Management of the quality of education in an educational organization. In turn, the system of “internal” Russian acts is represented by regulatory legal acts adopted at the federal level and including federal laws and by-laws.

State budgetary

professional educational institution

Voronezh region"PST"

Report

Subject:

« Educational monitoring - as a means

education quality management"

Math teacher

Shevtsova N.N.

G.Rossosh

2016-2017 academic year

Table of contents:

I.Introduction.

II.Main part

1. Relevance, practical value

2. Monitoring - a dynamic system for tracking performance and

predicting the activities of the student and teacher.

3. Individual educational cards

4 . P escort educational process V

in general for the group.

5. Implementation mechanism.

III.Conclusion

I . Introduction.

1. Relevance. Monitoring is the most important verification of the effectiveness of the implemented content of education, the methods used, and serves as the basis for the timely elimination of shortcomings. educational process. Practical value - the accumulation in the monitoring mode of a set of indicators that are objective, understandable, transparent, quantifiable, presented in dynamics, allows not only to evaluate efficiency, but also make the right decisions to improve it.

In the 21st century, the central category of Russian educational policy is quality. The solution to this problem is impossible without effective management, which involves focusing attention and efforts on the main direction. All the experience and potential of science and education should be directed to solving the problem ─ improving the quality of education. IN modern conditions First of all, this is necessary to improve quality management, which is inextricably linked, ultimately, with increasing the efficiency of the entire educational process.

An important role in the effectiveness of the management of the educational process is played by monitoring, which creates the necessary information support for the educational process. “Monitoring is the observation, assessment and forecast of the state environment in connection with human activity (Big Encyclopedic Dictionary, p. 831 "The terms "pedagogical monitoring", "quality monitoring" appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring" "Pedagogical monitoring" is a system for organizing the collection, storage , processing the dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development. "Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions, which allows you to track both the deviation from state educational standards, and the level of satisfaction of the educational needs of the population.Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodological).The objects of pedagogical monitoring are all participants pedagogical process(teachers, students, class teachers and the pedagogical process itself).

The creation of an updated monitoring system is given great importance, Soas withouttracking the educational process it is difficult to imagine the results of the teacher's work, as well as the success of assimilation subjects students and mastering basic competencies.

2. Monitoring - a dynamic system for tracking the performance and predicting the activities of the student and teacher.

It is monitoring studies:

- help each participant in the educational process to comprehend their own activities;

- make it possible to determine howrational pedagogical and didactic means used in the process;

- make it possible to identify how adequate they are to the goals of the educational process and the age characteristics of students.

Obviously, in order to obtain the required result, it is necessary to determine, monitor and control, first of all, the quality of the educational process, key competencies, the level of knowledge, skills and abilities acquired by students in each subject of the educational cycle. To do this, it is necessary to monitor the level of formation of mandatory learning outcomes in all subjects in the form of tests close to the USE: starting (input), intermediate (semi-annual), final (annual).

To prepare such monitoring, subject teachers need to: - compose or select test tasks or tasks in the form of a control work, which will reveal not only the degree, but also the level of assimilation of the material: reproductive (memorization and reproduction); reproductive-transformative (logical, inferential, conceptual thinking: transfer of learned samples to non-standard situations); research (productive) - problems, formulation, analysis of causes, hypothesis building, selection of adequate methodsproblem solution;

Prepare KIM close to the exam

Prepare specifications for assignments

Develop assessment criteria control works

Analyze and summarize the results

The need to use testing technology along with traditional forms and methods of control is not in doubt. Modern system education at the school switches to this type of control: as part of the final certification of students in USE form and as part of the school attestation. The practice of teachers who have implemented monitoring technology indicates that tests are the most effective, economical and informative tool that allows you to simultaneously solve a number of tasks:

allows students to test their knowledge on a wide range of topics,

prepare students for the technology of mass centralized testing, the USE,

Provides equal conditions for everyone in the control of educational achievements,

eliminates subjectivity in the evaluation of results,

facilitates the work of the teacher,

givesindependent statistical and graphical information about the assimilation of students educational material.

As a result of this work, a test bank is created for all subjects in the form, and everything must be carried out using a computer.

Statistical data processing givesopportunity:

determine the relative place of the student in the class and parallels,

to carry out the ranking of students (classes) according to a given parameter,

identify groups of students with high and low performance,

Track the dynamics of changes in results from year to year,

compare groups (classes, parallels) according to given parameters,

Get a comparative assessment of the quality of teachers' work.

Methodological associations develop multi-level tests, instructions, criteria for assessing control work. The monitoring service prepares answer forms for the control work.

Test papers in all subjects are developed on the basis of specifications approved by the Ministry of Education of the Russian Federation, in the USE format. Execution results verification work analyzed by individual tasks, work options and are combined according to generalized indicators, on the basis of which one can judge the level of general education of students. Based on the results of testing, a record of completed tasks for each student is kept; a clear picture of academic achievement and gaps is created, both for individual students and for the class as a whole. The diagram of educational achievements based on monitoring data allows teachers to "see from the side" the results of not only students, but also their own activities and plan areas for improving the educational process. When monitoring the effectiveness of tests, the work of "strong" students is monitored, which makes it possible to determine the level of assimilation of educational material, to record the dynamics of poor progress for timely decision making.

Teachers record mistakes individually for each student, mark poorly learned topics. They organize work to eliminate gaps in the knowledge of students, achieving complete assimilation of the material covered by each student. Individual work is carried out with the underachievers.

The main thing in the work is to compare the results obtained with the starting results.

Based on the conducted Monitoring of the quality of learning in subjects, individual educational trajectories are compiled that contribute to the elimination of gaps in knowledge and ensure progress and successful learning, awaken students.

An individual educational trajectory is a student's program of actions, built taking into account individual needs and opportunities and allowing them to move in the direction that corresponds to their individual abilities.

In terms of pre-profile training and specialized training it is also planned to use individual curricula for the next year, which will make it possible to realize the various educational needs of students and their families in professional self-determination.

An individual curriculum is understood as a set of subjects (courses) selected for mastering by students from the curriculum of a general educational institution compiled on the basis of the Federal Basic Curriculum. The student will be given the right to independently form an individual curriculum, determine the timing and methods of its development, undergo intermediate and final certification procedures that correspond to the characteristics of the individual curriculum.

The main form of work on individual plans And educational trajectories is an independent activity, accompanied by individual consultations, conversations with the teacher. The methodology of individual training provides for the following forms of work: dialogue, workshop, independent work, testing, control cuts.

3. Individual educational cards

When using these forms of individualization, individual educational cards are compiled, which indicate topics, goals, tasks. Students should be able to follow them and answer the questions asked. The application to this map is to monitor the quality of a student's learning on a given topic or course with the conclusions and recommendations of the teacher.

The goals of compiling an individual educational map:

Increasing interest in the subject, development creativity, self-realization and self-development of the student. Organization of work in the zone of proximal development.

In addition, quality monitoring includes:

monitoring the results of students' participation in the school intellectual marathon;

monitoring of the final certification of graduates, including including the USE;

monitoring of results control students and graduates.

monitoring the results of students' participation in city, republican and regional rounds of subject Olympiads and conferences;

monitoring of students' learning at the end of the six months and the academic year.

Also introducing a new project educational monitoring We have made adjustments to the package of documents for class teachers.

4. escort the development of the educational process.

This activity involves the organization of joint work of a psychologist and class teacher aimed at diagnosing the personal qualities of schoolchildren. These are inclinations, abilities of students, peculiarities of perception of educational material, motivation, etc. As well as identifying the reasons that impede teaching and communication, and then - solving the identified problems. In addition, attention can also be paid, depending on age, to accompanying professional self-determination, socialization, adaptation of the child, maintaining and strengthening the health of schoolchildren, and diagnosing students' educational achievements.

Studies have shown that the success of learning significantly depends on the characteristics of the student's motivation, general attitude. On learning outcomes also influenced by such socio-psychological factors as interaction with peers, parents and teachers. Violations in any of these areas negatively affect the child's academic performance, despite the possible presence of good intellectual potential.

As a result of parallel use diagnostics and pedagogical monitoring, we obtain two series of data reflecting the same phenomena. This significantly expands the possibilities for interpreting the results. So, if according to the teacher is not successful enough in learning, but at the same time copes well with the tasks of intellectual tests, this indicates that the child's potential is not fully used. Diagnostics of the personal sphere allows us to clarify the causes of the situation and correctly determine the direction of correction.

Based on the results of pedagogical and psychological monitoring, we obtain data characterizing the student. It is here that the advantages of the computer version are most fully realized. Using the capabilities of computer technology allows you to quickly and with a high degree of reliability to process large amounts of data, present them in a user-friendly form.

Every quarter, analyzing the data on the teaching of a particular subject, diagrams and graphs are drawn up to judge the effectiveness of the work done.

To obtain information about the monitoring carried out at the school, forms of reporting and analytical materials are provided that allow you to track the dynamics of results, cumulative data on the educational achievements of students and professional achievements teachers.

Such reporting forms of an educational institution allow obtaining, in addition to the results of the level of education and the quality of education in general, data:

About the movement of students, skipping lessons without good reason and for good reason;

On the number of students (in % terms) who completed the year with "4" and "5";

About the number of students with one two, three, four, in subjects;

- the number of students who improved and lowered their academic performance;

Accounting for students who have lowered and increased their performance makes it possible to assess the progress of students relative to themselves, relative to their previous successes and failures. Encourage students to make efforts, motivate them to achieve success. Recorded achievements and failures should guide students on how to avoid and improve them.

About subjects in which students have unsatisfactory marks;

This approach to quality monitoring will allow:

promptly correct the activities of participants in the educational process.

determine the level of students' learning in subjects;

identify and evaluate positive and negative trends affecting the quality of education;

When conducting an analysis, a combination of analytical information, diagrams, graphs is possible, diagrams. The diagram of educational achievements based on monitoring data allows teachers to "see from the side" the results of not only students, but also their own activities and plan areas for improving the educational process. Monitoring involves the widespread use of modern at all stages. Processing and accumulation of data can be carried out in the form of tables, diagrams, various measuring scales, in text form.

The accumulation of pedagogical and administrative recommendations ensures the self-development of the system, transferring the work to a qualitatively new level. Over time, descriptions of typical problems and ways to solve them are accumulated and systematized, the most effective pedagogical methods are singled out, and it becomes possible to predict the direction of development of the educational system.

Thus, fundamentally new tasks have been set for the school today, and broad creative opportunities have opened up. Diverse experiments are being widely used, new models of curricula and programs are being used, and the content and technology of an integral pedagogical process are being rebuilt in the spirit of democratization and the priority of universal values. One of the steps in this direction is the use in school practice of a system for monitoring and managing the quality of education of students. With its introduction, it becomes possible to objectively evaluate the results of student activities, conduct timely analysis and adjustment of the educational process.

5. Implementation mechanism.

Monitoring studies can be carried out in three stages:Istage. Preparatory1. Goal setting.

2. Definition of the object.

3. Setting the timing.

4. Study of relevant literature.

5. Development of tools for pedagogical monitoring.

IIstage. PracticalCollection of information:-observation-interview-testing- questioning-Exit to the lessons-examinations

IIIstage. Analytical1. Systematization of the received information.

2. Analysis of the received data.

When conducting an analysis, it is possible to combine textual analytical information, diagrams, graphs, tables, diagrams, etc. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics of schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students on this moment time, but also involves an analysis of the reasons for its non-compliance with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.

Requirements for the organization and conduct of pedagogical monitoring

1. Existence of a monitoring research program2. The set and form of monitoring indicators should be limited and constant over a specified period of time.3. Indicators should be evaluative in nature of education quality management.4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations

5. When conducting pedagogical monitoring, the following conditions must be observed:

Consistency- duration in time

Comparability-objectivity-comfort

1. It is necessary to determine the areas of activity for organizing and conducting monitoring:

In accordance with functional responsibilities

In accordance with the innovative, experimental activities of this educational institution

In accordance with the goals and objectives of this educational institution

2. When organizing and conducting monitoring, it must be taken into account that the main goal is to continuously monitor the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student

3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.

4. The purpose of the cut can be considered to determine the level of quality of knowledge of students at the beginning of the learning cycle

5. A cutoff schedule is drawn up, which is approved by the director of the educational institution

6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students

7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process

8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.

Conducting an intermediate cut is necessary to assess the success of students' advancement in the subject area, based on these cuts, the teacher evaluates the success of choosing his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.

9. To successfully track the level of learning, the quality of the formation of general educational skills, general educational thinking skills, it is necessary to form the content of education in such a way that at each stage of training, general educational, special skills and abilities of students are highlighted

10. Monitoring the level of learning to plan for the key points of the educational material at each stage of training, which provide a fairly successful assimilation of the material and, as a result, advancement in the practice of its application

11. To obtain objective results of the level of learning, monitor three indicators: the implementation of the standard (percentage of progress), the quality of knowledge (percentage of the quality of knowledge), the degree of learning of the class

12. Analysis of the level of training should be carried out taking into account all levels

An essential feature of monitoring is the determination of the general level of education of schoolchildren.

According to A.K. Markova, learning is those characteristics mental development, which have developed as a result of the previous year of study, i.е. stock of knowledge today.

L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.

V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study. All functions and steps of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of little value and low quality, or destroys the entire system. Of course, this cycle is filled in each case with different content. The implementation of a full cycle of pedagogical monitoring helps to increase the efficiency of the pedagogical process in the "teacher-student" system.

Efficiency.

This approach to quality monitoring will allow us to:

get enough full information about the results learning activities students, taking into account indicators of dynamics;

get an objective picture of the gaps in the knowledge and skills of students on the tested educational elements;

promptly adjust the activities of participants in the educational process

and individual approach to students with different levels teaching and learning in the classroom. Work with potential high achieversand good students during the quarter

Evaluate the progress of students in relation to themselves, in relation to their previous successes and failures.

Track the individual development of students, develop individual trajectories.

III .Conclusion . Monitoring helps, through analysis, to bring all the information into one whole, generalize it and get a general picture of the development of the educational process. Without information about the progress and intermediate results, without constant feedback, the management process is impossible. Lack of necessary information paralyzes the management process. However, an excess of information about small minor details also does not contribute to making the right decisions. The dynamics of learning outcomes is positive. The dynamics of the effectiveness of training at "4" and "5" is quite stable.

List of used literature

1. Matros D. Sh., Polev D. M., Melnikova N. N. Education quality management based on new information technologies and educational monitoring. Moscow: Pedagogical Society of Russia, 199p.

2. Potashnik M. M. Quality of education // Quality of education in modern school (collection of articles edited by A. P. Tryapitsina). St. Peierburg.2000.

3. Shishov S. E., Kalney V. A. Monitoring the quality of education at school. - M .: Pedagogical Society of Russia, 2000.- P.10.

4. School monitoring system as a factor influencing its effectiveness, pp.57-74 Scientific and practical journal. "Dean of management modern school", №7 2007

5. Konasova N. Yu. New forms of evaluation of educational results of students. St. Petersburg, 2006.

6. Konarzhevsky Yu. A. Management and intra-school management. Moscow. Center "Pedagogical Search", 2000.

7. Shamova T. I., Tretyakov P. I., Kapustin N. P. Management of educational systems. M, "Vlados" 2001

8. Tebekina A. I., Klemeshova I. V. Intra-school control from "A" to "Z" M., "Arkti" 2007

Quality management of an educational institution is considered as the main condition for its competitiveness. Today we can talk about the existence of two complementary approaches to the quality of education: practical, which consists in defining quality as the degree of compliance with goals (different goals of the consumer - different quality, which dictates the need for quality management), and the second approach, which organically continues the first and concerns the internal processes occurring within the framework of the educational process.

In the theory and practice of education quality management, there are also several main approaches:

- scientific approach is to develop concepts, evidence-based criteria and guidelines absolutely for all positions existing in educational organization. At the same time, different management systems (hierarchical or democratic) have their own approach;
- process, according to which quality management is considered as a process, a series of continuous interrelated actions ( managerial functions), each of which is also a process. These functions include planning, organizing, directing, coordinating, and controlling. The process approach is conceptualized in the ISO 9000-1994 standard and has been put into practice with the introduction of the ISO 9000 version 2000 standards. The basis of the quality management system of an educational organization, in accordance with the requirements of ISO 9001:2000, is:
- 1) consumer orientation;
- 2) the leading role of management in setting goals and achieving them;
- 3) the involvement of all employees in solving the problems of the university;
- 4) process approach to the organization of all types of activities;
- 5) a systematic approach to management;
- 6) continuous improvement of product quality;
- systemic, allowing to consider an educational organization as a system. Usage systems approach, in relation to education quality management, is based on the concept of quality management as a system, and involves the application of the following principles:
- 1) structure;
- 2) implementation of an integral set of management functions;
- 3) hierarchical organization of quality management;
- 4) the relationship of external and internal factors at various stages of the functioning of the succession system;
- situational, implying various options management, depending on specific situations and conditions;
- the program-target approach is one of the main methodological approaches in modern management, which involves a clear definition of goals, the formation and implementation of an action program aimed at achieving these goals. Study different approaches to education quality management pays attention to a number of researchers, namely E.M. Korotkov, M.M. Potashnik, P.I. Tretyakov, I.K. Shalaev, T.I. Shamova, and many others.

To date, standardization and certification of the quality system are necessary. This is recognition of the success of a particular production, a necessary step towards recognizing the success of the entire company and introducing the most modern models quality management, collectively called "methods of total quality management" - TQM.

Thus, the development of education quality management in present stage associated with the formation of different approaches to solving quality problems. Management of the quality of education, which arose in response to the objective need of mankind to receive highly quality education, focuses today on a sufficient quality of life. Management, quality assurance and improvement, considered as a strategy for the development of productive forces and industrial relations, focused not only on survival, but also on the prosperity of society, enterprise and each person, are inseparable from common system management. In this regard, the approach that considers the development of general quality management in education, in conjunction with the development of general management, in the opinion of the author, is the most successful.

Many researchers believe that introducing TQM into the educational environment presents certain difficulties. There are active theoretical discussions on the fundamental possibility and expediency of transferring business management methods to education. This plan discusses the common and distinctive features of business and education: their goals, methods, means, concepts of quality, means of measuring quality, etc. It is argued that the philosophy of quality is not a template that can be transferred from one system to another. However, the philosophy can be universal, but the system of decisions to achieve quality can differ significantly.

The survival of an educational organization in a market economy depends, first of all, on whether it has its own strategy, as well as on the ability and ability of this organization to consistently implement this strategy in practice through specific activities. Market instability and volatility educational services, as well as the increasing complexity of management in market conditions, actualize the task of studying and implementing a quality management system for educational organizations.

Bagautdinova N.G. emphasizes that " Vcontemporary conditions, educational organizations operate in an environment of increased competition, and those who will use the principles of TQM will receive a significant advantage over competitors, since the entire system will be focused directly on consumers of services and those main factors that they evaluate:

1) understanding the needs of society and its requirements; 2) reliability;
3) susceptibility; 4) competitiveness; 5) availability; 6) politeness; 7) communication (communication); 8) authority; 9) security» .

IN contemporary Quality is a fundamental field of knowledge subject to general study, which goes far beyond the simple information contained in legal and regulatory documents, as well as in various guidelines. Quality is a sphere of scientific organization of the socio-economic activity of society, a complex area of research for a wide range of specialists.

A number of countries have already realized this and have begun to practically solve quality problems, paying special attention to preparing workers for effective and efficient use relevant modern approaches, methods and means. The system of total quality management (TQM) has gained a strong position in many successful enterprises, significantly changing the views in the education system. TQM involves the development and implementation of a long-term strategy economic development enterprise (organization) involving all its employees in creative activity which can and should ensure the satisfaction of the interests of both the educational organization itself and the consumers of its services and society as a whole.

The key problems of adapting the TQM methodology in the field of education are the issues of choosing the content and sequence of actions that can guarantee the quality of the provision of services by an educational organization, as well as the question of choosing how to carry out such activities.

Modern approaches to education in their totality form the basis for the formation of modern educational values.

Each of the approaches involves different models of schools.

Within each approach, there may be a large number of real embodiments of organizational forms.

Rice. 1.

Components educational activities, which are required to be implemented in any approach and in any education system, must meet the following requirements:

1. Have an educational foundation on which students build their own knowledge and skills, competencies are formed, internal and external guidelines for mastering the world around are recognized and systematized.
2. Bring knowledge and skills to practical application.
3. Help students identify knowledge, skills and competencies that are meaningful to them and that will enable them to develop themselves as much as possible.
4. To form critical skills and key competencies for life in a global world without discrimination.

Let's look at some features education quality management.

1. In the management of the quality of education, it is impossible to separate the functioning and development. The activity and practical manifestation of the quality of education requires the construction of educational work in such a way as to ensure active participation

students in organizing and receiving their education.

2. Development of the ability for self-education. The formation of skills and competencies that help self-organization and self-education, the acquisition of socially and personally significant knowledge, for the development of values, norms of behavior, the formation of relationships.
3. Highly organized thinking, ability to act in non-standard situations. Development of the ability of an analytical-critical attitude to the surrounding reality. Knowledge, skills, competencies for obtaining and processing information, for assessing existing and received knowledge, skills and the formation of key competencies for mastering self-educational methods (techniques) are required.
4. Subject orientation is not the goal of learning, but a means of mastering the methodology of education. The predetermined goals of education are included in a variety of educational environment, which gives students more opportunities to form internal motivation that ensures the integrity of perception by expanding associative links. The role of "situational pedagogy", the method of projects, case - technology, self-educational activities, etc. is increasing.
5. The dependence of the quality of education on pedagogical activity teachers, methods and technologies for organizing the educational process.

Rice. 2. Quality management system model

The creation of an education quality management system requires a consistent solution of the following tasks:

- definition and conceptualization of goals in the field of education quality;
- identification of labor market requirements and potential employers;
- establishment of a basic set of processes as an open model;
- development and adaptation of process management methods that provide

functioning and development of an educational institution;

- implementation of documentary registration of the quality management system;
- implementation of process control through internal audit.

The introduction of a quality system in an educational organization consists in its transition or the transition of its individual units to work in accordance with the prepared, approved and put into effect documents of the quality system. At the workplace, it is necessary to determine the duties, powers and responsibilities of each employee within the framework of the quality system, develop and put into effect job and work instructions, and check the implementation of documented procedures by the staff.

When creating a quality management system in an educational organization, it is necessary, first of all, to determine the final product that it produces. Some educational organizations take the training of a graduate as the basis of their activities, others - the provision of educational services. The consumer of the final product of the university is not so much the student himself, but the state and society in the form of an organization that attracts a graduate to work.

Thus, the quality products of an educational organization are not an educational service, but a graduate. The starting point for the formation of a quality management system should be the construction of a “model” of a graduate of an educational institution as a set of certain of his personal professional qualities, the development of which should be directed by the educational process: its content, teaching methods, forms of organization, methods of monitoring and evaluating the knowledge of schoolchildren. Meanwhile, it should be noted that the basis of the activity of an educational organization is the educational process. At the same time, it cannot be considered in isolation from other types of activity: scientific, educational and methodological, administrative and economic, etc. .

In the context problems of education quality development a person is considered today as a subject of the labor market and labor relations, a citizen, a subject of family relations, a carrier and keeper of national culture, a keeper of habitat (ecosphere), a subject of his own development.

Fig.3.

This is the most important thing in a person's life, and the formation of such a person should be embedded in the content of education.

Necessary help students:

* develop their spiritual, intellectual and physical inclinations;
* realize interests and inclinations;
* develop personal moral convictions, tolerance for other nationalities, religions, lifestyles;
* internalize your future adult role.

Should teach students:

* understanding of knowledge and methods of activity in adult life, in conditions

market relations and a rapidly changing world;

* chat on foreign languages;
* self-educational activities;
* careful and caring attitude to the environment.

Determinants of education quality

1. Initial (personal) characteristics: inclinations and abilities;

basic knowledge (available); psychological stability; internal obstacles (barriers) to learning.

2. Educational conditions:
- * educational and methodical and visual materials for teaching - teaching - self-education;
- * material and technical equipment, information technology support of education;
- * views and approaches to education of teachers, students, parents;
- * teaching staff, ensuring the functioning of the educational institution;
- * the influence of territorial authorities on the management of educational institutions;
- * the degree of participation of public councils and organizations in the support of education;
- * parental support (help) to students.
3. The state general context for the functioning of the educational system:
- * state policy in the field of education;
- * strategic priority goals and objectives in education;
- * control structure in the system general education;
- * educational resources and their availability;
- * the position of the teacher in society;
- * development and accessibility of the market of educational services and educational literature.
4. State standard, public expectations, market requirements, inclusion of education in the international community.
5. economic conditions; socio-cultural conditions; national and regional factors; systems and structures of pedagogical activity; strategy of assistance and support for teaching staff, children and parents.

Summarizing the above, we note that the development of the scientific base, theoretical and methodological justification of approaches to education quality management, the construction of a quality management system for training specialists in educational organizations will ensure the quality of education and the quality of education. The current socio-economic situation and the development of market relations that prevail in all spheres of human life, actualize the issue of the need for transformations in management activities at the level of the educational institutions themselves, which are part of complete system educational institutions in our country.

Features of the control process: Management is a purposeful process that is carried out continuously in time and space, requiring in-depth analysis, development and setting of specific goals. The more accurately the result corresponds to the set goal, the higher the quality of management.

Quality management - methods and activities of a strategic and operational nature used to fulfill quality requirements.

- this is the activity of recording, processing and transmitting information on the formation of various conditions of the educational process necessary to solve the problems of students (pupils) in the process of consuming educational services and products.

Quality as an object of management is characterized by all the components of the management cycle: goal setting, planning, analysis, implementation, control.

Education quality management- this is a purposeful, resource-provided process of interaction between the managing and managed subsystems to achieve the planned (standards) goals and expected needs of the individual, community, state.

An important role in the effectiveness of management educational institution plays monitoring, creating the necessary information support of the educational process. "Monitoring is the observation, assessment and forecast of the state of the environment in connection with human activities (Big Encyclopedic Dictionary, p. 831" The terms "pedagogical monitoring", "quality monitoring" appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring »

"Pedagogical monitoring" is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, which ensures continuous monitoring of its state and forecasting its development.

"Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions, which allows you to track both the deviation from state educational standards and the level of satisfaction of the educational needs of the population. Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodical). The objects of pedagogical monitoring are all participants in the pedagogical process (teachers, students, class teachers and the pedagogical process itself).

Monitoring studies can be carried out in three stages:

Stage 1. Preparatory

1. Goal setting.
2. Definition of the object.
3. Setting the timing.
4. Study of relevant literature.
5. Development of tools for pedagogical monitoring.

Stage 2. Practical

Collection of information:

Observation
-interview
-testing
- questioning
- go to class
-test papers

Stage 3. Analytical

1. Systematization of the received information.
2. Analysis of the obtained data.
3. Development of recommendations and proposals for the next period.
4. Conclusions.

Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics of schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students at a given point in time, but also involves an analysis of the reasons for its inconsistency with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.

Requirements for the organization and conduct of pedagogical monitoring

1. Existence of a monitoring research program
2. The set and form of monitoring indicators should be limited and constant over a specified period of time.
3. Indicators should be evaluative in nature of education quality management.
4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations
5. When conducting pedagogical monitoring, the following conditions must be observed:

Consistency
- duration in time
-comparability
-objectivity
-comfort

1. It is necessary to determine the areas of activity for organizing and conducting monitoring:

In accordance with functional responsibilities
- in accordance with the innovative, experimental activities of this educational institution
- in accordance with the goals and objectives of this educational institution

3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.

5. A cutoff schedule is drawn up, which is approved by the director of the educational institution

6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students

7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process

8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.

The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.

12. Analysis of the level of training should be carried out taking into account all levels

An essential feature of monitoring is the determination of the general level of education of schoolchildren.

According to A.K. Markova, learning is those characteristics of mental development that have developed as a result of the previous year of study. those. stock of knowledge today

L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.

V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study.

Monitoring the level of learning (the level of learning is the result of the assimilation of knowledge and the formation of general and special skills) can be tracked in the traditional way of measuring - by progress (absolute and qualitative progress). This is a percentage indicator of student achievement, which has recently been most often used in the formulation and " percentage of student learning. This indicator takes into account the percentage of students who are doing well in a certain discipline to the total number of students in the class.

Another indicator is the percentage of the quality of students' knowledge (by "4" and "5"). The most objective of the existing methods for measuring the level of learning of a class or group of students, in our opinion, is the SOC indicator - the degree of learning of a class (V.P. Smirnov's formula)

SOC = , where

n5 - the number of fives obtained as a result of testing
n4 - number of fours
n3 - number of triples
n2 - number of twos
n - total number of students

2 Seminar Topic 2. 2. The system of intra-school management of the quality of education. Issues for discussion: 1. Internal control as a guarantee of creating a quality education system. 2. Designing the structure of intra-school quality management. 3. Functions of intraschool control. Stages of intraschool control. 4. Model of the system of intraschool control. 5. The main directions of intraschool control. 6. Employee incentive system. 7. Objects and methods for evaluating the results of the school. 8. External evaluation of the work of the school. 9. The regularity of the impact of general management functions on the quality of the final result. Complete the task: 1. Write an essay on the topic "Quality management of education based on information technology", make a presentation and make a presentation at the seminar.

3 For quality management, you need: means (tools) of management and measurement (assessment) of quality; control system (specialized links); management motives (interest); target; use of the result of management (recognition of the need and the benefits of its implementation).

4 CONTROL SYSTEM is a set of actions necessary to influence the control object and ensure its movement in the direction of the goal.

51. Forecasting and planning the quality of education, anticipating trends in its change. 2. Organization of the functioning of the education quality management system, specialization of functions, their distribution, consolidation and implementation. 3. Quality control of education in terms of its potential, process and result. 4. Regulation of quality, ensuring the conformity and harmony of its characteristics. 5. Quality assessment, determination of its level and opportunities for improvement. 6. Study of the quality of education in the field of the causes and sources of its formation, critical factors, limitations, negative influences, priorities. 7. Motivation for providing and improving the quality of education. The main functions of education quality management E. M. Korotkov

6 Specific functions of education quality management Quality management of teaching staff. Student quality management. Education technology quality management. Control information and methodological Assurance Quality Management logistical security. Quality management of education infrastructure. Educational program quality management.

7 When forming a quality management system, it is important to take into account four factors: 1. external conditions for quality assurance, 2. the quality potential that the educational institution has, 3. the quality formation process, 4. the quality of the result of education.

81. Orientation of all activities of the educational institution to the goal of education, reflecting the needs on the satisfaction of which the competitiveness of the university depends. 2. Continuous improvement and improvement of the quality of all processes of educational activities. 3. Ensuring the participation of the entire teaching staff of the educational institution, as well as students in solving problems of the quality of education. 4. Building a quality management system with the centralization of the main functions and tasks of improving the quality of education (principle of the first person). 5. Creation of a system of motivation for the quality of education for both teachers and students. 6. Development and use modern technologies the quality of education. 7. Creation of a system for monitoring the quality of education based on objective indicators of the state of quality and assessment of trends in its change. 8. Establishing the conformity of the quality of education with the mission and purpose of education in society. 9. Formation of information support for education quality management. 10. Research and forecasting of trends in the quality of education and the need for a new quality. 11. Unification of the terminological apparatus of the quality of education, allowing to conduct comparative analysis level and quality features.

9 Intraschool management of the quality of education provides for a combination of program-targeted management with a focus on the development of self-assessment, self-control and self-government in the teaching staff. Intra-school management of the quality of education is a new management approach designed to eliminate the inconsistency, inadequacy of the results of the educational activities of the school with the realities of the information society, the essence of which is to provide all participants in the educational process with objective management information about the quality school education to resolve and overcome the identified contradictions and problems of educational practice. Quality management of education is a special management, organized and aimed at achieving not any, not random, not just better than before, not those that will turn out by themselves, but quite certain, predicted in advance with the possible degree of accuracy, the results of education, and the goals (results) must be predicted operationally in the zone of potential development of the student (graduate), that is, we are always talking about the highest, possible for a particular student, optimal results.

10 The main provisions that make up the theoretical and methodological basis of intra-school management of the quality of education: 1) intra-school management of the quality of education is subordinate in relation to the management of the school as educational system; 2) the system of intra-school management of the quality of education, being primary, organizationally and functionally enters into a system of more high order(regional, territorial); 3) the main life cycle, within which intraschool management of the quality of education is effective, is the academic year; 4) management of the quality of education - a modern management approach designed to eliminate the discrepancy between the results of the educational activities of the school and the realities of the information society.

13. You can manage the object that has a purposeful procedural nature. What is the object of control

17 Quality policy Resources that ensure quality Expertise Diagnostics, education quality assessment Preventive and corrective measures to improve quality Monitoring operations of education quality

192 1 43 Planning organization Management management control5 Goal analysis Information Support management decision

21 How do you understand the essence of the concept of “intra-school education quality management” The education quality management system is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of quality assessment and quality control mechanisms. The education quality management system is an organized intra-school control and planning of the school's work on education quality issues. The quality management system is a set of organizational structure, methodologies, processes and resources needed to implement total quality management

24 Implementation of the mission, goals and objectives of the development program Organizational culture of the educational institution, aimed at supporting the strategy of the educational institution Social partnership New approaches to the system of assessing the quality of education. The essence of the result. Social order: successful graduate control External and internal expertise

15% of deviations in quality depends on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming

27 It is recommended to use in the development of the Educational Quality Management System The principles of the theory of Quality Management by the American Edward Deming

28 Consistency with the capabilities of the MA Evaluation of barriers and failures. Clear distribution of powers and responsibilities The concept of integrated quality management

30 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Overall effect Average value Satisfaction of the student's personally important expectations with the qualitative performance of tasks 1, 13 a space that allows organizing the student's self-education in accordance with his capabilities 0.84 Direct influence of the teacher through direct teaching instructions 0.82 Intensification (inclusion additional programs, uv. rate of completion of programs) 0.72 Domestic factors (living conditions, parental influence) 0.67 Presence of feedback and remedial support (achievement results that trigger special assistance) 0.65 A study combining 180,000 studies published by the University of Auckland

31 Studies that determine the effectiveness and quality of impact on education Strength of effect Attitude towards learning 0.61 Classroom environment (favorable atmosphere, support, high expectations from the student) 0.56 joint activities with the teacher as if it were your own learning objectives student) 0.52 Peer-to-peer tutoring (successful students help the weak) 0.50 Teacher development (teaching new methods) 0.49 Parental involvement 0.46 Homework 0, 43 Survey - exam (provided that it helps students to think about what is being studied) 0,

32 Education quality management is the management of the quality of the educational process and other types of activities that ensure the formation of competencies of trainees of educational institutions. Each educational institution, depending on the goals set in the field of quality and available resources, chooses its own organizational structure of the quality system. Quality Service Functions: planning the quality of account. process, monitoring studies, development of preventive and corrective measures, development of documentation for the IC, etc. The activity of the service is regulated by: the Charter, the position on the service, orders and orders of the director, orders and instructive documents of the Ministry of Education and Science of the Russian Federation, etc.

33 Options for building an organizational structure for managing the quality of education of the educational institution Council for the quality of education under the director of the educational institution Deputy director of the educational institution for the quality of education Education quality service of the educational institution Education quality laboratory of the educational institution Education quality department of the educational institution

34 Development of a draft policy of the educational institution in the field of education quality Development and maintenance of documentation of the SC of the educational institution measurement of measurable characteristics of the quality of education and methods for their measurement Organization of work to improve quality: planning, collection and analysis of information, monitoring and control operations, etc.

36 What types of activities are covered by the intra-school education quality management system Analysis of the quality of education (subject, supra-subject results, personal development) Work processes for quality management Information support for management decisions on the problems of improving the quality of education; Implementation of the quality policy: . planning the quality of the educational process; organization of work to improve quality; development of preventive and corrective measures; Examination of a diagnostician, assessment of the quality of education System for improving the professional competence of teaching staff Material and educational and methodological support for images. process Carrying out various monitoring operations of the quality of education

37 Education quality management work processes Content of work processes Education quality analysis Analysis: — HSC; — Final certification; — External control; - Comparative analysis of external and internal control - Conditions that ensure the educational process (quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions for achieving the planned result, including the use of resources to achieve it

38 Organization of work to ensure the quality of education Creation of conditions necessary to ensure the quality of education (personnel, educational, methodological, material and technical, financial) Activities for studying the personality of the child, identifying the abilities of schoolchildren of all age groups (Individual assessment of the capabilities and abilities of children, diagnostics of professional orientation, etc.), Directions of activity for the development of the professional competence of the teacher (systematic - activity approach, new approaches to the assessment of educational achievements, etc.) Motivation of all participants in the educational process for its quality Activities for the organization of preventive and corrective measures Creation of a system measures for tracking and stimulating improvement clear distribution of powers, responsibilities in the organization of work to ensure quality. Organization of work on quality control Development of criteria and indicators for examination and evaluation. Development of control and measuring materials, etc. Activities for the organization of the HSC Organization of work to determine the measured parameters of the characteristics of the quality of the educational process Preparation of documents reflecting the records of quality assessment Preparation of documents reflecting the records of the assessment of the quality of education Normative consolidation of procedures for assessing, collecting, storing data about the quality of education, etc.

39 Monitoring the quality of education Determine and include in the HQ the necessary types of monitoring for the identified indicators Determine the subjects of monitoring (consumers of information) and possible forms of providing information to them Determine the frequency of monitoring, appoint those responsible for its collection, storage, processing and analysis. Information support of management - the progress of schoolchildren and the level of academic performance; — competitiveness of schoolchildren in terms of studying at universities, participation in olympiads — satisfaction of schoolchildren curricula; — teaching effectiveness; - the composition of schoolchildren and its analysis; - available teaching resources and their cost, etc. Management decisions Determination of information flows necessary for making a management decision on the quality of education Determination of a specific object of management influence and certain executors and those responsible for its implementation;

41 Factors critical to improving the quality of education (based on an international study of 25 best school systems) Attracting strong candidates to the teaching profession Candidate selection mechanism Annual professional development courses Each teacher should be provided with all available materials, knowledge, abilities to improve the child's level Implementation of processes that guarantee quality improvement

42 Updating the system of training and advanced training of personnel Development of public participation in the evaluation of the results of the teacher's activities

44 Complete the task and answer the questions: Describe the management system for the development of teachers at school What analytical information do you use at school to assess the quality of education and make managerial decisions Describe the structure, activities and evaluation of the effectiveness of the intra-school education quality management system.

45 literature. Practical recommendations for choosing a typical model of education management system for universities for universities and osuzov St. Petersburg State Electrotechnical University “LETI”.) Methodological recommendations for organizing and self-assessment of the effectiveness of the functioning of quality management systems based on the model of improving activities (St. Petersburg State Electrotechnical University "LETI" .) 2005. Monitoring of general educational achievements of graduates of the basic school Polivanova K. N. Kasprzhak A. G. Venger A. L. M. 2006 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya. Dymarskaya et al. M. 2007

What is the difference between an administrator and a manager? AdministratorManager Controls the performance of their duties by employees Controls the compliance of actions with the existing norm Manages people and maintains the existing functioning Complies with the established financing scheme Creates a vision for the future product, result Defines the purpose, goals and objectives of the organization Creates an organizational structure to achieve the goals of the organization Motivates staff, etc. Defines strategy, manages processes and their changes Allocates resources to maintain efficient operation Maintains the required workflow

Management is: Management is kind professional activity. Management is a kind of professional activity. The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization Objects of management - processes - activities. Control objects - processes - activities.

Management (continued): Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). Today, this understanding of management activities has become the most widespread in the world.

Evolution of the concept of quality in economics Compliance of the result with the standard developed by the manufacturer External control (inspection) of the parameters of the result Disadvantages of the model: 1. Inspection is the enemy of the manufacturer 2. Does the standard (product) satisfy the consumer's expectations?? Model 1 Compliance with the application (expectations, customer needs) Continuous improvement and self-monitoring of each process Feedback from the consumer Model 2 Compliance with latent needs - meeting the needs of the consumer before he realizes these needs Model 3

Quality is: Orientation to the consumer (products, services, results) Orientation to the consumer (products, services, results) Fairness - equality in access to education Fairness - equality in access to education Leading role of management (quality development strategy) Leading role of management (strategy quality development) Continuous improvement of products, services, results necessary for the consumer Continuous improvement of products, services, results necessary for the consumer Involvement of all employees in achieving goals in accordance with the development strategy Involving all employees in achieving goals in accordance with the development strategy Continuous improvement of employees' activities to achieve the goals of the organization Continuous improving the activities of employees to achieve the goals of the organization Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effectiveness effective functioning) Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effective functioning) Not external control, but internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them Not external control , and internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them

Quality-summary: Quality is not equal to the standard Quality is not equal to the standard Quality = self-improvement and creation of organizational conditions Quality = self-improvement and creation of organizational conditions Quality - the ability of an organization to achieve the result required by the consumer (society) Quality - the property of an organization to achieve the result required by the consumer (society) Quality - the ability of an organization to determine the development trend and respond to a customer demand that has not yet been formulated Quality is the ability of an organization to determine a development trend and respond to a customer demand that has not yet been formulated

What is the specificity of quality in education? Who and how determines the result? In what form should the result be formulated so that it can satisfy the consumer? Who are the consumers of the educational result? How to determine what consumers need? In what areas can the consumer use the result? Does it matter how you achieve results? In the presentation and application of the educational result (product)

The quality of education is: Social order: An agreement on the requirements for educational results (including the results of research) between: Government Society Employers Academic community of universities Student Parents Development program Transformation of these requirements into the mission, goals and objectives of an educational institution Organization conditions Creation of conditions and their improvement to achieve educational results determined in accordance with the social order - implementation of the Program Internal and external examination of the intra-school quality management system, educational conditions (satisfaction of parents, students and teachers) and educational results

Challenges to human education from modern society To be consistent with the dynamism (constant change) and diversity of life and activity in modern society Correspond to the dynamism (constant changes) and diversity of life and activity in modern society Focus on basic democratic values Focus on basic democratic values Independence in solving problems, initiative, responsibility for the result Independence in solving problems, initiative, responsibility for the result Tolerant behavior in a multicultural, pluralistic society Tolerant behavior in a multicultural, pluralistic society

Education quality management - quality assurance and development (state level) At the level public policy– determination of the main priorities in the field of achieving the required educational outcomes At the level of public policy – determination of the main priorities in the field of achieving the required educational outcomes public administration, lack of state inspection) Autonomy of schools (budget, changes in the content of education, use of means to achieve it, public administration, lack of state inspection) Identification of key competencies required young man for his successful socialization in a given society (competence-based graduate model) Determining the key competencies necessary for a young person for his successful socialization in a given society (competency-based graduate model) is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives . is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives.

Education policy USA 1. Access to education for the majority of citizens, regardless of their social status, racial or ethnic group. 2. Education should contribute to the reform of society. 3. Education should contribute to the preparation of the political, academic and scientific elite. 4. Education should promote self-improvement and finding one's own life path. (Gunnar Mirdal Education. In the book: America: people and country. M., PPP (prose, poetry, journalism), 1993)

Development of the quality of education in educational institutions Quality of education in educational institutions Analysis of the initial state in the field of education quality. Decision on transformations Development of a philosophy, mission in accordance with the social order Coordination of educational goals and priorities (teachers, parents, students) Development of an implementation program and criteria for evaluating results Creation of conditions for the implementation of the mission and goals etc.) Internal expertise of activities to develop the quality of education

Education quality system in educational institutions General strategy for the implementation of the social order Public and state administration Mission and goals ( educational outcomes) Pedagogical principles Pedagogical technologies Methods and procedures for evaluating results Approaches to teaching different categories of children School way (school and class - living space Improving pedagogical competence Cooperation with parents Social partnership Internal and external expertise

What ensures the educational result of a student in the education quality management system? Mission, goals (competency model of the student) General pedagogical principles Educational result Teaching, teacher activity (methods) Organization of the educational process Evaluation of educational results Formation of social order Internal and external expertise Improving the competence of the teaching staff School, class as a living space Public administration ( independence, autonomy of schools) Cooperation with parents Involvement of all in the activities to achieve the goals Social partnership (relations with the external environment)

Public and public administration of the educational institution School is an independent organization in the “educational services market” (inspectors are excluded) School is an independent organization in the “educational services market” (inspectors are excluded) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment ”, high school students) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment”, high school students) Participation in decision-making on key issues of organizing the educational process Participation in decision-making on key issues of organizing the educational process The idea of independent, responsible and an active school (any organization of education) is the core and strategic direction of the development of education quality assurance systems in developed countries.

Civic School “Only a civic-understood school in which parents and teachers, on the basis of common fundamental convictions, within the framework of the goals that are mandatory for the whole society, form a certain pedagogical program able to meet the requirements of value-oriented education and learning achievement in a pluralistic society.” Frank Rüdiger Yach

Strategic Change Management Framework for Educational Quality Management Student Achievements What are we? What are we striving for? What else should we try to achieve? Are we starting to change? What are the results? What have we achieved? What are our new activities? What should we do for this? The main issues of internal examination (evaluation)

Concept - development strategy: Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Values (pedagogical philosophy) - the basis for choosing this final product Values (pedagogical philosophy) - the basis for choosing this final product Problem - reveals social contradiction Problem - reveals a social contradiction Goals - specific new educational results of students Goals - specific new educational results of students Means - pedagogical ways, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results

Implementation program Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Tasks - actions and intermediate results necessary for the effective achievement of the goals set: Tasks - actions and intermediate results necessary for the effective achievement of the set goals: changing pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, way of life school life change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, way of school life changes in the school management system (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.) ; changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); Performance evaluation - peer review of student performance against specified criteria and PISA test materials and Unified State Exam Grade performance - expert assessments of student performance according to specified criteria and PISA test materials and USE Stages achieving goals with your results Stages of achieving goals with your results Risk assessment (personnel, economic, etc.) Risk assessment (personnel, economic, etc.) The first step in implementing the concept The first step in implementing the concept

Formation of a social order: Formation of a mechanism for determining a social order: Formation of a mechanism for determining a social order: Determining trends in the development of a socio-economic system Defining trends in the development of a socio-economic system Accounting for global trends in the development of education Accounting for global trends in the development of education Determining the needs of consumers in learning outcomes Determining the needs of consumers in learning outcomes Identification of the qualities and skills (competences) that meet these needs - the results of national and international studies (PISA) Identification of the qualities and skills (competences) that meet these needs - the results of national and international studies (PISA) "Agreement" between all interested parties regarding requirements for educational outcomes: students and their parents, teachers, employers, the academic community, civil institutions "Agreement" between all stakeholders parties regarding the requirements for educational outcomes: students and their parents, teachers, employers, academia, civic institutions

Mission, key idea Examples - how not to formulate: Creative learning based on the methodology of system dynamics, as a new educational practice, ... Creative learning based on the methodology of system dynamics, as a new educational practice, ... How to formulate: How to formulate: Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) ) To ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Creation of an educational developmental environment that provides independent choice, search for information, problem solving, generation of knowledge, responsibility for the result, setting personally significant goals Creation of an educational developmental environment that provides independent choice, search for information, solving problems, generating knowledge, responsibility for the result, setting personally significant goals Formation of natural-scientific thinking as a methodology scientific explanation Formation of natural-scientific thinking as a methodology of scientific explanation

Educational goals How to formulate goals correctly? Informatization educational environment Building a new model Building a new model of the educational environment of the educational environment Stimulate motivation Stimulate the motivation of students students Frequently used verbs: develop, activate, prepare, provide, increase, continue, organize, improve, etc. The ability to highlight facts, assessments, interpretations in the text Explain the reasons physical phenomenon(describe, put forward hypotheses, use models, etc.) Analyze and summarize information Set goals and formulate tasks (correctly) Harmonious personality Developing personality type Teach physics Develop logic Independent intellectual As a means: Non-specific educational outcome: As a specific educational diagnosable outcome: (wrong)

Pedagogical principles and approaches to learning: Education for life (personal, professional, public) Education for life (personal, professional, public) Teaching based on one's own motivation and responsibility Teaching based on one's own motivation and responsibility based on their experience and meaningful action Not the transfer of knowledge, but its generation to students based on their experience and meaningful action Creation of a developmental environment that encourages students to search, research, problem solving, communication and self-determination Creation of a developmental environment that encourages students to search, explore, solve problems, communication and self-determination Inclusion in independent activities that meet the interests of students Inclusion in independent activities that satisfy the interests of students Taking into account the individual interests, abilities and characteristics of students Taking into account the individual interests, abilities and characteristics of the student xia Constant support for the weak and assistance in achieving their maximum high level Constant support for the weak and helping them to reach the highest possible level

Positions of an adult in the educational process Teacher Teacher Curator (solution of social problems) Curator (solution of social problems) Tutor Tutor Psychologist Psychologist Special teacher (work with those who are lagging behind) Special teacher (work with those who are lagging behind) class together with the teacher) Master Master Nurse (health prevention) Nurse (health prevention)

Improving the competence of a teacher to achieve the stated educational results Organization of the conditions for professional communication of teachers within the framework of methodical work in OU: Organization of conditions for professional communication of teachers within the framework of methodological work in OU: Collective and group forms: Scientific seminar, pedagogical council, expert advice, public lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual visit of lessons, subject and interdisciplinary seminars, methodological council, school of excellence, practical conference, methodical exhibition, methodical marathon, methodical association, panorama of pedagogical ideas, pedagogical fair, business game, skill competition, teachers' conference, experimental groups, young master's school Individual forms: Interview, introspection, consultation, self-education, course preparation, author's work , Creative Portrait, research, training, presentation of the author's pedagogical technology, author's school, mentorship, postgraduate study, internship

Key competencies Competent - having the ability to strength, power, skill, knowledge, etc. (to do what is required) Competent - sufficient, adequate (Oxford Dictionary) Competence - Ability Skill Knowledge Necessary to achieve the required result Key competencies - qualities, abilities, skills necessary for each person in his professional, personal and public life in today's society, Key competencies are those skills that can be applied in situations that cannot be predicted in advance regarding future tasks and the knowledge and skills necessary to solve them.

Types of key competencies Communication (participation in a discussion, working with information, understanding texts, writing texts, speaking) Communication (participating in a discussion, working with information, understanding texts, writing texts, speaking) Operations with numbers (Regarding the interpretation of numerical information, performing calculations and presentation of conclusions and conclusions.These competencies are needed when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Operations with numbers (Regarding the interpretation of numerical information, making calculations and presenting conclusions and conclusions. These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Improving Learning Ability and Performance (Related to Human Resources Management, Career Development, and Learning Ability) Improving Learning Ability and Performance (Related to Human Resource Management, Career Development, and Learning Ability) Problem Solving (These competencies are required in problem solving problems at work, in training or in personal life when used various methods search for solutions and check the effectiveness of the application of these methods. (Cambridge and RSA Examinations 2000) Problem Solving (These competencies are required when solving problems at work, in training or in personal life, when various methods of finding solutions are used and the effectiveness of these methods is checked. (Cambridge and RSA Examinations 2000) Oxford - Cambridge model core competencies (2000):

Types of key competencies (continued) Austrian model: Competences in specific areas of activity - language and communication, creativity and design, people and society, health and movement, nature and technology. Social competencies - the ability and willingness to take responsibility, the ability to communicate, the ability to work in a team, the ability to resolve conflicts, the ability to adapt, the ability to understand others, contact, etc. Personal competence - the development of one's own abilities, knowledge of one's strengths and weaknesses and willingness to learn and test yourself in new situations. German model: Subject competencies Competence of methods (ability to learn) Personal competencies Social competencies By type of activity: Scientific (research) Pedagogical Managerial Expert Engineering, etc.

New home of learning (focus of innovative programs, innovative technologies on the development of competencies) Subject competence Competence of methods social competence Personal competence Work and study on the basis of one's own motivation and responsibility Possible educational activities Organizational forms Work by epochs (in the diving system) Work in groups, stages Projects, educational research activities Work according to an individual curriculum Work according to a weekly plan Production of educational products Reports / Communication Requesting and searching for information from different sources (learning and asking) Learning methods trainingTeamworkCommunication trainingKey competencies

Modern pedagogical technologies Method of projects - purpose - to teach different types competencies: Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Teach the student to plan and implement work (according to his age) Teach the student to plan and implement work ( in accordance with his age) To teach the student to independently analyze the content in accordance with the tasks set To teach the student to independently analyze the content in accordance with the tasks set To teach him to independently look for ways to achieve goals, implement them and transfer this experience to other situations , implement them and transfer this experience to other situations Learn to develop and test your capabilities and understand their limits Learn to develop and test your capabilities and understand their limits Learn to identify existing tensions and conflicts and look for ways to solve them Learn to identify existing tensions and conflicts and look for ways to solve them Learn to collect the necessary information, systematize it, critically evaluate it and use it Learn to collect the necessary information, systematize it, critically evaluate it and use it Learn to conduct a business discussion to be able to express and argue one's point of view To teach how to conduct a business discussion, to be able to express and argue one's point of view To teach purposefully to participate individually and in a group in events and to influence them in a decisive way To teach to purposefully participate individually and in a group in events and to influence them decisively on them

Teacher Competence What should a teacher be able to do using the design method? 1. Be able to design (know design methodology) 2. Be able to organize independent design activities of students 3. Be able to organize group work 4. Be able to teach different skills (communicative, research, reflective, etc.) 5. Be able to be a partner, consultant, organizer student activities 6. Be able to appreciate the contribution of each to the final product The teacher must be able to do everything that he teaches students

Competence of the teacher What should the teacher provide in the project form of organization of students' activities? Independent choice by students (topics, level of task complexity, forms and methods of work, etc.) Independent choice by students (topics, level of task complexity, forms and methods of work, etc.) academic work, planning their activities (independent implementation of various types of work, during which the formation of skills, concepts, ideas takes place); Independent study work, planning one's own activities (independent implementation of various types of work, during which skills, concepts, ideas are formed); Awareness of the purpose of the work and responsibility for the result Awareness of the purpose of the work and responsibility for the result Realization of the individual interests of students Realization of the individual interests of students Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results) reflective discussion of the results) Formation of concepts and organization of their actions on their basis Formation of concepts and organization of their actions on their basis Use of an assessment system adequate to the required educational results ( criteria-based assessment, portfolio, achievement diary, student success map, etc.) Use of an assessment system adequate to the required educational outcomes (criteria-based assessment, portfolio, achievement diary, student success map, etc.) Demonstration of one’s competent behavior Demonstration of one’s competent behavior

Evaluation of educational results - competencies Essay (point score according to levels of achievement - A, B, C, D, E of the required indicators - reasoning, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Essay (point assessment by levels of achievement - A, B, C, E, E of the required indicators - argumentation, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Project protection - report - reflection of the results and work process Protection project - report - reflection of the results and process of work Portfolio (collection of student work - his achievements - evaluated in points) Portfolio (collection of student work - his achievements - evaluated in points) Expert assessments of specific activities and behavior according to known criteria through observation Expert assessments of specific activities and behavior according to known criteria by observation Test tasks, allowing you to fix the level of achievement of skill (competence) For example, PISA Test items that allow you to fix the level of achievement of skill (competence) For example, PISA Different types exams Different types of exams

Expertise as: Expertise (French Expertise, from Latin Expertus - experienced) - the study by experts of any issues, the solution of which requires special knowledge in the field of science, technology, art, etc. (TSB, 1978, vol. 30, p. 9). “Evaluation is a comparison of the valued with the equivalent as a measure of the valued. The presence of an equivalent as a measure of the assessed is the most an important factor that distinguishes the process of evaluation from the process of cognition. (Gorbunova T.I. Expertise as an assessment human activity and its results.) Study Evaluation

Internal expertise Carried out by an expert group consisting of: teachers, parents, students, administration (on an elective basis) The following main areas of school life are analyzed: The following main areas of school life are analyzed: management - the presence of an idea and strategy, as well as the involvement in its implementation of the majority of members of the teaching staff Content of education - results - social order Content of education - results - social order Evaluation system - corresponds to the results Evaluation system - corresponds to the results Organization of the educational process Organization of the educational process Increasing competence teachers - mastering new methods, forms of professional communication Increasing the competence of teachers - mastering new methods, forms of professional communication Working with parents work with parents Way of life of the school Way of life of the school Social partnership (interaction with the external environment) Social partnership (interaction with the external environment)

Internal expertise (continued) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, the availability of free time, etc.) Analyzes the satisfaction of teachers with the organization of their professional activities and life at school Analyzes the satisfaction of teachers with the organization of their professional activities and life at school Analyzes the satisfaction of parents with what happens to their children at school Analyzes the satisfaction of parents with what happens to their children at school Tools: specially designed questionnaires, interviews, observation

Management of the quality of education in an educational organization. In turn, the system of “internal” Russian acts is represented by regulatory legal acts adopted at the federal level and including federal laws and by-laws.

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)