactical management decisions, one must proceed from the strategic and tactical goals of the organization, which can also be divided into external and internal.
External goals include the goals of the organization that determine the possibility of establishing effective interaction with the external environment to ensure the desired economic, commercial, financial and other success.
Internal goals include the goals of the organization, allowing to provide decent living conditions for its members, both its owners, senior management, and its employees.
The organization is for them a source of income, obtaining the necessary social conditions, image, etc.
Further, in accordance with the structural scheme of strategic management, after defining the mission and goals of the organization, the development and adoption of strategic decisions are carried out.
As mentioned above, according to their role in the management process, goals are divided into strategic and tactical (or, in other words, operational, short-term, etc.).
Strategic goals set the desired state for the organization and interaction with the external environment, the internal state of the organization, the main activities and trends of its development in the long term in accordance with its mission.
Tactical goals establish the desired state for the organization and interaction with the external environment, the functioning of the organization for the implementation of the main activity, internal states that specify the strategic goals of the organization.
Analysis of the external and internal environment, trends in their development, potential needs and potential opportunities serves as the basis for developing alternative options for the organization's strategy, strategic decisions and choosing among them an alternative option that will become the organization's strategy for the long term.
After determining the development strategy of the organization, making the necessary strategic decisions, the stage of its implementation begins.

Sources and types of uncertainty.
Decision making under uncertainty.
Uncertainty is understood as the incompleteness or inaccuracy of information about the conditions for the implementation of the project (solution), including the costs and results associated with them. The uncertainty associated with the possibility of adverse situations and consequences arising during the implementation of the project is characterized by the concept of risk.
Unexpected situations that arise in managerial activity quite often require urgent and often extraordinary actions associated with risk. The emerging problems and the risk associated with their solution can be explicit and implicit. It all depends on the incoming information. In the first case, it is more definite, in the second, it weakly signals an impending danger. It is very important not to ignore the signals, but to strengthen the observation of the course of events.
It is known that, according to the criterion of certainty of information,
decisions made in the conditions:
a) certainty
b) probabilistic certainty (risk),
c) under conditions of uncertainty (unreliability).
If the decision is made in conditions of certainty (reliability), then the efficiency of development increases, the costs of choosing an appropriate option decrease. The advantage of such a situation: all variables for calculations are entered by the subject of control under the same state of objective conditions (object).
IN practical work it is not uncommon for there to be no complete certainty of the situation. Then its elements are singled out from the general context according to the degree of their certainty. If the decision is made under conditions of risk (measurable uncertainty), then by introducing probabilistic estimates, the uncertainty is significantly reduced.
Fluctuations of variables characterizing the state of objective conditions can be predicted. The risk lies in possible errors in assessing the degree of probability of occurrence of conditions (events). Therefore, they rely not only on calculations, they also use experience, intuition and the art of the leader. These qualities are especially needed when developing solutions under conditions of uncertainty, when it is impossible to establish the likelihood of events and potential outcomes. This happens under the influence of new, complex factors, which are difficult to take into account.
The essence of uncertainty is manifested in the fact that in the presence of
an unlimited number of states of objective conditions, it is impossible to estimate the probability of occurrence of each of these states due to the lack of estimation methods. The criterion for choosing decisions in these circumstances is determined by the inclinations and subjective assessments of the person making the decision. The task is to reduce uncertainty by reducing it to risk conditions. The following questions play a role in this:
1. How big is the current uncertainty?
2. What should be done to reduce it?
3. What are the costs of reducing it?
4. What is the degree of uncertainty during implementation
some course?

The decisive word remains with the leader, although it is not excluded
discussion of problems with colleagues, experts, representatives of public bodies. In this case, the role of the heuristic abilities of the decision maker is important. Often such decisions have to be made in a rapidly changing (extreme) environment. They are most typical for socio-economic systems, political and knowledge-intensive environment.
In the decision-making process, various types of uncertainty arise, depending on the reasons for its occurrence. In particular, the uncertainty is highlighted:
- quantitative, due to a significant number of objects or elements in the situation;
- informational, caused by a lack of information or its inaccuracy for technical, social and other reasons;
- cost, due to too expensive or unaffordable fees for certainty;
- professional as a result of insufficient professionalism of the person making the decision;

Restrictive (caused by restrictions in the decision-making situation, for example, time restrictions, etc.);
- the external environment associated with its behavior or the reaction of a competitor to the decision-making process.
To take into account the factors of uncertainty and risk in evaluating the effectiveness of the project, all available information about the conditions for its implementation is used, including information that is not expressed in the form of any probabilistic distribution laws. The following three methods can be used (in order of increasing accuracy):
stability check;
adjustment of project parameters and economic standards;
formalized description of uncertainty.

Stability test method provides for the development of scenarios for the implementation of the project in the most likely or most "dangerous" conditions for any participants.
The project is considered sustainable and effective if, in all the situations considered, the interests of the participants are observed, and possible adverse effects are eliminated at the expense of the created reserves and reserves or are compensated by insurance payments.
The degree of stability of the project in relation to possible changes in the implementation conditions can be characterized by indicators limit level production volumes, prices of manufactured products and other parameters of the project.
The limiting value of the project parameter for some t-th year of its implementation is defined as the value of this parameter in the t-th year, at which net profit participant this year becomes zero.
One of the most important indicators of this type is the break-even point, which characterizes the volume of sales at which the proceeds from the sale of products coincide with production costs.
When determining this indicator, it is assumed that the costs of production can be divided into conditionally fixed (not changing with changes in the volume of production) costs WITH and conditional variables that change in direct proportion to the volume of production Z v.
Break even point (T b ) is determined by the formula

where C is the price of a unit of production.
The most accurate (but also the most difficult from a technical point of view) is the method of formalized description of uncertainty. With regard to the types of uncertainty most often encountered in the evaluation of investment projects, this method includes the following steps:
a description of the whole set of possible conditions for the implementation of the project (either in the form of appropriate scenarios, or in the form of a system of restrictions on the values ​​of the main technical, economic, etc. parameters of the project) and the costs that meet these conditions (including possible sanctions and costs associated with insurance and redundancy ), results and performance indicators;
transformation of the initial information about the uncertainty factors into information about the probabilities of individual implementation conditions and the corresponding performance indicators or about the intervals for their change;
determination of project performance indicators as a whole, taking into account the uncertainty of the conditions for its implementation - indicators of expected efficiency.
The main indicators used to compare various investment projects (project options) and choose the best of them are indicators of the expected integral effect E coolant (economic - at the level of the national economy, commercial - at the level of an individual participant).

So, the conditions of uncertainty in decision-making are characterized by the lack of sufficient information for the appropriate organization of actions. The quality of the decision-making process depends on the completeness of taking into account all the factors that affect the consequences of the decisions made. Uncertainty can be eliminated completely or partially in two ways: by in-depth study of available information or by acquiring missing information.
3. Risk and its varieties.
In the domestic economy at this stage of its development, the risk in the decision-making process is especially likely due to the unrelenting uncertainty of the political situation, the instability of the economic environment, the lack of a guarantee of obtaining the expected result, and the prevention of losses. In a market economy, the risk field has expanded immeasurably, on the one hand, due to the manifestation of random factors in the relationship of consumers with producers and other elements of the external environment.
On the other hand, the possibility of risk was increased by the private (shared) ownership of the entrepreneur on economic objects. The presence of a competitive environment stimulates the adoption by managers and managers of risky decisions regarding the introduction of new technological processes and information technologies, the use of the latest equipment, the creation of new products, etc. This ensures that they maintain and strengthen their niche in the market, increase sales, and financial stability. Therefore, the nature of risk in a market economy is determined by the following factors:
- limited scope of state regulation of economic activity;
- strengthening the role of random factors in the interaction of the enterprise with the external environment;
- private (and its types) property of the entrepreneur, its possession, use, disposal;
- competitive struggle of commodity producers and other economic entities;
- the comprehensive nature of the risk, extending to the spheres of public life, both production and non-production.
In its broadest sense, risk is the risk of harm occurring. The subject of risk when making decisions is the loss of resources: material, labor, financial, informational, intellectual or lost income (lower than expected), i.e. if the risk is not justified, the decision maker may, in the worst case, suffer losses of the funds spent (in excess of planned) or not receive the amount of expected income.
Typical signs of risky situations include:

The amount of potential damage (or gain);

The probability of the consequences of the decision taken (inevitable losses are not a risk);

Alternative choice (to risk or not to risk);

Uncertainty of conditions: the higher it is, the greater the risk

Possibility of risk management (taking actions that reduce or increase the magnitude or likelihood of damage);
- hope for success.

There are many types of risks. Tolerable risk entails loss of profit, critical risk - revenue (full cost of goods sold), catastrophic risk leads to the death of the enterprise due to loss of property and bankruptcy. The source of risks when making a decision can be psychological features leader, which, in relation to risk, can range from reinsurance (risk of inaction) to adventurism (action beyond justified risk).
In order to eliminate the possibility of failure or prevention of significant damage when making decisions, it is necessary to analyze the risk and determine its consequences. The purpose of risk analysis is to provide managers and potential partners with the necessary data on the feasibility of participating in the project and provide for measures to protect against possible financial losses. When analyzing risk in the decision-making process, the principles proposed by the American expert B. Bermmer are used:

Risk losses are independent of each other;

A loss in one area of ​​the "risk portfolio" does not necessarily increase the likelihood of a loss in another;

The maximum possible damage should not exceed the financial capabilities of the participant.

Risks are divided into two types:

Dynamic;

Static.

Dynamic risk is the risk of unforeseen changes in the value of fixed capital (due to management decisions) or market, political conditions that can lead to both losses and additional income.
Static risk is the risk of loss of real assets due to damage to property, as well as loss of income due to the incapacity of the organization. This risk only leads to losses. According to the technology of conducting, two complementary types of risk analysis are distinguished:
- qualitative;
- quantitative.

Qualitative analysis can be relatively simple, its main task is to determine the risk factors, stages and work during which it occurs.
Quantitative analysis means the numerical determination of the size of the risks of the individual and the project as a whole. All factors, one way or another affecting the risk, can be divided into two groups:

Objective;

Subjective.

Subjective factors include factors that characterize the given company directly. These are production potential, technical equipment, labor organization, its productivity, levels of specialization, safety precautions, etc.
Objective factors do not depend on the activities of the enterprise (inflation, competition, political and economic crises). Experts recognize

that risky decisions are determined by the external environment and individual personality traits. Opinions differ on the priority of influence

these factors. Meanwhile, the truth is in the middle and consists in

the need to take into account both the state of the external environment and psychological

properties of the decision maker In the practice of taking risky

decisions adhere to the scale of acceptable risk, reflecting the type of risk and the amount of losses associated with it:

As a rule, most risky decisions correspond to an average risk value - within 20%, although, taking into account the specifics of the situation, the choice of the leader may be different. Regardless of the details of a particular situation, useful tips for managers are:
- do not risk more than you can afford;

Think about the consequences;

Don't risk a lot for a little.

Given the overall significance of the event probability indicator, give priority to the size of potential losses.

managerial behavior in
has some specifics. At the initial stage, a risky situation is recognized and the possibility of accepting it for a particular manager is assessed. The second step is to assess the degree of risk. The third stage is characterized by a choice of actions that can be manifested both in relation to the external and relative to the internal environment of the enterprise. Influence on the external environment may include an impact on the behavior of partners when and commercial transactions. Adaptation to risk through the factor of the internal environment involves the collection of additional information, the development of new alternatives, the gain in time, etc.
It should be borne in mind that risky operations bring more
profits than established, worked out. A deep consideration of the features of situations associated with uncertainty and risk makes it possible to use certain techniques in the development of managerial decisions under these conditions.
Recommended risk compensation methods.
The main methods of risk compensation in modern entrepreneurial activity are:

diversification of the company's activities with a negative correlation between profitability and profitability of a part of the projects implemented by the company;

self-insurance - the formation of a special reserve fund at the enterprise and ensuring the possibility of covering losses at the expense of part of its own working capital;

hedging - creation of counter commercial, credit, currency and other claims and obligations;

limiting by setting limits on expenses, sales, credit;
various forms and types of insurance, including liability insurance and
liability reinsurance
This paper defines the concepts of "risk" and "uncertainty" and shows the relationship between them, which is expressed by the following formula: "uncertainty is a necessary and sufficient condition for risk." This means that risk, as the possibility of an unfavorable outcome, arises only under conditions of uncertainty. Under certainty, there is no risk regardless of the evaluation of the outcomes of the alternatives. Thus, these concepts are not identical to each other.
In this regard, it is unreasonable to consider risk conditions as one of the forms of uncertainty in situations of choice, when the decision maker knows the estimates of the probabilities of uncertain factors. In these cases, we can speak of a stochastic risk that arises under conditions of probabilistic uncertainty. Under conditions of uncertainty of certainty, decision-making is associated with non-stochastic risk. Identification of the sources and nature of uncertainty is necessary for the development of adequate models of choice and methods for assessing risk in the problems of making managerial decisions.

Form

control

Types of valuation materials

Test 5

Project number 3. Designing the management activities of the head of an educational organization using management technologies (optional)

(Appendix 1. Requirements for writing a project)

Designing the managerial activity of the head of an educational organization using management technologies

Description of the managerial activities of the school principal

The issue of improving the efficiency of managing an educational institution in the constantly changing conditions of the development of modern society is relevant for every school principal.

For the sixteenth year I have been working as the director of a municipal educational institution. It is innovative and experimental activities that guarantee the high quality of education in our school. It is the reason for the transfer of school management and all intra-school processes to a new plane, which is based on a focus on the person and his needs, the creation of school conditions that ensure the comprehensive development of the personality of each student and teacher, motivating them for effective self-managed and collective activity. And in the rapidly changing modern conditions, I believe that management is becoming the main factor in the further development of the school. It should quickly respond to changes and prevent negative moments.

Analyzing my own management activities, I would like to note the moments that are relevant for me, which allow me to solve the main task - the formation of an effective school management system and the educational process, aimed at developing the personality of the student and ensuring the quality of education at school.

All management and transformation of human activity takes place in writing Therefore, any activity must be regulated by legal norms. In recent years, it has been brought into line with the requirements of the state, the regulatory and legal framework of the school is being created and updated. Therefore, as a school principal, I am constantly working and updating my legal knowledge base, learning legal norms. The “Consultant Plus” program, reference books, Internet information, and legal consultations help me with this. An important role in the introduction of innovations is played by local acts of the school, which regulate this activity and provide a legal basis for it. Therefore, the headmaster, in my opinion, must master the technology of creating a legal norm within the framework of his educational institution.

Understanding the problems and difficulties of an educational institution, the need to apply adequate measures to solve them back in the mid-90s led me to the idea that the main management technology should be programming and designing the activities of an educational institution, the educational process. This approach differs from school planning, which was widely used almost until recently. Planning did not involve the development of an educational institution, but only repeated a set of activities that were necessary for the normal functioning of the school, that is, to fulfill the state order. But each school is unique and differs from others in that it has certain conditions, opportunities, needs, the order of specific parents and students to organize and ensure the educational process. And the intense innovation processes that were launched at the school required completely different decisions from the management team, headed by the director. The main thing that the director and his team should be able to do in this case is to determine the development strategy of their educational institution:

be able to see the future of the school (the mission of the school), the prospects for its development;

determine the goals and objectives of your educational institution;

be able to choose the forms of implementation of the strategy;

be able to implement a strategic plan;

be able to assess the implementation of the strategy.

In this regard, analysis occupies an important place in my managerial activity. It is he who allows to identify school problems. And the deeper it is, the clearer the perspective emerges. It is possible to see and then prescribe the prospects for the development of the school if the analytical work covers all participants in the educational process: teachers, students and parents. This has become the norm in our school.

In 2013, the School Development Program until 2018 was developed. The program includes several subprograms and projects:

“Go for it, you are talented!”;

"Creating a school model of informatization of the educational process aimed at improving the quality of education";

“School is a territory of health”;

"Program for the development of the educational system of the school";

"Formation of a system for assessing the quality of education in MBOU "OOSH

With. Preobrazhenka" in accordance with modern requirements and conditions for the modernization of general education.

But the space between the desired image of the school and the actual result must be filled with adequate actions taken to solve problems and achieve results. In this case, my position as a director as a manager is viewed from a tactical standpoint.

An important point in organizing the activities of the school management team is the planning of actions and management decisions for the academic year in the main areas of school development (the action plan is attached to the development program). At the end of the academic year, the activities carried out and the results achieved are monitored. Problems are identified, the necessary adjustments are made to the programs. Being in the process of work, I also clearly see the problems that arise during the academic year, in the course of the implementation of programs. Some of them need to be solved promptly, others influence the processes taking place in the school and change them. In fact, it turns out that both the management team and the director, as the leader of this team, must be in a constant reflexive position in relation to the processes that take place in the school and in relation to their own management activities.

What is the result of the implementation of the School Development Program so far?

Our high school students study according to individual curricula. The school developed the technology of transition to IEPs on its own, and later our developments became the property of all schools in the district.

I would like to talk about some of the results of the implementation of other subprograms and projects launched as part of the Development Program and the educational program of the school, as they work for one idea - they provide individualization of education and improve the quality at school.

The first results of the launch of the Path to Success program

the formation of the practice of writing research papers at school. There is a scientific society of students, scientific and practical conferences of schoolchildren are held in the school and the district for four years. One of the directions of the school's work on the formation of the student's creative individuality is the creation of conditions for the realization of the personal potential of gifted children. In this regard, in the 2014/2015 academic year, the school administration, together with class teachers, subject teachers, organized work to implement a personal approach to gifted children through the activation of the forms and methods of the teacher's work in the classroom, ensuring an individual approach to learning in the classroom and out of class time for students who have an increased level of motivation for educational and cognitive activities. The development of gifted children has become one of the most important aspects of the school. At the same time, continuous work continues to identify gifted children, taking into account their success in various types activities. The teaching staff of the school compiled a school data bank on gifted children, which is periodically updated. On the basis of taking into account the identified individual characteristics of gifted students, further work with them is built by increasing the level of development of the creative potential and upbringing of schoolchildren through improving the artistic, aesthetic, sports and recreational areas of the school, attracting students to the work of creative circles and sports sections, participating in extracurricular activities schools. According to the results of work for the year and half a year, gifted students were encouraged at school-wide holidays in various areas: educational activities, creativity, sports, work.

In order to implement the Federal State Educational Standard, the IEO developed a plan of joint activities for the preparation and implementation of the federal state educational standard for primary general education, a plan for methodological work to ensure support for the introduction of the Federal State Educational Standard, and a plan for monitoring the implementation of the Federal State Educational Standard. At the beginning of the 2014-2015 academic year, the school has an annual calendar chart, curriculum, BLO LEO, program of extracurricular activities. Primary school teachers 100% completed coursework on the content, implementation features and conditions for the implementation of the Federal State Educational Standard in primary school. The school organized work with the teaching staff to study the standards of the second generation. School classrooms for students in grades 1-4 are prepared, but do not fully meet the requirements (a projector in elementary school - 1, purchased at the expense of donations from parents and teachers, each teacher has a netbook, computers are available only in the computer science room, Internet access in the classrooms missing). 100% of students in grades 1-4 are provided with textbooks. In order to obtain objective information about the state of the level of formation of universal learning activities students in grades 1-4 were diagnosed. The study used adapted methods to determine the level of formation of various groups of UUD (personal, cognitive, regulatory, communicative, subject.). learning activities; almost all students have developed communicative skills, which is a necessary factor in classroom teaching; cognitive skills are also formed in the majority of students (90%), which indicates a high interest of students in the process of learning new things, and therefore contributes to the qualitative assimilation of program material.

A group of children who have reached the level of basic training, but not exceeding it (from 11-12 points to 20-21 points (out of 41 possible).

A group of children who have achieved both basic and higher levels (more than 22-24 points (out of 41 possible).

Human

V %

Human

V %

Human

V %

1st class (9)

22.2%

55.5%

22.2%

2nd grade (5)

20.0%

20.0%

60.0%

3rd grade (9)

11.1%

55.5%

33.3%

4th grade (4)

25.0%

25.0%

50.0%

Total (27)

5

18.5%

12

44.4%

10

37.0%

The school informatization program continues in the field of introducing information and communication technologies into the educational process. The school has a computer class, 8 students have 1 computer. The educational institution is connected to the Internet. Our institution has a school website. School teachers use information and communication computer technologies: presentation method, computer control of ZUN. Digital learning resources are used to organize the educational process. Both teachers and students have free access to Internet resources at school. Teachers are developing digital educational resources, a bank of didactic and methodological materials is being formed at the school.

The school is also successful in solving such an urgent problem as ensuring the health of students. Since the 2010-2011 academic year, the school has been a participant in the regional regional project "School - Territory of Health". Now on the basis of the educational institution there is a physical culture and sports club "Energy", which unites the youth of the village. New forms of health-improving orientation have appeared: hiking, tourist trips, "Weekend Club",

The school has developed a health program for children with chronic diseases, for children with disabilities - "Help yourself." For many years, lessons in physical therapy have been held. The 3rd lesson of physical education was introduced into the educational process.

Tracking the dynamics of the health status of students, it can be seen that the percentage of healthy children in the 2014-2015 academic year increased by 0.9 compared to the previous year; and patients - decreased. This indicates an effective, systematic, purposeful, comprehensive work of the school to improve the health of students.

For me, as for any director, not only the process is important, but also its results. It is monitoring and control that make it possible to correlate the actual situation with the planned one, to identify the quality of the organization of an event aimed at improving the educational process, to determine the effectiveness of educational and educational work in general.

With its main task - to give students a quality education - the teaching staff of the school successfully copes. School performance is above the average for the district. And the USE indicators in such subjects as the Russian language, mathematics, and biology are higher than the regional ones. The level of formation of OUUN in the school is equal to the average level. On average, 80% of graduates enter colleges on a budgetary basis, 20% go to the 10th grade. It is important to note that 50% of the students of the school are pupils of the orphanage, which is located in the village.

Another managerial moment is important for me, as a school principal, is the ability to work with information. In the age of the information society, this skill determines not only the functioning and development of an educational institution, but also one's own development as a manager. A huge flow of information, the need to make decisions in conditions of uncertainty, lack of time for operational work with information creates difficulties in management. I have developed an algorithm of actions for myself that helps me navigate this flow of information: I receive information - I process (fix, sort by significance) - I structure (fold into a diagram, table, highlight key concepts) - I restore if necessary (I understand, I use it for further work). Therefore, information and computer technology occupies a special place in management. The creation of databases on the institution allows, first of all, to work online, quickly respond to changes. In addition, the accumulation of statistical data on the institution moves to a qualitative level and allows you to draw analytical conclusions about how the educational process proceeds, how the teaching staff changes qualitatively, etc. It also allows you to compare your institution with others, view and calculate steps to change the situation. Such a tool in our educational institution is the information-analytical system "Student". The following programs are successfully functioning: "Library", "Schedule", electronic monitoring "Electronic School of Primorye" has been created. New assessment of the education quality system”. The school has a local network with Internet access, all administrative computers are connected to it. The school creates databases in various areas of activity. The school website is up and running.

During the year, the organization of extracurricular activities of students in grades 1-4 was monitored.

Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. Extracurricular activities are organized outside of school hours to meet the needs of students in meaningful leisure, their participation in self-government and socially useful activities.

Extracurricular activities are organized in the following areas:

Sports and recreation

general cultural

general intellectual

Spiritual and moral

Social.

The hours allotted for extracurricular activities are used at the request of students and are aimed at the implementation of various forms of its organization, different from the lesson system of education. Classes are held in the form of excursions, circles, sections, round tables, conferences, debates, KVNs, quizzes, festive events, class hours, school scientific societies, competitions, competitions, research and scientific research, etc. By visiting circles and sections, students adapt perfectly to their peers, thanks to the individual work of the leader, the material is studied more deeply. In the classroom, leaders try to reveal in students such abilities as organizational, creative, musical, which plays an important role in the spiritual development of adolescents.

Extracurricular activity plan for grades 1-4

The work of sports sections

1. Table tennis (3h)

2. Chess (1 hour)

3.UFP (1h)

School

4. Organization of trips, excursions, “Health Days”, outdoor games, “Fun Starts”, intra-school sports competitions. (According to the school plan, once a month)

School

5. Conducting conversations on health protection. (1 time per month)

School

6. Application in the lessons of game moments, physical minutes.

School

7. Participation in regional sports competitions.

School

General cultural

1. "Relish" (1h)

School

2. "Puppet theater" (1h)

School

3. "Beading" (1h)

Orphanage

4. "Isoplastic" (1h)

Orphanage

5. "Tube" (1h)

Orphanage

6. "1000 little things"

School

7. Organization of excursions, exhibitions of children's drawings, crafts and creative works of students;

School

8. Conducting thematic class hours on the aesthetics of the student's appearance, culture of behavior and speech (1 hour)

School

9. Participation in competitions, exhibitions of children's creativity of the aesthetic cycle at the level of school, district, region.

School

general intellectual

1.Project development

School

1. Subject weeks

School

2.Competitions, excursions, olympiads, conferences, business and role-playing games, etc.

School

3. Participation in research conferences at the level of school, district, region.

School

Spiritual and moral

1Meeting with WWII veterans, "Lessons of Courage".

School

2.Themed class hours

School

3. Assistance to veterans

School

Social

1. Carrying out subbotniks, socially useful work (1 hour)

School

Orphanage

2. Circle "The world of flowers" (1 hour)

School

3. Action "Save the tree", "Help the birds"

School

But can the head of a school be professionally competent in all the questions that are put forward by the dynamic school life? Referring to my experience as a school principal, especially in recent years, when numerous innovative processes have unfolded in education, I came to understand that under these conditions, full-fledged management of the school and the educational process is possible only if the entire school community. By and large, management is a collective activity.

Currently, the permanent composition of the management team and management seminars consists of the school administration and teachers, who are delegated administrative powers on a permanent basis.

The joint work of the teaching staff of the school gave its results.

The task of modernizing education cannot be solved within the boundaries of only one industry. After all, education is not a separate part of society, but organically fits into it. Society becomes a consumer of educational services. And therefore, the interests of society cannot be ignored by the education system, and by a single school as well. Therefore, another breakthrough point in education should be the ability of a manager to build a public dialogue with the public. It was logical to create a collegiate body of school management - the Governing Council, acting on the basis of the Charter of the school and the relevant Regulations. The new management model involves close cooperation, constant dialogue and interaction between the two subjects of management: state and public. It is this dialogue that influences qualitative changes in education and education in our school.

The school administration has a permanent parent committee. At the ongoing school-wide meetings, issues of organizing joint efforts for decent education and upbringing of children are considered.

School student self-government also has a long tradition. Each age level has its own public association: communication club (grades 1-4), organization "Flame" (grades 5-7), Youth Union (grades 8-9).

The parent community plays an important role in the management and operation of an educational institution. For four years, the school has a Fathers' Council, consisting of representatives of parents-fathers from each class. The Council of Fathers is engaged in the prevention of delinquency and crime among children and adolescents, the improvement of the situation in dysfunctional families and families of the "risk" group. Involving fathers in such work makes up for the lack of male education in school.

The school is open for a constructive dialogue with the parent community.

Management team constantly monitors satisfaction by surveying the parent community with the quality of the school's educational services.

The school is a complex multilevel system. And without solving economic and financial issues, it cannot function and develop. And in the context of the development of the economic independence of the school, the requirements for the director as the main manager are also increasing. He must learn to understand the new economic mechanisms.

I think that my main managerial task- formation in an innovative school of collective management, in which the common goal is carried away and the common tasks of the school are solved - I fulfill.

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INTRODUCTION

Informatics and modern information technologies (SIT) occupy a special position in the modern information world. Computer skills, the ability to use IT in their daily work, working on the Internet, knowledge of the theoretical foundations of computer science, information culture, the ability to create and use electronic information resources at the disposal of mankind - these are the priorities of the new century.

In this regard, it is obvious that the attention of government bodies to the informatization of education is increasing.

The main directions of modernization of Russian education are related to improving its quality, accessibility and efficiency. The concept of Modernization of Russian education puts forward consonant requirements to the process of managing an educational institution.

One of the most important directions in the field of informatization of education is the use of information and communication technologies in the education management system.

In connection with the growing requirements for information and analytical activities of the heads of educational institutions in management science there is an active search for ways to effectively collect, store and analyze school pedagogical information. Improving the quality of management of an educational institution requires the development of new technologies for managing information flows.

Relevance Themes are driven by a number of factors:

 the volume of information about the progress and results of the educational process becomes higher than the level of sufficient understanding of this information;

 mechanical processing without a certain standard algorithm does not provide operational data that allow making optimal management decisions based on the results of activities;

- the work of an educational institution in an innovative mode requires

multifaceted analysis of educational activities, operational tracking of the dynamics of changes and timely adjustments;

 complex information models (automated educational organization management systems), as a rule, do not justify themselves from a financial point of view, therefore it is necessary and advisable to introduce computer technologies where the control algorithm is quite simple and technically feasible at relatively low cost.

In the works of V.S. Avanesova, V.P. Bespalko, I.A. Zimney, M.M. potashnik,

A.I. Subetto, N.A. Selezneva, P.I. Tretyakova, T.I. Shamova, T.K. Chekmareva, M.A. Sergeeva and others created the theoretical prerequisites for designing an efficient operating system quality management of the educational process, information support of the educational institution.

Solovyov V.N., Matros D.Sh., Melnikova N.N., Belushkin S.D., Peregudov F.I., Novozhilova N.V., Shvetsova S.V., Karakozova E.N. and others consider the theoretical and methodological foundations of computerization and automation of the management system of an educational institution.

The real process of positive transformations in a general education school based on the use of IT in management is characterized by certain contradictions:

 between the need to build the process of computerization of management on a scientific system basis and its actual implementation through the development of individual areas - the constituent elements of the system (technical equipment, software, training, etc.);

 between the scientific-technocratic and humanitarian paradigms of the process

management of an educational institution, due, on the one hand, to the progress of technology and the achievements of management science, on the other hand, the need to implement a human-centric approach to management based on subject-subject relations;

 between the need to organize management using new information technologies and the insufficient level of training of teaching staff to work with modern software.

Given these contradictions, the theme of the project was chosen, and problem

is formulated as follows: to find out what are the conditions and mechanisms for the use of modern information technologies in the management of the MBOU "Secondary School of the village of Krugloye Pole".

The solution to this problem is target my project.

object of our research is the system of intraschool management in MBOU "Secondary school of the village of Krugloye Pole"

Item research - the process of using information technology in management MBOU "Secondary school of the village of Krugloye Pole"

Main goals :

1. Substantiation of the process of using SIT in the management of an educational institution.

2. Development of a theoretical model for managing an educational institution using information technology.

Research hypothesis based on the assumption that the efficiency the current management system of an educational institution can be improved if:

 the management process of the educational institution will be built taking into account modern requirements, in unity with the improvement of information technologies, which ensures the creation of a single information space of an educational institution;

 information banks will be created to help reduce the time and cost of performing operations, reduce the likelihood of erroneous information appearing in reporting documents;

 IT tools will promptly provide the administrator with comprehensive information in the most convenient form

 a joint general educational information environment will be created with other schools and institutions;

Methodological basis research is represented by 4 levels: philosophical, theoretical, technological and subject-methodical.

As a philosophical basis, there are philosophical and anthropological ideas about a person as a social being and subject of activity; about the relationship between theory and practice in the process of human cognition; about the active role of the individual in the cognition and transformation of reality; considering management as a social process in the dialectical relationship of content and form, structure and function.

As a theoretical basis for the study, the personal-

oriented, research, system-activity, reflective approaches

to the essence of managing an educational institution.

My work also relies on:

 conceptual approaches to substantiation of informatization of education;

 general theory of forecasting educational systems;

 theoretical and methodological foundations of OS management;

 methods of historical and pedagogical research;

 methods of theoretical research;

 methods of empirical research.

Sources : theoretical, philosophical, psychological and pedagogical literature on the problem under study, dissertation research, materials of periodicals.

Stages:

1st stage.

 Study and analysis of theoretical, methodological, psychological and pedagogical literature on the research problem, definition of its conceptual premises.

2nd stage.

 Systematization of the accumulated information on the problem of intra-school management using information technology.

 Creation of a theoretical model of information flows in the educational institution

 Creation of a model of an information management system of an educational organization using information technologies.

Scientific novelty and theoretical significance research lies in the fact that it contributes to the development of informatization of education, reveals the possibility of using IT in the design of management systems for educational institutions.

Practical significance of the study: based on the created models of information flows and management using SIT in MBOU "Secondary school of the village of Krugloye Pole" it is possible to implement them and develop a management monitoring system in any general educational organization in the Tukaevsky district.

1. Information and informatization

The time has come that scientists characterize as "informatization of society", which is understood as "the process of increasing the volume of scientific knowledge and other information involved in the sphere of work and other spheres of public life."

There are a huge number of different definitions of the concept of "information", but they cannot be reduced to a single content.

The philosophical dictionary gives the following definition: “Information (from the Latin informatio - familiarization, explanation, representation, concept) is, firstly, a message, familiarization, awareness of the state of affairs, information about something transmitted by people; secondly, the reduced, removed uncertainty as a result of receiving messages; thirdly, a message that is inextricably linked with management; fourthly, transmission, reflection, diversity in any objects and processes (living and inanimate nature).

Since the middle of the 20th century, this concept has also included the exchange of information between "a man and an automaton" and "an automaton and an automaton".

The theory of organization reduces the wording of the concept of "information" to the following: "Data that carries novelty and usefulness for the decision-maker is called information."

A.I. Berg, an academician of the APS, accurately characterizes the current state of the information society, arguing that there is no progress without complete information. S.I. Arkhangelsky understands information as the main mental material.

These points of view can be seen as complementary. In this research work, we accept the point of view of T.K. Chekmareva, who interprets information as a certain set of information, messages, data that determine the measure of a person's potential knowledge about certain phenomena or processes, their relationship.

2. Information and management

The information environment of any organization is subject to the law of awareness-orderliness: "Each system (social or biological) seeks to obtain as much reliable and rich information about the internal and external environment as possible for sustainable functioning (self-preservation)" In my work, I took the definition of management information T as a basis .AND. Shamova.

Management information is the data that has a certain novelty for the manager and requires him to make a management decision.

According to Yu.A. Konarzhevsky, it is possible to intensify control on the basis of information presented as a system that reflects the controlled object in all its diversity.

“In form, the management of any social system (including an educational organization) is a process of processing information. In general terms, it consists of three main stages: collecting information about the state of the controlled object, processing it and issuing command information (management decision)"

OU control scheme

1 – control system;

2 - command information;

3- controlled system;

4 – information about the state of the controlled system;

5 - data on the state of the environment;

6 - directive information from higher authorities, scientific achievements, advanced pedagogical experience.

Konarzhevsky, building a management scheme for an educational institution, essentially proved that management is an information process where the management system receives information about the managed system, analyzes it, and based on the analysis of data on the state of the external environment, as well as taking into account the directives of higher education authorities, develops and makes a management decision.

This solution is aimed at streamlining the controlled system and its transfer to a new qualitative state. Command information enters the controlled system, and the circle closes.

M.M. Potashnik points to the organic relationship of the two roles of management information for the manager - “it is the basis for the adoption of optimal

management decisions and a means of feedback on the implementation of all management actions.

Thus, information increases the scientific validity of a managerial decision, eliminates unnecessary costs of material and labor resources, and contributes to improving the quality and efficiency of managerial work and production as a whole.

Information serves all types of management activities. In pedagogical analysis, aimed at the final results of the activities of an educational organization, a planning and prognostic function, it plays a fundamental role. Based on the analytical justification, a strategy is created, a model of the forthcoming activities of the team; as the organizational and executive functions of management activities are performed, there is a constant exchange of information and its processing; in the course of intra-school control, they accumulate essential, specific, objective information and, on its basis, regulatory and corrective measures are taken.

3. Purpose and types of management information

Purpose of information in the management of an educational institution:

1. Information contributes to the scientific knowledge of the surrounding reality, expands knowledge about it.

2. Information makes it possible to make an optimal, scientifically based management decision that requires less material and labor costs.

3. Complete, reliable, objective information improves the quality and efficiency of managerial work and production in general.

4. Information serves to provide educators with the results of scientific research, advanced pedagogical experience, the latest technologies training and education.

Efficiently built receiving system external pedagogical information in an educational organization in a timely manner provides teachers with:

- the results of scientific research,

- advanced teaching experience,

 the latest ideas and technologies of education and upbringing,

 directives of higher education authorities,

 regulatory instructions from institutions involved in the activities of an educational institution,

 information from the external environment about the living conditions of children in the family, etc.

Internal pedagogical information is a collection of information

- about the health status of schoolchildren,

- the results of training and education of students,

- information about teachers, their activities,

- parents,

 data on the material and technical equipment of the educational process,

 information about the external relations of the educational institution.

Internal pedagogical information is divided into

- operational,

- thematic

- and final.

Operative information enables the leader to timely recognize the beginnings of negative deviations in the educational process.

Thematic Information aims to collect information on a specific issue, to identify trends in the development of control objects.

Summary Information makes it possible to formulate an analytical justification, to manage the educational organization based on the results.

There are three main channels for information to be received by the head of an educational organization:

I - formalized (sufficiently reliable, regulated in form, content and time information);

II - spontaneous (not always objective information, phone calls, verbal appeals, answers, etc.);

III - free (information of professional interest to the manager and initiated by him).

An information channel is a potentially existing connection between the elements of the information support system of an educational organization.

Yu.M. Kuznetsov points out that the information flows that fall on the manager from all sides are 4 times higher than his ability to process them.

Therefore, it is natural that there are certain requirements for intra-school information:

Accuracy.The information must be accurate and objective. Repeated and independent checks may be required to achieve this.

Timeliness. Information should be available when it is needed, not later. Late information can lead to costly errors and delays.

Relevance.Information should answer certain questions, the answer to which is needed at the moment. Information may be accurate and timely, but completely irrelevant.

Presentation form . Information should be presented in the form in which its processing is most convenient at the moment. (Today it is most convenient to submit information in electronic form). Often information presented in an inconvenient or unfamiliar format is simply ignored.

Availability. Information should be easily accessible to those who need it in the first place.

4. Information collection methods

An evolving information system is essential for any educational organization. Information collection methods are an essential part of this system.

MM. Potashnik gives the main ones:

 study of directive, normative, methodological and other documents,

- observation,

- polls,

- questioning,

- testing.

- there are also complex methods of collecting information.

In the process of their use, immediately carried out information analysis:

- method of operational analysis of the event,

- retrospective conversation method,

 keeping diary entries, etc.

The timeliness of the information received is the most important factor affecting the optimality of its collection.

All methods of collecting information are not universal, so their selection and combination is necessary depending on the management situation.

A set of measures aimed at obtaining complete information focused on subject area, about the functioning of an open, complex system,

called monitoring(from the English monitor - to monitor, monitor).

This concept, borrowed into pedagogical science from ecology and sociology,

characterized by the concepts:

- system,

- observation,

- predicting results

 state of an object or process, etc.

Monitoring gives a holistic view of the qualitative and quantitative changes in the system, allows you to make management decisions to bring the controlled system to a new qualitative state.

In the modern system of monitoring studies, control occupies an important place. M.A. Sergeeva, from the point of view of a systematic approach, builds an information monitoring model and presents the process of processing (analyzing) information in the form of a diagram.

Scheme of information analysis.

In fact, three main stages of management as an information process are presented here:

Collection of information about the state of the managed object and the external environment;

Its processing and analysis;

Issuance of command information.

Modern scientific research proves that monitoring is a management mechanism subject to certain conditions:

1. a set of measures for its implementation should be carried out as an integral system of the management cycle;

2. a set of monitoring activities should be in-

formation system;

3. it is necessary to form an integral system for distributing information flows, to determine the conditions and technology for its storage and use.

Thus, sooner or later, every manager faces the question of creating or adjusting the existing information support system in the organization.

5. Creation of information support model

To create a single information space of an educational organization needed first create holistic system intra-school pedagogical information, determine its

- create information flows,

 choose methods of collecting information,

- ensure optimal use and storage of information.

By the concept of "information flow" we mean a certain amount of information transmitted over a communication channel in a certain period of time.

In order to build an effective model of the system of information flows in an educational institution, it is important to bring them to a certain level (administrative and managerial, collegiate, student self-government) and specific individuals for analysis and management decision-making.

A model is a system of objects or signs that reproduces some properties of the original system.

All types of specific functional information in the management process become a continuous cycle of external, intra-school (operational, thematic and final) information and influencing (correctional) information coming from the head of the educational institution.

We are building a model of information support for an educational institution, taking as a basis a management scheme based on information from Yu.A. Konarzhevsky and the cyclical scheme for analyzing and obtaining influencing information, built by M.A. Sergeeva.

The model we have built illustrates the content of the information

analytical control function:

“Information and analytical activity is the main management tool, since one of the main characteristics of any system, which ultimately determines the effectiveness of its functioning, is communication, the definition of information flows circulating in it (the content of information, the degree of its centralization, sources of obtaining, bringing to the level of acceptance solutions). Analytical activity is aimed at studying the actual state and validity of using a combination of methods, means, and impacts to achieve goals, at an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms for

transfer of the system to a new qualitative state”

When building the information support model, we took into account the organic distribution of the functionality of administrative management units in the school.

6. Information technologies in the management of an educational organization

A well-established in practice information support system of an educational institution, the collection, processing and analysis of information involves the involvement of large amounts of information and can only be implemented on the basis of certain technologies.

At present, the concept of "technology" has firmly entered the pedagogical lexicon. However, there are discrepancies in its interpretation and use:

 Technology is a complex of scientific and engineering knowledge implemented in the reception of labor, sets of material, technical, energy, labor factors

production, ways to combine them to create a product or service that meets certain requirements (Great Soviet Encyclopedia).

 Technology is a set of techniques used in some business, skill, art (explanatory dictionary).

 Technology is art, craftsmanship, ability, a set of processing methods, changes in state (V.M. Shepel).

 If technology is a set of processing methods, then information technologies are methods of information processing.

According to the definition adopted by UNESCO, information technology is a complex of interrelated, scientific, technological, engineering disciplines that study methods for the effective organization of the work of people involved in the processing and storage of information; computer technology and methods of organization and interaction

actions with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this.

Thus, if technical means provide the possibility of access to information at the right time and its sufficient completeness, then the mastery and use of information technologies make this possibility real.

SIT tools include:

computers and their peripheral equipment,

 means of converting and manipulating audiovisual information,

- means of information transmission,

- software packages.

They differ in the degree of interactivity and in the source of information, therefore they are conventionally divided into:

 technologies that ensure the storage of information, i.е. in this case, the information acts as a service (service), this usually includes all kinds of data banks, databases, knowledge bases, teletexts;

 technologies that provide direct access to large amounts of information, this includes various forms of communication (Internet, local networks).

As mentioned above, the effectiveness of the information support model in the school is largely determined by feedback quality, therefore, the method of its implementation can be considered the main content of the control technology.

The use of information technologies makes the implementation of management information support the most effective. The simplest example is the computerization of a number of administrative functions, which in turn can have a beneficial effect on the activities of the entire institution as a whole.

Among the main directions of using information technologies in teaching and education management Yu.S. Branovsky are the following:

 use of a computer and SIT tools as a learning tool, a didactic tool for modeling various objects and processes, increasing the degree of visibility in the presentation of educational material; systematization and logical ordering of educational material, training, control of knowledge acquisition;

 application of automated training systems;

 development of various automated jobs in education;

 use of multimedia technology in teaching and education management;

 application of SIT in psychological and pedagogical research.

7. Model of management of an educational institution using new information technologies

Building a management model of an educational organization based on SIT, we took into account that the priority direction is the formation of an intellectually developed personality. From our point of view, this idea fully reflects the dictates of the time and the processes taking place in education today.

The goal is to manage the development of an educational organization on the basis of SIT - it has identified the following tasks:

- at level I (management):

1. to intensify the methodological work of teachers, turning it into scientific and

methodical;

2. stimulate the experimental work of teachers;

3. create an optimal curriculum;

4. create a management monitoring system based on educational

and socio-psychological integrated research.

- at the II level (teacher)

1. optimize, individualize the learning process;

2. create a reliable system of monitoring and control, taking into account the psychological characteristics of the student;

3. build the learning process in the mode of subject-subject relations;

4. improve the pedagogical qualifications and professional skills of the teacher.

- at the III level (student)

1. determine the zones of proximal development of each student on the basis of socio-psychological monitoring;

2. implement a differentiated approach to learning;

3. to form a positive motivation for learning activities.

Based on priority areas, based on management functions, we have created a vertical management structure for an educational institution using

information technology, where we consider in detail administrative level tasks, including

- automation of document flow,

- managerial monitoring,

 socio-psychological monitoring,

- educational monitoring.

Tasks per level management monitoring include:

 comprehensive control of material support;

 comprehensive control of financial support;

 comprehensive control of staffing;

 analysis of the results of educational monitoring (research of the course of the EHP, including: the implementation of curricula, the implementation of the state standard of education, the health status of students in an educational institution);

 analysis of the results of socio-psychological monitoring;

 information on the progress of innovation activities at school (procedural and performance indicators)

The systemic principle of organizing the educational process implies the interconnection of all its components: the content of education, educational monitoring, socio-psychological monitoring, which in turn determine the nature and content of the methodological and scientific-methodological work of an educational organization.

The collection of information, its storage and processing is carried out by a single information center of an educational organization. Thanks to local network, which is the link between the head of the public organization, the administration, the information center, a single information space is being created.

The center provides the manager with operational orientation in information flows and the ability to quickly and efficiently structure basic and current information, establish cause-and-effect, correlation, functional relationships in the educational process and the management system, form analytical solutions, determine the effectiveness of the educational institution, the degree of satisfaction of the participants in the pedagogical process own and joint activities.

Clearly presented, structured information allows timely assessment of the existing conditions, provides multi-variant forecasts, the choice of the optimal plan option under given initial conditions. Operational processing and systematization of information takes place in accordance with the specified parameters, which

allows you to see and evaluate the degree of deviations of the obtained indicators from the planned ones and to predict, model the possible behavior of the participants in the pedagogical process. The use of computer and information technologies will make it possible to facilitate the most time-consuming and therefore time-consuming actions of teachers to improve the quality of education.

Vertical management structure of the MBOU "Secondary School of the village of Krugloye Pole" using the SIT

I level

Workflow automation

Local network Internet

Database

Priority

directions

The use of SIT in the management of MBOU "Secondary School of the village of Krugloye Pole"

Administration

(Information Center)

Tasks at the management level

Management monitoring

Diagnosis School development quality model

Database

Socio-psychological monitoring

Diagnostics

Model of socio-psychological support

Database

Educational monitoring

Diagnostics

Development quality model

OP

Database

Use of SIT by class teachers and subject teachers

II level

Use of MIT by students

CONCLUSION

The managerial activity of a modern head of an educational organization is becoming more and more intellectual and scientific. Its effectiveness is due to experimental work in the field of intra-school management. The flows of information that are falling on the participants in the educational process from all sides leave no time to think about the need for changes in the traditional process of managing an educational institution. It is so important, therefore, at the present time to substantiate aspects of managerial experimentation, which are determined by fundamental changes in the views on the personality in general and the personality of the student in particular.

Creating conditions for self-realization of all participants in the educational process, freeing the leader from routine "paper" work and freeing up time for creative, scientific activities is associated with the search for new school models and technologies for managing their implementation. The organization of experimental work in this direction is of paramount importance.

Starting to build an information management model for the MBOU "Secondary School of the village of Krugloye Pole" we assume that:

1. The use of information technology in the management of the development of an educational institution will have a beneficial effect not only on goal setting, but also on such management functions as planning, leadership and control, in terms of efficiency and cost reduction of all types of providing resources.

2. Modern management is largely transformed into information flow management.

3. The problem of managing information flows, in turn, breaks down into a number of tasks, both technical and moral and pedagogical properties:

- Ensuring reliable information security,

- Determination of the circle of its consumers,

 Structuring information in such a way that each user has access to it within their professional competence.

4. A clear organization of information flows in the school will require the transfer of all subjects to the regime of regulated mutual information support.

LITERATURE

1. Aladyshev S.S. Technology of structuring information arrays in the activities of the director of an educational institution. - Barnaul: BPGU. - 2000.

2. Andriyanova O.G. Improving the quality and efficiency of intra-school management based on the use of new information technologies. // ITO-2002.

3. Bogdanov E.N., Kisel N.V., Borovkov A.B. Manage an educational institution based on system computerization. // School technologies. - 2002, No. 1.

4. Bykov V.E., Vinogray E.G. and other Automation of management in the system of education. - Tomsk. – 1984

5. Kovalevsky A.F. Experience in the application of new information technologies in the organization and holding of conferences. // Distance and virtual learning. -2002, 4.

6. Kozlova O. Informatization of education and school library. - // Public education. - 2002, No. 5.

7. Konarzhevsky Yu.A. Pedagogical analysis of the educational process and management of an educational institution. - M. - 1997

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Denyakina Ludmila Mitrofanovna Innovative technologies in the management of an educational institution: Dis. ... cand. ped. Sciences: 13.00.01: Yakutsk, 2001 163 p. RSL OD, 61:02-13/352-0

Introduction

CHAPTER 1. Theoretical and technological aspects of the innovation process in the management of an educational institution.

1.1. The essence of the concept of "management" in educational institutions 14

Conclusions on chapter 1 64

CHAPTER 2. Experimental study of effectiveness innovative technologies in the management of an educational institution.

2.1. Innovation in planning the development program of an educational institution 67

2.2. Pedagogical diagnostics as a driving force for the development of an educational institution 87

2.3. Control in the management system of innovative technologies 110

Conclusions on chapter 2 128

CONCLUSION 131

Introduction to work

The relevance of the research problem. 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

The issue of management effectiveness is one of the most pressing topics in
^ the theory and practice of management.

Without mastering special management technologies, 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 implementation. managerial functions.

The solution of the problems facing the renewing education depends on
on the one hand, from an adequate understanding and description of a functioning
, -l management system, and on the other - from the introduction into practice of new scientific and

pedagogical technologies and achievements in the field of management. 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.

Fascination with new forms without fundamental change

conceptual transformations lead to the conclusion that sometimes it is not about

innovations as such, but about “simulation of innovations”, erroneous attempts

equate innovation with experience.

Practice allows us to draw the following conclusion: educational
The institution is at various stages of innovation. There are differences
by the intensity of the transition from the "old" state to the updated one,
there is an uneven distribution of innovations across different
directions (about 60% of all innovations are carried out in the content
"education, in the forms and methods of training and education). All these processes

closely related to the renewal of the 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 admitted that this aspect of managerial activity has been studied the least.

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. This largely determined the relevance of our research topic - "Innovative technologies in the management of an educational institution".

The main conceptual aspects, principles and tasks of reforming education, taking into account which transformations should be carried out in a modern educational institution, are set out in the Law "On Education", "The Program for Reforming and Development of the Education System of the Russian Federation" and other fundamental documents.

The problem itself is not new. IN different times issues
management paid special attention to such scientists and public figures
Russia, such as N.A. Korf, M.V. Lomonosov, N.I. Pirogov, K.D. Ushinsky and others.
conditions of strict regulation, public and political life
Russia in the second half of the 19th century. scientists have developed the basic principles
activities of an educational institution: professional

the competence of the head, the combination of exactingness and respect for the child, the involvement of parents in monitoring the activities of the teaching staff of the educational institution.

Issues of pedagogical innovation, the search for optimal methods of teaching and educating the younger generation in the context of the transition to

adapted educational institution, a clear deficit of concepts related to the formation of a new field of knowledge - pedagogical innovation - have been widely developed in the works of a new generation of domestic and foreign teachers: V.S. Lazarev, M.A. Moiseev, M.M. Potashnik, K. M. Ushakov, N.R. Yusufbekova, K. Angelovski, E.M. Rogers and others. The studies of these authors allowed practitioners to move on to program-targeted management of education.

The collective image of the head of an educational institution open to change appears before us in the works of a number of domestic scientists and practitioners - Sh.A. Amonashvili, V.P. Simonov, V.A. Sukhomlinsky, E.A. Yamburg and others.

The most important professional and personal characteristics of teachers who are inclined to creative activity are reflected in the works of G.G. Vorobyov, V.I. Zhuravlev, N.V. Kuzmina, A.S. Makarenko and others.

Didactic and psychological foundations of management

educational innovation processes have become the subject of a detailed
studies by Yu.K.Babansky, G.G.Vorobiev, V.P.Simonov,

P.I. Tretyakova, R.Kh. Shakurov, T.I. Shamova and a number of other scientists.

In the works of V.P. Bespalko, V.I. Zhuravlev, V.I. Zagvyazinsky, P.I. Kartashova, N.V. Kukhareva, N.D. Nikandrova, and others, the conclusions of the scientific research are analyzed, the issues of modeling and managing the educational process in education are considered.

In modern conditions, effective management of the innovation process in an educational institution should be based on the achievements of world science and practice in the field of management. The fundamental issues of managing social organizations and processes are reflected in the works of management specialists M. Weber, E. Mayo, T. Pyaters, Simon, F. Taylor, R. Waterlineg, Fayol, studies of domestic authors V. G. Afanasyev, O. T. Lebedeva and others.

Modern achievements of psychological and pedagogical science, development and
1^ wide dissemination of knowledge, valuable practical in the field of management

serve as a basis for the development of a hypothetical model of innovation management in the conditions of an ordinary educational institution of an adaptive nature with a developed differentiation of education and upbringing, a wide range of educational services that best meet the needs and needs of the vast majority of children and their parents.

Analysis of the state in the management of an educational institution
highlighted the following common issues:
f - misunderstanding of the integrity of the system of democracy as a form

organization and activities of collectives (pedagogical, parental and interested public organizations);

the contradiction between the decentralization of management, which led to the expansion of the rights and independence of educational institutions and the strict regulation of management activities by regulatory documents;

Contradiction between active innovative activity
educational institutions and the lack of adequate expertise and evaluation of

^ side of the state, including due to the lack of evaluation criteria

managerial activity of the head of the innovation

educational institution;

Insufficient preparedness for the introduction of innovations in management
both on the part of the manager and on the part of the managed side;
disunity of external and internal links of management;

imperfection of the economic and material and technical base for the implementation of new technologies in the management of an educational institution;

the relationship between the improvement of the management system
^ innovations and the degree of awareness of this issue of all

teaching team.

All of the above indicates the need for a deeper scientific and practical research in this area. Having formulated the problem and the topic of the study, the goal was determined.

Target research: to develop innovative technologies in the management of an educational institution as a specific, intellectual type of activity of the subject of management.

Object of study- management system of an educational institution in modern conditions.

Subject research there is a combination of objective and subjective conditions, factors that determine the high efficiency of innovative technologies in the management of educational institutions.

The purpose, object and subject of the study made it possible to formulate a hypothesis research. The effectiveness of the introduction of innovative technologies for managing an educational institution is achieved when:

It relies on the knowledge and consideration of the leader in practical
activities of the basic laws, principles and methods of pedagogical
management as a synthesis of knowledge in the field of sociology, psychology,

management;

the heads of educational institutions forecast the priority areas of innovation processes, provide assistance and support to innovators; prevention and overcoming of possible negative consequences of unsuccessful innovations;

favorable socio-psychological conditions are created in educational institutions for the integration of efforts, motivation for innovations of all teachers as a collective subject of management;

a set of innovations is implemented simultaneously and directly in the system within the educational management.

We have identified the following tasks:

experimentally test the proposed innovative technologies in the experience of managerial work of educational institutions (school, kindergarten);

determine and justify a set of sufficient and necessary conditions for the effective management of the innovation process in an educational institution of an adaptive nature;

identify the specifics of the development of the system within the collective management in the context of the development of differential education and upbringing, aimed at more complete satisfaction of the requests and needs of parents, acting as a social customer of education;

identify factors that determine the effectiveness of managing innovative technologies of an educational institution at the present stage of development;

explore the existing organizational forms of innovation activities, identifying the most promising of them and developing scientific and practical recommendations for the introduction of innovative technologies in management for the head of an educational institution for their further development.

Methodological and information base of the dissertation. The methodological basis of the dissertation research is a systematic analysis of the theory of innovation and innovation management. In the course of the dissertation work, scientific works of domestic and foreign scientists, materials of the periodical press, laws of the Russian Federation, materials of scientific and practical conferences on the problem of management in the educational sphere were used.

Methods research: theoretical analysis of philosophical, psychological-pedagogical, sociological and managerial literature on the research topic; study and generalization of the experience of educational institutions on the research topic; comparative analysis of documentation;

direct, indirect and participant observation; survey (questionnaire, conversations, express survey); assessment methods (self-assessment, introspection, expert assessment); pedagogical experiment; methods of statistical processing of the obtained data.

Scientific novelty and theoretical significance of the study:

1. The conceptual apparatus used in management has been clarified
innovation activities (innovations, innovations, innovation cycle,
innovation process, pedagogical technologies, system, management
innovation activity, the structure of the innovation process), themes
thereby created the basis for a systematic approach to the use
innovative pedagogical technologies in management activities.

Theoretical and practical provisions and recommendations for the creation of innovative technologies for managing an educational institution have been developed.

The most important factors and conditions influencing the effectiveness of the implementation of innovative technologies in the management of an educational institution are identified and theoretically substantiated.

A control system is proposed as a management tool and pedagogical diagnostics as a driving force for the development of an educational institution.

Practical significance work lies in the fact that it is connected with the actual problems of modern education management in the context of the transition to new forms of its organization. Recommendations and methodological materials that are successfully used in management practice in educational institutions (schools, preschool institutions different kind) regions of the Russian Federation.

Reliability and validity the scientific results of the dissertation work are provided by the implementation of scientific methodology, the use of a personal-activity approach to solving the problem;

analysis and synthesis of theoretical and experimental material; organization of experimental work using a set of methods adequate to the volume, subject, goals and objectives of the study; activities of the experiment, repeated and comprehensive verification of theoretical conclusions and practical significance.

The experimental base was educational institutions of Moscow, Moscow region (Balashikha, Reutov, Dmitrov), the Republic of Sakha-Yakutia (Yakutsk), Samara region (Tolyatti, Lunacharsky village), Krasnodar Territory(Sochi, Tuapse). The studies were carried out in stages from 1992 to 2000.

At the first stage (1992-1994), the study and analysis of scientific literature on the research problem, acquaintance with the experience of innovative educational institutions and institutions of an adaptive nature were carried out. The potential and real needs of the functioning and development of an educational institution in modern conditions were studied.

At the second stage (1994-1996) of the research, the existing approaches to the management of innovative processes were theoretically comprehended, the basic concepts were clarified, new innovative and pedagogical management technologies were identified, and the mechanism for their implementation was determined. A concept for the development of an educational institution with a high level of differentiation in education and upbringing and with a wide range of educational services as a new type of educational institution was prepared. Models of experimental work were developed and tested: management models, control functions, control systems aimed at the development, implementation, development and dissemination of innovations; identification of a number of external and internal factors that determine effective innovation management processes in modern conditions. Practical experimental work was carried out, its effectiveness was tested.

On third stage(1997-2000) were generalized
W research materials, their systematization, processing of experimental

data, formation and refinement of conclusions, implementation of the developed recommendations into practice; preparation of the dissertation manuscript.

Testing and implementation of research results.

Intermediate and final results of the study were discussed and
were approved at Russian, regional conferences, seminars and
meetings in cities: Moscow, St. Petersburg, Belgorod, Krasnodar
region, Leningrad region, Samara region, Udmurtia, Khakassia, Komi,
\

educational institutions in Moscow, Yakutsk, Tuapse, Tolyatti, Izhevsk, Bryansk, Ryazan, etc.

The scientific results of theoretical and experimental research are reflected in the author's publications.

The concept is defended Where:

A complex of necessary and sufficient
conditions for the effectiveness of innovative technologies in management
educational institution at the present stage;

A - the concept of "innovative technologies in management" has been clarified,

the differentiation of concepts was carried out on the basis of the study and analysis of existing approaches, the results of the study;

The use of innovative technologies in management is determined
as a system of various pedagogical interactions and cooperation
its subjects and search and research activities as necessary
conditions for the disclosure of personal, professional and creative potential
teacher;

A set of conditions allowing to achieve
rw^ effectiveness in the organization of the pedagogical process in the educational

institution: providing the teacher with the freedom to choose directions,

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

The essence of the concept of "management" in educational institutions

The theory of control, which solves the problem of ensuring the effectiveness of this process, is presented in the works of such domestic scientists as A.G. Aganbegyan, A.I. Anchishkin, V.G. Afanasiev, D.M. Gvishiani, M.I. Kondakov, P.M. Kerzhentsov, A.V. Popov, E.F. Rozmirovich, I.K. Shalaev and others, as well as foreign researchers M. Albert, M. Weber, P. Drucker, D. Carnegie, D. McGregor, R. Mackenzie, W. Ouchi, S. Parkinson, F. Taylor, P. Waterman, LLkkoki and others. In their works, the foundations of social management are revealed, its concept is defined, the functions, structure of government bodies and ways to improve management activities are studied.

The English word "manus" (to manage) comes from the root of the Latin word "mange" (hand). The concept of "management" originally meant the ability to drive around horses and manage them. Then this word began to mean the art of owning weapons and driving a chariot. The definition of management, presented in encyclopedic dictionaries: "An element, a function of organized systems of various nature, ensuring the preservation of their specific structure, supporting the mode of activity, the implementation of their programs and goals. Social management is the impact on society in order to streamline it, preserve the qualitative specifics of improvement and development "(7; p.207). There are more than forty formulations of the definition of the category "management", In 1975. I.S. Mangutov and L.I. Umansky tried to generalize the formulations of this category. In 1976 D.N.Bobryshev carried out an extensive analysis of the categories of control theory. P. Turnpuu, when classifying various approaches to this concept, generalized semantic statements about the category "management" into four groups: the class of phenomena to which management belongs; objects; content and expected results of management. A number of researchers in the definition of a single category of "management" included some signs: management, in their opinion, is certain structures, the presence of order among the elements of these structures. In the definition of the category "management", the authors include the expected results from it: streamlining the system, ensuring integrity, the interconnection of the components of organizational systems, they name the conditions relating to the quality of the subject of management: experience, consciousness, abilities, education, competence (13, 20, 23.42 , 63.74, 97, 115, 117, 118, 121, 144). V.P. Bespalko (9; C.33) in his research defines: "... control is a mechanism that ensures such interaction between the control and controlled objects, in which the first monitors the functioning of the second, regarding the achievement of pre-set diagnostic goals" . M.I. Kondakov interprets the management of educational institutions as "a specialized socio-pedagogical system that provides for a conscious, systematic and purposeful impact of the subject of management on all aspects of the life of an educational institution to ensure optimal socio-economic and organizational-pedagogical functioning of the process of teaching and educating the younger generation" (quoted from: 23). !& Yu.V.Vasiliev operates with the concept of "pedagogical management", which is carried out taking into account the requirements and tasks of society and differs from the social one in its objects (in our study - children, preschool institutions, primary school, teachers, parents), as well as the nature of the processes and patterns determined by pedagogical science. “As a practical activity, pedagogical management is the management of a holistic educational process” (13; p. 61). Domestic philosopher V.G. Afanasiev (7; p.11) in his research notes that the essence of management is not only the stabilization of the controlled system, but also improvement through the transfer from one state to another. In the later works of scientists of the 1950-1960s, organizational, methodological, personnel, planning and other measures that ensure the normal functioning of educational institutions, their further expansion and development both in quantitative and qualitative terms became the center of research problems (87; C . 12). One of the researchers of this period, P.V. Khudominsky, defines the scientific management of the education system as a systematic, planned, conscious and purposeful influence of management subjects of various levels on all its links in order to ensure the upbringing of the younger generation.

Innovation in planning the development program of an educational institution

It is known that the issue of distinguishing types of management actions or general management functions from the general content of management activities still causes some controversy and discussion in the scientific world. They argue about the number of the most important actions, their composition, etc. However, almost all scientists and practitioners pay due attention to such a type of management activity as planning. And this is no coincidence. If we agree that the main purpose of management in social organizations (and an educational institution is one of them) is to ensure the purposefulness and organization of joint activities, then it becomes obvious that planning can be done without generating organizational goals, and therefore, the possibility of purposeful activity, in no way possible.

Psychological science considers planning as one of the main functions of all human thinking (along with analysis and reflection), that is, planning, of course, is not only a sign of managerial work. Its presence is one of the greatest advantages of man over animals (it is worth recalling the well-known reasoning of K, Marx about the difference between the most mediocre architect and the most “talented” bee: (a person is able to consciously anticipate the results of his activity, make plans). However, planning as a type of managerial action has a very significant feature - the conversation is about planning by the subjects of management of an educational institution not so much their own activities, but the activities of other people of the entire team.

In our experimental work, innovations took place, which are characterized as adapted, expanded and re-formulated ideas and actions that acquire particular relevance in a certain environment and in a certain period of time. Modification, combinatorial, radical (in terms of potential), private, modular, systemic (in scale) were used. The most important characteristics of innovations are the criteria of relevance, usefulness and feasibility.

In general, managerial innovations are organizational decisions, systems of procedures or management methods that differ significantly from established practice and are used for the first time in a given educational institution. We consider them within the framework of management structures, functions, and the mechanism for their implementation. In contrast to pedagogical innovations, a feature of managerial innovations is that it is not always possible to determine strict parameters by which it would be possible to control implementation and effectiveness. We have developed and implemented in the process of experimental work innovative approaches to the improvement of management. They boil down to the following.

One of the main mechanisms for creating innovative management, which is implemented in the process of experimental work, is the role of the head - the manager of the educational institution. Taking into account the roles of the leader developed by management specialists (head, leader, liaison, successor and disseminator of information, representative, entrepreneur, corrector of violations, distributor of resources, negotiator), in our experimental work we proceeded from the fact that the introduction of innovations involves the formation by the head of the school a certain innovative mechanism, including: - development of a creative atmosphere in an educational institution,

cultivating interest in innovation and innovation;

Creation of socio-cultural and material conditions for the adoption and implementation of innovations in various fields of activity;

initiation of search educational systems and mechanisms for their comprehensive support;

Integration of the most promising innovations and productive

projects into real educational systems and translation

accumulated innovations into the mode of permanent search

experimental educational systems.

Pedagogical diagnostics as a driving force for the development of an educational institution

As a result of the diagnostic work carried out with the leaders, it should be emphasized that the leaders came to the conclusion:

a) diagnostics of the professional competence of the teacher and the growth of his pedagogical potential will give the head of the educational institution not only extensive information for reflection and further analysis, but will also help determine promising lines in the development of the team, directions and prospects for professional growth and creative potential, strengthening adequate professional self-esteem and etc. ;

b) the results of diagnostics play an important role in the professionally qualified promotion of employees and the formation of a personnel reserve;

c) when diagnosing, problems are visible that need to be addressed; they can be in the area of ​​changes in functions, structure, operation parameters, etc.

Based on the analysis of psychological and pedagogical literature and our many years of practice, we have identified the following functions of pedagogical diagnostics:

Feedback function that allows you to analyze the achievement of goals, find out the reasons for failures;

The function of determining the goals and objectives of promising lines in the development of the team, a long-term plan for advanced training;

The function of distribution of duties and public assignments between members of the team, placement of personnel;

The function of creating a microclimate through the relationship of an adult with a child;

The function of fixing when compiling statistical reports, when preparing speeches at the pedagogical council, meetings and parent meetings, when compiling characteristics for teachers; - the function of studying and summarizing pedagogical experience;

The function of pedagogical correction allows you to determine proposals for correcting activities and preparing material for certification of a teacher;

The function of motivation and incentives makes it possible to produce differentiated wages, to apply external incentives more adequately;

The control function allows you to make the necessary types of control over the educational process, because. diagnostics contains information about its condition.

Pedagogical diagnostics is an analytical cut and assessment of the static state of a pedagogical phenomenon in accordance with certain parameters. And therefore, the diagnosis of the professional activity of a teacher involves the knowledge and skillful use of parametric data that characterize its state at different levels of implementation. In the practice of experimental work, we were guided by the principles of pedagogical diagnostics developed by N.S. Sushchev. He formulated the principles of pedagogical diagnostics: purposefulness and targeting; reliability and reliability, consistency and continuity.

The purposefulness of diagnostics is expressed in the need to correlate organizational forms, means and methods in its implementation with the ultimate goal of meeting the professional needs of teachers against the background of a significant increase in the efficiency of the educational process.

The targeting of diagnostics is determined by the degree of differentiation of its forms and content, depending on the individual or group characteristics of teachers, due to differences in gender, job status, subject and social orientation, level of education, etc.

The reliability and reliability of diagnostic procedures is determined by the scientific basis that is laid down in the methods and means. In the case of using methods that are inconsistent with the modern practice of pedagogical work, one can hardly expect the appearance of reliable data that can change pedagogical activity for the better.

The systematic and continuous study of the teacher's activity indicates the need for multi-aspect diagnostics, including various aspects of pedagogical activity, knowledge and skills of pedagogical work, professionally and socially significant personality traits.

TOMSK REGIONAL INSTITUTE FOR PROFESSIONAL DEVELOPMENT

AND RETRAINING OF EDUCATIONAL WORKERS

ABSTRACT

Topic: Technology for successful management of an educational institution

Completed by: Selezneva I.R.

Tomsk-2011

Successful management technology

educational institution

In a broad sense, the concept Management"(from English manage- to manage, manage, manage) is interpreted as leadership or management of socio-economic systems, also refers to the leadership itself and leaders of various levels in the organization.

Management is also a professional activity that involves certain knowledge and experience in managing people.

Another ancient sage said: the art of managing people is the most difficult and highest of all arts.

On the eve of the 21st century, the success of any business organization depends to a large extent on its employees. This was due to the rapid development and wide dissemination of knowledge in the field of personnel management. IN developed countries the study of the discipline "Personnel Management" has long been an important part of the training of managers at all levels, and this is a necessary component of higher education in general.

Perhaps today there is no more difficult profession than the profession of a leader. Yes, being a leader is one of those professions that is called complex, because it requires a person to possess so many and so different skills. He should know, albeit a little, but about everything - from the secrets of marketing to the tricks of financial science, from the methods of organizing modern production to the recesses of human psychology.

To be a leader, you must have subordinates. The idea is not too original, but not without, however, underwater reefs. These reefs are hidden under the word "to have", which troubles the eyes of many leaders, who habitually believe that subordinates are almost their property.

However, it is precisely that area of ​​activity of the leader, which is associated with his relationship with his subordinates, that occupies a key position in terms of the success of the leader's work as a whole. No matter how talented and hardworking the boss is, if his efforts are not supported by his subordinates, the result of the activity of the unit as a whole is unlikely to be particularly successful. It is on the success of solving the problem - to see a person in a subordinate - that the work of the team depends.

Note that the ability to adequately perceive and evaluate another person is clearly not enough for the normal development of subsequent relationships.

^ The personality of the leader.

The personality of a leader can be represented in the form of three groups of characteristics that make up: biographical characteristics, abilities and personality traits.

^ Biographical characteristics.

1. Age of the leader. The problem of the age limit for high-ranking managerial employees, as well as the issues of the optimal age for managers in certain types of professional activity, have existed for a long time. Thus, when analyzing the materials collected by T. Kono, the average age of presidents of large Japanese companies is 63.5 years, their American counterparts are somewhat younger - 59 years. Here's what he thinks about this issue. Lee Iacocca, a well-known American manager: “I have always considered it an absurd practice in which a person who has reached 65 years of age, we are obliged to immediately dismiss him, regardless of his physical condition. We must rely on our senior managers. They have experience. They are wise." In other words, age is a lot of experience; not only natural, but also social characteristics of a person, including a leader.

However, one should not think that only mature age (and hence experience) entitles its owner to count on a high post. History shows that very young people stood at the beginning of the creation of the largest companies. A. Morita, the founder and long-term head of the world famous Sony Corporation, was only 25 years old on the day the company was founded. And there are many such examples.

Thus, the age of the leader can be neither an advantage nor a hindrance in order to effectively manage. The relationship between age and leadership effectiveness remains unclear.

Gender of the leader. This characteristic has recently attracted more and more attention from researchers who are trying to explain the difference between male and female behavior in the role of a leader. Of particular interest and many publications in various publications are devoted to the model of female behavior. This is explained by the fact that in the life of modern society it is difficult to find an area in which a woman would not play an important, if not even the main role. Women hold the positions of president, prime minister, leader of a major political party, diplomat, businessman, and even defense minister.

But the researchers note that in certain activities that require significant speech activity from the people participating in them, women behave timidly in the presence of men. Therefore, women are less likely to become leaders and show little inclination than men to pursue this role. This is due to the fact that men have greater competence in solving group problems, as well as their desire to have an advantage in the group. Of particular importance is the presence of a certain standard of behavior accepted in society. From the performer of the male role, appropriate behavior is also expected. And women, in order to be treated as worthy leaders, have to prove their abilities and inherent business qualities.

The researchers also identified another significant difference between male and female managers, namely, women's great interest in relationships between people. Women are superior to men in democratic leadership, and, consequently, in the degree of orientation towards human relations. But, so far it is impossible to say with certainty who is more effective in the position of leader: a man or a woman. The percentage of women leaders is too low compared to the representation of the strong half of humanity in this post.

Socio-economic status and education.

These characteristics are very important for a leader. An effective leader must have a variety of knowledge in the field of management and business, special sciences related to the activities of the company, foreign languages. At present, managers strive to acquire not only special knowledge, but also economic and legal ones. In our country, the need for leaders in knowledge has increased foreign languages. This was facilitated by the cooperation of many enterprises with similar foreign organizations. And the leader, as the face of the organization, must perfectly possess at least one generally accepted English language. The interest of managers in the psychological issues of management has also increased. Many of them are trained and trained in prestigious Western business schools.

^ 2. The next component of the leader's personality are capabilities. All abilities can be divided into general (these include intelligence) and specific (knowledge, skills, etc.). The greatest influence on the effectiveness of leadership is exerted by general abilities, that is, intelligence. Back in the 1960s, the American industrial psychologist E. Giseli, examining groups of managers, came to the conclusion that the relationship between intelligence and leadership effectiveness is curvilinear. This means that the most effective managers are not those with very high or low IQs, but those with an average level. But all this data is not some kind of standard for intellectual potential. A particular effective manager may have rather low results on an intelligence test.

More recent studies by F. Fiedler and

A. Leister showed that other factors also influence the relationship between intelligence and work efficiency. These include: the motivation and experience of the leader, as well as his relationship with senior management and subordinates. Insufficient motivation and experience of the leader, weak support from his subordinates and tense relations with senior management have as a result a decrease in the influence of the leader's intellect on the effectiveness of his activities.

The specific (special) abilities of the individual include special skills, knowledge, competence, awareness. It is not necessary to specifically prove and give examples on specific individuals how important these abilities are for the successful implementation of managerial activities.

^ 3. The next characteristic of a leader is personality traits. The most frequently mentioned personality traits in various studies are: dominance, self-confidence, emotional balance, stress resistance, creativity, striving for achievement, enterprise, responsibility, reliability in completing a task, independence, sociability.

Let's consider each of these characteristics separately.

dominance or the ability to influence people. A leader must necessarily possess this characteristic, since it is difficult to imagine how one can effectively manage people without influencing them. Influence on people should be based not only on official authority, but also on the psychological and pedagogical features of communication between a leader and subordinates. Influence should be based on a fair approach of the leader to the subordinate.

^ Self-confidence. The influence of this characteristic is directly reflected in the subordinates, who, in the case of the leader's confidence, feel calm, support, protection, reliability, confidence in the future. Thus, a certain psychological comfort provides and increases the motivation to complete the task. An insecure leader cannot inspire confidence and respect for himself both from his subordinates and from managers of equal or higher rank.

^ Emotional balance and stress resistance. Emotional balance should be manifested in the control by the leader of their emotional manifestations. Relations between a manager and subordinates should be smooth, business-like and not depend on personal sympathy and their own mood. Emotional balance affects the emotional state of subordinates. A negative outburst of emotions in a manager can reduce the feeling of confidence in subordinates, the consequence of this will be a decrease in their business activity. Employees will be forced to deal with their own feelings, not work problems. Emotional imbalance can undermine the image of the leader in the eyes of business partners. But the constant suppression of negative emotional reactions, their containment can turn into unpleasant consequences for the individual - neuroses and psychosomatic diseases developing on their basis, such as, for example, hypertension or stomach ulcers. Therefore, the leader should pay special attention to the means of emotional discharge. Stress relief can occur during physical exercises, communication with friends and loved ones, passion for all kinds of hobbies. In Japan, for emotional release, mannequins depicting higher-ranking leaders are smashed. Therefore, in recent years, experts are increasingly talking about the need for a rational organization of managerial work, allocating sufficient time for the emotional discharge of managers.

^ Creativity or the ability to creatively solve problems. The key to effective leadership is whether the leader is able to see elements of novelty and creativity in the activities of his subordinates, as well as support their initiatives.

^ Goal-Achievement and Entrepreneurship- the most important features of a modern leader. In close connection with them is the propensity of the individual to take risks. The leader should not stop halfway through, he should be able to take risks and calculate his risk. A good manager does business not so much for the sake of money (for him, they are an indicator of success, and not a means of enrichment), but because of the constant need to concentrate all mental abilities to solve an infinite number of various problems. Business for a good leader is a necessary stimulus and a vital dose of adrenaline.

^ Responsibility and reliability in the execution of tasks. We constantly feel the lack of these human qualities in everyday life. The leader should prefer situations in which it is necessary to bear personal responsibility for the decision made. The leader must be a responsible and reliable person, as he is an example and personification of the ideal personality of his subordinates.

Independence. This characteristic is undoubtedly an important personality trait of the leader, which ensures the success of his actions in various spheres of the life of the organization. Whatever advice the leader takes from the people around him, he always makes the final decision himself. The more independent the leader behaves, the more his independence manifests itself. But this does not exclude the need to listen to the opinion of colleagues or subordinates. The main thing is that the manager should have his own point of view on emerging problems, his professional and human face, and also support this property in his subordinates. But the excessive independence of the leader can develop into tyranny and voluntarism. Independence, realized in this way, contributes to a decrease in the effectiveness of management.

Sociability. According to the results of scientific research, more than three-quarters of the manager's working time is spent on communication. Therefore, the communication skills of the leader must be quite high. Many business connections, leadership of subordinates begins with communication.

What does it take to be a successful leader, bearing a huge burden and responsibility on your shoulders? The main thing is to look ahead and see the goal, make the right decisions, act correctly and by all means complete the work with success and victory. Successful directors set high internal performance standards. They have high expectations for their students and staff; they communicate these expectations to people inside and outside their school.

The main qualities that a leader should possess are the following:

• Competence.
• Sociability.
• Attentive attitude towards subordinates.
• Courage in making decisions.
• Ability to creatively solve problems.

The last one is the most important. A modern leader is a creative person who is able to overcome stereotypes and find non-traditional ways to solve the problems facing the school, create and use innovative management technologies.

A modern leader is a person who is constantly working on himself, on his professional and personal qualities.

A modern leader is a strategist who sees the prospect of developing his organization for several years ahead, based on the available social conditions and resources.

The modern leader is a carrier of organizational change, developing new approaches to solving problems, promoting new values ​​among employees, obsessed with an idea, ready to overcome long-term difficulties in order to bring it to life.

A modern leader is a leader who seeks not to order, but to listen to colleagues, who is psychologically inclined to approve proposals, who is an enthusiast and prepares and supports enthusiasts.

A modern leader is a person who integrates the efforts of employees for the widespread use of cultural and ethnic management tools. Thus, a modern school principal must possess the above human qualities and have the following traits of a manager-leader:

• Available to any employee, the tone of discussion of any problems is always friendly.
• He understands that to manage means to do things with the hands of others. From here, he devotes most of his time to working with personnel, constantly paying attention to reward systems. He personally knows a significant part of the workers.
• Opponent of the cabinet style of management, prefers to discuss problems on the ground, knows how to hear and listen, is resolute and persistent.
• Tolerantly refers to the expression of open disagreement, skillfully delegates authority to performers, builds relationships on trust.
• In difficult times, he does not seek to find the culprit, but looks for the cause of failures and deviations.
• He does not command and does not order, but convinces; strict control replaces trust.
• Strives to develop collective forms of work as a single team.
• Always open to new ideas, creates an atmosphere in which the free expression of ideas becomes the norm.
• Forms a good psychological climate in the team, does not satisfy the interests of some workers at the expense of others.
• Readily, and most importantly, publicly recognizes the merits of employees.
• Does not imitate change, but actually seeks to bring about positive change.

At the same time, the leader-manager thinks:

• protocol - distinguishes facts from opinions, the real from the seeming, the actual from the desired;
• inertialess - accumulated experience and knowledge do not prevent him from making an original decision when considering new, non-traditional problems;
• methodically - consistently, without being distracted from the goal, to comprehend commercial, managerial and psychological and pedagogical situations;
• mobile - transfers the accumulated experience to new areas of knowledge, taking into account their characteristics, place, time, conditions;
• dominant - highlights the main thing and does not drown in trifles;
• constructively - not only reveals the causes of shortcomings, but also knows how to find the most rational ways and means of eliminating them, knows how to improve things qualitatively.

The manager-leader thinks not on the principle of “either-or”, (either one or the other), but on the principle of “both-and” (both) - everything depends on the specific circumstances and conditions. Life itself and the market environment make him be a spontaneous dialectician. He operates with seemingly mutually exclusive concepts of the type: “qualitative quantity”, “creative diligence”, “initiative discipline”, “organized disorganization”, etc.

The leader not only must organize and lead the change, but he must "himself be the change" that he wants to see in others. “The leader is given the functions of a “social architect”, “studying and creating what is called a “work culture”, those intangible elements that are difficult to identify, but which are extremely important: behavior, values ​​and norms. “ The peculiarity of the modern view of the leader is that, - write M.V. Grachev, A.A. Sobolevskaya, D.V. Kuzin, A.R. Sterlin in his book Capitalist Management: Lessons from the 80s, that he is seen as the bearer of an innovative organizational culture, as the main agent of consistent change in the corporation”(12, pp. 36-37).

This is the general outline of a manager-leader. It is not easy to implement this model, but, as the Americans say: “The ability to walk on water does not arise in one day.”

The headmaster must lead, teach to learn, create an image of the future. The head of the educational system should influence the value aspects of people's consciousness, their culture, vision of the future. Leadership is not limited solely to the ability to negotiate with teachers or find a compromise with them, it is a transformation of the culture of the school organization, a focus on internal changes.

The principal of the school is a strategist, the developer of the “General Rules of the Game”, new ideas, on the basis of which the concept of the school develops. Providing teachers with creative and professional independence, initiative, “pedagogical enterprise”.

Based on a deep study of the literature on management theory, we have constructed the following concept of intra-school management, the methodological foundations of which are:

1. Increasing the level of cooperation within the management apparatus, between the administration and trainers, teachers, between teachers and students. Transfer of intra-school management to a democratic basis, i.e. inclusion in the management process of trainers - teachers and students. The school has 34 training groups, in which 14 trainers-teachers participate.

2. Deep analytical penetration of the leader into the essence of the pedagogical phenomenon, into the lesson, into the pedagogical process for a qualified, in-depth assessment of the work of the teacher.

3. Possession by the head of the necessary amount of knowledge, managerial experience, special managerial training.

4. Possession by the head of the necessary amount of knowledge, managerial experience, special managerial training.

When making decisions and performing managerial functions, it is necessary to focus on the following team management principles:

1. The principle of respect and trust in a person:

• respect the personal dignity of a person;
• give the individual freedom of choice;
• trust a person based on mutual respect;
• do not show a sufficiently high demands on a person;
• promote the disclosure of human capabilities, the development of initiative;
• to encourage the achievements and personal contribution of everyone to the affairs of the school;
• guarantee each employee and student personal security in the team.

^ 2. The principle of a holistic view of man:

• build their relationship with teachers not as an official with subordinates, but as a person with a person;
• delve into life, the spiritual world and the aspirations of employees;
• do everything possible to make the time spent at work bright and joyful;
• meet with teachers in an informal setting.

^ 3. Principle of cooperation:

• know and take into account the personal qualities of teachers;
• to appreciate in the teacher (teacher) competence, initiative, responsibility;
• carefully refers to the manifestation of any pedagogical expedient initiative.

^ 4. The principle of social justice:

• evenly distribute not only the educational, but also the social load among the teaching staff;
• systematically cover the activities of the administration in the team;
• provide teachers with equal “starting” opportunities;
• to bring the merits of the work of the teacher in line with their public recognition.

^ 5. The principle of individual approach in intra-school management:

• deeply study the system of work of each teacher;
• systematically improve the quality and depth of the pedagogical analysis of the teacher's lesson;
• inspire professional confidence in the teacher;
• gradually level the professional skills of teachers, bringing those who are lagging behind to the level of advanced ones;
• take into account and correct the temporary emotional states of the members of the teaching staff;
• determine for each teacher his individual goals and the boundaries of their achievement and thereby provide him with a path to success.

^ 6. The principle of enriching the work of the teacher:

• monitor the professional development of teachers;
• hold seminars, round tables, symposiums on the problems of teaching methods;
• consult with educators about their current and future professional needs;
• systematically discuss in the teaching staff literary novelties in various directions;

^ 7. Personal Incentive Principle:

• fair use of moral and material incentives;
• have a well-designed incentive system. Politeness, a smile, an attentive and sensitive attitude towards a person are more powerful incentives than awards;
• remember that incentives are an effective tool for creating an atmosphere of elation and a healthy microclimate in the teaching staff.

^ 8. Single status principle: all school employees, teachers and students, regardless of their position and position in the school, must be in the same democratic conditions.

^ 9. Principle of permanent professional development:

• ensure continuous professional development of teachers through the work of methodological and coaching councils, creative seminars and creative reports, self-educational work of the trainer-teacher within the school;
• to form stimulating motives for the development of an intra-school system of advanced training for teachers.

^ 10. Principle of Consensus:

• objectively evaluate the points of view of team members when discussing problems and making decisions;
• clearly and logically argue the point of view and logically argue the point of view so that it is accepted by the majority in the team;
• to carry out a logical analysis of erroneous judgments, to reveal contradictions, to seek revision of conflicting points of view;
• “mobilize” the opinion of the most influential part of the teachers.

^ 11. The principle of collective decision-making:

• make a collective decision only on important, promising, strategic issues;
• make vital decisions with the active participation of those who will have to carry them out;
• involve the dissenting “minority” in the process of implementing the decision.

^ 12. The principle of participation in the management of trainers-teachers and delegation of authority:

• do not involve teachers in management without their desire;
• to attach the teacher to management, taking into account his individual characteristics;
• to ensure that the teacher considers participation in the management process as an act of trust, as one of the opportunities for his professional growth;
• provide the teacher with attention and assistance in the area assigned to him;
• to achieve public recognition of the results of the managerial activities of teachers.

^ 13. Principle of targeted harmonization:

• whatever is done at school, everything should be done on the basis of a meaningful, previously formulated, pedagogically expedient goal;
• seeks to form the target unity of the teaching staff.

^ 14. Principle of horizontal connections: to promote the establishment of relationships between teachers to achieve end result- the development of the child's personality.

This principle works within the framework of the school. Creatively working teachers are united in “mini-teams” with specific tasks.

^ 15. The principle of control autonomization:

• autonomous sections of management should be headed by highly qualified teachers elected at a meeting of the entire team, who have undergone appropriate training;
• for this work, it is necessary to determine material remuneration.

^ 16. The principle of constant renewal:

• any major changes must be prepared in advance, creating a certain psychological mood in the team;
• if there is no confidence in the success of changes, then it is better not to carry them out;
• do not be afraid of resistance to change on the part of teachers;
• remember that the process of change in the school is a process of change in attitudes, methods, solutions to organizational problems, etc. teachers.

Technology for successful school management

The “technology” of successful school management consists of three main stages:

• collection of information about the state of the managed object;
• its processing;
• information provided by the team.

This means that the success of management depends on the availability of an intra-school information system.

Each school director must have a “mandatory minimum of information” about the people he manages, about their relationships and connections, about the state, progress of the development of those processes, links, sections of the school for which he is responsible and on which he is trying to exert managerial influence.

Coordination- the main task of management activity.

^ Successful Management is a realized goal. A goal is a desired and pre-programmed result achievable in the future.

The main thing in management- clearly see the target. The goal causes the organization, the need for program-target planning and development of a specific program to achieve each goal.

^ The main appointment of the head– create systems: a system of intra-school control, a system of out-of-class and out-of-class educational work, a system of work with parents, etc.

You can successfully manage a modern school only if you subordinate your actions to certain rules, a clear regime. A systematic approach to management consists in a clear, scrupulous distribution of functional responsibilities not only among managers, but also among all members of the teaching staff. When distributing functional responsibilities, the following requirements must be observed:

• the definition of duties and rights of employees should be clear, defined, and in writing;
• everyone should be responsible to a certain person for the results of their work;
• responsibilities must be clearly defined;
• decision rights are delegated downwards to the maximum extent possible.

In order for management to be democratic and efficient, and employees to grow intellectually, it is necessary delegation of authority.

Delegation- this is a manifestation of trust, it is a tool for including an employee in the management process, and, consequently, the democratization of the latter.

One of the most important management functions is control.

Control, to a certain extent, should be considered as a SERVICE that the manager provides to his employees.

In the course of control, the manager is obliged to lay in each employee a “sense of success”, a feeling of a winner and constantly support it, because victory is life and movement forward!

Not a single management function (gathering information, analyzing and assessing the situation, forming and choosing management decisions, issuing tasks and adjusting the progress of work, evaluating results) can not be implemented without business communication. To successfully manage people, you need to create all the conditions for people to want to be managed. The main role here belongs to communication.

A person who is not capable of communication will never become a good leader, because through communication and through personal example he exerts the necessary influence on people.

In business communication, information is important:

personalized – appearance;

• social and financial situation;
• health status;
• profession;
• taste;
• accuracy.

External reactions-> emotional state of the partner.

^ Status Information- the physical and emotional state of partners (malaise, fatigue, emotional excitement, upset feelings, spoiled mood).

^ Environment information(place, environment, environment, “atmosphere”, noise, smells, temperature conditions, the presence of strangers, lack of time).

Considering the information “flows” of business communication, you can win over an attentive and friendly interlocutor. Without taking them into account, you can, on the contrary, offend, anger, injure him - and then the interlocutor turns into an enemy.

^ In order for communication to be businesslike, it is necessary:

1. Know how to control yourself. Don't jump to conclusions.
2. To be able to listen carefully to the end, to understand, to think over.
   Make decisions and act only when the opinion is confirmed by certainty.
3. Be impartial. Emotions have no place in management.

^ Main Commandment of Management- to dispose (attract, attract) subordinates to oneself.

Mutual respect between leader and subordinates is necessary condition their work relationships.

True leadership is the art of communication, the art of influencing people through personal example and persuasion so that they recognize the leader as the most capable and worthy person in the organization.

In order to win over a person to oneself, to cultivate in him an emotional attitude (affection, sympathy, friendship, love), a person must be sincerely respected and appreciated.

The success of a school principal depends not so much on the presence of business qualities, but on the ability to present them vividly to others.

Success is 80% related to the development of communication skills.

It is important to present yourself brightly and interestingly, to make a good impression, and to recognize the character and intentions of other people by their gestures.

III. The principal of the school is responsible for the fate, health and well-being of the children.

This position involves not only huge intellectual and moral, but also emotional and physical costs. What resources can be used to cope with such a huge burden? One must be able to change continuously: not to adapt to anyone, but to develop in oneself the functions of self-regulation, self-correction, self-organization, i.e. you need to know yourself, overcome your stereotypes, reveal your Natural resources. In any difficult situation, without relying on anyone, you should use your own resources. The resources of any person are practically unlimited. Having believed in the unlimitedness of his resources, a person begins the process of constant self-improvement, but this happens only when he:

• sincerely and deeply believes in their resources;
• knows the features of physical and psychological development, has the skills to manage various conditions and use their potential;
• has the will, because the process of improvement must be systematic and purposeful.

So, in order to control your behavioral and emotional reactions, recognize and assess the situation, adequately get out of a conflict situation, be able to quickly recover and switch, bring yourself into a creative state, you must:

^ 1. Accept yourself for who you are, find love for yourself, recognizing your own uniqueness.

2. Recognize the uniqueness of others. Find qualities in yourself that help to understand the opinion, point of view, behavior of another.

3. Study your preferences, reactions, states in various life circumstances, situations, periods of time, explore your character, the features of its manifestation in various areas of its activity, constantly monitor the work of your body.

4. Find your own algorithm for achieving equilibrium.

5. Stop worrying and learn to live now.

6. Learn to forgive.

7. Learn to get rid of fear and prefer love to fear.

Control functions.

The control function (from the Latin function - accomplishment, execution) is the relationship between the control system and the controlled object, which requires the control system to perform a certain action to ensure the purposefulness and (or) organization of the controlled processes.

There are general management functions, also called management actions (this is planning. Organization, management. Control, analysis, etc.), and specific functions, when the management action is named not by itself, but together with the object to which it is directed: for example, planning work with teaching staff, quality control of education, organization of the activities of quality circles and subject departments, etc.

Of the many functions, we will consider only some of the most important for achieving the quality of the work of an educational institution.

For very experienced, mature leaders, the structures (algorithm) of managing the quality of the work of an educational institution as a management by results can be built as a sequence of four main management actions. Let's remind them.

Planning. In essence, it includes the work of drawing up a school development program (or a program of local and modular experiments);

Organization involves the construction of an organizational structure of individual and collective (newly created and previously existing, temporary and permanent) entities involved in managing the quality of the work of an educational institution.

Management. This management action, which involves, first of all, motivational work with all participants in the educational process based on the study of their needs, the impact on these needs in order to change them, is of particular importance. After all, we are talking about changing (development) of their pedagogical worldview, value orientations, almost certainly for the majority of teachers - about changing the paradigm of education, about teaching teachers research skills. This is a huge daily work, which is specially thought out and planned in advance, since the resistance of some part of the team is inevitable, as we are talking about additional large-scale work, about setting new intense goals for the school.

Practice shows that the function of leadership, the main essential part of which is the motivational work of managers, although accepted by managers, is most often sentenced, not implemented.

Control is of a special nature in terms of content, because it involves periodic (this periodicity is different in each specific case) tracking the current, intermediate, final and long-term results of educational activities. Comparison of these results with the forecast, if necessary, adjustment of the predicted goals (results) and, in general, the development program up to the action plan. This function is carried out systematically (the frequency is determined by the director so that it is optimal) first by the teachers themselves, and then by the monitoring groups, deputy directors of the school.

^ Leadership style

The influence of the situation and its perception on the choice of management style seems indisputable, but why for some people the authoritarian style is more preferable, while for others - democratic - remains open.

Individually psychological features of this or that manager bring originality to his managerial activity. On the basis of the appropriate transformation of external influences, each leader manifests his own individual leadership style.

It should be said that the study of leadership style has been conducted by psychologists for more than half a century. So researchers have accumulated to date considerable empirical material on this issue.

^ Traditional approach.

The change in leadership style and the very emergence of this concept are associated, first of all, with the name of an outstanding German psychologist

K. Levina. In the 30s, together with a group of his employees, he spent in the USA, where he was forced to emigrate from fascist Germany, a series of experiments at the University of Job, with ten or eleven year old children, and as a result of analyzing and comprehending the data, he identified three "classical" leadership styles :

• authoritarian;
• democratic;
• neutral (or anarchist).

The names of the styles were clearly inspired by K. Levin by the political events of this era, although in their psychological essence they reflected only the nature of decision-making in a social group. Later terminological changes were attempted, and the same leadership styles are now often referred to as:

• directive;
• collegial;
• permissive.

First, it is not uncommon for the form and content of the leader's actions to differ far from each other. For example, an essentially authoritarian leader outwardly behaves quite democratically. This is often achieved by processing a very perfect technique of communication, for example, by demonstrating an external disposition towards people, an increased interest in them, their ideas, emphasized politeness, etc., which in itself could only be welcomed, if behind all this , alas, purely pragmatic goals did not cover.

Such a leader will listen to you with pleasure, ask you to make proposals on the issue under discussion, thank you for your active participation in the discussion, but ... The decision, which he seemed to be so interested in inviting his employees to, in fact, has long been made for himself. However, you will find out about it too late.

However, the opposite scenario is quite probable: the head, who is quite democratic in terms of his inner content, outwardly looks like a kind of autocrat. He is not sufficiently educated, has not acquired appropriate manners, and is sometimes rude in dealing with colleagues. Well, in order to penetrate the essence of the managerial style professed by him, a subordinate needs some time.

Secondly, an essential point is connected with the fact that in its pure form one or another style of leadership in some particular episode of organizational life may not reveal itself. It is due to a number of socio-psychological factors that the manager inevitably has to keep in mind, namely: the specifics of the current situation, the originality of the tasks being solved, the qualifications and harmony of the team members, their personal characteristics, etc.

The most important general basis for the selection of styles was the nature of managerial decision-making and the attitude of the leader to subordinates.

Acceptance by the manager of all decisions, as well as a weak interest in the employee as a person. The leader manages subordinates by virtue of his legitimacy of power arising from the hierarchical organization of the enterprise. He expects his subordinates to behave appropriately.

The leader himself, without justification before his subordinates, defines goals, distributes tasks and strictly controls their implementation. He is convinced that he better understands the goals of the organization and the ways to achieve them, is more competent than his subordinates, although in reality this is not at all the case. The decisions of the chief have the character of orders that must be unquestioningly carried out by subordinates, otherwise they should expect sanctions. Status symbols support the authoritative position of the leader. He rewards and punishes employees at his own discretion, without any firmly established and known to all evaluation criteria. Employees are provided with only the necessary minimum information about general condition affairs.

Sharp unfriendly, commanding tone;

Separating yourself from the group.

Organizational Efficiency: Authoritarian groups perform slightly better than democratic groups. However, in the absence or change of management, it falls, and the labor process itself is often interrupted. In such groups, there is higher tension between team members, more frequent and sharper conflicts, less interest in work and job satisfaction, and there is no true cohesion. All this reduces the labor achievements of authoritarian-led groups.

Democratic style.

The desire of the leader to develop collective solutions, interest in informal, human relationships. The leader, together with the employees, agrees on the goals of the organization and the individual wishes of the members of the group, distributes the work. When evaluating employees, he is guided by objective, well-known criteria, provides subordinates with the necessary assistance, seeking to increase their ability to independently solve production problems. Such a leader is distinguished by self-criticism, sociability, self-control and even relations with subordinates.

Characteristic forms of external manifestation:

The leader is more characterized by sociability;

Goodwill;

The predominance of "we" over "I" in speech.

Organizational efficiency: democratic style has superiority in work motivation, job satisfaction, and quality of work. Employees feel a sense of pride in their work, value being in a group, show ingenuity, resourcefulness and initiative. There is a trusting friendly atmosphere in the team. The labor process has the property of self-regulation and is not disturbed in the absence of a leader.

Permissive style.

The desire of the leader to evade decision-making or to shift this task to others, as well as his absolutely indifferent attitude to the affairs of the team. A leader who chooses this style usually gives complete freedom of action to his subordinates, letting their work take its course. He is friendly in dealing with employees, but plays a passive role, does not show initiative. He gives the necessary information to employees only at their request. There is no structuring of work in the group, no clear distribution of tasks, rights and duties. The leader avoids both positive and negative assessments of employees, regulation of group relations. In extreme terms, the laissez-faire style means a lack of leadership, as the leader withdraws completely from his managerial role.

Characteristic forms of external manifestation:

• serves as an indifferent kind of leader;
• his desire to be invisible;
• ingratiating tone when dealing with employees.

Organizational efficiency: conniving style correlates with the lowest performance and group identification, often accompanied by increased frustration and aggressiveness among team members, leading to its disintegration. Groups usually show low labor discipline, informal leaders often appear with a negative nature of activity in relation to the goals of the organization. New or weaker workers are often harassed by stronger ones. Because of this and a number of other similar points, the permissive style was recognized as unacceptable and was not the object of later research.

Summarizing all these types of management activities, we can conclude that control- this is a conscious purposeful activity of a person, with the help of which he organizes and subordinates to his interests the elements of the external environment - society, living and inanimate nature, technology.

The elements to which this activity is directed constitute the object of management. The director of management is called subject of management, which can be like individual person as well as a group of people.

^ Subject of management activity- an individual, a living person, through which managerial relations are implemented.

Management activity is a specific kind of labor process, and is characterized by the subject of labor, means of labor, labor itself, as well as its results.

The subject of labor in management is information. All collected and received information from various sources as a result of management activities is analyzed and on its basis solutions are created, that is, information based on which the management object can take specific actions.

^ Controls are everything that will facilitate the implementation of operations with information - from computers, telephones, pens and paper to the organs of the human body.

Management belongs to the category of mental labor, which is carried out by a person in the form of neuropsychological efforts (listening, reading, speaking, contacting, observing, thinking, etc.).

All managerial actions differ in purpose, specific content, forms and methods of implementation, and in the degree of complexity.

The complexity of management is determined by the scale, number and structure of the problems being solved, the links between them, the variety of methods used, and organizational principles. Complexity is also characterized by the degree of novelty of the decisions made, the volume of required changes, the search for non-traditional approaches, and is also determined by the degree of efficiency, independence, responsibility, riskiness of the decisions that need to be made.

Organization management is one of the main types of the entire set of management. It is a way of influencing the production process, any goods or services in order to streamline it on the basis of objective laws of production development.

Management can be divided into people management and organization performance management. Management in the organization is the relationship between the head and the personnel subordinate to him, aimed at achieving the results of the organization's activities. Management connects all human and material resources in order to fulfill the tasks facing the organization.

Close attention is paid to the development and practical application of the main basic provisions of managerial activity, correlated with the characteristics of social interactions of individuals. At the same time, importance is attached to ensuring the effectiveness of management activities: the preparation and adoption of decisions, their scientific validity, their practical implementation, control over their implementation.

Managers must now pay more attention to the human qualities of their subordinates, their dedication to the firm and their ability to solve problems. The high rate of obsolescence and constant change that characterizes almost all industries today force managers to be constantly ready to carry out technical and organizational reforms, as well as to change the leadership style. Even the most experienced leader, who is fluent in management theory, is not immune from an unreasonable, emotional reaction to a situation.

Not only the authority of the leader and the effectiveness of his work depend on the choice of leadership style, but also the atmosphere in the team and the relationship between subordinates and the leader. When the whole organization works efficiently and smoothly enough, the leader discovers that in addition to the goals set, many other things have been achieved, including simple human happiness, mutual understanding and job satisfaction.

A modern specialist, even if he is not a leader, can fully show himself at work, but actively interacting with the team and management, and he must have the necessary culture of communication.

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Gerchikova I. N. Management. Tutorial. - M., 1994 s.502, 514.

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Ivantsevich J. M. Lobanov A. A. Human resources management. - M., 1993. With. 300

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Krichevsky R. L. If you are a leader. - M., 1988.

Mausov N. Personnel management - a key link in the intra-company // Problems of theory and practice of management. 1995 With. 109

Peter F. Drakker. Results-oriented management. - Political School of Business. - M., 1994.

Psychology of management: a course of lectures / Ed. Ed. Udaltsova M.V. - Novosibirsk: Publishing House of NGAEiU; M.: INFRA-M., 1997.

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Personnel management in a social market economy / Under. ed. R. Marr, G. Schmidt. p.66

Filipov A. V. Ilyin G. L. The problem of organized labor in the psychology of management // Questions of Psychology. 1987 No. 5

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MM. Potashnik, management in education. -M..2000

1

In this paper, the problems of informatization of education and the use of information and communication technologies in the management of an educational institution are considered. Based on a systematic approach, the main subsystems of the control object and the centers for the formation of managerial information are determined. The analysis of information flows made it possible to change the traditional communication scheme. The aspects of building an information model for managing the development of an educational institution are determined. The leading principles for building an information management model are defined: the principle of a systematic approach, modular structuring of information, the principle of modification, addition and constant updating, the principle of adequacy, the principle of optimality, the principle of data sharing. Traditional resource or financial and economic indicators are insufficient to determine the success of an educational institution. In the proposed development management information model, the system of indicators includes the following main modules: internal resources (personnel and logistics support for education), social effects, learning and development outcomes, innovation, resource efficiency. Approbation of the information model has shown that it allows providing the manager and other centers for the formation of managerial decisions with reliable, relevant and sufficient information.

informatization

information and communication technologies

management of an educational institution

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7. Yang S. System management of the organization: Per. from English. E.A. Antonova / under. ed. S.P. Nikanorova, S.A. Batasova. - M.: Soviet radio, 1972. - 455 p.

Trends in the development of modern society, its pronounced informatization explain the need for an ever wider use of information and communication technologies in the field of education.

In the scientific literature, management is considered as a multidimensional phenomenon and is presented simultaneously as a system, process and activity. In the conditions of reforming Russian education, when educational institutions are moving away from uniformity and provide the population with varied educational services, they are actively participating in innovation processes, there is an objective need to apply the achievements of modern management in the practice of managing educational institutions.

Modern practice shows that managers underestimate the role of theoretical knowledge in the field of informatization of management. At the same time, “the specifics of the tasks to be solved predetermine the predominantly mental, creative nature of managerial work, in which setting goals, developing methods and techniques for achieving them, as well as organizing joint activities, constitute the main meaning and content of the work of people involved in management. The subject of labor for them is information, transforming which they make the decisions necessary to change the state of the managed object. Therefore, the means of working with information act as tools of labor. The result of their activity is evaluated by the achievement of the set goals.

Given the complexity and information richness of modern educational systems, it is difficult, and in some situations impossible, to analyze and take adequate measures without information and communication technologies, without computer processing and analysis of information. The introduction of information and communication technologies in the management of educational institutions gives rise to a number of problems and entails the need to modernize management mechanisms. Most educational institutions experience serious difficulties in the implementation and use of information and communication technologies due to:

1. lack of time;
2. overload of teaching staff and administration of the educational institution;
3. frequent changes in the regulatory framework in the field of education;
4. lack of centralized provision of information;
5. expanding the range of specialties and the need to conduct their own planning and financial activities;
6. difficulties in attracting highly qualified specialists to educational institutions, etc. .

The system of informatization of the management of an educational institution is one of the tools for making effective management decisions, while the requirements for providing management with timely, necessary, sufficient and reliable information are brought to the fore. The existing practice of management in the field of education allows us to talk about the contradiction between the traditional culture of managerial decision-making and the ongoing changes in the field of education. This defines the following problems in educational systems:

• at the level of an educational institution, various information is collected for specific requests, and in the future the data obtained remains unused;
• methods of obtaining information do not guarantee their reliability, since non-uniform forms are used that do not have an unambiguous interpretation, and the management system in the educational institution itself allows receiving the same information from different structures;
• information obtained during the execution of a request is rarely given an analytical interpretation, as a result, decisions are made without taking into account existing patterns and trends;
• insufficient level of information culture of the head leads to the fact that decisions are made on the basis of the principle "from work experience".

The foregoing for us was the basis for the development and implementation of an information management model that helps to improve the efficiency of the management process in an educational institution. Improvement in management efficiency was achieved due to the following factors: timely provision of operational information structural divisions educational institution and making managerial decisions, reducing direct and reverse flows of information and reducing duplication, quick receipt and processing of reports, centralized storage and operational use of the legal framework, information on the logistics, staffing of the educational institution, the timing of the teaching staff courses advanced training, work experience of teachers of an educational institution, etc., reducing the time spent on the implementation of the functions of analysis, control and preparation of current information, the use of new forms of providing information, new forms of organizing the educational process, implementing a system of computer support for mechanisms for assessing the quality of education.

All relations that develop within the information space of the school are primarily due to the processes of information transfer, that is, the movement of information flows, and on their basis, decision-making. The basis for decision-making is information and analytical activities.

Thus, the traditional communication scheme, where the leader is at the center of information flows, will be transformed. The new communication scheme will make it possible to place the management information model at the center of information flows as a means of concentrating the necessary information.

Figure 1. Scheme of communications when using the information model for managing an educational institution.

Taking into account modern requirements for ensuring not only the functioning, but also the systemic development of an educational institution, the general principles of management and principles for the development of educational systems, we have identified the following as the leading principles that ensure the creation of an effective information model for managing the development of an educational institution.

1. The principle of a systematic approach. This means that the constructed management information model should be based on a system analysis of an educational institution. That is, structural elements, internal and external relations should be identified, which will allow us to consider an educational institution as a system. At the same time, the information model should ensure the continuous development of the system, which can be implemented on the basis of the following two principles.

2. The principle of modular information structuring. The main purpose is to provide information in the most complete form, allowing the manager to deeply represent the state of the managed system and provide sufficient tools for the implementation of management functions.

This principle will make it possible to single out some structural units in the information model - modules, the content of which must be unambiguously determined in accordance with some criterion. Each module, which has its own indicators and indicators, will provide the manager with accurate information and provide a basis for the implementation of the system management of an educational institution.

3. The principle of modification, addition and constant renewal. The implementation of this principle implies the possibility of expanding, updating and replenishing the information management model with additional indicators and indicators. Thus, it can be changed or adjusted in accordance with the specifics of the educational institution and its traditions. In the context under consideration, the principle implies readiness for constant adjustments and updating of the information model based on new requirements and requests, changes in the socio-educational situation.

4. The principle of adequacy, which states that the managed system must match in its complexity, structure, functions, etc. the conditions in which it operates, and the requirements that are placed on it.

5. Principle of optimality management information model as a means of providing the necessary and sufficient information for the management of an educational institution.

The volume and speed of obtaining information have a positive impact on the stability of the information model for managing an educational institution.

Practice shows that the restructuring in the field of organization and management of an educational institution cannot be effectively solved by managers if their work is based only on past experience, intuition and common sense of leaders. Necessary in their own right, these factors must be complemented by accurate, complete, and timely information about the educational structure they govern.

The formulated principle determines that the information model for managing an educational institution contains:

• indicators and indicators that describe the state of the managed system and external conditions its functioning;
• reflects the dependence of the state of the system on the set of permissible control actions;
• criteria for the effectiveness of the functioning of the system, which makes it possible to compare the effectiveness of any of its states.

6. The principle of data sharing. The same data can be used by multiple users. At the same time, each user should receive this data in a convenient form.

The formulated principles, arising from the fundamental laws of sustainable management of educational systems, as well as from the analysis of the experience of creating information systems in the field of educational systems management, allowed us to determine the main approaches to building a model of an information-organizational management structure that will ensure effective management of the development of an educational institution.

An important element of the management information model is a system of indicators that allows characterizing the state of the management object. The introduction of quantitative or qualitative measurement scales makes it possible to evaluate the activities of the teacher, student and institution as a whole, and thus create conditions for making an appropriate decision.

Determining the criteria for selecting indicators that characterize an educational institution as a social system is one of the scientific problems. The most complete list of indicators cannot be implemented in practice, therefore it is advisable to select a relatively small and compact set of variables, which, at the same time, can ensure the completeness and comprehensive consideration of the object by highlighting the most significant characteristics.

Traditional resource or financial and economic indicators are insufficient to determine the success of an educational institution. To solve these problems, we have developed the concept of balanced performance indicators in various planes, a set of which allows you to control the factors that affect these indicators, and not just track the results. For successful monitoring in achieving development, indicators were considered that will influence the results. In our study, the scorecard includes the following main modules:

• internal resources (personnel and logistical support of education);
• social effects;
• learning and development outcomes;
• innovative activity;
• resource efficiency;
• and others.

The identification of such structural elements made it possible, on the one hand, to cover all information processes occurring in an educational institution, and on the other hand, to take into account the interconnection and interdependence of various aspects of management information and avoid duplication.

The totality of the listed indicators and indicators gives a fairly complete picture of the state of the system of an educational institution, its achievements and problems.

The technical implementation of the information model for managing the development of an educational institution is an interactive information system with elements of data processing and presentation, electronic document management systems, distance education, etc. The system is intended primarily for use in the intranet of an educational institution, but the possibility of remote control and use is not excluded.

Figure 2. Scheme of user interaction with the information model.

Taking into account the analysis of ICT competence of employees, the management information model in our educational institution was implemented within the framework of WEB programming technologies using various tools and in accordance with Internet standards. This technology does not require special additional skills from the user when working with it and does not require increased hardware and software capacities from the equipment of the institution.

The constructed information model showed that it allows to provide the manager and other centers for the formation of managerial decisions with reliable, relevant and sufficient information. Its active use has a positive effect in the implementation of managerial actions: planning, organization, leadership and control.

The process of creating and implementing a management information model has shown that the very procedure for introducing and actively using it has a learning effect. Allows managers to improve their ICT competence, rethink and evaluate the capabilities of modern information processing tools, gain new knowledge from the theory of database management and information systems, study in more detail the priority areas of informatization of education and see development prospects.

Reviewers:

• Levites D.G., Doctor of Pediatric Sciences, Professor, Murmansk State University for the Humanities, Murmansk.
• Beloshistaya A.V., Doctor of Pedagogical Sciences, Professor, Murmansk State University for the Humanities, Murmansk.

Bibliographic link

Krasnov P.S. MANAGEMENT OF AN EDUCATIONAL INSTITUTION ON THE BASIS OF INFORMATION AND COMMUNICATION TECHNOLOGIES // Modern problems of science and education. - 2012. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=5715 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"