The lecture lasts 2 hours

Purpose of the lecture: reveal the content of the main methods, techniques and means of managing the pedagogical process. Expand the concept of “pedagogical management” and its main tasks in the structure of education.

To achieve the goal, we set the following tasks

The essence of methods, techniques and means of organizing the pedagogical process.

Active teaching methods and their role in managing the pedagogical process.

Pedagogical management in the structure of education.

Using innovations in education.

Lecture outline

Methods, techniques, means of organizing and managing the pedagogical process.

Pedagogical management in the structure of education.

Pedagogical innovations.

Theoretical material for preparing for the lecture

As is known, learning is a process of two-way didactic activity. At the same time, the types of activities of the teacher and student can be carried out in a wide variety of ways, depending on the means used, the existing conditions of the learning environment, etc. It is these conditions that are considered as methods of managing the educational and cognitive process.

Teaching methods - This a system of ways of joint activity of teachers and students, in which the mastery of knowledge, skills and abilities, the development of the mental and physical components of a person, the formation of his social, professional and personally significant properties and qualities are achieved. In this case, they can be considered both as ways of transferring knowledge in a ready-made form, and as a joint activity in learning the essence of individual phenomena, and as the organization of independent cognitive activity.

At the core traditional methods the main provisions of the associative-reflex theory of learning are found. These include methods of oral presentation and discussion of the material being studied, as well as methods of demonstration (demonstration), exercises and independent work.

Oral presentation methods educational material assume verbalized (logically connected) delivery of educational information to students using voice. They have become quite widespread and are used mainly in the form of a lecture, story or explanation.

Lecture, as a method of oral presentation of educational material, provides a detailed presentation of theoretical or practical problems, involving a detailed disclosure of complex concepts, patterns, ideas. This essential definition reveals the difference between this method and a lecture as a form of teaching. As a result, conducting classes using the lecture method requires the teacher not only to have in-depth knowledge of the problem being presented, but also to have sufficient teaching experience and a high level of methodological skill. That is why the most trained teachers - specialists in a particular field of knowledge - are allowed to give lectures and only after discussing its content at meetings of the relevant departments and subject-methodological commissions.

Story represents presentation of predominantly factual material in descriptive or narrative form. At the same time, the teacher (teacher) widely relies on the personal training and professional experience of other teachers. In this case, special attention is paid to the selection and coverage of factual material, the use of visual teaching aids, and leading students to the necessary generalizations and conclusions.

Explanation assumes revealing the meaning of phenomena, processes and actions by presenting in narrative form the cause-and-effect relationships and relationships operating in them. In this case, the teacher pays attention to the most complex educational issues and captures the attention of the students on them. It is believed that the main place in explanation belongs to methods of proof and reasoning. To explain means not only to answer the question “What is this?”, but also to explain “Why?”, “How?”, “Why?” etc. At the same time, the explanation requires brevity, clarity, logic, and strict formulation of conclusions and definitions from the teacher.

Methods for discussing the material being studied represent a method of teaching by proposing and justifying certain ways to solve educational and cognitive problems. These include the conversation method (interview) and the seminar method.

Conversation (in higher education, more often - an interview) - dialogical or question-and-answer method of presenting and reinforcing educational material. Depending on the didactic purpose, the conversation can be: informative (heuristic), detailed or control. The leading role during the conversation is given to the leader of the classes. He must carefully consider the content of the topic and goals of the lesson, highlight the range of questions, and skillfully formulate them. As practice shows, conversations are interesting and active if the questions put forward by the teacher encourage students to think, compare, contrast, and creatively analyze their experience and previous knowledge.

Seminar, as a teaching method, is detailed theoretical discussion of an educational issue based on scientific analysis of its components and a collective search for ways to solve identified contradictions and problems. As pedagogical practice shows, the seminar method is most appropriate to use in a prepared audience. At the same time, it is advisable to practice discussing independently prepared reports and messages that complement or deepen the knowledge of students on the issue being studied.

The seminar necessarily requires students to independently prepare for it, as well as sufficiently broad preparedness of the leader. In it, the main efforts of the teacher are aimed at deep assimilation by students of the content of the educational topic during the discussion of its current problems. Skillful regulation of speeches and activation of the attention of participants is achieved by asking additional questions, clarifying the elements of the material being studied, and collectively searching for answers to the given problematic questions and tasks.

In the interests of educational preparation, the teacher’s implementation of methods of oral presentation and discussion of educational material allows students to develop systematized knowledge of a specific academic discipline. However, the main goal of education is to prepare students to solve certain social, professional and other problems. For these purposes, a number of other methods are used in the educational process.

Display method(demonstrations) involves creating for students a visual image of the subject, phenomenon or process being studied by presenting it during a training session. Depending on the content of the material being studied and the method of action of the students, various types of demonstration are used: personal demonstration of the techniques and actions being studied; demonstration with the help of specially trained trainees; display of real equipment, materials, tools; display of visual aids; demonstration of videos, etc. However, didactics requires an optimal dosage of the means shown and a strict sequence of their presentation.

Exercise method - repeated conscious repetition of mental or practical actions in order to develop professionally important skills or abilities (skills and abilities). According to their didactic purpose, exercises are divided into introductory, basic and training. Introductory exercises have the goal of following a practical demonstration to achieve precise execution, as a rule, of individual elements of the actions shown. Basic exercises are carried out to bring the execution of actions to existing requirements and to develop the appropriate skills. Training is already necessary to maintain the developed skills and abilities at a sufficiently high level.

Independent work method represents mastery of knowledge, skills and abilities as a result of individual familiarization with theoretical sources or practicing the necessary techniques and actions. Acting as the most important teaching method, independent work is at the same time the internal basis of any other teaching method and a necessary prerequisite for the didactic connection of various methods with each other. Its main types are: work with printed sources; independent training; viewing or listening to video and audio recordings; work with relevant educational computer programs, etc.

Active learning methods, unlike traditional ones, assume direct participation of students in the formation of the necessary knowledge, skills and abilities. At the same time, it should be noted that the term “active teaching methods” itself is not strictly scientific, since all teaching methods are initially designed for active joint work between the teacher and the student. There are no passive methods as such. When using the term “active methods,” they usually mean those methods and techniques of teaching that are focused, first of all, on the active cognitive and practical activity of the students themselves.

It should be noted that in recent years, many teachers have been looking for such approaches to constructing educational lessons in order to achieve their highest effectiveness. However, not all of them are equally applicable in different educational settings. At the same time, some of them are still reflected in modern pedagogical literature, the use of which has undergone sufficient temporary and practical testing. These include:

case method, suggesting mastering knowledge based on finding a way out of a specific practically significant educational and cognitive situation;

incident method - mastering knowledge based on finding a way out of a professionally important situation in unfavorable conditions(lack of time, information, emergency, etc.);

brainstorming method(brainstorming, idea generation, etc.), provides group solution of an educational-cognitive task in a limited time by putting forward certain hypotheses without analyzing their content; shuttle method assumes solving a learning problem while simultaneously coming up with an idea and critically analyzing it;

synectic method assumes solving a specific educational problem based on its analysis and development of proposals by various specialists; business (role-playing) game method - a comprehensive solution to a specific practically significant educational and cognitive task based on students performing the roles of various specialists;

immersion method provides intensive mastery of educational material as a result of its long-term complex impact on the student.

Each of the considered methods in the educational process is implemented through appropriate techniques and using the necessary teaching aids.

Teaching Techniques in didactics are considered as specific operations of interaction between teacher and student in the process of implementing teaching methods, which are characterized by subject content, the cognitive activity they organize and are determined by the purpose of application. In pedagogical literature, they are often interpreted as part of a teaching method, a separate act, the smallest structural unit of the learning process, a cycle of actions aimed at solving elementary educational problems, etc.

There is no doubt that the actual activity of teaching consists of certain techniques. At the level of an academic subject, a combination of techniques makes up methods and even complete methodological systems. Since there are many teaching methods for each academic subject, the criteria for determining their essence, completeness, and sufficiency are the general didactic method, specifically embodied by this method, and the organized cognitive activity. Moreover, some of them are capable of serving a number of teaching methods, while others serve only one. However, no matter how many teaching methods there are, they are all determined by general didactic teaching methods and do not go beyond them.

Within the framework of the same learning goal, a specific methodology includes many combinations of various teaching techniques, which creates conditions for the teacher to select techniques, combine them and construct new ones. The correct choice of techniques is determined by the peculiarities of the training content, the method and planned level of assimilation, and the degree of its effectiveness. This also takes into account the level of students’ preparation, the specific learning situation and especially the available means of its implementation (learning tools).

Means of education are a mandatory element of equipping classrooms and their information and subject environment, as well as an essential component of the educational and material base of educational institutions of all types and levels. These include various material objects, incl. artificially created specifically for educational purposes, and involved in the educational process as carriers of educational information and a tool for the activities of the teacher and students. The term “learning aids” corresponds to the following equivalents: “educational equipment”, “educational visual and teaching aids”, “didactic aids”.

A special type is made up of technical training aids (TSO). According to their purpose, they are grouped into the following main groups:

Technical means of transmitting educational information (overhead projectors, video projectors, televisions, tape recorders, etc.);

Technical training equipment (simulator machines);

Technical means of knowledge control (controller machines, computers);

Technical means of self-learning (teaching machines, computers, etc.).

The considered forms, methods, techniques and teaching aids are used primarily to transmit educational information. Management of the pedagogical process involves the use in pedagogy of such a concept as pedagogical management.

In a general sense, pedagogical management is understood as the process of optimizing human, material and financial resources to achieve organizational goals. Management in pedagogy is management (planning, regulation, control), management of pedagogical production, its organization.

By improving management in all areas and in all areas of the pedagogical system, we increase the level of its functioning and ensure an increase in productivity.

The main tasks of pedagogical management:

Setting goals and objectives;

Process planning;

Resource support for the process;

Ensuring high motivation of participants;

Process control and correction;

Analysis of results.

We will analyze the basic patterns, principles, technology of pedagogical management at the level of educational institutions, because here the basic ideas of management and the decisive influence of the human factor on the productivity of the process are most clearly visible.

Analyzing the principles of management of the Soviet school, one can find in them both established provisions and those caused by ideological guidelines and the realities of socialist production. The first ones go into a market economy. And the latter disappear along with the system that gave birth to them. The main levers of effective management are hidden in motivation.

Among the principles that received significant attention in the Soviet school were the principles of scientific organization of labor (SLO). A modern school needs scientific support and the introduction of rational organization into the pedagogical process. The essence of NOT in pedagogy is the creation of optimal conditions for achieving high results in educational work. Optimal conditions are those that contribute to obtaining a high-quality pedagogical product with a rational expenditure of time, effort and money for teachers and students. NOT is considered as an organization of educational activities that provides a higher pedagogical effect by introducing new scientific achievements into practice. It is necessary to analyze the factors influencing the process and understand the reasons that prevent you from working better. It is required to approach teaching and learning activities fully armed with scientific methods and apply modern approaches.

The scientific organization of pedagogical work provides for:

Determination of the optimal load; its even distribution across parts of the academic year; rational alternation of work and rest;

Workplace equipment; equipping the pedagogical process with the latest technical teaching aids; decent remuneration for work; stimulating a creative attitude to business; creating an atmosphere of cooperation between teachers, etc.

Management in the field of education and upbringing has a number of features related to the characteristics of the service sector as a whole.

Chief among them:

Close interaction with the client. The staff of educational institutions directly serves their consumers;

The need for differentiation and even individualization of services;

Low entry barriers;

Dependence of functioning on consumer behavior;

The problem of creating reserves;

The need to have advanced skills in working with consumers;

Difficulty in determining staff performance.

In any production, including pedagogical ones, certain resources are required to solve the assigned tasks.

Resources are the capabilities that the system has. The following types of resources are distinguished:

Technical (features of production equipment, basic and auxiliary materials);

Technological (dynamism of technology methods, presence of competitive ideas);

Personnel (qualified personnel, their ability to adapt to changes in the organization’s tasks);

Informational, financial, etc.

Experts around the world are unanimous in their criticism of modern pedagogy. It is contrasted with innovative pedagogy. At the same time, we are talking about a new science, the main tasks of which are to change the prevailing theory and reorganize the entire educational system on the basis of innovative transformations.

In a general sense, under innovation understand innovations in the pedagogical system that improve the course and results of the educational process.

Despite the widespread proclamation of innovative transformations at all levels, there are still few actual innovations, so the concept of “innovative” most often means non-traditional. Innovation is something different from what it was. Innovations are ideas, processes, means, and results, taken in the unity of qualitative improvement of the pedagogical system.

Innovation is primarily associated with new technologies. Working with technology provides significant benefits. The technology relies on the precise characteristics and mechanisms of known processes. The technology does not allow for variability; its main purpose is to obtain a guaranteed result based on a key decision.

Analysis of a large number of general and private innovation projects according to the criterion of compliance with the level of development of the proposed ideas in pedagogical science, selection according to the principle “known-unknown”, “was-wasn’t” allowed us to classify them as general pedagogical innovations:

Not a new, but quite relevant general idea and practical technology for optimizing the educational process, covering the system of pedagogical science and pedagogical practice;

Humanistic pedagogy in its totality of theoretical principles and practical technologies;

Approaches to organizing and managing the pedagogical process based on the priorities of spirituality and new ideas about the mechanisms of education;

Technologies based on the use of new ideas and means of information and mass communication.

Analysis of the modern innovation process allows us to identify their levels:

Low, which includes innovations that involve changes in the idea of ​​unusual names and wording;

Medium – changes in forms that do not affect entities;

High – essentially changing the system or its main components.

Thus, effective management of the pedagogical process in the conditions of a modern domestic school of all educational levels is possible only if teachers have basic pedagogical knowledge and skills, know the basic laws and principles of pedagogy, and are proficient in methods, techniques, and means of managing the pedagogical process.

Literature on this topic

Krysko V.G. Psychology and pedagogy: Textbook / V.G. Krysko. – 5th ed., erased. – Moscow: Omega-L, 2007. – 368.: ill., table. – (High School Library)

Podlasy I.P. Pedagogy: Textbook for universities/I.P. Podlasy. – M.: Higher Education, 2007. – 540 p.

Sidorov A.A. Pedagogy: Textbook/A.A. Sidorov, M.V. Prokhorova, B.D. Sinyukhin. – M.: Terra – Sport, 2000. – 272 p.

ORGANIZATION OF EDUCATIONAL PROCESS MANAGEMENT

AT A SECONDARY VOCATIONAL EDUCATION INSTITUTION

Organization – structure, arrangement of something; a set of people, groups united to achieve a task based on the principles of division of labor, division of responsibilities and hierarchical structure.

In modern conditions, the desire for organizational change and innovation is of fundamental importance as an opportunity to prevent stagnation and ensure the effective use of all available resources.

In our opinion, management of the educational process can be effective when there is collective planning, important areas of work are identified, the activities of all participants in the management of the educational process are coordinated and analyzed, each of them effectively uses its functional purpose; and the teaching and student teams have self-regulation and organization.

When the participants in the management of the educational process of the Istra Pedagogical College set this task for themselves, they decided to begin its implementation in stages.

The first stage is planning. It includes diagnostic and goal-setting functions. The diagnostic function is aimed at obtaining the necessary information about the state of the educational process and pedagogical problems. The diagnostics were carried out as part of the IPC self-certification. The goal-setting function was reduced to the formulation of goals, objectives and means of achieving them. The goals were specified in the concept, program, planning, and creation of a regulatory framework.

For example, the Deputy Director for Academic Affairs developed local acts regulating the educational process (“On keeping journals”, “On replacing lessons”, “On distance learning”, “On monitoring and evaluating learning outcomes”, “On calendar-thematic plan”, “On course work as an alternative form of final state certification”, “On a beginning teacher”, “On the subject-cycle commission”, “On the presentation weeks of the PCC” and others, about 25 local acts in total); nomenclature of cases and work schedule.

The same work was carried out by other participants in the management of the educational process: heads of departments (full-time education, part-time budgetary and extra-budgetary extra-budgetary education), methodologists, chairmen of subject-cycle commissions. As a result, we received the identification of important areas of work, streamlining of planning, coordination of the activities of all services educational process.

In order to effectively use their functional purpose, each participant in the management of the educational process has developed its own set of tasks.

For example, in the planning of the deputy director for academic work, an educational and methodological block, an organizational and methodological block, a block for monitoring progress and attendance, and other blocks of tasks appeared.

The second stage is execution and control. This stage is designed to streamline the interaction of participants, coordinate their activities, and provide for the responsibility of specific individuals for execution. At this stage, the implementation of educational strategy and technology is monitored. Reliance on cyclograms and blocks makes it easy to draw up a work plan for the month. Each participant in the management of the educational process does this independently in his own direction; coordination of activities is achieved at meetings of the Methodological Council and administrative meetings. Monitoring the implementation of educational strategy and technology is carried out in several areas:

Methodological support of the educational process (PCC, Methodological Council, methodologist are involved).

- Methodological support for intermediate and final certification (PCC, Methodological Council, methodologist are involved).

Monitoring the state of teaching academic disciplines (PCC, Methodological Council are involved).

Individual control of the work of teachers (schedules and protocols of individual control, protocols of accounting for working out of free hours, protocols of the results of checking journals, calendar-thematic plans, classrooms, protocols of individual reports of teachers), the PCC, the Methodological Council, the methodologist are involved

- Monitoring the progress and attendance of students (minutes of meetings of the headman, Teachers' Councils, schedules for eliminating debts, protocols of training according to an individual schedule), the head is involved. departments, elder

Monitoring the advanced training of teaching staff (schedules for advanced training courses, work plans for the “School of a Young Teacher”, a seminar for leaders of coursework and final qualification work, topics of Teachers’ Councils, program of advanced training courses for primary school teachers in the North-Western region of the Moscow region on the basis of IPK, topics competitive methodological and research works of teachers), the PCC, the Methodological Council, and the methodologist are involved.

Each management participant controls his own area of ​​work using his own functional purpose:

Methodist - control of advanced training, research and methodological work based on self-regulation and organization of teaching and student teams (independent work, seminars, consultations, conferences).

Heads of departments - control of academic performance and attendance, intermediate and final certification based on self-regulation and organization of teaching and student teams (Teaching Council, Student Council).

Chairmen of the PCC - control of methodological support for the educational process, individual control of the work of teachers, monitoring the state of teaching academic disciplines based on self-regulation and organization of the teaching staff (development of methodological support for the educational process).

Deputy Director for Academic Affairs - coordination of activities, that is, organization and control of the work of all participants in the educational process.

The third stage is productive. At this stage, the achieved results are analyzed, their compliance with the goals, program, plan, and new tasks are developed. The starting point is usually the August Teachers' Council, but there are also intermediate adjustments to the program and plan during the school year.

Naturally, along this path we had to face a number of difficulties of a subjective and objective nature.

Objective difficulties were and remain the difficulties of retaining highly qualified teaching staff when moving to new specialties; loss of prestige of the teaching profession, difficulties with recruitment and, as a result, with academic performance and attendance.

Subjective difficulties: age composition of the teaching staff; difficulties in “switching” to new specialties; a long period of “swinging” of teachers.

Difficulties associated with MTB: “scissors” between a large methodological load and low wages; shortage of stationery and consumables for office equipment; lack of sufficient funds to equip classrooms with equipment, visual aids and technical teaching aids; replenishing the library with educational, methodological and fiction literature, magazines and newspapers.

But, despite these difficulties, if you consistently, step by step implement management functions that are interconnected and complement each other, then you can try to create an effective organization for managing the educational process of a secondary vocational education institution.

Large illustrated dictionary of foreign words: 17,000 words. – M,: AST Publishing House LLC: Astrel Publishing House LLC: Russian Dictionaries LLC, 2002. – 960 p. - p. 550

Potashnik M. M. Management of a modern school. - M., 1992. - P. 19.

Potashnik M. M., Lazarev V. S. Management of a modern school. - M., 1997. - P. 12.

Zvereva V. I. Organizational and pedagogical activities of the school head. - M., 1991. - P. 47.

Shamova T. I. Intra-school management, issues of theory and practice. - M., 1991. - P. 31.

Yakushin V. A. Training as a management process: psychological aspects. - L., 1988.- P. 151.

Nechaev V. Ya. Sociology of education. - M.: Moscow State University Publishing House, 1992.- P. 178-179.

Milner B.Z. Organization Theory: Textbook. – 2nd ed., revised. and additional – M.: INFRA-M, 2001. – 480 p.

ANALYSIS OF THE EDUCATIONAL PROCESS

AS ONE OF THE DIRECTIONS OF SELF-EXAMINATION

Self-examination of an educational institution is one of the stages of the certification procedure.

Self-examination is carried out to determine the readiness of an educational institution for external certification examination. Self-examination, in addition, is intended to contribute to the development of a system of intra-college control of the content and quality of specialist training.

Self-examination is carried out for each certification object:

educational process,

methodological work,

innovation activity,

educational work,

administrative and economic activities,

personnel policy,

career guidance, etc.

We will focus on the analysis of the educational process as one of the areas of self-examination.

Analysis of the educational process includes:

characteristics of educational goals,

characteristics of educational conditions,

characteristics of the quality of training of specialists.

Let's consider the characteristics of educational goals.

There is a kind of ladder of goals that should be represented in an educational institution by the presence of specific documents:

General requirements of society for the educational system (social order).

Typically, we find these requirements in the long-term planning of the activities of an educational institution in the form of a list of preferred competencies necessary for human life in modern society:

political and social competence;

competencies related to living in a multicultural society;

competencies in the field of communicative culture;

competencies in the field of information technology;

self-educational competencies.

Goals of the educational system

are determined by the Law on Education, which must be in the list of documents of the educational unit on the regulatory and legal support of the educational process.

Goals of the educational process

determined by the Charter of the educational institution.

This is the second document of regulatory support for the educational process.

Goals of academic disciplines

correspond to the parameters specified by the standards for various specialties and disciplines of secondary vocational education.

Thus, the presence of standards and exemplary programs is an important condition for ensuring the educational process.

Characteristics of educational conditions evaluates:

staffing of the educational process;

provision of classrooms;

educational and methodological documentation developed by the educational institution (compliance of curricula and programs with the requirements of the State Standards);

sufficiency and modernity of sources of educational information in all disciplines (availability of educational literature, software and information support, relevant educational materials);

organization of the educational process (availability of a schedule, schedules of the educational process and programs);

control of the educational process (individual control of the work of teachers, control of the state of teaching academic disciplines and programs).

All educational conditions are analyzed for compliance with the requirements of the State Standards.

Characteristics of the quality of graduate training

begins with the characteristics of students’ abilities and capabilities ( input control).

The results are then evaluated intermediate control according to the disciplines of the curriculum blocks. The actual level of knowledge is established using certification measuring materials, as well as based on the final marks given in the reports of each group at the end of the academic year.

The process of characterizing the quality of graduate training ends with an assessment of the results final state certification, when the actual level of knowledge is compared with the given State Standard of Professional Education. The results of IGA graduates are assessed for the last 3 years.

And finally, the level of demand for graduates and their professional advancement are analyzed.

WAYS TO ENSURE CONTINUITY

IN THE ACTIVITIES OF SECONDARY INSTITUTIONS

AND HIGHER PROFESSIONAL EDUCATION

The main condition for strengthening the political and economic role of Russia and increasing the well-being of its population is to ensure the growth of the country's competitiveness. In the modern world, following the path of globalization, the ability to quickly adapt to the conditions of international competition is becoming the most important factor for successful and sustainable development.

The main advantage of a highly developed country is associated with its human potential, which is largely determined by education. It is in this area that at the present stage lies the key to ensuring sustainable economic growth of the country in the medium and long term.

The role of education in solving the problems of socio-economic development of Russia is:

Creating conditions for increasing individual competitiveness;

Formation of a personnel elite of a society based on the free development of the individual;

Development of the innovation sphere;

Changing the structure of the economy in favor of knowledge-intensive industries;

Formation of labor resources capable of reproducing and developing the material and intellectual potential of the country;

Ensuring social and professional mobility of a person.

In one of his speeches, President of the Russian Federation V.V. Putin emphasized that today the success or failure of a country largely depends on how well this country fits into the world economy. A graduate of an educational institution must be adapted to changing conditions, mobile, and must be fully involved in new production relations. The teacher, for his part, must clearly understand that the knowledge and skills of his students are assessed by demand and successful activity in the labor market. The teacher must prepare students for life in new conditions. But to do this, he himself must master the technology of acquiring such knowledge.

Considering the processes occurring in the course of the socio-economic development of Russian society, experts note the fact that education today should be focused on the labor market and the requirements of the country's socio-economic development; that the continuous innovation process requires a new level of professionalism and includes such human qualities as flexibility, the ability to quickly adapt to new working conditions, the ability to creatively perceive and analyze information .

Taking this into account, at present, vocational educational institutions are faced with a whole series of new tasks related not simply to the transfer of standard knowledge, skills and abilities, and not even to the development of methods of preparation for new professions that may become obsolete tomorrow, but to the formation of a new type of professional, able to live in a constantly changing society and ready to reshape their professional and activity horizons.

Assessment of the educational and personal achievements of students in vocational educational institutions, including colleges, must necessarily be correlated with the level of mobility and competitiveness of the teaching staff. It is a matter of honor for teaching staff to make multidisciplinary secondary vocational education oriented towards the demand of the individual, the economy, society, and a specific employer. When everything around us changes, education cannot remain unchanged. Teaching staff should strive to increase their authority in society, to the social and economic efficiency of their activities .

This requires targeted training and retraining of the teacher, an appropriate level of development of all his professional qualities, especially such a significant quality today as professional mobility.

The purpose of this article is to attempt to reveal another approach to the professional development of a teacher, focusing on the activation of the activities of subject-cycle committees of the college as a factor determining the development of a teacher’s professional qualities at the level of his vertical connections.

Creating a model of interaction between subject-cycle commissions of secondary schools and departments of higher vocational educational institutions will not only allow for the implementation of the principle of continuity of professional education for teachers and college students and, consequently, the formation of their professional mobility, but will also contribute to increasing the socio-cultural potential of the region, as well as the development of regional education systems.

Modeling tasks:

Optimizing the use of university and college personnel potential;

Establishing additional formative opportunities for professional mobility through the mobilization of educational resources and the integration of pedagogical potential.

The mechanism for developing professional mobility of a college teacher at the level of vertical connections involves the implementation of the following ideas:

Training of teacher-researchers;

Launching a system of processes for searching, developing and testing pedagogical innovations;

Collaboration between research scientists and college teachers on the problems of designing new educational practices.

A model for the development of professional mobility of a college teacher at the level of vertical connections, in our opinion , can be represented by the following structure (Scheme 1):

1. Scientific cooperation of subject-cycle commissions of the college with university departments.

2. Methodological cooperation between subject-cycle commissions of the college and university departments.

3. Information cooperation between subject-cycle commissions of the college and university departments.

Scheme 1

Model for the development of professional mobility of a college teacher at the level of his vertical connections

University departments

Scientific cooperation

Methodological cooperation

Information cooperation

College subject-cycle commissions

First structural element – scientific cooperation of subject-cycle commissions of the college with university departments.

The task of scientific cooperation - attracting college teaching staff to scientific work, which expands the range of educational services provided by the college - can be carried out through such forms of activity as:

allocation of places for college specialists in postgraduate studies at the university;

development of internship practice;

real inclusion of all key college employees in scientific research work, etc.

Second structural element – methodological cooperation of subject-cycle commissions of the college with university departments.

The task of methodological cooperation is to stimulate the pedagogical creativity of teachers, which contributes to the development of the ability to solve non-standard, complex problems, if necessary, based on integrative knowledge, which can be carried out through such forms of activity as:

Providing mutual consulting services and methodological assistance;

Development of scientific and methodological support for educational and professional programs;

Correction of forms, methods, educational technologies;

Work on staffing agreed upon curricula and programs;

Exchange of university and college specialists in a number of academic disciplines;

Ensuring the activities of methodological structures, etc.

Third structural element – information cooperation between college subject-cycle commissions and university departments.

The task of information cooperation - the development of a regional information environment, which is of great importance for the self-education of college teachers - can be carried out through such forms of activity as:

Creation of a unified information space for universities and colleges

through the exchange of library literature;

Joint analysis of new regulatory and educational documentation;

Coordinated publishing activities;

Possibility of information exchange through global information networks, etc.

The presented model for establishing vertical connections of the subject-cycle commission of the college is focused, in our opinion, on creating the necessary conditions for improving the scientific and scientific-methodological qualifications of teaching staff, which undoubtedly contributes to the development of professional mobility of teachers and the implementation of the principle of continuity of professional education of teachers and college students .

Bibliography

Tasks set by the President of Russia / Secondary vocational education, 2004, No. 1 P. 2

Organizational and economic conditions for sustainable development of educational institutions: a manual for educators. Series: Mechanisms for sustainable development of educational institutions in modern conditions – Vol. 3. / Team of authors: V.N. Akhrenov, V.K. Barinov, V.M. Demin and others. Compiled by L.S. Tsareva. Ed. V.A. Ermolenko. – M.: CPNO ITOP RAO, 2002. – 104 p., pp. 22-24, 28

ESTABLISHING HORIZONTAL CONNECTIONS

SUBJECT-CYCLE COMMISSION OF THE COLLEGE

HOW TO

PROFESSIONAL DEVELOPMENT OF TEACHER

K.D. wrote about the lack of good mentors, specially trained to perform their duties, as the most significant shortcoming in the matter of Russian public education. Ushinsky. Almost a century and a half has passed since then, but the pedagogical community is still discussing both the system of teacher education in Russia and the state of the teaching corps, its ability and ability to adequately respond to the needs of the 21st century.

In one of his speeches, President of the Russian Federation V.V. Putin emphasized that today the success or failure of a country largely depends on how well this country fits into the world economy. A graduate of an educational institution must be adapted to changing conditions, mobile, and must fully fit into new production relations. The teacher must clearly understand that the knowledge and skills of his students are assessed by demand and successful activity in the labor market. The teacher must prepare students for life in new conditions. But to do this, he himself must master the technology of acquiring such knowledge.

The professional development of teachers is becoming a priority task of the state’s educational policy. In this regard, the issues discussed in this article are very relevant.

This problem was considered in the works of N.V. Kuzmina, Yu.P. Petrova, V.G. Ryndak and other specialists.

Today, to solve development problems, educational institutions are increasingly establishing various horizontal connections. Such interaction is one of the fundamental factors in the professional development of teachers.

Horizontal interaction must be understood as contact,
influence, influence of specialists working in different institutions and organizations at the municipal level on each other.

The ultimate goal of such influence on the teacher should be the formation of a functionally competent teacher who combines a high level of professional competence and pedagogical skill and has the qualities of professional mobility and competitiveness.

Part of the responsibility for establishing horizontal interaction on the professional development of college teachers can be assigned to the activities of subject-cycle commissions (SCC), since this structural unit of an educational institution of secondary vocational education has the purpose of planning, coordinating, analyzing the work of a teacher and, therefore, bears a certain share of responsibility for his professional development.

The purpose of this article is to attempt to reveal another approach to the professional development of teachers, focusing on enhancing the activities of college subject-cycle commissions as a factor defining development of professional qualities of a teacher at the level of his horizontal connections.

In connection with the above, we will present our vision of the model for establishing horizontal connections of the subject-cycle commission of a college as a way of professional development of a teacher, which is structured in the form of several main components (Fig. 1).

First component - interaction of the PCC with subject-cycle commissions of other colleges.

The task of interaction is cooperation between subject-cycle commissions of colleges on the issue of developing the professional qualities of teachers. Achieving this goal is possible by focusing on such forms of interaction as:

development of partnerships between participants in the implementation of similar educational programs;

information horizontal exchange;

coordination of the work of subject commissions;

prompt response to the need for methodological assistance;

study and dissemination of advanced pedagogical experience, including at seminars and conferences: on the implementation of state educational standards of secondary vocational education, on the development of educational and methodological support for disciplines, advanced training and certification of teaching staff, research activities, provision of additional educational services, publication of teaching materials , control of all forms and types of training sessions, etc.

Second component - interaction of the PCC with the municipal methodological service.

The goal of interaction is to develop the professional competence of the teacher through such forms of activity as:

refresher courses;

retraining courses, etc.

Third component - interaction of the PCC with municipal education authorities.

The task of interaction is the development of the teacher’s personal potential through the realization of his capabilities and abilities, as well as the creation of conditions for the teacher to understand the goals, content, technologies, and results of professional activity through:

Participation of the PCC in municipal competitive projects (“Teacher of the Year”, submission of materials for the award of personal prizes, titles, awards, etc.);

participation in municipal and intermunicipal conferences and exhibitions;

Participation of the PCC through municipal education authorities in government projects that are financed by government organizations. Such projects usually provide advisory assistance from various partners in the implementation of specific programs for reforming the education system, which is expressed in conducting seminars and courses with the participation of teachers, organizing internships, etc. In some cases, the funds allocated for the implementation of the project make it possible to replenish libraries and purchase new equipment. But the main result of such projects is the improvement of the qualifications of teaching staff, broadening their horizons, preparation for solving problems of a social nature, and the development of professional mobility of teachers.

Fourth component - interaction of the PCC with social partners, real consumers of graduates.

The goal of interaction is to take into account the region’s needs for specialists with well-defined competencies in demand in the regional labor market:

assigning basic enterprises and institutions to the educational institution, interaction with them in developing a development strategy for the educational institution, participation of specialists from basic enterprises and institutions in the work of the State Certification Commissions for the final certification of graduates;

development and implementation of various programs under contracts with enterprises, institutions and employment centers;

development and implementation of programs for advanced training, retraining, or programs that meet the individual needs of the adult population;

development of modular programs that allow you to quickly and effectively adapt new or existing employees to current changes.

Fifth component - interaction of the PCC with the municipal psychological service.

The purpose of interaction is to provide advisory psychological assistance in professional development, i.e. the teacher’s ability to build methods and means to achieve the intended results, as well as creating conditions for psychological comfort for the teacher:

Development of skills to reflect on one’s actions, control one’s state and behavior in various atypical pedagogical situations;

Mastering self-regulation techniques, the ability to predict one’s personal professional growth, and the ability to correct it;

formation of the need for a profession as a life activity.

Components

models

establishing horizontal connections of the PCC

(municipal level)

PCC of other colleges

Methodical service

Education authorities

Social partners

Psychological service

Rice. 1

The presented model of establishing horizontal connections of the subject-cycle commission of the college as a way of professional development of the teacher allows, in our opinion, to implement the principle of continuity of professional education of college teachers, promotes the formation of a functionally competent teacher who combines a high level of professional competence and pedagogical skill and has the qualities of professional mobility and competitiveness.

In this article, we made an attempt to reveal an approach to the development of professional qualities of educators, focusing on the activation of the activities of subject-cycle commissions as a factor determining the development of a teacher’s professional qualities at the level of his horizontal connections.

The scope of the article allows us to highlight only the contours of the issue; it is necessary to consider the vertical connections and activities of the PCC for the professional development of teachers at the level of the educational institution itself.

The development of theory and technology for the development of professional qualities of a teacher is one of those problems that require the accumulation of experimental material, a thorough analysis of domestic and foreign experience, and continued research.

Bibliography

Zabrodin D.M. On the role of the teacher and the tasks of teacher education / Higher Education Today, 2004, No. 1, P. 34

Tasks set by the President of Russia / Secondary vocational education, 2004, No. 1 P. 2

Kuzmina N.V. Acmeological theory of improving the quality of training of education specialists. – M.: Research Center for Problems of Quality of Training of Specialists. – 2001. – 144 p.

Petrov Yu.N. Model of continuous professional education. – N. Novgorod: IQ. – 1994. – 351 p.

Ryndak V.G. Continuous education and development of teacher’s creative potential. M.: Ped. messenger – 1997. – 244 p.

Yaroshenko N.G. Problems of designing the content of secondary vocational education in the context of the introduction of a new generation of State Educational Standards of Secondary Professional Education / Secondary vocational education, 2004, No. 2, P. 5

Muravyova A.A. Competency-based modular programs / Secondary vocational education, 2004, No. 2, P. 28

DEVELOPMENT OF PROFESSIONAL MOBILITY OF A COLLEGE TEACHER AS A CONDITION FOR FORMING A NEW TYPE OF SPECIALIST

DEVELOPMENT OF PROFESSIONAL MOBILITY OF A COLLEGE TEACHER AS A CONDITION OF A NEW TYPE SPECIALIST’S FORMING.

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Today we need a new type of specialist who knows how to live in an ever-changing society. This requires the creation of a targeted, comprehensive process for the development of all professional qualities of a teacher, including such a significant quality as professional mobility.

Abstract

Today we need a new type of a specialist, who is able to live in conditions of constantly varying society. It demands creation of purposeful and continuous complex development of all professional qualities of a teacher, including such important quality, as a professional mobility.

In the modern world, moving along the path of integration and globalization, the ability of people to quickly and successfully adapt to the conditions of domestic and international competition becomes the most important factor in the sustainable development of society. The main advantages of a highly developed country are currently determined by human potential, which is largely due to an accessible and high-quality education system. It is in this area that at the present stage lies the key to ensuring sustainable economic growth in Russia in the medium and long term.

The Russian state and society need specialists who can flexibly rearrange the content of their activities in connection with changing labor market requirements. Previous professional experience in new conditions may turn out to be not only useless, but even harmful. There is a need for “lifelong learning” to acquire new knowledge and skills “tied” to specific conditions of human life.

The role of education in solving the problems of the country’s socio-economic development is to create conditions for increasing the competitiveness of each person; in the formation of labor resources capable of reproducing and developing the material and intellectual potential of the country; in providing students with a system of knowledge, abilities, and skills that would allow them, within a short period of professional retraining, to significantly change the content of their professional activities and promote a person’s social and professional mobility.

One of the main goals of vocational education, as stated in the Concept of modernization of Russian education for the period until 2010, is not only the preparation of a qualified worker of the appropriate level and profile, but also a specialist ready for constant professional growth, social and professional mobility.

These requirements fully apply to teaching staff in the system of secondary vocational educational institutions (hereinafter referred to as SVE). The professional mobility of a teacher in this case is considered as his social and professional position, which is a source of personal activity and transformation in pedagogical activity, which resists the inertia of thinking and activity.

It is also important that the professional mobility of a teacher is a positive example for colleagues, students (pupils) and their parents. The professional mobility of a teacher shapes the mobility of secondary vocational education graduates, which is in demand today in society and in the labor market.

Currently, secondary vocational education institutions face a number of new didactic, educational and developmental tasks related not only to the transfer of knowledge, skills, and even not to the development of new methods of preparing students for professions that may become obsolete tomorrow, but to the formation of a specialist a new type, able to live in a constantly changing society and ready to reshape their professional and activity horizons (1). This requires the creation in practice of a purposeful and continuous comprehensive process for the development of all professional qualities of a teacher, including such a significant one today as professional mobility.

One of the important justifications for the need to form professional mobility of a teacher in an educational institution of secondary vocational education is the significant expansion in recent years of the professional and pedagogical field of colleges. (2).

A vocational college is currently considered as a fundamentally new type of educational institution of secondary vocational education. This is due to radical changes in the education system, which, in turn, were caused by socio-economic transformations in the country and the integration of Russian education into the global educational space.

In the Russian Federation since the early 90s. The name “college” is adopted by some new or reorganized educational institutions, which, as a rule, provide secondary vocational education (3).

In the Model Regulations on an educational institution of higher professional education (higher educational institution) of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 24, 1993. No. 597, a college is defined as “an independent educational institution or a structural unit of a university, academy, institute, implementing incomplete and (or) full educational programs of higher professional education” (4).

In addition to this definition of a college, the Temporary Regulations on a Pedagogical College, developed by the Ministry of Education and Science of the Russian Federation, states: “A pedagogical college (hereinafter referred to as college) in the Russian Federation is an educational institution that has the status of a legal entity and implements professional educational programs of secondary and (or) general higher pedagogical education" (5).

From the above definitions of the concept of “college” it follows that, firstly, colleges offer education at a higher level, and an increased level of training in the implementation of educational programs gives the graduate, in addition to the basic one, additional qualifications.

Secondly, in the context of modernization of the domestic education system, the issue of continuity of educational programs is widely discussed. It involves creating conditions for college students to acquire such knowledge, skills and abilities that are necessary and sufficient to continue their studies at the next level of professional education - higher vocational education - and obtain a bachelor's qualification. Thirdly, teaching staff of colleges in their daily activities carry out not only educational work with students. They carry out methodological, research, production and other types of activities; conduct advanced training of specialists in various professional programs and courses; satisfy society's needs for qualified specialists in a wide range of traditional and new specialties; solve problems of personnel retraining, problems of unemployment and employment of the population, disseminate knowledge, increase the general educational and cultural level of citizens.

A significant expansion of the professional and pedagogical field of colleges is not supported by adequate training of teachers, in particular, the development of their professional mobility, which can lead to a significant deterioration in the quality of specialist training and a decrease in the country’s human resources potential.

These circumstances require targeted personnel support, systematic professional training and retraining of college teaching staff, development of their professional and personal qualities, including increased professional mobility. This will make it possible to successfully fulfill not only the social order of the state and society, but also to ensure the social security of the teacher in a market economy.

In modern conditions of development of secondary vocational education, a flexible and mobile organizational structure of an educational institution is needed, which, firstly, would provide solutions to current issues of the educational process, and secondly, would contribute to the switching of the college teaching staff to new, promising areas of activity.

One of these structures - the subject-cycle commission as a form of association of teachers - already exists today in institutions of secondary vocational education.

The concept of “cycle and subject commissions” was introduced into the pedagogical practice of our country in 1931-1932. based on directive and regulatory documents about the school (6).

A terminological analysis of the concept of “subject-cycle commission” shows that “...discipline - from Lat. - teaching, science – an independent branch of any science, educational subject”; “...commission – from Lat.-order – a group of persons vested with authority to carry out a task » ; “...cycle – from Greek. - circle – a certain group of sciences, disciplines” (7). Consequently, a subject-cycle commission is an association of teachers of several academic disciplines of the same cycle.

The regulatory documents indicate that subject (cycle) commissions are created for the purpose of educational, program and educational and methodological support for the development of academic disciplines in specialties, assisting teachers and industrial training masters in the implementation of the state educational standard in terms of state requirements for the minimum content and level of training graduates in specialties of secondary vocational education, improving the professional level of teaching staff, implementing innovative pedagogical and information technologies aimed at improving the quality of training of specialists with secondary vocational education, competitiveness in the domestic and international labor markets of graduates of secondary specialized educational institutions.

A study of the experience of subject-cycle commissions of colleges indicates the presence of a number of innovative ideas in the direction of improving the professional level of teaching staff. This fact cannot be ignored. Intensifying the activities of the subject-cycle commission, clarifying their role and place in the development of professional mobility of college teachers is one of the opportunities for timely professional development of teachers of the secondary vocational education system and the successful fulfillment of the social order of the state and society.

Bibliography

Organizational and economic conditions for sustainable development of educational institutions: A manual for educators. Series: Mechanisms for sustainable development of educational institutions in modern conditions – Vol. 3. / Compiled by L.S. Tsareva. // Ed. V.A. Ermolenko. – M., 2002. - P. 28.

Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad; Editorial team: M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova and others - M.: Great Russian Encyclopedia 2002.-528 p. - P.122.

Bulletin of the State Committee for Higher Education. - M., 1993. - No. 8. – P.5.

Budik I.B. Methodological foundations for the formation of professionally significant qualities of a specialist in a college environment: Dissertation.... Ph.D. ped. Sci. – M., 1999. - P.10-11.

Nikitin E.M., Sitnik A.P., Savenkova I.E., Krupina I.V. Andragogy: history and modernity: textbook. – M.: APK and PRO, 2003. –– P. 70.

Large illustrated dictionary of foreign words - 17,000 words. - M.: LLC "AST Publishing House": LLC "Astrel Publishing House": LLC "Russian Dictionaries", 2002.- P. 262, 377, 880.

EXPANSION OF THE PROFESSIONAL FIELD OF COLLEGES AS A SOCIO-ECONOMIC BASIS OF THE ACTIVITY OF THE SUBJECT CYCLE COMMISSION

ON THE DEVELOPMENT OF PROFESSIONAL MOBILITY OF TEACHERS

SELF-EDUCATION AS A WAY TO DEVELOP PROFESSIONAL MOBILITY OF A COLLEGE TEACHER

In the modern world, the increasing role of education is obvious, its transformation into an important factor in human life and the development of society, which primarily depends on the education of the members of this society.

This process is impossible without the participation of teachers who are ready and able to work in a rapidly changing world. Developing the professional qualities of teachers is promoting the renewal of education.

The new socio-economic situation in our country has led to the fact that education is being set with different goals and objectives than before.

The main direction of activity of educational institutions at present should be to satisfy the individual's needs for knowledge, allowing him to adapt in the modern world. This requires proper personnel support, that is, appropriate training and retraining of the teacher; there is a need to take a fresh look at the specifics of the professional and pedagogical activity of a teacher.

Modernization in the field of education, including teacher education, increased competition, changes in the employment of teachers determine the constant need for improving professional qualifications and retraining of teaching staff, and increasing their professional mobility.

One of the important justifications for the need to develop such professional quality of a teachereducational institution of secondary vocational education How formation of professional mobilityis a significant expansion in recent yearsprofessional and pedagogical field(1) training of specialists on averagevocational education.

Today, both government and business institutions need competent specialists in various fields. In other words, new socio-economic conditions have confronted educational institutions of secondary vocational education with the need, along with the basic specialized training of personnel, to conduct their special humanitarian, legal, economic, etc. preparation.

In this regard, in many educational institutions of secondary vocational education, in addition to the main specialties and specializations, specialties and additional training have been introduced that are in demand by society as a whole and the region in which the educational institution is located.

Educational institutions of secondary vocational education are forced today to respond to the needs of the labor market, to work in conditions of social order. Forms of distance and open education are being introduced into the practice of educational institutions, which also requires appropriate training of teachers.

In the new conditions, secondary educational institutions acquire a new educational function related to solving the problems of personnel retraining, problems of unemployment and employment of the population.

The development of professional qualities of educators has been the object of many scientific studies. Among them are the works of V.A. Bolotova, L.V. Zanina, I.R. Ibragimova, E.M. Ibragimova, N.V. Kuzmina, I.P. Kuzmina, G.U. Matushansky, G.V. Mukhamedzyanova, L.V. Makarova, Yu.P. Petrova, V.G. Ryndak, E.S. Smirnova and others.

The mentioned studies trace the need to improve the activities of teachers in educational institutions, but, unfortunately, these works do not address the problems associated with the specific development of professional qualities of college teachers, especially such a necessary quality today as professional mobility. Teachers are ready to work in conditions of social order. But at the same time, a contradiction arises between this readiness and the pedagogical requirements for professional competence. Issues of professional mobility can be resolved in different ways. In this article we will focus on one of them – self-education.

“Self-education is a type of free activity of an individual (social group), characterized by his free choice and aimed at meeting the needs for socialization, self-realization, increasing cultural, educational, professional and scientific levels, obtaining satisfaction from the individual’s fulfillment of his spiritual needs” (2)

Self-education does not have the status of a social institution (and, in all likelihood, will never acquire it). It can be considered as a type of activity, the leading and basic social function of which is the self-realization of the individual. Self-education is a truly free and at the same time the most complex type of educational activity, since it is associated with the procedures of self-reflection, self-assessment, self-identification and the development of skills to independently acquire relevant knowledge and transform it into practical activities. (3)

The development of science and education in an industrial society leads to the complication of knowledge, means and methods of its transmission. The formation of the technological environment places new demands on self-educational activity, which is an indicator of the level of a person’s mastery of advanced technologies and the optimality of its inclusion in the information space.

In the information society, the main activity of most members of this society is working with information. Self-education in it acquires the status of a leading type of activity, and self-education technologies are also changing. In the information society, a new type of self-educational technology is emerging - computer technology, which not only ensures the availability and diversity of information, its reliable storage and rapid transformation, but also becomes a universal means of self-educational activity.

There are several models of self-education (4):

1) The culture-centric model of self-education assumes a free choice of content, forms and types of self-educational activities and is focused more on the process itself than on the pragmatic result.

2) The religious-esoteric model is identified with the process of internal self-knowledge of a person, his search for individual forms of salvation and development. In this case, self-education is based on the priorities of inner spiritual life.

3) The technocentric model is associated with the formation and social regulation of the professional sphere of knowledge of the individual. Activities here are focused on specific practical results. The result of self-education is the competitiveness of its subject.

Each generation of people faces its own problems, dangers, and threats. Nowadays, people are threatened by many global crises: environmental, resource, social and national conflicts, extremism, violence. But the main danger is a crisis of human competence.

One of the developers of the problem, a competent specialist S.E. Shishov, defines competence as the ability of a specialist to mobilize his knowledge, skills, as well as generalized methods of performing actions in professional activities (5).

Today, the leading problem in the life of every individual involved in public life has become the lag behind the pace of change in the entire surrounding world. The need to update the competence of a specialist, especially a teacher, is due to a number of modern development trends. This is a significant expansion of the scale of intercultural interaction, democratization of society, expansion of opportunities for political and social choice, as well as the transition to a post-industrial, information society.

This has everything to do with the college teacher. For life in the information society and market conditions, it becomes important to have, among others, pedagogical competence in the field of information technology. The characteristics of such competence can be called the following: (6)

1) the presence of a high level of general communicative culture, theoretical concepts and experience in organizing information interaction;

2) mastering the culture of receiving, selecting, storing, reproducing, transforming methods of presenting, transmitting and integrating information;

3) the ability to evaluate experience in the modern information environment;

4) the desire to develop personal creative qualities;

5) the presence of a need for self-reflection. – activation of information behavior.

Such competence will allow the teacher to actively use the information resource and provide access to information without any significant restrictions on its volume.

Theoretical knowledge is necessary for a teacher who wants to work successfully. Practical training is based on theoretical training, which is manifested and formed in activity. Involvement in activities will be an incentive for self-education, self-development and self-improvement of the teacher.

The desire for self-improvement is inherent in every person and manifests itself or, in the language of psychologists, is actualized when a person, for some reason, cannot fulfill his desire. It is then that the need arises to do something to achieve your goal. Usually it confronts a person as a result of the complex influence on him of both external circumstances (economic, social, political, cultural, etc.), which we have already discussed, and the internal aspirations of the individual. These internal aspirations, or motivations, represent the deepest needs of a person in his self-development. They always enter into certain combinations with external factors and sometimes, to a greater extent than external influences, determine behavior.

In connection with the above, understanding that self-education is extremely important for the development of professional qualities of a teacher in a secondary vocational education institution, especially such quality as professional mobility, we will present our vision models for forming college teachers’ readiness for self-education, which is structured in three main components:

Psychological component :

internal self-esteem, healthy ambition (“I can’t, I don’t want to be worse than others”)

comfort, success of professional activity

Means of stimulating the psychological component:

various forms of public recognition (participation in competitions, pedagogical creativity festivals, experience exchange seminars, etc.)

inclusion in activities (open lesson, pedagogical workshop, experiment, creative laboratory, etc.)

Economic component :

focus on obtaining maximum material results from professional activities

stability of professional activity

Means of stimulating the economic component:

labor market research

diversity of the range of extra-budgetary activities

the possibility of additional payments and bonuses for the style of work within the educational institution: for professionalism, for mobility, for methodological activities, for social activity, for the ability to work in a team

Information component :

computer literacy of teachers

provision of educational, methodological, reference, scientific and educational literature not only on traditional, but also on electronic media

Means of stimulating the information component:

free and individual approach to teaching computer literacy teachers

posting professional information on the PCC or college website

the need for teacher information activities in various situations of the educational process (computer testing, selection of material for classes, meetings, conferences, etc.)

increasing the flow of educational literature on electronic media

professional need to disseminate the results of the teacher’s activities

Management component :

subject-cycle commission

scientific and methodological advice

expert advice

editorial and publishing council

Means of stimulating the management component:

development of regulatory framework for stimulating professional activity

publication of methodological and research works of teachers

taking into account professional achievements during certification

optimization of the work of the PCC (methodological reports from teachers, mutual visits to lessons, discussion of pedagogical innovations, classroom competitions, presentation weeks of the PCC, etc.)

The presented model will allow us to create a new image of a teacher who is capable of carrying out through his activities not only the process of educating students, but also himself, developing his professional qualities, being professionally mobile, ready and able to work in new social circumstances and the conditions of a rapidly changing world.

Bibliography

Osorgin E.L. Design and implementation of a system of methodological work in a secondary vocational school: dissertation. ... Dr. ped. Sci. – Togliatti, 2000. – p.32

Zborovsky G.E., Shuklina E.A. Self-education as a sociological problem // Sociological Research. 1997. No. 10

Shuklina E.A. Typologies of self-education: sociological aspect // Internet site: http: // ons.gfns.net/1999/5/13.htm. – p.2-3

Shuklina E.A. Typologies of self-education: sociological aspect // Internet site: http: // ons.gfns.net/1999/5/13.htm. – p.8

Shishov S.E. The concept of competence in the context of the quality of education // Standards and monitoring in education. 1999. No. 2. p. 30-34

Petrova L.M. Information technology and personal development // Internet site: http : //www .ito .su /2000/otklon /otklon 58/html. – p.2

REMOTE TECHNOLOGIES

IN SECONDARY VOCATIONAL EDUCATION

Vocational education is the basis of the socio-economic development of society, the basis of scientific and technological progress, many spheres of the state’s life, a means of formation, development and self-affirmation of the individual. It is aimed at achieving the universal professionalization of society, satisfying the individual’s needs for differentiated professional educational services.

Today, a special integrative type of worker is being formed - a subject of social and professional activity, an original active personality and individuality. What is now quoted on the labor market is not the notorious labor force, but a worker with a high level of education, good manners, and professional training.

The vital need for general socialization and professionalization of the Russian population is the leading idea for the development of secondary vocational education. The main means of implementing this idea include the following: continuous development of the individual based on humanization, integration, democratization and differentiation of education; creation of intensive, flexible, differentiated training systems that ensure high quality educational and professional training; individualization of training, that is, its organization that ensures maximum productivity of training, taking into account the individual capabilities of students, individual advancement in educational programs, independent planning of the course of training by the students themselves, diagnostic monitoring of the progress of training and its adjustment in accordance with the individual characteristics of the students’ “passing” of the curriculum programs.

Modern capabilities for transmitting audio, video, and text information have created new types of information services. The most socially important new information service is distance education.

For Russia, the distance learning system is of particular importance With taking into account large territories, relatively low population density and concentration of educational institutions in large cities.

The main consumers of distance education services are residents of areas remote from educational centers. For them, distance learning sometimes becomes the only opportunity to get an education. But, to Unfortunately, residents of these areas often do not have a PC or Internet access. To solve this problem, it is proposed to create or cooperate with computer centers in regional cities to provide those who wish to study remotely in computer classes with Internet access. But there is another way, when regular mail, telephone, audio and video equipment are used for remote access to educational information.

Obtaining an education with long-term residence in the central city of the region leads to an outflow of personnel from regional centers. Graduates are reluctant to return to the places from which they came to study. Therefore, district leadership is interested in distance learning.

There is a great need for education, advanced training and professional retraining without interruption from work, at your workplace. Business leaders encourage and are often willing to pay for this form of education.

We are increasingly faced with a situation where senior students, forced to work, not only want to continue their studies remotely, but are also ready to pay for distance learning to improve their qualifications, to obtain a second or additional education.

Three positions have emerged regarding the ways of developing distance education in Russia. The first is the most common, let’s call it technocratic. Its supporters (usually teachers of technical universities) are concerned, first of all, with the speedy introduction into our practice of educational technologies adopted abroad (satellite systems, computer communications, etc.). The second position is “humanitarian”, whose supporters defend the uniqueness of this form of education, insisting that it is not a matter of “hardware”, but of a special pedagogy and methodology for presenting knowledge. The third position is not so noisy, but already noticeable in Russia – practical. This is the position of those educational institutions that have launched real distance education that brings the expected results.

Today, we can record the following trend in the development of educational systems: traditional full-time, traditional correspondence, modular, distance, virtual.

Distance education is recognized as a method of learning that provides the broadest educational opportunities at all levels on a mass scale and taking into account individual capabilities.

This does not mean that everything that humanity has developed over the centuries when the first education paradigm was applied is irrevocably rejected, but a reasonable combination of the advantages of both is assumed in the design and application of educational technologies, the choice of forms and methods of teaching.

In order to try out distance learning technology in secondary vocational education, you must first find a consumer of this service. One of the conditions for the spread of the distance education system is direct marketing. The essence of direct marketing is simple: find your potential consumer and tell him everything you want; listen to his wishesand take into account all his preferences. For directmarketing- stocks need to be confident that the market will respond toYour suggestions. To do this you need to conduct marketing research.You will need a database- information about people or companies,who are potential consumers of your services.It is optimal that the database contains information in addition to the address about a human, who will make the decision. You can collect the database yourself, keeping records of all those who have already concluded an agreement, publishing in the media coupons with offers implyingproviding readers with their addresses for your use. Marketing practitioners strongly recommend not to forget your previousconsumers and primarily reach them with direct marketing. There is a reason for this: according to statistics, the less often an old consumer contacts the seller of the service,the higher the likelihood of him leaving for other sellers. It is necessary to develop an ideology of communication, choose meansdistribution and think through all the events that will entail,for example, mailing list. What kind of message will you send, what message will it convey, will it be personalized or will it startstandard "Dear Sirs", who will process mail, be responsible fortimely response to incoming questions, etc.

An example of the use of direct marketing as a condition for the spread of a distance education system is the work of the world-famous European School of Correspondence Education (ESCO). The ESHKO school has long been using direct marketing tools to replenish its ranks, and not without success. By filling out a coupon printed in high-circulation newspapers, the reader receives information about the school. But the “direct communication” does not end, even if the reader changes his mind: in additional messages, ESHKO continues to communicate with the potential consumer.

If processing the results of direct marketing shows that consumers are interested in distance education technology, then the process itself begins.

Upon admission, the applicant fills out an application form and sends it to the college by mail. A college representative contacts the applicant by phone or at the specified address, sends a training agreement, entrance exam materials and a list of documents required for admission. An applicant is considered enrolled in the college after completing the specified formalities and paying for one semester of tuition.

Students do not attend regular classes in the form of lectures and seminars, but work at a time convenient for themselves, in a convenient place and at a convenient pace, spending as much time on learning as is necessary for each of them to master the subject and obtain the necessary credits in the disciplines. During the learning process, the student completes tests, which he sends to the college.for checking specially assigned to hima teacher-tutor who supervises the studies, correcting mistakes in homework, organizes repetition, thereby promptly preventing the occurrence of gaps in knowledge. Dispatch timestest assignments depend on the student. Regardlessdepending on when tasks are sent, they will always bechecked by the tutor and together with the review will bereturned to the student. For to implement the dialogue between student and tutor, as well as remote access to educational information, the following are used: e-mail and regular mail, telephone,computer networks. It is not excludeddirect contact.

The educational process is divided into 3 parts: basic (cycle of general humanitarian and socio-economic disciplines; cycle of mathematical and general natural science disciplines), professional (cycle of general professional disciplines) and diploma (cycle of special disciplines and specialization disciplines). Upon successful completion of any of them, the student receives a document showing the current state of his professional training. Full cycle training, i.e. training in training courses (disciplines) of three levels of distance education, provided for by the state standard, ends with the issuance of a state diploma of secondary vocational education. The issuance of a certificate is preceded by passing final state certification exams; it can be carried out without the presence of the student in the educational institution.

The technology of distance education in college should be based on the following basic theoretical principles: individualization of the educational process, independent work of the student; individual consultations; modular organization and integration of subject content of training courses; processing of teaching aids and materials; development of a training quality control system; development of teaching aids and materials on modern media, creation of a pedagogical industry of educational, methodological and software for the educational process using distance learning technologies.

Unfortunately, there are a number of circumstances that hinder the widespread introduction of distance learning technologies into educational practice: the high cost of developing and maintaining software for the educational and methodological complex of distance education; the lack of technical and personnel capabilities in most educational institutions to support distance education systems; lack of methodological developments in the field of information content of distance education courses; Lack of personal computers and Internet access among potential consumers of distance education services.

However, an educational institution of the secondary vocational education system can and should use distance technologies as a way to implement state educational standards and a condition for meeting the individual’s needs for educational information.

Distance education helps to realize the dream of every person to obtain the knowledge that is so necessary in our lives.

ICT IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION

Today, when informatization is taking place in all spheres of human activity, the work on introducing information technologies into the educational process of secondary schools, developing and testing methodological recommendations for conducting classes using new forms of education is of particular relevance.

A student's interest in educational activities is maintained when it satisfies his needs, contributes to the formation of positive motives for learning and reduces his academic load.

ICT tools open up new dimensions of group learning and individual forms of classes. It is possible to conduct a lesson in the form of a seminar or conference using a local network or the Internet. In addition, it has become possible to create visual aids of a qualitatively new level. With the involvement of ICT, training complexes with a flexible level of complexity can be created.

Computer telecommunications provide effective feedback, which is provided both in the organization of educational material and in communication with the teacher.

The systematic use of ICT is an effective means of enhancing students’ educational activities, which has a positive effect on improving the quality of knowledge, skills and abilities, and the development of mental activity.

In short, ICT deserves the right to complement traditional forms of student learning.

Speaking about the difficulties of the adaptation period, we can list the following features:

The teacher’s readiness to implement teaching technology is associated with taking into account the pedagogical and methodological capabilities of the teacher, the characteristics of his pedagogical style;

The implementation of computer-based learning technology is impossible without labor-intensive work on preparing the necessary software pedagogical tools: it is necessary to take into account the time spent to achieve the planned learning outcomes.

And yet, now humanity stands on the threshold of the era of information and communication technologies. The task of teachers is to find forms of work with students that are qualitatively different from previous forms, and to work out the methodology for their use.

The experience of teachers of the Istra Pedagogical College proposed in this collection does not pretend to be complete in the forms and methods of using information and communication technologies. However, we hope that this experience will contribute to the foundation of qualitative renewal and development of secondary vocational education.

WORK ORGANIZATION

INTERSCHOOL METHODOLOGICAL CENTER

AS ONE OF THE DIRECTIONS FOR EXPANDING THE PROFESSIONAL AND PEDAGOGICAL FIELD OF THE COLLEGE

The modern sphere of education can be defined as the production of professionals necessary for society for all spheres of activity. Since Russia is now undergoing a structural restructuring of the economy and innovations are affecting the entire society, the education system must respond to the demands of the time.

Innovations have a serious impact on the process of people’s activities, including teachers, on how they work, how they implement this or that educational service. Innovations must be market-oriented, market-focused, and market-bound.

Existing professional educational institutions require certain efforts in order not to “lag behind life.” Those of them that neglect innovation policy inevitably become obsolete, decline and drop out of the fight for the consumer.

In one of his speeches, President of the Russian Federation V.V. Putin emphasized: “Today, the success or failure of a country largely depends on how this country fits into the world economy. A graduate of an educational institution must be adapted to changing conditions, mobile, and must be fully involved in new production relations. The teacher, for his part, must clearly understand that the knowledge and skills of his students are assessed by demand and successful activity in the labor market. The teacher must prepare students for life in new conditions. But for this, he himself must master the technology of introducing such knowledge” (Tasks set by the President of Russia / Secondary vocational education, 2004, No. 1 P. 2).

Thus, at present, vocational educational institutions are faced with a whole series of new tasks related not simply to the transfer of standard knowledge, skills and abilities, and not even to the development of methods of preparation for new professions that may become obsolete tomorrow, but to the formation of a new type of professional, able to live in a constantly changing society and ready to reshape their professional and activity horizons.

Assessment of the educational and personal achievements of students in vocational educational institutions, including colleges, must necessarily be correlated with the level of mobility and competitiveness of the teaching staff. The task of the teaching staff is to make multidisciplinary secondary vocational education oriented towards the demand of the individual, the economy, society, and a specific employer. (Organizational and economic conditions for the sustainable development of educational institutions: a manual for educators. Series: Mechanisms for the sustainable development of educational institutions in modern conditions - Issue 3. / Team of authors: V.N. Akhrenov, V.K. Barinov, V.M. Demin and others. Compiled by L. S. Tsarev. Edited by V. A. Ermolenko. - M.: TsPNO ITOP RAO, 2002. - 104 p., P. 28)

This requires targeted constant retraining of the teacher, an appropriate level of development of all his professional qualities, especially such a significant quality today as professional mobility.

The most important factor in professional mobility is continuous education, that is, the deepening and complication of knowledge. With the constantly changing demands of the labor market in modern conditions, changing technologies, and rising unemployment, only continuous education can protect the teacher’s personality and ensure her social mobility both “vertically” and “horizontally.” A broadly educated person is more capable of quickly adapting, changing the directions and content of his activities than a narrow professional.

Special studies have shown that the requirements of professional suitability, specific abilities and psychophysical data have ceased to be the lot of a few, exceptional professions; they spread to all types of occupations. For most specialties, the necessary qualifications are achievable only if you have the necessary natural qualities. These qualities should help the teacher follow the fundamental values ​​of education formulated in UNESCO documents: learn for yourself and teach others: gain knowledge, live together, work and earn money (Andragogy: history and modernity (textbook) / E.M. Nikitin, A.P. Sitnik, I.E. Savenkova, I.V. Krupina. - M.: APK and PRO, 2003. - 125 pp. - P. 86).

The understanding that the non-compliance of the professional structure of teaching staff with the requirements of professional suitability is a constant source of economic and social damage is increasingly becoming part of the practice of professional educational institutions. This is where the professional mobility of a teacher comes into demand.

The channels of influence of an educational institution on the professional mobility of a teacher are diverse, and one of them is the use of information and communication technologies. At the same time, it is of great importance that advanced training and professional retraining takes place at the level of the educational institution itself, that is, without interruption from production, at the workplace.

It is possible to satisfy the teacher’s needs for educational information, for example, through the use of distance technologies. At the same time, individualization of training is achieved, that is, its organization is such that it ensures maximum productivity of training, taking into account the individual capabilities of the teacher, individual advancement through educational programs, independent planning, diagnostic monitoring of the progress of training and its adjustment in accordance with the individual characteristics of the “passing” of the curriculum.

The technology of distance education in college should be based on the following basic theoretical principles:

individualization of the educational process, independent work of the teacher; individual consultations; modular organization and integration of subject content of training courses; processing of teaching aids and materials; development of a training quality control system; development of teaching aids and materials on modern media,

creation of a pedagogical industry of educational methodological and software for the educational process using distance learning technologies.

Caused by new socio-economic conditions, the increase in the number of specialties, specializations and additional training in secondary specialized educational institutions; desire to train and retrain specialists at various levels; integration with higher education institutions; expanding the scope of intercultural interaction; the introduction of new information services requires teachers of secondary educational institutions to have various professional qualities and, especially, such an important quality today as professional mobility.

1. The relevance of the problem of developing professional mobility of a college teacher is due to the significant expansion in recent years of the professional and pedagogical field of secondary educational institutions.

2. In colleges, in addition to the main specialties and specializations, specialties and additional training have been introduced that are in demand by society as a whole and the region in which the educational institution is located. Social partnership with real consumers of graduates is developing.

3. In the new socio-economic conditions, educational institutions of secondary vocational education are becoming centers for retraining and advanced training of personnel of various levels and specializations.

4. An important direction in the development of modern colleges is their integration with higher education institutions as an already established trend, which gives reason to expect an increase in the quality level of specialist training.

5. The scope of intercultural interaction has expanded significantly, which requires solving the problems of communication and tolerance in the region and beyond.

6. Modern capabilities for transmitting audio, video, and text information have created new types of information services. The most socially important new information service that colleges are mastering today is distance education.

7. A significant expansion of the professional and pedagogical field of colleges is not supported by adequate training of teachers, in particular, the development of their professional mobility, which can lead to a significant deterioration in the quality of specialist training and a decrease in the country’s human resources potential.

8. One of the links that can be taken to solve part of the problem of adequate professional development for teachers is the intensification of the activities of subject-cycle commissions for the development of professional mobility of teachers at the level of the educational institution, at the level of its horizontal and vertical connections.

ORGANIZATION OF THE TEACHING TEAM

AS THE AREA OF ACTIVITY OF A SOCIAL TEACHER

The deterioration of the socio-economic situation of some Russian families has led to a number of negative phenomena in our society, including social orphanhood and child neglect.

Neglect as a legal concept, included in the Federal Law “On the Basics of Prevention of Neglect and Juvenile Delinquency” (1999), has a certain legal content.

It lies in the fact that neglect is not the commission of offenses, but the lack of supervision. The law defines the concept of “neglected minor” as follows: a neglected minor is a minor whose behavior is not controlled due to failure or improper fulfillment of duties for his upbringing, education and (or) maintenance on the part of parents or legal representatives, or officials (Federal Law “On the basics of the system for preventing neglect and juvenile delinquency” (1999).

Neglect is a socio-psychological factor that objectively, due to the lifestyle of a neglected minor, determines the risk of his illegal behavior.

Children left without parental supervision become victims of crime, violence, prostitution, and serious diseases such as tuberculosis and HIV infection; they are actively involved in the use of alcohol and drugs.

The weakness of measures to prevent neglect has a negative impact on the demographic situation in the country, and as a result, on the national security of the state.

Taking these circumstances into account, our country has recently embarked on the path of consistent formation of state policy in the field of child protection. The problem of culture and health, the prevention of antisocial behavior (vagrancy, neglect, suicide attempts) of the younger generation has again taken a priority place in the social policy of the Russian state.

The system of the leisure industry for children and adolescents is being restored, a network of sports grounds and interest clubs is being developed; there is a revival of the culture of children's summer recreation, new sites for children's health camps, summer labor and recreation camps are opening; activities to work with children from orphanages, boarding schools and social shelters have intensified; activities for holding territorial and city holidays, festivals and other events addressed to children and youth.

The main task again becomes an inextricable program for educating the best human, cultural, and patriotic qualities in a child, creating a healthy lifestyle, instilling in children and adolescents behavioral skills in the prevention of alcoholism, drug addiction, aggressiveness, and violence.

To implement such programs, competent specialists are needed. First of all, teaching staff are called upon to play a significant and active role in this process.

In this regard, it is appropriate to talk about the introduction of additional training “Organizer of a teaching team” for a number of pedagogical specialties, which will allow:

Conduct educational work and organize leisure time for children, adolescents and young people at their place of residence and study;

Create a permanent system of training personnel to work in country children's health centers, labor and recreation camps;

Involve students and youth in socially significant activities.

As a result, you will be satisfied:

Social need for social education, prevention of antisocial behavior in children, adolescents and young people;

The need for students to master modern social, pedagogical, and management technologies in order to achieve more complete self-realization and increase competitiveness in the labor market;

The need of students for socially significant activities, interpersonal communication with peers, participation in the work of children's and youth public associations;

Personnel needs in the sphere of recreation, leisure and health improvement for children and adolescents.

- working with teenagers and young people(organization of cultural and leisure activities; placement in temporary jobs; provision of psychological and pedagogical assistance (in-person and correspondence consultations in an anonymous and open form, including via a “helpline”); implementation of a system of primary preventive measures (classes to study their rights and duties; informational meetings with law enforcement officials and other agencies interested in the problems of juvenile delinquency; speeches in the youth media and in educational institutions about the responsibility of minors for committing offenses)

- working with parents(visits to families of “at-risk” teenagers, conversations with parents);

-work with social teachers of schools and institutions of additional education, committee on youth policy(involving social workers and additional education teachers in joint work; organizing seminars to exchange experience in implementing programs and technologies for working with “at-risk” youth; holding joint events; maintaining a database about “at-risk” youth; organizing and conducting individual work ( surveys, interviews, interviews) with “at-risk” teenagers to identify their opportunities for inclusion in correctional and rehabilitation work; organizing and maintaining records of informal youth groups, the focus of their activities and identifying leaders; conducting mass surveys, questioning among young people on problems related to asocial phenomena; participation in raids to identify street children and teenagers in public places who are involved in vagrancy or begging, under the influence of alcohol, drugs or toxic substances; to check compliance with the rules of living of minors and youth in hostels; to inspect basements, attics, territories of educational institutions and identify groups of antisocial teenagers; to check the state of public order in places where young people gather).

The principles of work of the organizer of a teaching team with minors and youth are:

Targeting (the teaching team should be located near residential buildings or recreation areas);

Accessibility (visiting sections, clubs, circles);

Individuality (work should be based on the individual needs of adolescents and young people);

Free;

Humanity (attentive and responsive attitude to the individual psychological needs of young people);

Self-government (youth and adolescents must participate in the organization or be its main organizers);

Responsibility.

The main goal of the organizer of the teaching team is to create conditions for the prevention of asocial phenomena through the provision of organizational leisure (mass cultural, sports, recreational, socially useful and other areas).

Tasks:

Formation of a patriotic position through the organization of socially useful activities;

Creating conditions for self-realization of adolescents and youth;

Development of their cognitive interests;

Development of adaptive abilities, formation of a healthy lifestyle, prevention of drug addiction, alcoholism, smoking;

Development of a culture of interethnic relations;

Formation of a legal culture for adolescents, including practical skills in crime prevention, correct behavior in a situation of legal conflict and how to overcome it;

Formation in children of ideas about morality and experience of interaction with peers in accordance with generally accepted and moral norms, rules of cultural behavior;

Formation in adolescents of an attitude of intolerance towards immoral lifestyles and illegal behavior;

Strengthening the role of the family in raising children;

Involving all interested organizations of society in joint activities.

Taking into account the above, the content of additional training “Organizer of a teaching team” may include the following disciplines:

Counselor School (training counselors for country and city children's health camps);

School for organizers of leisure time for children and adolescents (training of circle leaders and organizers of work in the community);

School for organizers of educational work and leisure for children and adolescents in summer labor and recreation camps;

School of Social and Psychological Assistance;

School of Legal Aid;

School of instructors (how to choose teenagers to help you);

School of the Commonwealth (exchange of work experience, involvement of interested individuals and organizations).

The introduction of additional training “Organizer of a teaching team” will help society concerned about the problems of neglect to ensure

Increasing the methodological level of teaching staff carrying out educational preventive activities;

The effectiveness of preventing antisocial behavior in children and youth through the organization of teaching teams at their place of residence;

Create an “educational space” in the district with the aim of promoting a healthy lifestyle for children and adolescents.

Additional training “Organizer of a teaching team” can also be implemented for students of colleges and universities of any profile on a year-round basis on a voluntary basis.

Students traditionally have high life aspirations, a strong interest in practical participation in issues of transforming Russian society, and have extensive contacts with different generations and social groups.

The fairly close age characteristics of students in relation to the younger generation, their knowledge of the characteristics of children's and adolescent subcultures, and their understanding, based on their own experience, of the most typical psychological states experienced by children and adolescents in the process of growing up, allows the latter to communicate more easily, freely, and explain the reasons and content of intrapersonal , school, family and other problems, conflicts; together with your mentor (student) look for ways to resolve them; carry out external assessment, “examination” of one’s behavior, and consultation on a wide variety of topics and issues. In addition, a student is a potential or actual leader of a children's, youth or multi-age team, the goals of which are to include children in socially useful and meaningful activities, organize their interesting developmental leisure, and form a healthy lifestyle for young people.

By getting involved in this work, students, provided they have completed specialized psychological and pedagogical training, have the opportunity to:

Realize and develop your educational and personal potential;

Involve yourself more intensively in social relationships, master new social roles;

Significantly improve your managerial competence;

Gain experience in collective activities, get the opportunity to practice communicating with children, adolescents and youth;

Finally, obtain additional professional qualifications, which can be written down (for example, in the diploma of a social pedagogue) in this way: “Social teacher, organizer of a teaching team.”

The success of building a democratic, socially oriented state is largely determined by the degree of personal responsibility and civic maturity of young Russians, and their positive participation in reforming society.

Bibliography

Federal Law “On the Basics of Prevention of Neglect and Juvenile Delinquency” (1999)

Federal Law “On the Basics of the System for the Prevention of Neglect and Juvenile Delinquency” (1999).

Order of the First Deputy Mayor of Moscow in the Moscow Government dated May 21, 2002. No. 277-RZM “About the program “Moscow Student Pedagogical Team for 2002-2004”

Final document of the Forum of public organizations of the Siberian Federal District “Our future is in our hands”, Novosibirsk April 9-10, 2002 (httm ://detirossii .narod .ru /Sibforum .htm)

Activities of the program “Prevention of antisocial phenomena among youth” of the Department of Youth Affairs of the Administration of the Yaroslavl Region (E-mail: dermol @ adm . yar . ru )

Osorgin E.L. Design and implementation of a system of methodological work in a secondary vocational school: dis. doc. ped. Sciences - Tolyatti, 2000. - P.30

Osorgin E.L. Design and implementation of a system of methodological work in a secondary vocational school: dis. doc. ped. Sciences - Tolyatti, 2000. - P.30

Educational process management concept- The concept of managing the educational process, which emerged in the 60s under the influence of cybernetics, boiled down to the following provisions: a) the learning process is considered as a “control process, in which students are the object of control, and the teacher or teaching device is the subject of control; b) control is carried out through strict programming of the external activities of students to assimilate a system of knowledge, abilities and skills, as well as norms of behavior; it is assumed that in this case internal, mental activity is controlled; c) such management allows you to individualize the learning process both in terms of pace and content of learning ; d) control and correction of control are based on operational feedback, for which the content of training is divided into fairly small elementary semantic units.

This concept suffers from a number of significant flaws:

• 1. The student is considered only as an object of management, although in the process of many years of study he is a developing personality.
• 2. This management concept is the same for all students, regardless of their age characteristics.

An alternative to this concept is another, which is based on the following provisions.

• 1. Teaching is considered as a system of various types of student activities in the process of individual and collective work, aimed at developing those qualities of the student that constitute the goal of training and education.
• 2. Until now, the management of teaching was carried out mainly only according to the parameter of actions, by assigning to the student a certain system of actions that he had to perform. Genuine, psychologically justified management must first of all be the creation of conditions for the development of the needs, motives and goals of the student’s activities.
• 3. By the rigidity of learning control we will understand the rigidity of the sequence of student actions in the learning process, determined externally by the teacher or the teaching system. The more this sequence is determined by the student himself, the more flexible the control is. The rigidity of teaching management should quickly decrease as students grow internally, thereby making room for flexibility in management.
• 4. By the degree of personalization of management we will understand the degree of independence of students in setting goals for their activities in the learning process.

If the general goals of teaching and upbringing are always set from the outside, then the student can take a very direct part in generating the private goals of specific activities. The degree of personal control over the learning process should increase as students grow and, at the senior stage of education, acquire a universal character.

5. Management of the learning process should take place with full reliance on the internal strengths and capabilities of students.

It should be noted that there is a widespread illusion about the excessive power and capabilities of schools and teachers in relation to students:

they can teach anyone, educate anyone, regardless of their desires and capabilities. The second illusion is that there are some miracle cures, methods that significantly facilitate the learning process. However, easy teaching is useless teaching. The most useful, developing teaching is teaching at the limit of difficulty for a given student.

Managing the learning process should not be aimed at coercing students, but at creating in them the need for the teacher’s control influences and the desire to carry them out. This is possible if at least the following conditions are met:

• a) the student must know the general plans and programs of his studies for the upcoming academic year;
• b) students must know exactly what they must learn and learn as a result of studying each topic;
• c) the teacher’s presentation of any topic should begin with finding out why and why this topic is being studied, with posing the problem;
• d) control must be exercised over each task for all students without exception;
• e) work accounting should be based on an assessment for each item in the form
• e) accounting of work must be transparent.
• 6. The management system should create an atmosphere of personal responsibility for each student for their work, as well as the responsibility of the class team for the work of each member of this team.
• 7. Management of teaching should contribute to the full development of collective forms of teaching.
• 8. The teaching management system (teacher activity) should be based on a predictive model of student activity.

ABSTRACT

ON THE TOPIC: “FUNCTIONS AND CONTENT OF MANAGEMENT ACTIVITIES OF A SUBJECT TEACHER”

Moscow, 2009

1. Introduction. …………………………………………………………………………………………2

2. §1. Characteristics of management activities.

1.1.Concept of management………………………………………………………3-4

3. §2.Management of the educational process.

2.1Features of managing the educational process at different

levels. ………………………………………………………………………………………… 7-11

4. §3. Management of teaching as a self-governing system.

3.1 Essence, content, purpose of the teacher’s managerial activities. ………………………………………………………………………………… 13-14

5. Conclusion. ………………………………………………………………… 15

6 . List of used literature.

Introduction.

The state of development of modern pedagogy necessitates turning to management theory to solve existing problems.

The basic paradigm of modern pedagogy reflects an understanding of man not as a means of understanding an end, but as the end itself: promoting human development.

A comparison of the evolution of management thought and pedagogical ideas leads to the conclusion about their identity. The directions of development of pedagogical ideas are well known from the history of pedagogy. Let's imagine the development of ideas in human resource management.

One of the most important functions of management is to make the human resources entrusted to it productive. There are different approaches to using personnel to achieve goals. The basis for the differences in approaches is the different views of researchers on a person’s attitude to work.

Objectives of this work:

· comprehend the essence of the teacher’s managerial activities.

· study different points of view on the essence of management.

· acquire knowledge about the content of educational systems management functions.

· to understand the essence, content, purpose of the teacher’s managerial activities.

§1. Characteristics of management activities.

1.1.The concept of management.

In science, the term “management” is interpreted from three positions.

Firstly, control is defined as activity(V.S. Lazarev, G.Kh. Popov, M.M. Potashnik, A. Fayol, etc.). This definition is important from the point of view of the definition being focused on obtaining a substantive result. But it does not focus on changes in the subjective experience of participants in the educational process during this activity.

Secondly, management is seen as impact one system to another, one person to another or a group (V.G. Afanasyev, L.B. Itelson, A.A. Orlov, N.S. Suntsov, N.D. Khmel, etc.). Here, control is considered as the purposeful influence of a subject on an object and a change in the latter as a result of an impact on another object, also leading to a change in the latter. This interpretation weakly takes into account the subject-object nature of management, since activity is recognized only by the manager, and the managed is perceived as a passive performer, strictly following the imposed norm.

Thirdly, there is control interaction subjects (V.G. Afanasyev, V.I. Zvereva, P.I. Tretyakov, T.I. Shamova, etc.). In philosophy, interaction is understood as a complex, diverse process in which changes in the parties are not just interconnected, but interdependent. Its essence lies in the inseparability of direct and reverse influence, the organic combination of changes in subjects influencing each other. In addition, interaction is a holistic, internally differentiated, self-developing system. This understanding of management presupposes a mutual change between the managers and the managed, and convinces of the need to change the interacting subjects and the interaction process itself as a change in its states.

In management theory, managerial activity is understood as a type of labor activity that has become isolated in the process of specialization of managerial labor. As a result, management work is separated from non-managerial work, since management as a type of activity is inherent in any joint work. Managerial work is considered as a type of professional mental work aimed at ensuring unity, consistency, and coordination of the expedient activities of people united in labor associations.

What is the composition and structure of management activities? The answer to this question can be found both in Western (M.H. Meskon, M. Albert, F. Khedouri, B. Schwalbe, etc.), as well as in domestic studies (V.G. Afanasyev, A.I. Kitov , B.F. Lomov and others) specialists. Researchers distinguish the following types (functions) of management activities: goal setting, planning or management decision-making, organization, control, regulation (or correction). Their interdependence is obvious. However, the differences in managed objects and the conditions in which they are located determine the priority of the individual named components, and with them the use of various management tools.

A comparative analysis of management functions made it possible to identify the features of their composition in relation to educational systems. They were: system approach, process approach, information basis, communication interaction, coordination, motivation. They are characterized by the following functions of managing educational systems: information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic, regulatory-corrective.

The motivational and goal setting serves as the initial basis for forecasting and planning activities, determines organizational forms, methods, and means of influence for the implementation of decisions made, serves as a norm for control and evaluation on a diagnostic basis, and allows for the regulation and adjustment of pedagogical processes, behavior and activities of all its participants. That's why motivational-target function is aimed at forming the goals of participants in the pedagogical process based on the motive of their activity, which arose from the need for this type of activity.

Information and analytical activities 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 determination of information flows circulating in it (the content of information, the degree of its centralization, sources of receipt, output to the decision-making level). Analytical activity is aimed at studying the actual state and validity of using a set of methods, means, influences to achieve goals, an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms to transfer the system to a new qualitative state.

Planning and forecasting function- the organizational basis of management and the most important stage of the management cycle. Forecasting and planning can be defined as activities for the optimal selection of ideal and real goals and the development of programs to achieve them.

The quality of operation and development of the facility depends on organizational and executive functions. An organization is characterized as the activity of a management subject to form and regulate a certain structure of organized interactions through a set of methods and means necessary to effectively achieve goals.

Control and diagnostic function designed to stimulate the activities of the teacher and student.

Regulatory-corrective function is defined as a type of activity to make adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at the programmed level.

Management effectiveness can be improved when each function in the management cycle system begins to interact with other types of management activities.

§2.Management of the educational process.

2.1Features of managing the educational process at different levels.

Previously, we examined the question of the essence of management and we know that it arises as a necessary condition for the life of people who collectively solve specific problems. The educational process at school is carried out not by one person, but by a large group of people, which includes teachers, students, school leaders, and parents of students. For the consistency of their actions and the success of achieving educational goals in optimal ways, it is legitimate to raise the question of managing the educational process.

What do you need to know in order to scientifically manage the educational process in practice?

First of all, it is necessary to highlight the levels of the educational process and then identify the management features at each of them.

In pedagogy, there are four levels of studying the educational process.

First level – theoretical, representation of the educational process as a system. The first level of the educational process determines the understanding of the essence of all subsequent levels.

Here the role of the teacher in management is great, since first of all he must know well the essence and features of the educational process, its goals, content and other components of the connection between them. In short, to know everything about the educational process as a system that has opportunities for development and, therefore, for improving the quality of education.

The role of the student is practically zero. It manifests itself only at the fourth level, when the teacher is already carrying out the educational process. The student gradually develops an idea about the educational process as a whole, about his own educational activities. It is important that the student masters the skills of reflection and self-management of learning.

Thus, the teacher’s mastery of the basics of theoretical knowledge about the essence of the educational process, its patterns, and driving forces is the first and most important condition for the successful management of the educational process in practice.

The second condition for success is the student’s understanding of the teacher’s actions and his readiness to carry out his own activities in the “teacher-student” system.

The implementation of the basic named conditions will contribute to the effective joint activity of the teacher and student in the educational process.

We can recommend that teachers make the educational process open and explain to students why these particular methods and forms are used in the classroom today, and what their advantages are. Then the student will have a meaningful attitude towards his activities and acquire knowledge of the theory of teaching not deliberately, but naturally.

However, at the first level of the educational process, the leading role is played by the teacher, who specially prepares for this activity by receiving a pedagogical education. The student is only stimulated to master some theoretical issues while implementing the educational process in practice.

Second level educational process is the level of the school’s educational program, the school’s draft curriculum, the plan for organizing educational activities, and programs in the subjects studied.

Educational program School is a regulatory and management document of an educational institution, characterizing the specifics of the content of education and the features of the organization of the pedagogical process. The program should show how, taking into account specific conditions, an educational institution creates its own model for organizing the educational process. Therefore, the educational program should be purely individual, reflecting the needs and capabilities of the participants in the pedagogical process of a particular educational institution.

The educational program must reflect: the goals and priority areas of education in a particular school; specific tasks at a certain stage of the teaching staff’s activities; a set of mandatory training programs that meet federal and regional standards; a set of educational programs, as well as additional education programs, interconnected with compulsory and variable curricula.

The structure of the educational program is determined by the following components: 1) analysis of the performance of the teaching staff; 2) priority directions of the educational process, its goals and objectives; 3) justification of the school curriculum; 4) a list of educational subjects and programs that provide them in the variable (school) component of the curriculum; 5) a set of additional education programs; 6) educational and methodological support for the variable part of the curriculum; 7) description of the features of the organization of the educational process (upbringing and training); 8) management of program implementation through pedagogical monitoring.

As a rule, the educational program is developed for 2-3 years and determines the activities of the teaching staff for this period. Such a program allows an educational institution to consistently carry out work on modeling the content of the educational process not only in the context of the learning process, but also in conditions of extracurricular activities.

The curriculum of an educational institution includes compulsory (federal and regional) academic subjects and a school component, which is determined by the educational institution itself. The content of school education is managed through the curriculum. An educational institution has the right to make a collective decision to meet the educational needs of students through the introduction of specialized education and in-depth study of individual subjects. This will lead to the introduction of additional training courses and a redistribution of time for studying academic subjects. When making such a decision, the heads of the educational institution first study the requests of students, their parents, society, as well as the personnel potential of the educational institution and educational and material support.

The curriculum of an educational institution is filled with academic subjects, programs for which are now presented in the form of the main content of areas of knowledge and requirements for the level of educational preparation of students. Therefore, at this level there is a concretization of the first

(theoretical) level, since it is filled with the specific content of the training course in programs and teaching aids.

At the second level, school leaders play a leading role, because they are responsible for creating the curriculum of their educational institution. But without analyzing the educational needs of the population and, above all, the children themselves, they will not be able to make competent management decisions. Only on this basis can a curriculum be created that satisfies everyone: students, parents, teachers.

What is the student's role in decision making? It is decisive. Each student must help himself in choosing the path of his further development, and for this he must understand his inclinations and interests. It would be nice to introduce a “Know Yourself” course at school, by studying which students will gradually self-determine. In addition, the educational institution must have elective courses, various courses, clubs, etc. , in which each student could self-determinate.

Third level- This is the creation of a project for a specific educational process in the form of its plans for the year, on an educational topic, or a separate lesson. At the third level, the main management activities are carried out by the teacher.

Fourth level- This is the level of the actual process at which all previous levels are implemented. The peculiarity of the interaction of all noted levels is that each previous one ensures the success of the subsequent one, its direction and quality.

At the fourth level, the teacher’s task is to stimulate student activity through the use of a system of methods, means and forms of organizing the educational process. In other words, at this level to be flexible, ensuring self-government of students in the educational process.

In general, to manage the educational process, you should use a full management cycle: obtain information about its results, analyze it, identify problems and formulate goals for the further development of the educational process, plan their achievement, organize yourself and students (and in the school as a whole, the entire school staff) to implement the plan, monitor the results, based on the analysis of which, regulate both the process itself and its management.

Management of the educational process.

Level	The role of the school leader	The role of the teacher	Role of the student
1. Theoretical – an idea of ​​the OP as a system, its driving forces.	He knows himself and provides assistance to teachers in developing knowledge about the educational program.	Masters theoretical knowledge and a new look at OP.	Gradually accumulates knowledge about the process of his own learning.
2.Level of the educational program project, curriculum, etc.	Manages the collective work on the development of educational programs, the school curriculum, the selection of curricula, textbooks.	Participates in the development of the school component of the curriculum, selects programs, textbooks, and teaching aids.	Makes a choice of additional education, profile, etc., declares his educational needs.
3. Creating a project for a specific educational process in the form of planning it for the year, topic, lesson.	Organizes the activities of teachers in planning EP, stimulates long-term planning, draws up technological maps, etc.	Draws up (or adjusts) EP plans for the year, topic, lesson.	Participates in the planning of the educational program, expresses his wishes.
4. Real process level.	Study the progress of the EP, its results; provides analysis, makes decisions, plans the development of EP at the school level, organizes the activities of EP participants, exercises control and regulation.	Implements educational programs in the classroom, reflects on their activities and the activities of students, builds a program for the development of pedagogical activities.	Actively participates at all stages of the lesson, reflects on his activities, builds a program for the development of his inclinations and interests.

§3. Management of teaching as a self-governing system.

3.1 Essence, content, purpose of the teacher’s managerial activities.

To determine the essence of managing a student’s learning, it is necessary to identify the initial unit of analysis of the management process, which would integrate all aspects of management. This unit is called the management situation. In pedagogical terms, it can be called a teaching and learning situation. The educational and pedagogical situation unites a set of conditions and circumstances, in which the teacher and student are actively included as subjects of pedagogical educational activity. This set of conditions and circumstances constitutes the real situation (educational and pedagogical situation), in which decisions are made on ways to influence the student in order to facilitate his transition from the original state to a qualitatively new one. Decision making is associated with the purpose of management activity and is aimed at overcoming any contradiction and resolving a problem. Therefore, the core of the educational and pedagogical situation, in fact, is a certain problem, which, if it is understood and correlated with the goals of training and education, creates a pedagogical task. Solving a pedagogical problem requires, first of all, choosing a method of interaction with the student. The main result of its solution should be to choose such methods of action that would create a problematic situation for the student. The student's awareness of the problem situation created by the teacher takes the form of a learning task. Its specificity lies in the fact that the methods provided by the teacher for solving this problem could lead to change and mental development of the student himself.

The above needs to be supplemented. The educational and pedagogical situation created by the teacher should be resolved primarily in the conditions of dialogue interaction between the teacher and the student. The basis for creating the required conditions is mutual understanding between the teacher and the student, their orientation towards cooperation, communication on an equal footing, etc. The main means of creating these conditions are targeted motivation of participants in the educational process and pedagogical reflection.

The structure of a teacher’s managerial activity includes, like any managerial activity, the following functions: motivational-target, information-analytical, planning-prognostic, organizational-executive, control-regulatory and evaluation-effective.

Based on the above understanding of the essence of management and the stages of management activity, the following working definition is proposed: learning management is forecasting, designing, resolving educational and pedagogical situations in conditions of mutually directed and interdependent interaction between teacher and student, providing the means of motivation and reflection with the appropriate direction of their development and self-development.

This definition allows us to highlight the following teaching management skills: the ability to collect information and process it; the ability to “see” (predict, design, analyze the educational and pedagogical situation); ability to identify problems (reasons for a given situation); ability to identify problem solving tasks; the ability to establish criteria for achieving a pedagogical task; the ability to determine ways to achieve a task; the ability to predict actions to achieve a task; skills to implement them (motivation-forming, communicative, perceptual-reflexive); the ability to compare the obtained result with the desired one; the ability to evaluate the achieved result; the ability to respond to changes and make adjustments to actions; the ability to predict, design and implement changes in the activities of others and one’s own. These skills apply equally to the activities of the teacher managing the student’s learning and to the activities of the student managing his own learning. But the composition of the specific actions of the teacher and the student is different. Approaches to teaching management may vary.

The method of implementing an approach to managing a student’s learning (type of managing a student’s learning) is determined by the level of formation of the student’s educational activities, the level of formation of the teacher’s management activities, as well as the individual characteristics of both the teacher and the student.

Conclusion.

Depending on this The type of management of a student’s learning can be programmatic and situational based on the algorithmic basis for the implementation of management actions, and command and reflexive based on the source of occurrence of management actions. Between these polar species there are intermediate ones. This division of types of teaching management is, of course, formal in nature. But their isolation will make it possible to correctly select management actions depending on the educational and pedagogical situation, the level of subjectivity of the student in learning. At the same time, there is not only interconnection and interpenetration of types of management of a student’s learning. One of the main conditions for transferring a student from the position of an object of the teacher’s activity to the position of a subject of his teaching is a change in the teacher’s position in relation to the student, a transition from programmatic control of teaching to situational, from command to reflexive. Understanding the need to master all types of student learning management with a focus on mastering and primarily implementing reflexive management should be the basis of the teacher’s professional position.

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

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

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

The effectiveness of the management system, and, consequently, the life of the school as a whole depends on how completely, expediently, realistically and specifically the functional and job responsibilities are distributed between school leaders. So, management technology is a scientifically grounded, purposeful interaction of school leaders with other subjects of the educational process, focused on achieving the planned result. The effectiveness of management activities largely depends on the ability of the administration of an educational institution to manage the educational process based on a technological approach. Management activities can be presented in the form of a technological chain (Figure 6).

Figure 6? Technological chain of management activities

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

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

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

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

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

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

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

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

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

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

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

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

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

The criteria complex includes four groups of criteria, specified in their most important indicators and indicators (features) (Figure 7).

Figure 7 – Criteria complex.

Assessment of management effectiveness according to selected indicators is carried out on the basis of comparison of the assessed parameter with a certain standard (standard).

Thus, having examined the effectiveness of management of an educational institution and highlighting a set of criteria, specified in the most important indicators, it was shown that all management functions affect the effectiveness of management. Control is one of the means of increasing efficiency. Let us now consider the structure of intra-school control.