Increasing the effectiveness of organizational support at school. Ways to improve the efficiency of education management in the Russian Federation

3.1 Introduction of innovative technologies into educational institutions

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

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

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

Achieving large-scale change requires a lot of effort and the concerted action of many people. From the idea to its implementation is a difficult path, and there are many obstacles along the way. Therefore, it is no coincidence that the issue of management efficiency is one of the most pressing topics in the theory and practice of management.

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

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

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

Practice allows us to draw the following conclusion: an educational institution is at different stages of innovation. There are differences in the intensity of the transition from the “old” state to the updated one, and there is an uneven distribution of innovations in various areas (about 60% of all innovations are carried out in the content of education, in the forms and methods of training and education). All these processes are closely interconnected with updating the management structure of the educational institution, because If the management system is not reformed, then a number of quite serious obstacles to the implementation of innovations arise. It must be admitted that this aspect of management activity has been least studied.

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

People have been talking about innovation in the Russian educational system since the 80s of the 20th century. It was at this time in pedagogy that the problem of innovation and, accordingly, its conceptual support became the subject of special research. The terms “innovations in education” and “pedagogical innovations,” used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation is an innovation in teaching activities, changes in the content and technology of teaching and upbringing, with the goal of increasing their effectiveness.

Innovations in education are considered to be innovations that are specifically designed, developed or accidentally discovered as a result of pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, a project of effective innovative pedagogical experience, prepared in the form of a technological description, ready for implementation. Innovations are new qualitative states of the educational process, formed by introducing into practice the achievements of pedagogical and psychological sciences, using advanced pedagogical experience.

Innovations are developed and carried out not by government bodies, but by employees and organizations of the education and science systems.

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

6) by source of occurrence:

o external (outside the educational system);

o internal (developed within the educational system).

7) by scale of use:

Ш single;

Ш diffuse.

8) depending on functionality:

10) based on the intensity of innovative change or level of innovativeness:

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

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

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

Every year, 3 thousand educational institutions introducing innovative educational programs are selected through an open competition. Schools that meet the requirements determined by the Ministry of Education and Science of the Russian Federation in Order No. 46 of March 7, 2006 can apply for state support. The winners of the competition for the implementation of their innovative programs are provided with state support in the amount of 1 million rubles. every school. Funds to encourage innovative educational institutions are sent from the federal to regional budgets in the form of subsidies.

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

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

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

Holding a competition among secondary schools intensified their activities in summarizing experience, creating public reports and their own websites. The competition became a stimulus for the development of the system of public management of general education. The number of governing councils in schools in the region increased from 433 (2005) to 548 (2007). The Kirov regional non-profit organization “Association of Innovative Educational Institutions of the Kirov Region” was created, which included the winning schools of competitive selections within the framework of PNGO. The main task of the Association is to use the potential of lyceums, gymnasiums, schools with in-depth study of individual subjects and participants in competitive selections for the development of innovative processes in the field of education.

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

The following schools are allowed to participate in the competition:

* having state accreditation;

* in which self-government bodies function;

* no violations of educational and labor legislation;

* having an approved development program;

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

* fully staffed with teaching staff;

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

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

Fig.7.

A school applying for state support must:

* ensure high quality of training and education;

* use modern educational technologies, including information and communication technologies;

* ensure accessibility of quality education - the percentage of students who have not received basic general education before reaching the age of 15 should be significantly lower than the regional average;

* provide students with learning opportunities in various forms;

* effectively implement the development program;

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

* create conditions for maintaining the health of students;

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

* ensure the safety of participants in the educational process;

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

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

The following must be submitted to the competition committee:

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

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

* educational institution development program;

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

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

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

* certificate confirming that the educational institution is a pilot (experimental, innovative, etc.) site at the federal, regional or municipal level; methodological (resource, support or sociocultural) center, certified by the founder.

The nomination of an educational institution is carried out by the institution's self-government bodies. Based on the submitted documents, the competition commission registers educational institutions participating in the competition.

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

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

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

The organizational mechanism for supporting innovative schools is presented in Fig. 8.

Regional quotas for 2006 were calculated based on the number of students in the region (one school per 3,515 people in rural areas and per 7,029 in the city).

Financial support for schools is targeted, and the funds received by the winners of the competition can be spent directly on providing innovative educational programs in terms of purchasing laboratory equipment, software and methodological support, modernizing the material, technical and educational base, advanced training and retraining of employees of educational institutions.

1. Project method. Research project as a teaching method. The project method is a comprehensive teaching method that allows you to individualize the educational process, allowing students to exercise independence in planning, organizing and monitoring their activities. The project method allows students to demonstrate independence in choosing a topic, sources of information, and the method of its presentation and presentation. The project methodology makes it possible to conduct individual work on a topic that is of the greatest interest to each project participant, which undoubtedly entails increased motivated activity of the student. He himself chooses the object of study, decides for himself: whether to limit himself to the textbook (simply completing the next exercise), or to read other textbooks provided for by the school curriculum. However, children often turn to additional sources of information (special literature, encyclopedias), analyze, compare, leaving the most important and entertaining.

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

Practical work on the project begins at the stage of “Reinforcing the material” and “Repetition” and becomes a harmonious part of the unified learning process.

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

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

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

Different scientists have different assessments of the age-related prerequisites for using research methods in the educational process. According to V.F. Palamarchuk, mastering research methods and achieving a creative level is possible, as a rule, in high school. And in middle and junior classes only elements of research are possible.

Supporters of developmental education D.B. Elkonin and V.V. Davydov, on the contrary, are trying to prove the possibility of research activity already at primary school age.

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

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

Back at the beginning of the 20th century. The minds of teachers were aimed at finding ways to develop a child’s active, independent thinking in order to teach him not just to remember and reproduce knowledge, but to be able to apply it in practice. That is why the American educators Dewey, Kilpatrick and the Austrian educator Steiner turned to the active cognitive and creative joint activity of children in solving one common problem. Its solution required knowledge from various fields and allowed you to really see the results. This is how the project method emerged. Currently, the project method is quite well developed technologically and has found wide application, including in teaching a foreign language. The main idea is to shift the emphasis from various types of exercises to the active mental activity of students, which requires proficiency in certain linguistic means for its development. At the stage of creative application of language material, only the project method, according to the authors (E.S. Polat and others), can solve this didactic problem. At the same time, foreign language lessons turn into a discussion and research club in which truly interesting, practically significant and accessible problems for students are solved.”

2. Problem-based learning technology

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

3. Management of innovation processes at school

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

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

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

We formulated the main tasks of managing innovation processes as follows: searching, studying and selecting applied scientific developments that are significant for the school, creating a need among the school staff to use their results in teaching practice. These aspects act as the content of one of the aspects of interaction between the university and the school. The second side is the joint creation of projects for the adaptation and implementation of scientific developments into school practice and the implementation itself.

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

The results of research (A.I. Prigozhiy, E. Rogers, etc.) confirm that the psychological aspect is significant in the management of innovative activities. It acquires particular significance in the teaching staff, since the objects and subjects of activity are students and teachers.

Processually, in the psychological analysis of managerial activity, we consider the three parts as three stages. Firstly, the psychological adaptation of school administration to innovation. Secondly, the psychological preparation of the school’s teaching staff to perceive innovation. Thirdly, overcoming the psychological difficulties of innovative activities of teachers.

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

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

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

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

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

Summarizing the above psychological aspect, we can build the logic of the sequence of actions of a manager in managing innovation activities as a whole:

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

Resource support for the order: building a project to support innovation, determining criteria for selecting resources, adjusting and approving the order.

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

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

Adjustment: reflexive analysis of innovation processes, correction of inconsistencies between reality and norms.

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

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

The above procedures constitute the core of the technology for managing innovation activities in an educational institution.

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

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

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

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

Figure 6? Technological chain of management activities

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Figure 7 – Criteria complex.

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

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

In-school control

Intraschool control is one of the most important management functions, which is directly related to the functions of analysis and goal setting: according to Yu. A. Konarzhevsky, data without analysis is dead, and in the absence of a goal there is nothing to control.

“The modern idea of ​​intra-school control is based on a diagnostic approach, that is, on an approach in which the state of a system or process is identified in its entirety by studying parts, elements, parties and the entire system as a whole.”

Since a modern secondary school is a complex, highly organized institution, in order to solve the assigned tasks, control must be:

§ Multipurpose– that is, it is aimed at checking various issues (educational, methodological, experimental and innovative activities, improving the educational and material base of the school, fulfilling sanitary and hygienic requirements, compliance with safety regulations, etc.);

§ Multilateral– means the application of various forms and methods of control to the same object (frontal, thematic, personal control of the teacher’s activities, etc.);

§ Multistage– control of the same object by different levels of government (the work of a teacher during the educational process is controlled by the director, deputy directors, chairmen of methodological associations, representatives of the district education department, etc.).

The essence and purpose of intra-school control is as follows:

§ providing methodological assistance to teachers in order to improve and develop professional skills;

§ interaction between the administration and the teaching staff, aimed at increasing the efficiency of the pedagogical process;

§ system of relationships, goals, principles, measures, means and forms in their interrelation;

§ type of activity of managers together with representatives of public organizations to establish compliance of the functioning and development of the system of educational work on a diagnostic basis with national requirements.

The structure of intra-school control of the educational process at school consists of the following elements:

1) General requirements for the organization of control in a modern educational institution:

§ planning - long-term, current and operational control planning;

§ multilateralism – creation of a control system that ensures its regularity, optimality, and comprehensiveness;

§ differentiation – taking into account the individual characteristics of teachers in the process of monitoring;

§ intensity – control activities should be planned for academic periods and academic weeks with the same degree of regularity in order to prevent overload of managers and employees of the educational institution;

§ organization - the control procedure must be clearly defined, communicated to those being inspected and must be strictly observed in accordance with legal requirements;

§ objectivity – inspection of the activities of teachers on the basis of state standards, educational programs, as well as control programs, indicating developed indicators and criteria, should take into account the characteristics of the conditions in which the person being inspected works, as well as the characteristics of his personality;

§ effectiveness – the presence of positive changes in the activities of the teacher, the elimination of deficiencies identified during control;

§ inspector's competence - their knowledge of the subject and methods of control, the ability to see the advantages and disadvantages in work during control, to predict the development of control results, to analyze the control results with the person being checked in such a way as to arouse in him the desire to improve activities and eliminate shortcomings as quickly as possible.

2) Principles for the effectiveness of intra-school control:

§ the principle of strategic direction of control;

§ the principle of compliance with the case (adequacy of control methods to its object and situation);

§ principle of control at critical points;

§ principle of significant deviations;

§ principle of action (orientation of control towards constructive change in the situation);

§ the principle of timeliness, simplicity and cost-effectiveness of control.

3) Control objectives:

§ competent verification of the implementation of decisions of governing bodies in the field of education and regulatory documents;

§ collection and processing of information about the state of the educational process;

§ providing feedback in the implementation of all management decisions;

§ skillful, correct and prompt correction of shortcomings in the activities of performers;

§ improving the management activities of heads of educational institutions based on the development of their analytical skills;

§ identification and generalization of advanced pedagogical experience.

4) Control tasks:

§ create favorable conditions for the development of an educational institution;

§ ensure interaction between the control and managed systems;

§ create an information bank of data about the work of each teacher, the state of the educational process, the level of education, and the development of students;

§ encourage the elimination of existing shortcomings and the use of new opportunities;

§ motivate teachers to improve their work results.

5) Functions of intra-school control:

§ providing feedback, since without objective and complete information that continuously flows to the manager and shows how the assigned tasks are being accomplished, the manager cannot manage or make informed decisions;

§ diagnostic, which is understood as an analytical cut and assessment of the state of the object under study based on a comparison of this state with pre-selected parameters for improving the quality and efficiency of control;

§ stimulating, which involves turning control into a tool for developing creativity in the teacher’s activities.

6) Main control components:

§ the first component of control is people acting as its objects and subjects;

§ conditions that determine the volume, breadth and focus of control (conditions affecting the control process should include material, time, and personnel resources);

§ determination of control goals, criteria, indicators and standards for assessing controlled parameters;

§ selection of control methods based on the stated principles;

§ identifying and ascertaining information about the current state of affairs;

§ evaluation of the results obtained;

§ comparison of the obtained control results with the standards;

§ analysis and assessment of this situation, and development and implementation of corrections to bring the controlled object to the planned state.

7) Organization of intra-school control.

In the practice of organizing control, it is necessary to resolve a number of issues: identify control participants, provide instructions for them, outline a control program, study the preliminary necessary documentation related to the objects of inspection, distribute working time, optimally use observations of the objects of control identified in the plan, plan the connection of intra-school control and methodological work.

Any form of control is carried out in the following sequence:

§ justification for the inspection;

§ goal formulation;

§ development of an algorithm, a structural diagram of the upcoming inspection;

§ collection and processing of information about the state of the inspected object according to the developed scheme;

§ drawing up the main conclusions based on the inspection results:

o the main reasons for success (failure) are revealed;

o management decisions are made: reshuffling of personnel, generalization of experience and others;

o the timing of the next control is determined;

§ discussion of the results of the inspection at the appropriate level (teaching council, meeting of the methodological association, subject department, etc.)

When talking about control, it is necessary to distinguish between types, forms and methods of control.

8) Types of control.

A type of control is a set of forms of control carried out for a specific purpose. The features of types of control are determined by the specifics of their objects and tasks, as well as the means used for control.

§ by scale of goals: strategic, tactical, operational;

§ by process stages: initial or qualifying, educational or intermediate, final or final;

§ by time direction: preventive or anticipatory, current, final;

§ by frequency: one-time, periodic (input, intermediate, current, preliminary, final), systematic;

§ by latitude of the controlled area: selective, local, continuous;

§ by organizational forms: individual, group, collective;

§ by object: personal, class-generalizing, subject-generalizing, thematic-generalizing, frontal, complex-generalizing.

There are two main types of control: thematic and frontal.

Thematic control aimed at an in-depth study of any specific issue in the system of activity of the teaching staff, group of teachers or individual teacher; at the junior or senior stage of schooling; in the system of moral or aesthetic education of schoolchildren. Consequently, the content of thematic control consists of various areas of the pedagogical process, specific issues that are studied deeply and purposefully. The content of the thematic control consists of innovations introduced at school, the results of the implementation of advanced pedagogical experience.

Front control is aimed at a comprehensive study of the activities of the teaching staff, methodological association or individual teacher. Due to the labor intensity and large number of checkers, it is advisable to use this type of control no more than two or three times per academic year. With frontal control of the activities of an individual teacher, all areas of his work are studied - educational, educational, social-pedagogical, managerial. During frontal control of the school’s activities, all aspects of the work of this educational institution are studied: universal education, organization of the educational process, work with parents, financial and economic activities.

9) The main forms of control used in school.

The form of control is the way control is organized.

§ self-control (the initiator and organizer - the teacher regarding his own activities);

§ mutual control (mutual training of equals);

§ administrative control (spontaneous and planned): the initiator and organizer is the school administration;

§ collective control;

§ external control.

Taking into account the fact that control is carried out over the activities of an individual teacher, a group of teachers, the entire teaching staff or any administrative service, several forms of control are distinguished: personal, class-generalizing, subject-generalizing, thematic-generalizing, complex-generalizing. The use of various forms of control makes it possible to cover a significantly larger number of teachers and teaching staff, various areas of school work, rationally use the time factor, and avoid possible overloads of school leaders and teachers.

Personal control carried out by the work of an individual teacher, class teacher, educator. It can be thematic and frontal. The work of a team of teachers consists of the work of its individual members, so personal control is necessary. In the activities of a teacher, personal control is important as a means of teacher self-government and a stimulating factor in his professional development.

Class-generalizing form of control applicable when studying a set of factors influencing the formation of a class team in the process of educational and extracurricular activities. The subject of study in this case is the activities of teachers working in the same class, the system of their work on individualization and differentiation of teaching, the development of motivation and cognitive needs of students, the dynamics of student performance by year or within one year, the state of discipline and culture of behavior.

Subject-generalizing form of control used in cases where the state and quality of teaching a particular subject in one class, or in parallel classes, or in the school as a whole are studied. To carry out such control, both the administration and representatives of the school’s methodological associations are involved.

Thematically generalizing form of control has as its main goal the study of the work of different teachers and different classes, but in separate areas of the educational process.

Complex-generalizing form of control is needed when monitoring the organization of the study of several academic subjects by a number of teachers in one or more classes. This form predominates with frontal control.

The name of the control forms repeats the term “generalizing”. This emphasizes the purpose of control as a function of managing the pedagogical process, providing it with reliable, objective, generalizing information. It is this information that is necessary at the stage of pedagogical analysis, goal setting, decision making and organizing their implementation.

All of the above forms of control find their practical application through control methods.

10) Control methods.

A control method is a method of practical implementation of control to achieve a set goal. The most effective control methods for studying the state of educational activities are:

§ observation (attending classes, extracurricular activities);

§ analysis (analysis with identification of causes, determination of development directions);

§ conversation (free conversation and targeted interview according to a specially prepared program);

§ study of documentation (working with class magazines, student diaries, lesson plans, personal files, safety magazines);

§ questionnaire (method of research through questioning);

§ timing (measurement of working time spent on repeating operations);

§ oral or written testing of students’ knowledge, abilities, skills (test to determine the level of training and other methods).

The methods complement each other for objective knowledge of the real state of affairs. Where possible, different control methods should be used.

When carrying out control, it is possible to use the method of studying school documentation, which reflects the quantitative and qualitative characteristics of the educational process. The educational and pedagogical documentation of the school includes:

§ alphabetical student record book;

§ personal files of students;

§ magazines: ? cool;

· extracurricular activities;

· extended day groups;

· additional education;

§ books: ? accounting for the issuance of education certificates;

· accounting for the issuance of gold and silver medals;

· minutes of meetings of the pedagogical council;

· orders for school;

· accounting of teaching staff;

· log of absences and substitutions of lessons.

The fact of the abundance of school documentation speaks of the diversity and richness of information obtained in the process of its use. School documentation contains information for several years; if necessary, you can go to the archive, which allows for comparative analysis, which is especially valuable for predictive activities.

In school practice, oral and written control are most often used. With all the availability of these control methods, it is impossible to limit ourselves to their use alone, therefore a group of sociological methods of collecting information is used.

The use of sociological methods in intra-school control - questionnaires, surveys, interviews, conversations, the method of experimental assessments - allows the inspector to quickly obtain the information of interest to him.

The timekeeping method is used to study school operating hours, rational use of lesson time and extracurricular activities, to identify the reasons for overload of students and teachers, determine the amount of homework, and reading speed.

The study of advanced pedagogical experience and diagnostic methods complement in-school information about the characteristics of certain teachers, their pedagogical systems, and ways of demonstrating pedagogical creativity.

Thus, the choice of forms and methods of intra-school control is determined by its goals, objectives, characteristics of the object and subject of control, and the availability of time. The use of various forms and methods is possible subject to clear, reasonable planning of the directions and stages of control and the inclusion of representatives of the administration and teachers in its implementation.

Based on the above, the structure of control processes (Figure 8, Figure 9, Figure 10) can be represented as follows:

Figure 8? Classification of control by type.

Figure 9? Classification of control by methods.

Figure 10? Classification of control by periods).

All types of control culminate in the development of proposals to eliminate identified deficiencies. These proposals should be aimed at improving educational activities and correspond to the real capabilities of the educational institution.

11) Results of control can be summarized:

§ at a meeting with the director or his deputies;

§ at a meeting of the methodological association of teachers;

§ at the pedagogical council.

Ways to sum up: certificate, certificate-report, interview, accumulation of methodological material, etc. Based on the results of internal school control, depending on its form, goals and objectives, taking into account the real state of affairs:

§ meetings of pedagogical or methodological councils are held;

§ comments and suggestions made are recorded in the documentation in accordance with the nomenclature of school affairs;

§ the results of in-school control may be taken into account when conducting certification of teaching staff, but do not form the basis for the conclusion of the expert group.

12) Objects of internal school control are the following types of educational activities (Figure 11):

§ educational process;

§ methodological work, experimental and innovative activities;

§ psychological state of students and teachers;

§ provision of the educational process with the necessary conditions (compliance with labor protection requirements, sanitary and hygienic conditions, provision of educational and methodological literature, educational and technical equipment).

Figure 11? Objects of intra-school control.

When drawing up an internal school control plan, the following elements are taken into account: educational work:

§ complete training;

§ the state of teaching subjects;

§ quality of knowledge, skills and abilities of students;

§ execution of decisions of teachers' councils, meetings, etc.;

§ quality of school documentation;

§ implementation of programs and the prescribed minimum;

§ preparing and conducting exams.

methodological work:

§ advanced training of teachers and administration;

§ work of methodological associations;

§ work with young specialists;

§ work with teachers who came from other educational institutions.

13) In-school control technologies.

§ the teacher fills out the “Personal Passport”;

§ coordinates its plan with the leaders of the methodological association;

§ the head of the methodological association systematizes the personal plans of teachers and draws up a technological map for monitoring his methodological association;

§ the head teacher, together with the head of the methodological association, analyzes and draws up a control plan at the level of the methodological association;

§ the administration analyzes the plan for the methodological association, determines the plan for inspection, administrative and individual control, and introduces teachers to it;

§ The director approves the consolidated plan for internal school control.

The successful implementation of intra-school control at school is facilitated by the creation of incentives for active creative activity through a joint search for optimal options for organizing the educational process and providing the teacher with the opportunity to test them in practice, as well as the dissemination of best practices and creative findings, highlights of teachers.

Efficiency of management of an educational organization

The education system is considered as the basis of our life, our well-being. It largely forms the basis for a person’s personal growth, so that he can set and achieve goals, and respond to various life situations.

Managing an educational organization in the modern world and conditions means justified actions not only by the administration, but also by teachers.

This is a process with a number of issues, such as pedagogical, economic, legal, financial and economic, as well as issues regarding the system of rational planning, organizational activities, choosing the best ways to improve the level of training, control, etc.

Resolving issues depends on the ability of the leader and the team to use the achievements of information sciences, experience, relationships in the team and work in educational and educational activities.

Information technology is currently an important factor in improving management, which provides a lot of new opportunities. This factor makes it possible to increase the efficiency of management of educational institutions through the automated collection of reliable information, reporting materials, structured presentation of information, and the use of electronic document management to optimize time and money.

An important element of an effective management system for an educational organization is the management style.

Management style is a system of behavior of a leader in relation to his colleagues, to achieve certain results of management activities andcreating an atmosphere of trust and cooperation. He can have a huge impact on subordinates and on the work of the entire institution as a whole. And the development of functional responsibilities for managers (managers, deputy heads) will ensure clarity and coherence in the development management of an educational organization and will eliminate the shifting of responsibility from one official to another. This is aimed at improving the culture of management activities. The results of solving this problem, taking into account the fact that it should not remain unchanged over time and in society, is also the main criterion for assessing the effectiveness of the management system.

Another important indicator of effective management of an educational institution is the stability of the working and student staff. To do this, the manager must constantly find ways to solve the personnel problem, creating his own system of corporate incentives, benefits, success strategies, and taking care of certain factors of team stability.

Thus, the concept of management, interpreted as command several years ago, is changing dramatically today: it is regulating information flows and processes, rather than giving orders. This is the distribution of powers and joint resolution of emerging issues; emphasis on the competence and authority of the leader.

Certification of an educational organization as an external management system has not yet received the necessary theoretical understanding. Scattered studies of the importance of certification for the development of education do not allow us to create a holistic picture of certification of the activities of an institution and the educational processes occurring in it.

Certification as a management process is a means of improving the quality of the educational process and is aimed at increasing the level of professional and pedagogical culture of the team, creating an attitude towards the development and self-development of teachers.

Currently, heads of educational institutions, as well as the entire educational system of Russia, have to work significantly to resolve negative phenomena in management:

• attracting and spending extra-budgetary funds;
• increasing the innovative culture of teachers;
• increasing employee motivation;
• solving issues related to innovations, proper organization, preparation and methods of implementation.

Eliminating negative phenomena in management makes the development of educational institutions more effective.

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The task of management is to create an atmosphere of trust, initiate, recognize and encourage the contribution of employees to the common cause, and support open and honest relationships in the company. Such an atmosphere maximizes the development of employees’ creative potential and the effective solution of quality problems. Management must constantly take care of staff training, as well as provide the necessary resources for achieving quality goals.

Management

school management

1. Konarzhevsky Yu.A. Management and intra-school management. – M.: Center “Pedagogical Search”, 2000. – 224 p.

2. Pimenovsky V.Ya. Requirements for a teacher’s personality in a high-tech society // Pedagogy. 1997. – No. 5. – P. 97–103.

3. Pugachev V.P. Tests, business games, training in personnel management. – M.: Aspect Press, 2001.

4. Oderyshev B.S., Frolova O.I. Development of personal qualities of leaders as a means of increasing the effectiveness of teaching staff management. – St. Petersburg, 2007. – 29 p.

5. Shipunov V.G., Kishkel E.N. Fundamentals of management activities: personnel management, management activities, enterprise management. – M.: Higher School, 1999. – 304 p.

As you know, education is the basis from which a person’s socialization begins, his independent life in society begins. Perhaps the future fate of an individual, his place in the life of the state, his priorities and internal rules depend on education. In this regard, the primary task of the state is to provide the best quality of education. You should not spare any money or time to improve its quality, because this is work for the future. The well-being of a country is directly related to how educated and skilled its residents are.

Solving the problem of managing an educational institution is gaining more and more weight in connection with humanization and democratization, the increasing role and importance of protecting human rights and freedoms, the development of market relations, the formation of new social structures and forms of management. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the psychological foundations of management. Although these mechanisms are still poorly understood, the existing results of scientific research can significantly expand the manager’s ability to create conditions that promote the formation of interest among team members in the productive work of the organization.

The management process always takes place where the common activities of people are carried out to achieve certain results. Since a school is a social organization and it is a system of joint activities of people (teachers, students, parents), it is advisable to talk about its management. Currently, the concept of management from the field of business is increasingly spreading to various areas of human activity, including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of a manager’s activity, while the concept of management covers the entire area of ​​human relationships in “manager-executive” systems. Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.

Management theory is attractive, first of all, for its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and creating situations of success for them. It is this aspect of management that significantly complements the theory of intra-school management.

When speaking about the management of teaching staff further, we will have in mind the management system, that is, apply a systematic approach to the theoretical understanding of management activities. By management system we mean a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. To such activities we include management functions, implementation of principles and application of effective management methods.

The introduction and operation of educational institutions' activity management systems focused on the quality of education will help ensure the competitiveness of the education system as a whole and increase the competitiveness of individual educational institutions in particular. The effectiveness of management activities is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can study established facts, and identify the most characteristic dependencies. Untimely or unprofessional analysis in the activities of the school director leads, at the stage of developing goals and forming tasks, to vagueness, vagueness, and sometimes to unfoundedness of the decisions made. Ignorance of the true state of affairs in the teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and adjusting the pedagogical process.

The process of managing any pedagogical system involves goal setting (goal setting) and planning (decision making). Improving goal setting and planning of management work is dictated by the need for constant development and movement of the pedagogical system. By its nature, human organizational activity is a practical activity, based on the operational use of psychological and pedagogical knowledge in specific situations. Constant interaction with colleagues and students gives organizational activities a certain personality-oriented focus.

In the structure of the manager’s organizational activity, an important place is occupied by motivating the upcoming activity, instructing, developing confidence in the need to carry out this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, and choosing the most adequate forms of stimulating activity. The organizational activity of a manager also includes such a necessary action as assessing the progress and results of a particular case.

All the personal qualities of a leader are manifested in his management style. Management style is a certain system of methods, methods and forms of management activities preferred by the manager. The choice of a particular leadership style is determined by many interacting objective and subjective factors. Objective factors include such as the content of the activity being performed, the degree of difficulty of the tasks being solved, the complexity of the conditions in which their solution is carried out, the hierarchical structure of leadership and subordination, the socio-political situation, the socio-psychological climate in the team, etc. The subjective factors include typological properties of the nervous system (temperament), character properties, orientation, human abilities, habitual ways of activity, communication, decision-making, knowledge, experience, beliefs. One of the indicators of a leader’s organizational culture is his ability to rationally manage his time and that of his subordinates.

It is important to keep in mind that the school director, in addition to administrative functions, also carries out pedagogical activities, remaining a teacher of any subject. The main time of the director is occupied by administrative work, but his teaching activities should be an example for all other teachers, only in this case the director can be a teacher of his teachers. This circumstance requires significant time investment in preparing for lessons and reading new psychological and pedagogical literature. The ability to use time wisely is the basis for the scientific organization of work for teachers and school principals. This is all the more important to keep in mind given the actual overload of both teachers and school administration.

Today it is impossible for one leader to solve all management tasks, so there is a need to build an organizational structure of an educational institution. By determining the organizational structure, the subject of management regulates the powers and responsibilities of participants in joint activities, as well as the rules of their interaction vertically and horizontally.

The effectiveness of the management process, the mood of people in the organization, and relationships between employees depend on many factors: immediate working conditions, the professionalism of personnel, the level of management, etc. And one of the first roles among these factors is played by the personality of the manager.

In the most general form, we can determine the requirements that a leader of any managerial rank in various social organizations meets.

These requirements are determined through professionally significant qualities, by which we mean the individual qualities of the subject of activity that affect the effectiveness of the activity and the success of its development. The answer to the question about the qualities that a leader should have has undergone significant evolution during the development of management theory.

So, the effectiveness of any organization, including a secondary school, depends on the style of team management. The management style reveals the personal qualities of the leader. Therefore, when increasing the efficiency of an institution, it is necessary to address the personality of the leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an educational institution.

Bibliographic link

Martynova Oksana Aleksandrovna- senior lecturer at the department of general humanitarian and socio-economic disciplines, a branch of Tyumen State University. (Noyabrsk)

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

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

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

To achieve the goals of the educational process and the formation of personality qualities necessary for its successful activities in the life of society, it is necessary to study the problem of managing the educational process, identifying its specifics, associated, first of all, with clarifying the key concept of “management”, as well as the features of the contextual use of this term .

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

Approaches that have developed within the framework of classical management theory offer different definitions of “management”. Thus, M. Albert, M. Meskon, F. Khedouri interpret management as “the process of planning, organizing, motivation, control, necessary in order to formulate and achieve the goals of the organization.” Also interesting is the point of view of P. Drucker, who views management as a special type of activity that turns an unorganized crowd into an effective, focused and productive group.” In his opinion, management as such is a stimulating element of social change and an example of significant social change.

W. Siegert, L. Lang, working with the concept of “management”, include in it the methods and tactics of managing an enterprise and organization, “self-government” and “self-regulation”, as well as working with goals. Ultimately, they come to the conclusion that management is “the direction of people and the use of means so as to enable the accomplishment of assigned tasks in a humane, economical and rational manner.”

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

E.P. Thin-legged, V.G. Shipunov, E.N. Kishkel understands management as a purposeful influence on teams of people to organize and coordinate activities in complex dynamic systems.

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

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

Thus, after analyzing the indicated approaches, we will draw an important conclusion in understanding management. Management is a process that is characterized by such fundamental points as: focus; dynamism; consistency in the influence of the subject of management on its object; ensuring the effective functioning and development of the management facility.

Let us conclude that the main goal of management is the effective and systematic use of effort, time, money, and human resources in order to achieve an optimal result. Therefore, the main direction of management should be recognized as the goal - the result.

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

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

The goal of the learning process in an educational institution is to prepare a specialist with the required qualifications, determined on the one hand by the state educational standard, and on the other by the requirements of the labor market. The means to achieve this goal can be: “compliance with the schedule”, “production of the necessary teaching materials”, “ensuring the qualifications of teachers”, “the number of unsuccessful students” and many others - these are means to achieve the goal.

Achieving learning goals is achieved through operational management of the educational process, taking into account the emergence of new ideas, scientific innovations, modern forms of organizing the educational process, the widespread use of information technology in educational technologies, a systematic approach to assessing the quality of education and its constant monitoring.

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

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

Thus, in the context of informatization of education, it is necessary to highlight opportunities for increasing the efficiency of the educational process of a university as a whole by integrating training systems with management systems.

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

Bibliography:

1. Afanasyev V.G. Man in the management of society. M., 1977. 382 p.
2. Woodcock M., Francis D. The liberated manager. For a manager - practice: trans. from English M.: Delo LTD, 1994. 320 p.
3. Siegert W., Lang L. Lead without conflict. M.: Economics, 1990. P.25
4. Mangustov I.S., Umansky L.I. Organizer and organizational activities. L.: Leningrad State University, 1975. 312 p.
5. Meskon M., Albert M., Khedouri F. Fundamentals of management. M., 1997.704 p.
6. Shipunov V.G., Kishkel E.N. Fundamentals of management activities. M., 1996. 271 p.