Management activities in an educational institution, management functions.
In any educational institution, the central link is a specific person with their own distinctive features and at the same time typical features. This is the head of a particular institution.
Management activity is, on the one hand, a set of work consistently performed by officials of management bodies, united by a unity of purpose and a commonality of management tasks to be solved, on the other hand, a set of closely related organizational forms of work and management functions.
Management of modern educational institution- this is a reasonable impact on the teaching staff, service personnel, pupils, parents in order to optimally solve the problems of educating and educating preschool children.
The work of the head of an educational institution includes all components of the management cycle. Professional, high-quality implementation of each cycle has great importance in ensuring the effectiveness of the educational institution.
The management of a modern educational institution includes the correct reasonable choice of the goals and objectives of the institution, the study and analysis of the existing level of educational and educational work, planning system; identification and dissemination of advanced pedagogical experience and the use of achievements pedagogical science in the preparation of educators to work with pupils; control and verification of the fulfillment of the assigned tasks.
The content of management activities is multifaceted in terms of content. Socio-economic situation in modern world makes many demands both on the subject of management - the manager and on the object of management - each individual, group of people, the whole organization. Among managers of education, specialists involved in management in management distinguish three groups.
The first group (this is the highest level) includes the administrative staff of the educational institution and the educational authorities.
The second group (middle level) consists of heads of methodological, legal, financial, economic and other services of the education system.
The third step of this hierarchy is occupied by the teacher as the organizer of the management of the educational activities of pupils.
Managing pedagogical activity, the educational process is a difficult managerial job, because the leader acts, on the one hand, as a researcher of the capabilities of working people, their experience, knowledge and skills in their professional activities, on the other hand, the engine of advanced pedagogical experience of both his team and colleagues of other educational institutions, on the other hand, the engine of the achievements of pedagogical science and practice.
IN modern conditions serious requirements are imposed on the management of the teaching staff. The manager must show loyalty to working employees; create an atmosphere that will contribute to the disclosure of people's abilities; use the methods and techniques of management activities that ensure people's satisfaction with their work, ensuring their desire to work even better, better, improve the result of their professional activities.
Methods of management activity is a whole system of methods and techniques for influencing the head of an institution on the object of management in order to achieve the goals and objectives. Many authors studying the management of managerial activity talk about the existence of several approaches to the classification of management methods, but the most common classification, they say, includes three groups.
The first group consists of economic management methods associated with socio-economic laws and reflect the patterns of development of the objective world - nature, society; the use of these methods is based on the system of economic interests of the individual and the collective, and of society as a whole.
The second group is socio-psychological methods of management. These methods are based on the formation and development of society's opinion regarding significant moral values - good and evil, the meaning of life, moral principles in society, attitudes towards the individual, people, society, etc.
The third group, a group characterized by organizational and administrative management methods based on the rights and responsibilities of people at all levels of management and management. These methods can be called administrative and economic methods of management.
The basis of administrative and economic management methods are relations within the institution, they include the rights and obligations of all employees of the educational institution, their responsibility for the performance of the work assigned to them.
The management of modern educational organizations by many researchers in the field of management theory is considered as a holistic process, since work in an institution follows one path, towards one goal, and this is not a one-time action, but a continuous series of interrelated actions. Each of these interrelated activities is a process and is called a control function.
At present, an approach based on the integration of all the main functions that are applicable to all educational organizations has become widespread. This approach in the management process consists of interrelated functions of planning, organization of activities, motivation and control. These four management functions are interconnected by communication and decision-making processes and represent the management cycle.
Each action in the management system necessarily begins with the decision of the head, but these decisions carry both a material and legal burden, so the manager's managerial decision must be well balanced and competent. Decisions are made by the leader when problem situation, and they perform a number of functions: guiding (what is the goal), providing (finding ways and means to achieve the goal), coordinating and organizational (defining a system for monitoring and adjusting the activities of employees), stimulating (incentive measures, bonuses).
Management decisions may differ in the degree of coverage and complexity of their implementation, in purpose and place in the functioning of an educational institution, in the volume of recommendations and instructions contained in them.
The following conditional groups are distinguished:
1. Promising decisions, they determine the ways of development of a preschool institution for a relatively long period. These include regulatory and organizational decisions related to the statutory activities educational organization and local acts regulating the activities of the entire institution as a whole.
2. Current decisions (to achieve goals that are closest in time). This group includes operational and administrative decisions - orders, orders regarding educational activities as well as financial and material problems.
When making a managerial decision, four stages can be conventionally distinguished:
1. Identification of problems (problems) and determination of the goal (immediate, long-term, etc.).
2. A clear understanding of the formulated goal and objectives, bringing the goal and objectives to a correct understanding by the team or a particular person, clarifying the conditions for the fulfillment of goals and objectives, clearly defining the role of each employee in the implementation of a management decision.
3. Bringing the decision to the attention of the employee (employees), competent motivation in the need for its implementation.
4. Correction of the decision in oral and writing, official release, publication of orders, orders, organization of their execution.
Decisions in modern conditions that require a creative approach of the leader, his vision for the future, cannot be developed personally by the leader. Decision making is an activity aimed at evaluating all possible alternatives and choosing one of them, the most important and promising. Thus, making the right decision is the choice of planning, organizing, motivating and controlling the entire process for which the goals and objectives of the institution are set.
V. S. Lazarev considers control functions as a relationship between the control system and the controlled object, requiring the control system to perform a certain action in order to ensure the goal orientation and organization of the controlled processes.
T. I. Shamova gives the following definition of managerial functions - these are the types of activities that the manager carries out.
M. M. Potashnik notes that they distinguish between general management functions, also called management actions (this is planning, organization, leadership, control, analysis, etc.) and specific functions, when the management action is named not by itself, but together with the object, to which it is directed: for example, planning work with teaching staff, quality control of education, etc.
At present, many scientists believe that the content and sequence of functions in the management process are the same for all controlled systems. The main management functions answer the following questions:
at what level of development is the institution in this moment;
in what direction the organization should develop in the future;
how and in what way development will take place.
The purpose of planning will be to develop a plan based on the decision made.
The plan is the main document on the basis of which all activities are organized to achieve the goal and objectives.
Organization of activities is an important function of management, it is designed to create a whole system of resources of an educational organization: human and technical, financial, material and others. This system enables people to effectively interact and work together to achieve their goals and objectives.
The function of motivation is that all members of the team conscientiously and efficiently perform the work assigned to them in accordance with job descriptions and in accordance with the plan.
Among the management functions, the control function occupies a special position; based on its results, activities, plans, etc. can be corrected.
Management functions: planning, organization, motivation and control are interconnected with the help of information. Information plays an important role in management, it is necessary for decision-making and implementation of the decision.
Communication is a binding function of management. The management of a modern educational institution cannot take place without this function, which implies the presence different types communications covering the institution from all sides.
Thus, management activity is a complex multifaceted process of managing an organization and people. It should be aimed, first of all, at the qualitative achievement of the goals and objectives of the educational institution, at obtaining specific significant results, which in general will lead to a positive dynamic development of the educational institution, to increase the demand for the institution in the market. educational services.
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The main functions of pedagogical management. School as an educational system and an object of management.
Control- this is an activity aimed at making decisions, organizing, controlling and regulating the control object in accordance with a given goal, as well as analyzing and summing up based on reliable information.
Management functions associated with management activities. There are six main functions in school management:
Pedagogical analysis;
goal setting;
Planning;
Organization of execution;
Control and diagnostics;
regulation and correction.
Pedagogical analysis- a process aimed at studying pedagogical reality. It starts and ends any management cycle, including all other management functions. Analysis contributes to the knowledge of the essence of the pedagogical process, allows you to consciously influence its development. Without pedagogical analysis, success in goal-setting, planning, implementation and regulation of the educational process is impossible: the deeper the analysis, the more correctly the other functions of intra-school management are carried out.
The main goal of pedagogical analysis- study of the state and trends in the development of the pedagogical process, an objective assessment of its results and the development of recommendations to improve its effectiveness.
Objects of pedagogical analysis can be any elements of educational work. The main objects of pedagogical analysis (those that are analyzed first and most often) are organized forms of education (lessons, extracurricular activities and circle work), educational activities and the results of work for a long period (usually for a year).
goal setting includes setting goals, determining ways to achieve them and formulating tasks, designing the desired result. Goal setting is inextricably linked to motivation, since the achievement of the desired result is the motive of all further activities.
For goal setting to be successful, it is necessary to adhere to a number of fundamental requirements:
- diagnostics: goals should be put forward and adjusted on the basis of a constant study of the needs and capabilities of participants in the pedagogical process, adults and children;
- reality: taking into account the possibilities of a particular situation in the process of goal-setting;
- continuity: each following goals and objectives should follow from the previous ones;
- consistency: goals and objectives should not contradict each other, the goals of individual participants in the pedagogical process should not contradict common goals;
- result oriented: the ability to determine, measure, to what extent it was possible to achieve the goal.
Planning includes predictive comprehension and design of upcoming activities aimed at achieving goals; the result of planning is the preparation of a work plan.
The main requirements for the work plan are:
- purposefulness: compliance of all components of the plan with the goals;
- perspective: the focus of the plan is not only on the near (achievable during the implementation of the plan), but also on long-range goals (those for the full achievement of which the time allotted for the implementation of the plan is not enough);
- complexity: use in the course of the planned work of various means, forms, methods, activities in their unity and interconnection;
- objectivity: accounting in terms of objective conditions for its implementation.
Organization of execution as a function of intra-school management, it involves giving order to the activities of all participants in the pedagogical process in terms of goals and motivation, in content, in means and methods of implementation, in relationships, in space and time. The organizer decides such issues as the preliminary selection of performers, their distribution by place of work, by time, by the sequence of inclusion in the collective work. An important indicator of the manager's organizational culture is his ability to rationally allocate his time and the time of his subordinates. In order to rationally use time in schools, meetings and meetings are planned in advance and included in the annual work plan of the school.
The main organizational forms of management activities in the school are meetings of the pedagogical council, meetings with the director and his deputies, operational meetings.
Control and diagnostics involve the collection and preliminary processing (systematization) of information about the state of the managed system, about the changes taking place in it, about the progress of the managed process.
In order for the control and diagnostic activity to be effective, it is necessary to fulfill general requirements, which include:
- systematic: regular control, the implementation of a control system at the school that allows you to receive a variety of reliable information;
- objectivity: assessment of the identified state of the control object based on certain criteria (for example, the criteria for schoolchildren's learning are knowledge, skills and abilities recorded in the assessment standards);
Level 2 organizes, directs and coordinates the activities of several teachers in a certain area: deputy directors of the school, school psychologist, social pedagogue, teacher-organizer of extracurricular activities, leaders of methodological associations, etc., as well as members of the school council, parent committee, bodies and associations involved in school management;
Level 3 performs managerial functions in relation to students and their parents: subject teachers, class teachers, additional education teachers, educators;
4th level - student co-management: individual students and bodies of student self-government, classroom and school-wide.
Managed system It is, first of all, the students. There are two levels of management in a managed system:
1st level - a school-wide team of students;
Level 2 - student teams of classes, as well as creative associations of schoolchildren, circles, sports sections, public children's and youth associations, student production teams, etc., operating at the school.
The division of the contingent of participants in a holistic pedagogical process into the control and controlled systems is very conditional. So, in a controlled system, each lower level of management can be considered as a controlled system in relation to a higher level (the director manages the activities of his deputies, deputies - the activities of teachers who carry out the pedagogical process in certain areas, etc.).
Content of a holistic pedagogical process as a structural component of the educational system of the school - it is a combination of knowledge, skills, experience creative activity acquired by schoolchildren in a holistic pedagogical process, as well as pedagogical and managerial values that determine the nature of intra-school management at all its levels.
Forms and Methods holistic pedagogical process, being another structural component school educational system, are ways of organizing and implementing a holistic pedagogical process. Forms are ways of organizing the activities of participants in the pedagogical process. Methods - ways of influencing the control system on the controlled one, ways of interaction of these systems.
Functional Components of the school educational system are those carried out in real activity control functions: pedagogical analysis, goal setting, planning, organization, control And regulation controlled process. Functional components reflect the management activities of the teacher, class teacher, school administrator - any subject of school management. Management functions are interconnected, their implementation ensures the development of a controlled system and forms complete management cycles in which pedagogical analysis is the end of the previous cycle and at the same time the beginning of the next.
Management principles- these are provisions that reflect the most general, fundamental requirements for management activities. The principles are formulated on the basis of the known properties and laws of control and the controlled process. The principles are mandatory; violation of any of the principles significantly reduces the effectiveness of management.
To the basic principles of management educational systems relate:
- the principle of democratization and humanization of management which implies the presence in management of openness, publicity, collegiality, cooperation, co-management and self-government, the establishment of subject-subject relations in management and the implementation of a personal approach;
- principle of systematic and integrity, carried out thanks to an integrated approach in solving managerial problems (complexity in managing all school systems and each system separately, in the implementation of managerial functions, etc.);
- the principle of a rational combination of centralization and decentralization(i.e., a single leadership with a leadership whose functions are divided among many);
- principle of unity of unity of command and collegiality: unity of command provides discipline, order, efficiency in decision-making, and collegiality - flexibility and creativity;
- principle of objectivity and completeness of information means that management should be based on reliable information that sufficiently fully characterizes the managed process, covering all areas of work for its implementation; at the same time, only essential information should be taken into account, and redundant data should be filtered out so that they do not interfere with seeing the main thing.
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Job description of the head of an educational organization[name of educational organization]
This job description was developed and approved in accordance with the provisions of the Federal Law of December 29, 2012 N 273-FZ "On Education in Russian Federation", the section "Qualification characteristics of the positions of educational workers" of the Unified qualification directory of positions of managers, specialists and employees, approved by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 N 761n, and other regulatory legal acts regulating labor relations.
1. General Provisions
1.1. The head of an educational organization belongs to the category of heads and reports directly to [name of the position of the direct head].
1.2. The position of the head of an educational organization is accepted by a person with higher professional education in the areas of training "State and municipal administration", "Management", "Personnel management" and work experience in teaching positions for at least 5 years, or higher professional education and additional professional education in the field of public and municipal government or management and economics and work experience in teaching or leadership positions - at least 5 years.
1.3. For the position of head of an educational organization in accordance with the requirements of Art. 331 of the Labor Code of the Russian Federation a person is appointed:
Not deprived of the right to engage in pedagogical activities in accordance with a court verdict that has entered into legal force;
Having no or no criminal record, not being or not being prosecuted (with the exception of persons whose criminal prosecution has been terminated on rehabilitating grounds) for crimes against life and health, freedom, honor and dignity of a person (with the exception of illegal placement in a psychiatric hospital , libel and insults), sexual inviolability and sexual freedom of the individual, against the family and minors, public health and public morality, the foundations of the constitutional order and state security, as well as against public security;
Does not have an unexpunged or outstanding conviction for intentional grave and especially grave crimes;
Not declared legally incompetent in the established federal law okay;
Do not have diseases provided for by the list approved by the federal executive body that performs the functions of developing public policy and legal regulation in the field of healthcare.
1.4. The head of the educational organization should know:
Priority directions of development of the educational system of the Russian Federation;
the Constitution of the Russian Federation, laws and other regulatory legal acts regulating educational, physical culture and sports activities;
the Convention on the Rights of the Child;
Pedagogy;
Achievements of modern psychological and pedagogical science and practice;
Psychology;
Fundamentals of physiology, hygiene;
Theory and methods of management of educational systems;
Modern pedagogical technologies productive, differentiated learning, the implementation of a competency-based approach, developmental learning;
Methods of persuasion, argumentation of one's position, establishing contacts with students (pupils, children) different ages, their parents (persons replacing them), work colleagues;
Technologies for diagnosing the causes of conflict situations, their prevention and resolution;
Basics of working with text editors, spreadsheets, email and browsers, multimedia equipment;
Fundamentals of economics, sociology;
Ways of organizing financial and economic activities of an educational organization;
Civil, administrative, labor, budgetary, tax legislation in the part related to the regulation of the activities of educational organizations and educational authorities at various levels;
Fundamentals of management, personnel management;
Fundamentals of project management;
Rules of the internal labor schedule of the educational organization;
Rules on labor protection and fire safety;
- [other knowledge].
1.5. The head of the educational organization [is elected by the general meeting, the conference of employees (general meeting, the conference of employees and students) of the educational organization with subsequent approval by the founder of the educational organization / is appointed to the position by the founder of the educational organization].
2. Job responsibilities
Head of educational organization:
2.1. Manages the organization in accordance with its Charter and the legislation of the Russian Federation.
2.2. Provides systematic educational (educational) and administrative and economic (production) work of the educational organization.
2.3. Ensures the implementation of the federal state educational standard, federal state requirements.
2.4. Forms contingents of students (pupils, children), ensures the protection of their life and health during the educational process, observance of the rights and freedoms of students (pupils, children) and employees of an educational organization in the manner established by the legislation of the Russian Federation.
2.5. Determines the strategy, goals and objectives of the development of the educational organization, makes decisions on the program planning of its work, the participation of the educational organization in various programs and projects, ensures compliance with the requirements for the conditions of the educational process, educational programs, the results of the activities of the educational organization and the quality of education, continuous improving the quality of education in an educational organization.
2.6. Provides objectivity in assessing the quality of education of students (pupils, children).
2.7. Together with the council of the educational organization and public organizations, it develops, approves and implements development programs for the educational organization, the educational program, curricula, curricula courses, disciplines, annual calendar training schedules, the Charter and the internal labor regulations of the educational organization.
2.8. Creates conditions for the introduction of innovations, ensures the formation and implementation of employee initiatives aimed at improving the work of the educational organization and improving the quality of education, maintains a favorable moral and psychological climate in the team.
2.9. Manages budgetary funds within its powers, ensures the effectiveness and efficiency of their use.
2.10. Within the limits of the established funds, it forms a payroll fund with its division into a basic and incentive part.
2.11. Approves the structure and staffing of the educational organization.
2.12. Solves personnel, administrative, financial, economic and other issues in accordance with the Charter of the educational organization.
2.13. Carries out selection and placement of personnel.
2.14. Creates conditions for continuous professional development of employees.
2.15. Ensures the establishment of wages for employees, including the incentive part (bonuses, additional payments to salaries (official salaries) wage rates of employees) payment of the full amount of wages due to employees within the time limits established by the collective agreement, internal labor regulations, labor contracts.
2.16. Takes measures to ensure safety and working conditions that meet the requirements of labor protection.
2.17. Takes measures to provide the educational organization with qualified personnel, rational use and the development of their professional knowledge and experience, ensures the formation of a reserve of personnel in order to replace vacancies in an educational organization.
2.18. Organizes and coordinates the implementation of measures to increase the motivation of employees for quality work, including on the basis of their material incentives, to increase the prestige of work in an educational organization, rationalize management and strengthen labor discipline.
2.19. Creates conditions that ensure the participation of employees in the management of the educational organization.
2.20. Adopts local regulations containing labor law norms, taking into account the opinion of the representative body of employees.
2.21. Plans, coordinates and controls work structural divisions, pedagogical and other employees of the educational organization.
2.22. Ensures effective interaction and cooperation with public authorities, local government, organizations, the public, parents (persons replacing them), citizens.
2.23. Represents an educational organization in state, municipal, public and other bodies, institutions, other organizations.
2.24. Promotes the activities of teachers' (pedagogical), psychological organizations and methodological associations, public (including children's and youth) organizations.
2.25. Ensures accounting, safety and replenishment of the educational and material base, compliance with the rules of the sanitary and hygienic regime and labor protection, accounting and storage of documentation, attracting additional sources of financial and material resources for the implementation of activities provided for by the Charter of the educational organization.
2.26. Ensures the submission to the founder of an annual report on the receipt, expenditure of financial and material resources and a public report on the activities of the educational organization as a whole.
2.27. Follows the rules on labor protection and fire safety.
2.28. [Other Job Responsibilities].
3. Rights
The head of the educational organization has the right:
3.1. For all social guarantees provided for by the legislation of the Russian Federation, including:
For the annual basic extended paid leave;
For the early appointment of an old-age labor pension;
To provide compensation for the cost of housing, heating and lighting [for those living and working in rural settlements, workers' settlements (urban-type settlements)];
To pay additional expenses for medical, social and professional rehabilitation in cases of damage to health due to an accident at work and occupational disease.
3.2. Act on behalf of the educational organization in relations with other organizations and public authorities.
3.3. Give the heads of structural divisions and individual specialists instructions that are mandatory for execution.
3.4. Make decisions on the imposition of material and disciplinary sanctions on employees who do not perform or improperly perform their duties, and on rewarding distinguished employees.
3.5. Dispose of the funds and property of the educational organization in compliance with the requirements of the relevant regulations and the charter.
3.6. Demand the creation of conditions for the performance of professional duties, including the provision of the necessary equipment, inventory, a workplace that meets sanitary and hygienic rules and regulations, etc.
3.7. Receive information and documents necessary for the performance of their duties.
3.8. Improve your professional qualifications.
3.9. Sign and endorse documents within their competence.
3.10. [Other rights under labor law Russian Federation].
4. Responsibility
The head of the educational organization is responsible for:
4.1. For the management of educational, scientific, educational work and organizational and economic activities of an educational organization.
4.2. For violation of the Charter of the educational organization.
4.3. For non-fulfillment, improper fulfillment of the duties provided for by this instruction - within the limits determined by the labor legislation of the Russian Federation.
4.4. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal and civil legislation of the Russian Federation.
4.5. For causing material damage to the employer - within the limits determined by the current labor and civil legislation of the Russian Federation.
The job description was developed in accordance with [name, number and date of the document].
Head of Human Resources
[initials, last name]
[signature]
[day month Year]
Agreed:
[job title]
[initials, last name]
[signature]
[day month Year]
Familiarized with the instructions:
[initials, last name]
[signature]
[day month Year]
Page 20 of 29
Functions of management of a general educational institution.
School management is an activity aimed at making decisions, organizing, controlling, regulating in accordance with a given goal, analyzing and summing up on the basis of reliable information. The central place in the process of solving many problems of school management belongs to the head of the school and the teacher, who have to face new tasks of increasing complexity and bear responsibility for the decisions made and the final results. They carry out intra-school management, that is, purposefully and consciously interact within the framework of a holistic pedagogical process based on the knowledge of its objective patterns in order to achieve the optimal result.
Experience and intuition are increasingly unable to ensure the adoption of a satisfactory and even more optimal solution in practice. This is where management theory comes in.
What gives in practice knowledge of the system of intra-school management?
Firstly, it allows you to change the management process, create an atmosphere of respect, trust and success for each member of the school team.
Secondly, it realizes the opportunity to move away from the vertical command-administrative style of management and switch to a horizontal, professional style of cooperation. The corporate style of management takes into account the individual qualities of each person and implements a personality-oriented approach to his activities.
Thirdly, it opens up an opportunity for the development of each personality, which relies primarily on the motivational orientations of teachers.
Fourthly, it provides an opportunity for the formation of an intra-school culture that creates psychological and pedagogical comfort for all participants in the educational process.
In different schools, the process of management proceeds in different ways. The main role here is played by the content of the management process, which is determined by its goals, principles, methods, functions, the specifics of education, the level of this body in the general system of management bodies. For example, if a school considers improving the learning process as a goal to improve the quality of knowledge and skills of its graduates preparing to enter a university, then the main goal of management is to provide conditions for improving the learning process. The main attention is paid to the level of teaching, professional and methodological training of teachers, the work of methodological associations in subjects, the establishment of more stringent discipline in the classroom and a number of other areas of work. In accordance with the purpose, principles and methods of management are selected. To achieve this goal, an authoritarian management style can also be chosen.
The content of management can become completely different if the goal for the school is the creation of an authoring system. In this case, the basis of management is the creation of the most favorable conditions for the activities of innovative teachers and the further dissemination of their experience to the activities of other teachers in the school.
However, the content of management can be different not only in terms of goals, methods and principles of educational institutions. There is also a difference in the sphere of management itself. There are three fundamentally different components of management. First – this is the hierarchy of the organization, where the main means is the impact on a person “from above” (using the main functions of motivation, planning, organization and control of activities, as well as the distribution of material wealth, etc.). Second – internal culture of activity, i.e. developed and recognized by society, organization, group of values, social norms, attitudes, behaviors that make a person behave one way and not another. Third – it is a market, i.e. equal relations “horizontally”, based on the purchase and sale of products and services, on property relations, on the balance of interests of the seller and the buyer.
In real social and economic systems, these three components coexist, and the shape of the socio-economic organization of society is determined by which of these components has priority.
In management theory, the following main management functions are distinguished: analysis, planning, organization, control. These functions can be considered as relatively independent activities. Meanwhile, all of them are interconnected and successively, gradually replace each other, forming a single management cycle.
Information analysis. Effective school management begins with the creation or transformation of an information management system. It is based on pedagogical analysis - the study of the state and trends in the development of the pedagogical process, an objective assessment of its results, on the basis of which managerial decisions are developed. Information analysis is a management function aimed at studying the actual state of the school and its environment, assessing the results of the pedagogical process and developing regulatory mechanisms for the further activities of the school.
School leaders should have information about the state and development of processes in those subsystems for which they are responsible and on which they are called upon to exert managerial influence. At the first stage of creating an information support system, the main goal is to model and organize the simplest information support. The second stage will be the creation of a data bank on several thematic blocks: the quality of knowledge and the quality of teaching; level of education and educational work; work with teaching staff; working with parents, the public and businesses; organizational matters creating conditions for education; the state of intra-school management; material and technical base; information about students, teachers, etc.
A necessary condition for analyzing the activities of the school and the conditions prevailing in the microdistrict is the availability of complete and reliable information. It is important to impose increased requirements on the selection of information, namely: information must be, firstly, minimally complete in its scope, and secondly, extremely specific.
IN complete systems information and analytical activities, the content, volume and sources of information (who reports) are determined, the flows of information coming to various levels of management are formed. For each subsystem - managing and managed - there are three levels of information. So, for the school there are: administrative and managerial level (director, deputy for educational work, deputy for out-of-class and out-of-school work, deputy for administrative and economic part, dispatcher, etc.); level of collective management (School Council, pedagogical council- the highest self-government body of the teaching staff of the school, the methodological council and methodological associations for academic subjects, scientific departments, public organizations); level of student self-government.
Timely, reliable and complete information for school leaders and teachers stimulates the emergence of motives that encourage activity. Information collected from various sources then goes through the stage of pedagogical analysis. Analysis not only provides knowledge about ongoing processes and phenomena, but also allows us to assess their depth and significance for the current school.
For the school, the analysis of its results is of great importance. At the moment, the emphasis is shifting from the analysis of intermediate results to the analysis of final results. There are four main stages in conducting a pedagogical analysis of the final results of the school's activities.
First stage– definition of the subject, composition and content of the analysis. Collecting information on the status and development educational process, management activities for the period of the academic year. This information is classified according to the main blocks, the purposes of its analysis are determined. Then each part of the subject of analysis is evaluated using quantitative and qualitative indicators, factors and conditions, methods, means and impacts that positively and negatively affect the development of the school are identified.
Second phase is reduced to a structural-functional description of the subject of analysis.
On third stage cause-and-effect relationships are analyzed in order to find out the cause of a particular phenomenon.
The final stage – fourth- establishing the facts of achieving goals. The final conclusions are formulated, argued by objective data, goals and main tasks for the new period; the received materials are usually submitted to the teachers' council at the end of the academic year.
These are the components of one of the most important functions of management - analytical. The main condition for its implementation is systematic work with managerial and pedagogical personnel.
Planning is the basis of management and the most important stage of the management cycle. Planning can be defined as a specific mapping of the forthcoming progress of work in its general strategic directions and in the smallest details.
Planned plans must be scientifically substantiated, take into account real resources and opportunities, and the consequences of the decisions made. Effective planning requires a combination of long-term forecasting and current planning, and coordination of plans at all levels of management. When defining goals and objectives in general education school it is expedient to provide a comprehensive justification of ways to achieve them, taking into account all aspects of the development of the education system: political, economic, legal, social and pedagogical.
Goal setting is a key element of planning. school activities. Target – it is a conscious desired result. Target selection – starting position, the first stage of management, its most creative component. According to the source and method of formation of goals, both at the level of an individual and at the level of any organized social system, such as a school, goals can be internal (initiative), i.e. formed by a person or a social system independently, or external, if they are set from outside. This takes place in the case of pedagogical systems for which goals are set by society.
When setting goals, the issue of delimiting the concepts of “task”, “goal”, “ideal” is of particular importance. Task – this is a realistically achievable result in a given period of time and under certain conditions. The goal involves achieving the desired result over a longer period of time, i.e. the goal is specified in the tasks, and the totality of the solution of these tasks leads to the achievement of the goal. Ideal or super task – it is that seldom achieved desired result, which can be constantly approached.
The division of goals and objectives (according to their significance and time of achievement) into strategic, tactical and operational has become widespread in the scientific literature. Under strategic goals understand the long-term expected result. Tactical tasks are intermediate desired results in the foreseeable future, and operational tasks – desired result at the moment.
As one of the main elements in management, planning must meet a number of fundamental requirements, which are as follows: the unity of the target setting and implementation conditions; unity of long-term and short-term planning; implementation of the principle of combining state and public principles in the development of forecasts and plans; security comprehensive forecasting and planning; stability and flexibility of planning based on forecasts.
An analysis of the existing practice of planning the work of schools made it possible to identify certain shortcomings of this type of management activity. These include: high density of plans, uneven distribution of planned tasks between performers, uneven distribution of main activities by months, planning of unrealistic tasks, inefficient organization of work in the implementation of the plan, unscheduled tasks, lack of control and self-control, imbalance of activities in the managed and managing subsystems, etc.
Practice confirms that the objective conditions require adjustment, clarification of plans in the process of their implementation. However, a scientifically organized system for the formation of plans and programs minimizes the number of such amendments at all levels of government. In order to streamline planning, it is advisable to use the following system of plans: long-term plans and comprehensive target programs; annual plan (with the inclusion of blocks of complex targeted programs on the most acute problems); calendar plans for the month; individual plans work of teachers for a month. When developing a plan, it is important to determine the indicators of specific final results for the past academic year and, on their basis, build possible forecasts for the development of the school for the new period.
One of the effective ways to improve planning is the introduction of complex-targeted planning (or complex-targeted programs). The target program is compiled at the school for the implementation of problems that need to be addressed immediately. The core of the target program – a general goal communicated to each school unit and performer. The structure of a comprehensive target program should include: short description the state of the problem, its place and role in the general school plan; general purpose; a system of tasks (subgoals) communicated to the performers; indicators characterizing the success of achieving the goal; deadlines, performers; Information Support problem solving process management; monitoring the progress of the program; current and final analysis; regulation.
Complex target programs are often drawn up in the form of a table or in graphical form, then all goals, objectives, a set of methods, means and impacts are presented visually on one sheet. This form of plan becomes a guide to action.
Organization of activities. In the chain of related stages of the management cycle, there is a special stage on which the quality of functioning and development of the school depends - the organizational stage, characterized as the activity of the subject (object) of management in the formation and regulation of a certain structure of relations and interactions necessary to effectively achieve the goal.
Organizational relations can be defined as connections between people established regarding the distribution of powers and assigning to them the functions of their joint activities. Organizational relations exist objectively and reflect the processes of division and cooperation of labor.
The organization in the intraschool management system is aimed at forming the managing and managed subsystems, determining the rights and powers for each level of management. When determining the functional responsibilities of employees in each subsystem, it is important to take into account the functional regulation and the principles of their distribution: the correspondence of the assigned powers and the rights represented to its official position, organizational abilities, the level of general culture and professional readiness, the compliance of the content of the activity with the individual capabilities of the individual. All this leads to the determination of the measure of personal responsibility of each participant in the pedagogical process at any level of management for the results of the school, increasing the role of the human factor in improving the education and upbringing of children and students in accordance with the requirements of today.
Methods, i.e. methods, means and influences underlying the structure of organizational activity, take into account the specificity of the object and subject of management in the system of organizing interaction (relations) and are divided according to purposefulness (direct and indirect), forms (individual and collective), methods, means and influences (moral, material, disciplinary, etc.). Methods that determine the organizational and executive activities of school leaders, based on the pedagogical focus on the subject (object), may have a variable combination for optimal achievement organization goals.
Currently, there are several main ways to improve the efficiency of organizational activities.
1. Implementation of a student-centered approach. Person-Centered Approach – this is a peculiar position, the position of a person in the system of socio-pedagogical and other relations. The teacher's activity is affected by his perception of his functional and civic duty, the degree of conviction in the expediency of what he does. Therefore, the teacher's awareness of the importance of his profession and activity, the activation of his own pedagogical activity, and the strengthening of responsibility for the assigned work, for the final results, are of such great importance.
2. Scientifically and practically substantiated distribution of functional responsibilities between the governing body, the head of the school and members of the teaching staff. The main trend in changing the distribution of responsibilities today is the democratization and strengthening of the role of self-government in the school.
The school can be turned into a self-governing system by delegating a number of rights and powers from the upper echelons of management to the lower ones. There is a development of democratic bodies, including teachers, students, parents, and the democratization of the educational process, i.e. democratization of relations and communication, growth of economic and financial independence with elements of cost accounting and self-financing. Delegation of rights, powers and responsibilities to performers in each link of management makes it possible to rationally use the strength and time of the leader.
3. Formation of relatively autonomous systems of intraschool management. Transition to management through the construction of autonomous self-governing systems to the ultimate specification of activities at all hierarchical levels – one of the possible ways to optimize control.
Monitoring activities and results. The control process requires reliable feedback between the control and managed subsystems at any level. It is control in its various forms and methods (methods, means and influences) that provides feedback. He is one of the most important sources information necessary to evaluate the functioning of the management system.
In conditions of increasing independence, delegating many rights and powers to the school itself, and hence increasing its responsibility, the control function of intra-school management occupies a special place. It becomes most effective when combined administrative and public control inside the school with analysis, control and evaluation of their activities by each participant in the pedagogical process. In the transition to self-government mode, the assessment of the school's activities is the subject of daily concern of the school itself, part of its professional activities.
Intraschool control is a type of activity of school leaders together with representatives public organizations to establish the compliance of the system of educational work of the school with national requirements and school development plans. To assess the progress of the school in its development, the following indicators are usually determined: innovative activity, method of organization and effectiveness of the educational process.
1. Innovative activities of the school: updating the content of education (knowledge of the updated basic and additional components, training and education programs); updating the methods and forms of work (new methods for mastering programs, systems for organizing the educational process; the predominance of individual and group forms of organizing cognitive activity over general classroom ones); a combination of analysis, control of one's own activity with its assessment and assessment of partners in joint cognitive activity.
2 . The method of organizing the educational process (UVP): self-government, cooperation of teachers, students, parents in achieving the goals of education, upbringing and development; joint planning and organization of the activities of the teacher and student as equal partners; high level motivation of participants in the pedagogical process; comfortable material-spatial and psychological-pedagogical environment for all participants in the integral pedagogical process; the right to choose the content, profile, forms of education for students.
3 . Efficiency of the UVP, compliance of the final results with the planned: a high positive level of upbringing and training of students, their erudition, knowledge of any field of science, a positive attitude to study, work, nature, social norms and law, a conscious attitude to beauty, a relic attitude towards oneself.
Along with constant intra-school control, in order to ensure a unified state basic level of knowledge, skills, and the level of upbringing of schoolchildren, state control of school activities is also carried out. This control is carried out by the educational authorities - departments, scientific and methodological centers. The object of their inspection (examination) is the managerial activity of school leaders, and not the work of the teacher. Control over the quality of the teacher's work, the quality of students' knowledge, their upbringing is carried out and evaluated by the bodies of intra-school management of the pedagogical process.
The effectiveness of organizational regulation is measured primarily by how rationally it is possible to organize the processes to be managed with its help.
In practice, we see that some schools, having set themselves the goal of simply teaching students, function without changes, while others, striving to improve various aspects of the pedagogical process, develop. What is the difference between a functioning school and a developing one? And in general, what kind of school can be classified as developing?
There are a number of fundamental requirements for a developing school. This is a school that:
The student realizes his right to education in accordance with his needs, abilities and opportunities;
The teacher develops his professional and personal qualities:
The leader ensures the success of the student and teacher;
The team works in a creative search mode;
Relations of partnership cooperation, respect, trust, atmosphere of success have developed.
Such conditions become driving force, allowing to transform the activities of the school from functioning to developing. The conditions conducive to the transfer of the school to the development mode are:
Availability of the concept and program for the development of the school;
Conducting innovative experimental and experimental work at the school;
A close-knit team of teachers united by a common goal;
Organization of self-government system;
Availability of a system of effective scientific and methodological activities;
Sufficient educational and material base for the formation of an optimal educational environment;
A set of alternative educational services in accordance with the needs of the participants in the pedagogical process.
In addition to these general conditions, special managerial actions are also necessary to prepare the school for work in the development mode: studying the educational needs of children and parents, studying the possibilities of the teaching staff to work in an innovative mode; determination of the zone of proximal development of each participant in the pedagogical process; determination of the type (kind) of the school, the long-term strategic goal of its activities; the choice of a system (technology) of education, upbringing and development for each stage; selection and structuring of the regime, the work of the school; definition priority areas and creating conditions for their implementation, etc.
FEATURES OF MANAGEMENT FUNCTIONS OF THE HEAD OF THE EDUCATIONAL ORGANIZATION
Yuliya Yakhina
head of structural unit municipal budget preschool educational institution No. 26 "Goldfish",
Russia
ANNOTATION
This article discusses the features of the managerial functions of the head of an educational organization. The managerial functions of the head of an educational organization are analyzed, which are the basis for the organization of managerial activities, which allows the head and teachers to develop in children the values of cognition, transformation, and experience. A characteristic was given of personal qualities, as well as the skills and abilities that a modern leader should have.
In order to successfully manage the team of an educational institution, the manager needs to improve his/her qualifications in the field of managerial activity. The modern head of an educational organization is a head with a high culture of managerial activity.
ABSTRACT
In this article, features of administrative functions of the head of the educational organization are considered. The administrative functions of the head of the educational organization, which are the basis of the organization of management, which allows the head and teachers to develop in children the values of knowledge, transformation, experience, are analyzed. The characteristic of personal qualities, and also skills and abilities which the modern head has to possess has been given.
In order to successfully manage the staff of the educational institution, the head must improve the level of Soviets qualification in the field of management. The modern head of the educational organization is the head with a high culture of administrative activity.
The society in which he lives modern education is a society of social change.
In the activities of a modern leader, the leading direction is purposeful pedagogical activity, which helps to coordinate the work of teachers with children. Based on this, the pedagogical competence of the leader is currently acquiring special significance.
The concept of pedagogical competence is understood as “first of all, a person who professionally works in the field of pedagogy, is able to rationally use the totality of civilized experience in the matter of education and training, and therefore, is sufficiently proficient in the methods and forms pedagogical activity and relationships." The initial indicator of professional pedagogical competence is the attitude towards a person, since the head of an educational institution is work in the “person-to-person” system. The leader must perceive the pedagogical reality and be able to act in it, he must understand for what common purpose he works.
In the management of an educational institution, the head must be guided and have such legal documents as:
- Labor Code of the Russian Federation;
- a license for the right to conduct educational activities issued by the state education authority;
- charter of the educational institution;
- agreements between the educational institution and parents;
- internal labor regulations of the educational institution;
- work plan of the educational organization for the current year;
- etc.
The managerial functions of the head of an educational organization are the basis for the organization of managerial activities, which allows the head and teachers to develop in children the values of cognition, transformation, and experience.
The management organization performs the functions of structuring the pedagogical process in a particular educational organization, as well as the introduction of development programs for the institution in accordance with the law of the functioning of development, values, and creativity.
The activity of the manager: predictive, planning, designing, modeling, coordinating - involves in all components pedagogical system developmental goals.
The planning activity of the leader is manifested in forecasting at all levels of the pedagogical system of the hierarchy of values. This function of the manager in his managerial activity is the most significant of all the others, as it is related to the quality of the actions performed by employees. The results of planning can be reflected in the creation of local legal documents (charter of an educational institution, programs, plans). All recorded information in these documents acts as a basis for making a decision, is proof of its execution.
When planning the activities of the institution, the head coordinates the work of employees, subordinating their efforts to achieve the goal. This is also a management function, which is reflected in the system of relations within the educational organization. The management system in coordinating the activities of employees provides various methods stimulating the activities of professionals.
The controlling function in the activities of the head is represented by two components: administrative control and self-control. This management function provides the collection and analysis of information about the state of the pedagogical system. The main goal of the supervisory function in ensuring the activities of the institution in accordance with the standard created by the program and development plan is to identify deviations in the educational system, but most importantly, to achieve quality in activities. When performing control of the educational system, the main thing for the leader is to determine for what purpose he exercises control. This may be the goal of making an operational decision, orienting the team to success, to achieving quality or to identify shortcomings, applying an administrative penalty.
Thus, the following components can be distinguished in the managerial activity of the head of an educational institution:
- the quality of management depends on the methods of management activities;
- availability of sufficient information;
- the presence of feedback;
- feedback channels.
In order for the leader to effectively manage an educational organization, he must have the following skills and abilities:
- making decisions;
- increasing professional competence;
- resolution of managerial problems;
- innovative activity;
- creation of conditions for advanced training of the teaching staff;
- formation of a close-knit team;
- competent business organization.
The leader should help teachers independently organize the pedagogical process, which contributes to the development of the child in the physical, mental, emotional, cognitive, volitional terms.
In addition, in the process of managing people in an organization, two characteristics are distinguished in the personality of the leader - this is rigidity and firmness. These personality traits are necessary for the manager to fulfill the generally accepted social norms. Not a little important in the personality of a manager belongs to such characteristics as moderate aggressiveness, confidentiality, perseverance. The leader is independent, goal-oriented, professionally competent.
The activities of the leader are based on his requirements for employees. But these requirements can be realized in different ways by people.
In order to successfully manage the team of an educational institution, the manager needs to improve his/her qualifications in the field of managerial activity.
The modern head of an educational organization is a head with a high culture of managerial activity. He has a certain style of leadership, which means not only the manifestation of individual personal qualities, but also the nature of the implementation of management functions, ways to achieve results in educational process. He must be able to decide, manage, organize, plan and control the activities of his employees in the organization.
The leader must be able to predict the development of an educational institution, set goals for the future. The further qualitative development of the educational institution will depend on this.
Bibliography:
- Desk book of the head of an educational institution / N.F. Dick. - Ed.2nd, revised. - Rostov n / a: Phoenix, 2005-384 p.
- Handbook of the head of the organization. Legal bases. – M.: Yustitsionform, 2015. -512 p.
- Management of an educational institution in modern conditions: A manual for heads of educational institutions. - M.: Ventana-Graf, 2007. - 80 p.
- What the head of a preschool institution should know: method. Handbook for leaders and educators of doshk. educate. institutions: from work experience / ed.-comp. I.A. Kutuzov. - 3rd ed. - M .: Education, 2005. - 159 p.
