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Job description of the head of an educational organization[name of educational organization]

This job description has been developed and approved in accordance with the provisions of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation", section "Qualification characteristics of positions of educators" of the Unified qualification directory of positions of managers, specialists and employees, approved. by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 N 761n, and other regulatory legal acts regulating labor relations.

1. General Provisions

1.1. The head of an educational organization belongs to the category of heads and reports directly to [name of the position of the direct head].

1.2. A person who has a higher professional education in the areas of training "State and municipal administration", "Management", "Personnel management" and at least 5 years of experience in teaching positions, or higher professional education and additional professional education in areas of state and municipal administration or management and economics and work experience in teaching or leadership positions - at least 5 years.

1.3. For the position of head of an educational organization in accordance with the requirements of Art. 331 of the Labor Code of the Russian Federation a person is appointed:

Not deprived of the right to engage in pedagogical activities in accordance with a court verdict that has entered into legal force;

Having no or no criminal record, not being or not being prosecuted (with the exception of persons whose criminal prosecution was terminated on rehabilitating grounds) for crimes against life and health, freedom, honor and dignity of a person (with the exception of illegal placement in a psychiatric hospital , libel and insults), sexual inviolability and sexual freedom of the individual, against the family and minors, public health and public morality, the foundations of the constitutional order and state security, as well as against public security;

Does not have an unexpunged or outstanding conviction for intentional grave and especially grave crimes;

Not recognized as incompetent in accordance with the procedure established by federal law;

Does not have diseases provided for by the list approved by the federal executive body responsible for the development of state policy and legal regulation in the field of healthcare.

1.4. The head of the educational organization should know:

Priority directions of development of the educational system of the Russian Federation;

the Constitution of the Russian Federation, laws and other regulatory legal acts regulating educational, physical culture and sports activities;

the Convention on the Rights of the Child;

Pedagogy;

Achievements of modern psychological and pedagogical science and practice;

Psychology;

Fundamentals of physiology, hygiene;

Theory and methods of management of educational systems;

Modern pedagogical technologies for productive, differentiated learning, the implementation of a competency-based approach, developmental learning;

Methods of persuasion, argumentation of one's position, establishing contacts with students (pupils, children) of different ages, their parents (persons replacing them), work colleagues;

Technologies for diagnosing the causes of conflict situations, their prevention and resolution;

Basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment;

Fundamentals of economics, sociology;

Ways of organizing financial and economic activities of an educational organization;

Civil, administrative, labor, budgetary, tax legislation in the part related to the regulation of the activities of educational organizations and educational authorities at various levels;

Fundamentals of management, personnel management;

Fundamentals of project management;

Rules of the internal labor schedule of the educational organization;

Rules on labor protection and fire safety;

- [other knowledge].

1.5. The head of the educational organization [is elected by the general meeting, the conference of employees (the general meeting, the conference of employees and students) of the educational organization with subsequent approval by the founder of the educational organization / is appointed to the position by the founder of the educational organization].

2. Job responsibilities

Head of educational organization:

2.1. Manages the organization in accordance with its Charter and the legislation of the Russian Federation.

2.2. Provides systematic educational (educational) and administrative and economic (production) work of the educational organization.

2.3. Ensures the implementation of the federal state educational standard, federal state requirements.

2.4. Forms contingents of students (students, children), ensures the protection of their life and health during the educational process, observance of the rights and freedoms of students (students, children) and employees of an educational organization in the manner established by the legislation of the Russian Federation.

2.5. Determines the strategy, goals and objectives of the development of the educational organization, makes decisions on the program planning of its work, the participation of the educational organization in various programs and projects, ensures compliance with the requirements for the conditions of the educational process, educational programs, the results of the activities of the educational organization and the quality of education, continuous improving the quality of education in an educational organization.

2.6. Provides objectivity in assessing the quality of education of students (pupils, children).

2.7. Together with the council of the educational organization and public organizations, it develops, approves and implements programs for the development of the educational organization, the educational program, curricula, curricula of courses, disciplines, annual calendar training schedules, the Charter and the internal labor regulations of the educational organization.

2.8. Creates conditions for the introduction of innovations, ensures the formation and implementation of employee initiatives aimed at improving the work of an educational organization and improving the quality of education, maintains a favorable moral and psychological climate in the team.

2.9. Manages budgetary funds within its powers, ensures the effectiveness and efficiency of their use.

2.10. Within the limits of the established funds, it forms a payroll fund with its division into a basic and incentive part.

2.11. Approves the structure and staffing of the educational organization.

2.12. Solves personnel, administrative, financial, economic and other issues in accordance with the Charter of the educational organization.

2.13. Carries out selection and placement of personnel.

2.14. Creates conditions for continuous professional development of employees.

2.15. Ensures the establishment of the wages of employees, including the incentive part (bonuses, additional payments to salaries (official salaries) wage rates of employees) payment of wages due to employees in full within the terms established by the collective agreement, internal labor regulations, labor contracts.

2.16. Takes measures to ensure safety and working conditions that meet the requirements of labor protection.

2.17. Takes measures to provide the educational organization with qualified personnel, rational use and development of their professional knowledge and experience, ensures the formation of a reserve of personnel in order to fill vacant positions in the educational organization.

2.18. Organizes and coordinates the implementation of measures to increase the motivation of employees for quality work, including on the basis of their material incentives, to increase the prestige of work in an educational organization, rationalize management and strengthen labor discipline.

2.19. Creates conditions that ensure the participation of employees in the management of the educational organization.

2.20. Adopts local regulations containing labor law norms, taking into account the opinion of the representative body of employees.

2.21. Plans, coordinates and controls the work of structural units, pedagogical and other employees of the educational organization.

2.22. Ensures effective interaction and cooperation with state authorities, local self-government, organizations, the public, parents (persons replacing them), citizens.

2.23. Represents an educational organization in state, municipal, public and other bodies, institutions, other organizations.

2.24. Promotes the activities of teachers' (pedagogical), psychological organizations and methodological associations, public (including children's and youth) organizations.

2.25. Ensures accounting, safety and replenishment of the educational and material base, compliance with the rules of the sanitary and hygienic regime and labor protection, accounting and storage of documentation, attracting additional sources of financial and material resources for the implementation of activities provided for by the Charter of the educational organization.

2.26. Ensures the submission to the founder of an annual report on the receipt, expenditure of financial and material resources and a public report on the activities of the educational organization as a whole.

2.27. Follows the rules on labor protection and fire safety.

2.28. [Other Job Responsibilities].

3. Rights

The head of the educational organization has the right:

3.1. For all social guarantees provided for by the legislation of the Russian Federation, including:

For the annual basic extended paid leave;

For the early appointment of an old-age labor pension;

To provide compensation for the cost of paying for housing, heating and lighting [for those living and working in rural settlements, workers' settlements (urban-type settlements)];

To pay additional expenses for medical, social and professional rehabilitation in cases of damage to health due to an accident at work and occupational disease.

3.2. Act on behalf of the educational organization in relations with other organizations and public authorities.

3.3. Give the heads of structural divisions and individual specialists instructions that are mandatory for execution.

3.4. Make decisions on the imposition of material and disciplinary sanctions on employees who do not perform or improperly perform their duties, and on rewarding distinguished employees.

3.5. Dispose of the funds and property of the educational organization in compliance with the requirements of the relevant regulations and the charter.

3.6. Demand the creation of conditions for the performance of professional duties, including the provision of the necessary equipment, inventory, a workplace that meets sanitary and hygienic rules and regulations, etc.

3.7. Receive information and documents necessary for the performance of their duties.

3.8. Improve your professional qualifications.

3.9. Sign and endorse documents within their competence.

3.10. [Other rights under labor law Russian Federation].

4. Responsibility

The head of the educational organization is responsible for:

4.1. For the management of educational, scientific, educational work and organizational and economic activities of an educational organization.

4.2. For violation of the Charter of the educational organization.

4.3. For non-fulfillment, improper fulfillment of the duties provided for by this instruction - within the limits determined by the labor legislation of the Russian Federation.

4.4. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal and civil legislation of the Russian Federation.

4.5. For causing material damage to the employer - within the limits determined by the current labor and civil legislation of the Russian Federation.

The job description was developed in accordance with [name, number and date of the document].

Head of Human Resources

[initials, last name]

[signature]

[day month Year]

Agreed:

[position]

[initials, last name]

[signature]

[day month Year]

Familiarized with the instructions:

[initials, last name]

[signature]

[day month Year]

FEATURES OF MANAGEMENT FUNCTIONS OF THE HEAD OF THE EDUCATIONAL ORGANIZATION

Yuliya Yakhina

head of structural unit municipal budget preschool educational institution No. 26 "Goldfish",

Russia

ANNOTATION

This article discusses the features of the managerial functions of the head of an educational organization. The managerial functions of the head of an educational organization are analyzed, which are the basis for the organization of managerial activities, which allows the head and teachers to develop in children the values ​​of cognition, transformation, and experience. A characteristic was given of personal qualities, as well as the skills and abilities that a modern leader should have.

In order to successfully manage the team of an educational institution, the manager needs to improve his/her qualifications in the field of managerial activity. The modern head of an educational organization is a head with a high culture of managerial activity.

ABSTRACT

In this article, features of administrative functions of the head of the educational organization are considered. The administrative functions of the head of the educational organization, which are the basis of the organization of management, which allows the head and teachers to develop in children the values ​​of knowledge, transformation, experience, are analyzed. The characteristic of personal qualities, and also skills and abilities which the modern head has to possess has been given.

In order to successfully manage the staff of the educational institution, the head must improve the level of Soviets qualification in the field of management. The modern head of the educational organization is the head with a high culture of administrative activity.

The society in which modern education lives is a society of social change.

In the activities of a modern leader, the leading direction is purposeful pedagogical activity, which helps to coordinate the work of teachers with children. Based on this, the pedagogical competence of the leader is currently acquiring special significance.

The concept of pedagogical competence is understood as “first of all, a person who professionally works in the field of pedagogy, is able to rationally use the totality of civilized experience in the matter of upbringing and education, and therefore, is sufficiently proficient in the methods and forms of pedagogical activity and relations”. The initial indicator of professional pedagogical competence is the attitude towards a person, since the head of an educational institution is work in the “person-to-person” system. The leader must perceive the pedagogical reality and be able to act in it, he must understand for what general purpose he works.

In the management of an educational institution, the head must be guided and have such legal documents as:

• Labor Code of the Russian Federation;
• a license for the right to conduct educational activities issued by the state education authority;
• charter of the educational institution;
• agreements between the educational institution and parents;
• internal labor regulations of the educational institution;
• work plan of the educational organization for the current year;
• etc.

The managerial functions of the head of an educational organization are the basis for the organization of managerial activities, which allows the head and teachers to develop in children the values ​​of cognition, transformation, and experience.

The management organization performs the functions of structuring the pedagogical process in a particular educational organization, as well as the implementation of development programs for the institution in accordance with the law of the functioning of development, values, and creativity.

The activity of the leader: predictive, planning, designing, modeling, coordinating - implies the presence of developing goals in all components of the pedagogical system.

The planning activity of the leader is manifested in forecasting at all levels of the pedagogical system of the hierarchy of values. This function of the manager in his managerial activity is the most significant of all the others, as it is related to the quality of the actions performed by employees. The results of planning can be reflected in the creation of local legal documents (charter of an educational institution, programs, plans). All recorded information in these documents acts as a basis for making a decision, is proof of its execution.

When planning the activities of the institution, the head coordinates the work of employees, subordinating their efforts to achieve the goal. This is also a management function, which is reflected in the system of relations within the educational organization. The management system in coordinating the activities of employees provides for various methods of stimulating the activities of professionals.

The controlling function in the activities of the head is represented by two components: administrative control and self-control. This management function provides the collection and analysis of information about the state of the pedagogical system. The main goal of the supervisory function in ensuring the activities of the institution in accordance with the standard created by the program and development plan is to identify deviations in the educational system, but most importantly, to achieve quality in activities. When performing control of the educational system, the main thing for the leader is to determine for what purpose he exercises control. This may be the goal of making an operational decision, orienting the team to success, to achieving quality or to identify shortcomings, applying an administrative penalty.

Thus, the following components can be distinguished in the managerial activity of the head of an educational institution:

• the quality of management depends on the methods of management activities;
• availability of sufficient information;
• the presence of feedback;
• feedback channels.

In order for the leader to effectively manage an educational organization, he must have the following skills and abilities:

• making decisions;
• increasing professional competence;
• resolution of managerial problems;
• innovative activity;
• creation of conditions for advanced training of the teaching staff;
• formation of a close-knit team;
• competent business organization.

The leader should help teachers independently organize the pedagogical process, which contributes to the development of the child in physical, mental, emotional, cognitive, volitional terms.

In addition, in the process of managing people in an organization, two characteristics are distinguished in the personality of the leader - this is rigidity and firmness. These personality traits are necessary for a manager to fulfill generally accepted social norms by employees. Not a little important in the personality of a manager belongs to such characteristics as moderate aggressiveness, confidentiality, perseverance. The leader is independent, goal-oriented, professionally competent.

The activities of the leader are based on his requirements for employees. But these requirements can be realized in different ways by people.

In order to successfully manage the team of an educational institution, the manager needs to improve his/her qualifications in the field of managerial activity.

The modern head of an educational organization is a head with a high culture of managerial activity. He has a certain style of leadership, which means not only the manifestation of individual personal qualities, but also the nature of the implementation of management functions, ways to achieve results in the educational process. He must be able to decide, manage, organize, plan and control the activities of his employees in the organization.

The leader must be able to predict the development of an educational institution, set goals for the future. The further qualitative development of the educational institution will depend on this.

Bibliography:

1. Desk book of the head of an educational institution / N.F. Dick. - Ed.2nd, revised. - Rostov n / a: Phoenix, 2005-384 p.
2. Handbook of the head of the organization. Legal bases. – M.: Yustitsionform, 2015. -512 p.
3. Management of an educational institution in modern conditions: A manual for heads of educational institutions. - M.: Ventana-Graf, 2007. - 80 p.
4. What the head of a preschool institution should know: method. Handbook for leaders and educators of doshk. educate. institutions: from work experience / ed.-comp. I.A. Kutuzov. - 3rd ed. - M .: Education, 2005. - 159 p.

Management activities in an educational institution, management functions.

In any educational institution, the central link is a specific person with their own distinctive features and at the same time typical features. This is the head of a particular institution.

Management activity is, on the one hand, a set of work consistently performed by officials of management bodies, united by a unity of purpose and a commonality of management tasks to be solved, on the other hand, a set of closely related organizational forms of work and management functions.

The management of a modern educational institution is a reasonable impact on the teaching staff, attendants, pupils, parents in order to optimally solve the problems of educating and educating preschool children.

The work of the head of an educational institution includes all components of the management cycle. Professional, high-quality implementation of each cycle is of great importance in ensuring the effectiveness of the educational institution.

The management of a modern educational institution includes the correct reasonable choice of the goals and objectives of the institution, the study and analysis of the current level of educational and educational work, the planning system; identifying and disseminating advanced pedagogical experience and using the achievements of pedagogical science in preparing educators to work with pupils; control and verification of the fulfillment of the assigned tasks.

The content of management activities is multifaceted in terms of content. The socio-economic situation in the modern world imposes many requirements on both the subject of management - the manager and the object of management - each individual, group of people, the whole organization. Among managers of education, specialists involved in management in management distinguish three groups.

The first group (this is the highest level) includes the administrative staff of the educational institution and the educational authorities.

The second group (middle level) consists of heads of methodological, legal, financial, economic and other services of the education system.

The third step of this hierarchy is occupied by the teacher as the organizer of the management of the educational activities of pupils.

Managing pedagogical activity, the educational process is a difficult managerial job, because the leader acts, on the one hand, as a researcher of the capabilities of working people, their experience, knowledge and skills in their professional activities, on the other hand, the engine of advanced pedagogical experience of both his team and colleagues of other educational institutions, on the other hand, the engine of the achievements of pedagogical science and practice.

In modern conditions, there are serious requirements for the management of the teaching staff. The manager must show loyalty to working employees; create an atmosphere that will contribute to the disclosure of people's abilities; use methods and techniques of management activities that ensure people's satisfaction with their work, ensure their desire to work even better, better, improve the result of their professional activities.

Methods of management activity is a whole system of methods and techniques for influencing the head of an institution on the object of management in order to achieve the goals and objectives. Many authors studying the management of managerial activity talk about the existence of several approaches to the classification of management methods, but the most common classification, they say, includes three groups.

The first group consists of economic management methods associated with socio-economic laws and reflect the patterns of development of the objective world - nature, society; the use of these methods is based on the system of economic interests of the individual and the collective, and of society as a whole.

The second group is socio-psychological methods of management. These methods are based on the formation and development of society's opinion regarding significant moral values ​​- good and evil, the meaning of life, moral principles in society, attitudes towards the individual, people, society, etc.

The third group, a group characterized by organizational and administrative methods of management based on the rights and responsibilities of people at all levels of management and management. These methods can be called administrative and economic methods of management.

The basis of administrative and economic management methods are relations within the institution, they include the rights and obligations of all employees of the educational institution, their responsibility for the performance of the work assigned to them.

The management of modern educational organizations by many researchers in the field of management theory is considered as a holistic process, since work in an institution follows one path, towards one goal, and this is not a one-time action, but a continuous series of interrelated actions. Each of these interrelated activities is a process and is called a control function.

At present, an approach based on the integration of all the main functions that are applicable to all educational organizations has become widespread. This approach in the management process consists of interrelated functions of planning, organization of activities, motivation and control. These four management functions are interconnected by communication and decision-making processes and represent the management cycle.

Each action in the management system necessarily begins with the decision of the head, but these decisions carry both material and legal burdens, so the manager's managerial decision must be well balanced and competent. The manager makes decisions when a problem situation arises, and they perform a number of functions: guiding (what is the goal), providing (finding ways and means to achieve the goal), coordinating and organizational (defining a system for monitoring and adjusting the activities of employees), stimulating (incentive measures, bonuses ).

Management decisions may differ in the degree of coverage and complexity of their implementation, in purpose and place in the functioning of an educational institution, in the volume of recommendations and instructions contained in them.

The following conditional groups are distinguished:

1. Promising decisions, they determine the ways of development of a preschool institution for a relatively long period. These include regulatory and organizational decisions related to the statutory activities of an educational organization and local acts regulating the activities of the entire institution as a whole.

2. Current decisions (to achieve goals that are closest in time). This group includes operational and administrative decisions - orders, orders relating to educational activities, as well as financial and material problems.

When making a managerial decision, four stages can be conventionally distinguished:

1. Identification of problems (problems) and determination of the goal (immediate, long-term, etc.).

2. A clear understanding of the formulated goal and objectives, bringing the goal and objectives to the correct understanding by the team or a particular person, clarifying the conditions for the implementation of goals and objectives, a clear definition of the role of each employee in the implementation of a management decision.

3. Bringing the decision to the attention of the employee (employees), competent motivation in the need for its implementation.

4. Correction of the decision in oral and written form, official release, issuance of an order, instructions, organization of their execution.

Decisions in modern conditions that require the creative approach of the leader, his vision for the future, cannot be developed personally by the leader. Decision making is an activity aimed at evaluating all possible alternatives and choosing one of them, the most important and promising. Thus, making the right decision is the choice of planning, organizing, motivating and controlling the entire process for which the goals and objectives of the institution are set.

B. S. Lazarev considers management functions as a relationship between the management system and the managed object, requiring the management system to perform a certain action to ensure the goal orientation and organization of the managed processes.

T. I. Shamova gives the following definition of managerial functions - these are the types of activities that the manager carries out.

M. M. Potashnik notes that they distinguish between general management functions, also called management actions (this is planning, organization, leadership, control, analysis, etc.) and specific functions, when the management action is not named by itself, but together with the object, to which it is directed: for example, planning work with teaching staff, quality control of education, etc.

At present, many scientists believe that the content and sequence of functions in the management process are the same for all controlled systems. The main management functions answer the following questions:

at what level of development is the institution at the moment;

in what direction the organization should develop in the future;

how and in what way development will take place.

The purpose of planning will be to develop a plan based on the decision made.

The plan is the main document on the basis of which all activities are organized to achieve the goal and objectives.

Organization of activities is an important management function, it is designed to create a whole system of resources of an educational organization: human and technical, financial, material and others. This system enables people to effectively interact and work together to achieve their goals and objectives.

The function of motivation is that all members of the team conscientiously and efficiently perform the work assigned to them in accordance with job descriptions and in accordance with the plan.

Among the management functions, the control function occupies a special position; based on its results, activities, plans, etc. can be corrected.

Management functions: planning, organization, motivation and control are interconnected with the help of information. Information plays an important role in management, it is necessary for decision-making and implementation of the decision.

Communication is a binding function of management. The management of a modern educational institution cannot take place without this function, which implies the presence of different types of communication covering the institution from all sides.

Thus, management activity is a complex multifaceted process of managing an organization and people. It should be aimed, first of all, at the qualitative achievement of the goals and objectives of the educational institution, at obtaining specific significant results, which in general will lead to a positive dynamic development of the educational institution, to increase the demand for the institution in the educational services market.

Pedagogical analysis

According to Yu.A. Konarzhevsky, pedagogical analysis - this is a school management function aimed at studying the state and development trends, an objective assessment of the result of the educational process and, on this basis, developing recommendations for streamlining the system or moving it to a higher quality state.

Without pedagogical analysis, it is impossible to determine tasks on a scientific basis, plan, predict, organize, regulate and control the effectiveness of the activities of the teaching staff.

Pedagogical analysis contributes to the development of the teaching staff and the methodological improvement of the teacher's activities.

Pedagogical analysis is also a method of control, which in turn is carried out with the help of targeted study, observation and evaluation of the results of its participants.

The school uses three main types of pedagogical analysis: operational, thematic, final.

Operational (daily) analysis aimed at collecting information about the state of the educational process. The head teacher, on the basis of operational control, receives information about the progress and state of affairs for the day, week, month. Its content is built on the basis of attending classes, extracurricular activities and includes:

Evaluation of the work of the school, teachers and students;

identifying the causes of deviations in the quality of teaching;

Establishing the reasons for the deviation of the actual level of knowledge, skills and abilities from the requirements formulated in the curriculum, etc.

Thematic analysis involves a systematic approach to the study of the educational process (a system of lessons and extracurricular activities, variable technologies, a system of teacher activities and a set of necessary documents). The purpose of the thematic analysis is the diagnosis of certain most significant aspects of the pedagogical process. Establishment of their interrelations and dependencies, development of recommendations.

Final analysis is carried out based on the results of a quarter, half year, academic year in order to assess the activities of the school as a whole, to develop recommendations based on the conclusions to improve its further work.

The purpose of this type of analysis is to sum up the results of activities and evaluate the results of the managed system over the past period, build a block of goals for the next academic year, develop recommendations for organization, regulation, planning, and intra-school control.

goal setting

goal setting as main function management orients the socio-pedagogical system in time and space.

Its purpose is the setting, definition and formulation of management goals in accordance with the social order of society.

Goals are the specific final desired results that the team seeks to achieve in the process of joint activities. All socio-pedagogical systems are multipurpose. Educational, social, innovative and other goals are highlighted. Their composition and interdependence are determined by the purpose and structure of activities.

Planning

In scientific management planning recognized as an essential function. Many studies point to a strong positive relationship between planning and organizational success.

Plans serve as the main means of managing the activities of the teaching staff of the school.

Basic curriculum of a general education school is a state normative document approved by the Government of the Russian Federation and is an integral part of the state standard of education. Its main purpose is to preserve a unified educational space in Russia.

The structure of the basic curriculum includes federal, national-regional and school components.

In accordance with the Law "On Education", the establishment of the federal component of the state educational standard is within the competence of the Russian Federation, and the establishment of the national-regional component is within the competence of its subjects.

The allocation in the basic curriculum of the federal, national-regional and school components determines the existence in its structure invariant and variable parts.

The invariant and variable parts are not completely independent. They intersect. As a result, in the curriculum of any school, there are three main types of training sessions:

Compulsory classes, which are the basic core of general secondary education;

compulsory classes at the choice of students;

extracurricular activities.

For the successful organization of the educational process at school, one more important planning stage - class schedules.

In the practice of the school, there are various schedule types: schedule of training sessions, GPA classes, extracurricular activities in the second half of the day. They should be closely interconnected with each other and form an integral system.

The schedule of classes is compiled on the basis of the developed curriculum of the school and is a tool for structuring the time of the school day and week, the distribution of time for students and teachers.

Perspective school development plan(for 3-5 years) is consistent with the plans of the municipality and are drawn up on January 1 of the current year.

This plan provides directions for the activities of the school, taking into account the work of the authorities. It reflects:

1. Growth of enrollment by year, number of classes and approximate funding.

2. The need for teachers of different qualifications.

3. A long-term schedule for improving the qualifications of teachers through courses of teacher training institutes and various seminars, as well as the main topics, directions in pedagogy, psychology, on which teachers should work.

4. Construction and repair work, equipping classrooms, purchasing visual aids, TCO, books, sports equipment, household materials, school furniture, design work and landscaping.

5. Financial, commercial activities.

Particular attention should be paid to the system of advanced training for teachers: the creation of methodological associations, lecture halls, workshops, holding conferences and pedagogical readings to help self-education.

School-wide annual plan compiled in May-June, approved by the teachers' council at the end of August (Scheme 1). Each change is notified to the Board of Directors.

Scheme 1

Approximate structure of the annual school-wide plan

Organization

Organization as a function of management is a kind of actions, ways and means to streamline the joint activities of people to achieve goals. The organization forms an object, improves it, develops modes of operation, creates mechanisms for adaptation to changes in external and internal relations in the management system. Therefore, the organization of management is the formation of conditions for the stability and flexibility of the socio-pedagogical system based on an integrated approach, taking into account systemic and situational factors.

The content of the management organization function involves the formation and justification of a set of types of work necessary to perform the organized activities, the definition for each type of activity: competencies, i.e. opportunities or boundaries for action and decision making; powers, i.e. decision-making rights; responsibility, i.e. measures and forms of responsibility and sanctions for the consequences of the decisions taken.

Organization as a function of management in a modern school requires the joint work of many specialists and the division of labor between them.

Under specialization the form of the division of labor is understood in accordance with the types of work performed and the qualifications of workers.

Determining the necessary nature and degree of specialization of labor - this is the first task of organizational activity. It consists in determining the types of work that should be undertaken to achieve the goals of the school and their rational distribution among individuals and groups according to their qualifications.

Division of labor occurs in two directions: horizontal - staged distribution of work; and vertical - division of work by hierarchy levels.

Both modes of specialization take place in the school. Teachers work with students of different grades (stage distribution). Labor is divided into performing and managerial, i.e., according to the levels of hierarchy. Specialization can be either narrow or broad. It is the widest for the elementary school teacher. Some teachers specialize in teaching the subject only to certain grades, such as "elementary school physical education teacher". This is an example of a narrow specialization.

Another task of the organization as a management function is grouping of various types of work (departmentalization).

Its meaning is to assign certain types of specialized work to groups of specialists.

The first basis for grouping is the existence of links between individual labor processes. For example, the development of an optimal version of the curriculum or class schedule for students in the class, the creation of a system of extracurricular work on the subject, the development of a methodology for working with students with a low (high) level of learning, the creation of a mechanism for continuity in teaching a foreign language, etc.

School division is a relatively independent structural unit that unites specialists who perform interdependent and similar professional tasks. Associations of teachers of the same class, parallel, primary, secondary and high schools, class teachers, social educators, psychologists, teachers of additional education, teachers teaching subjects of the same educational field, working on programs of the same educational level, etc. - all these are structural divisions of the school.

As noted above, the specialization of work can significantly increase the potential of the organization, and grouping them according to similarity and interdependence makes the school more manageable. . However, the realization of this potential is impossible without the implementation integration and coordination work of structural divisions. Thanks to them, the coordination of actions of all parts of the school as a whole is achieved. This is another task of the organization.

Integration is ensured through mechanisms for coordinating the interaction of employees and departments. There are five mechanisms for coordinating work: mutual agreement, direct control, standardization of results, work processes and qualifications.

The next task of the organization is delegation of authority , which is directly related to the definition of the control range.

Under control range refers to the number of persons directly subordinate to a given manager. The higher this number, the greater the burden falls on the leader. But the smaller it is, the more levels there will be in the management structure. The range of control depends on many factors: the stability of conditions, the qualifications of subordinates, the intensity of connections between them, and others.

Regulation

Regulation as a function of management there is a kind of activity to maintain the modes of functioning of the socio-pedagogical system in the field of objective laws, principles and to ensure the conditions for the manifestation of objective processes and trends.

Regulation as the main function has an independent content, and it cannot be considered as part of the state regulation system. As a function of management, the regulation of activities in the socio-pedagogical system creates conditions for the implementation of state regulators, in addition, their effectiveness is manifested here. In other words, the regulation function creates conditions for ensuring the functioning of managed systems in the parameters, tasks, plans, programs, regulations established for this system. Thus, the direct connection between different types of social management is manifested through functions.

The control

Control as the main function of management combines the types of management activities related to the formation of information about the state and functioning of the management object, the study of information about the processes and results of activities (analysis), work on the diagnosis and evaluation of development processes and the achievement of goals, the effectiveness of strategies, successes and miscalculations in the use of management tools and methods . In other words, control as a function of management there is monitoring the process of change in the system, comparing the results obtained with a given program, determining deviations from the program, their place, causes, time, and various costs.

Knowledge of the state of affairs in the school is provided through implementation of the control function . Control allows you to identify the need for management decisions in cases where the actual state of affairs does not correspond to the desired. The tasks of control also include the formation of an information base for assessing the work of personnel and encouraging performers to productive work. Finally, control allows you to identify the most valuable experience of pedagogical and managerial activities.

The subjects of control are determined on the basis of regulatory documents, as well as when creating the structure of the school. Depending on who performs the supervisory function, the school There are administrative control, mutual control, collective control of teachers, as well as self-control.

The control exercised by the school management is called administrative.

Control exercised by the teaching staff - collective control. This is the control of equal teachers, it is carried out in the form of professional discussions, creative reports on the work.

Teachers and school leaders can perform the function of control in relation to each other. In this case, one speaks of mutual control. Mutual control is most effective in the transfer of experience and advanced training.

self control means the work of the teacher on trust. Trust is given to the best employees as a reward for the high results of pedagogical activity. Self-control is carried out by independent comparison by the teacher of the results achieved with the required standards and norms of activity.

To control the various objects and areas of the school, various forms and methods. Two can be distinguished main groups of forms of control. The first one includes preliminary, current and final control, used to check the state of the educational and other life processes of the school, and to the second - special forms of control over the state of the educational process.

Preliminary control carried out before the actual start of work. The object of control is material and financial resources, as well as the readiness of performers.

current control carried out during the course of the work. The object of control is the intermediate results of the activities of the performers, their attitude to work, the prevailing interpersonal relationships in jointly working groups. Current control is carried out after a certain time after the start of work, when it is possible to sum up certain results of what has been done. The meaning of the current control is to identify possible deviations of the intermediate results from the planned ones.

Final control carried out after the work is done, for example, at the end of the year. The object of the final control is the results of what has been done, which are compared with the required ones. The meaning of this control is to identify the degree of achievement of goals, to collect information for planning if similar work will be carried out in the future.

There are two types of control of the educational process: thematic and frontal , each of which is carried out in its own forms. Thematic control has thematic-generalizing, class-generalizing, subject-generalizing and personal forms.

Thematic-generalizing control is intended for in-depth study of one or more aspects of the pedagogical process in different classes and in different subjects. For example, the issue of the formation of general educational skills and abilities of students, the development of cognitive interests of schoolchildren, etc. can be studied.

Class-generalizing control involves the study of the state of the educational process in one class in a specific aspect. In the course of class-generalizing control, for example, the preparation of graduate students for exams can be checked.

Subject-generalizing control involves checking the quality of teaching a certain subject in different classes and by different teachers. This form is most appropriate to use in cases where there are deviations from the planned results in academic performance in a particular subject.

Personal control- this is a comprehensive control of the work of one teacher in different classes. It is carried out in a planned manner in order to assess the quality of teachers' performance of their duties, to identify achievements, to help eliminate errors, and to have a motivating effect.

Front control in the form of conducting it is complex-generalizing. It involves a deep comprehensive check of the activities of all or part of the teaching staff (for example, a methodological association) in a number of aspects. For example, the activities of elementary school teachers can be checked on the development of students in the classroom and in extracurricular educational activities, compliance with sanitary and hygienic requirements for the class regimen.

Questions for self-examination

1. Give examples of managerial functions.

2. Describe pedagogical analysis as a management function? Name the types of pedagogical analysis.

3. What is the essence of goal setting as a management function?

4. What is the purpose of planning the educational process as a function of school management?

5. What is the "basic school curriculum"? What is its purpose and structure?

6. Whose and what interests must be taken into account when scheduling training sessions?

7. What is meant by the specialization of labor at school?

8. What forms of labor specialization exist at school?

9. Give the concept of the regulation function.

10. What is the need to control the educational process at school?

11. What control is called administrative?

12. What control is called preliminary, current and final? Give examples of these types of control. How do they complement each other?

13. What are the special types and forms of control over the educational process? What purpose does each of these forms serve?

Bibliography

1. School management: theoretical foundations and methods: textbook. allowance / V.S. Lazarev, Yu.S. Alferov, T.P. Afanasiev and others; ed. V.S. Lazareva. - M .: Center for social. and economy. Research, 1997.

2. Pedagogy: textbook. allowance for students ped. universities and ped. colleges / V.I. Zhuravlev, P.I. Pidkasisty, M.L. Portnov and others; ed. P.I. piddly. - M.: Russian ped. agency, 1996.

3. Simonov, V.P. Pedagogical management: 50 KNOW-HOW in the management of pedagogical systems: textbook. allowance. - 3rd ed., Rev. and additional / V.P. Simonov. - M.: Pedagogical Society of Russia, 1999.

4. Kasprzhak, A.G. Basic curriculum and Russian education in the era of change / A.G. Kasprzhak, M.V. Leviticus. - M., 1994.

5. Shubin, I.A. Intraschool control: A guide for leaders / I.A. Shubin. - M., 1977.

6. Management (Modern Russian management): textbook / ed. F.M. Rusinov and M.L. Once. - M. : FBK-PRESS, 1999.

7. Pyatin, V. Management of the pedagogical process in a modern school (Issues of theory and methodology): textbook. allowance / V. Pyatin. - M.: MGPI
them. V.I. Lenin, 1986.

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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 the leader's activities, while the concept of management covers the entire area of ​​human relationships in systems "managers-executors". Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.

The theory of management attracts, first of all, with its personal orientation, when the activity of a manager (manager) is based on genuine respect, trust in his employees, creating situations of success for them. It is this side of management that significantly complements the theory of intra-school management.

Speaking about the management of an educational institution, one should keep in mind the management system, that is, apply a systematic approach to the theoretical understanding of management activities.

The management system is understood as a set of coordinated, interrelated activities aimed at achieving a significant goal of the organization. Such activities include managerial functions, implementation of principles and application of good management practices.

Functions of managing an educational institution

The main management functions are relatively separate areas of management activity.

The functional links of management are considered as special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. The end of one cycle is the beginning of a new one. Thus, movement to higher qualitative states of the controlled system is ensured.

There are several functions of management of educational institutions. Lazarev V.S. highlights among them planning, organization, leadership and control. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation.

A.M. Moiseev, Candidate of Pedagogical Sciences, Professor of the Academy of Advanced Training and Retraining of Educational Workers, identifies three large groups of functions of managing an educational institution:

1. Management functions of maintaining the stable functioning of an educational institution;

2. Functions of managing school development and innovation processes;

3. The functions of managing the functioning and self-development of intra-school management include actions in relation to the management system of an educational institution itself.

Summarizing the views of these scientists, we will reveal the following functions of managing an educational institution: analysis, goal setting and planning, organization, leadership, control and regulation.

Analysis is a relatively isolated stage (stage) of cognitive management activity, the essence of which is the creative study, systematization, generalization and evaluation of various information about socio-economic conditions, the implementation of legal educational policy, the satisfaction of social needs, the experience of established management practices at all levels. .

Based on the analysis of individual, group and public educational needs of the population, the most important social needs are identified: socio-economic, environmental, valeological, cultural, scientific, territorial, pedagogical, domestic, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include state authorities and administrations, enterprises and institutions, public organizations, active groups of the population, families, individuals.

The function of pedagogical analysis in its modern sense was introduced and developed in the theory of intraschool management by Yu.A. Konarzhevsky. Pedagogical analysis in the structure of the management cycle occupies a special place: it begins and ends with any management cycle, consisting of successively interconnected functions. The exclusion of pedagogical analysis from the general chain of managerial activity leads to its disintegration, when the functions of planning, organization, control, regulation do not receive rationale and completion in their development.

The effectiveness of managerial activity is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can investigate the established facts, and identify the most characteristic dependencies. An untimely or unprofessional analysis in the activities of a school principal leads, at the stage of developing a goal and forming tasks, to vagueness, vagueness, and sometimes to the unreasonableness of decisions made. Ignorance of the true state of affairs in a teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and correcting the pedagogical process. The main purpose of pedagogical analysis as a management function, according to Yu.A. Konarzhevsky, consists in studying the state and trends in the development of the pedagogical process, in an objective assessment of its results, followed by the development of recommendations on this basis for streamlining the controlled system. This function is one of the most time-consuming in the structure of the management cycle, since the analysis involves the separation of parts in the object under study into a single whole, the establishment of links between system-forming factors. In the theory and practice of intraschool management, Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, final.

Parametric analysis is aimed at studying daily information about the course and results of the educational process, identifying the causes that violate it.

Thematic analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process.

This type of pedagogical analysis allows the school principal to focus on studying and identifying the features of the manifestation of certain aspects of the pedagogical process, to determine their interaction with other parties, components and the system as a whole.

The final analysis covers a larger temporal, spatial or content framework. It is held at the end of the academic quarter, half year, academic year and is aimed at studying the main results, prerequisites and conditions for their achievement. The final analysis prepares the course of all subsequent functions of the management cycle.

The content basis of the final analysis of the work of the school for the academic year is the following areas: the quality of teaching; implementation of educational programs and state standards; the quality of knowledge, skills and abilities of students; the level of upbringing of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the state of health of schoolchildren and sanitary and hygienic culture; the performance of the school council, the pedagogical council, etc.