» Internal control. Intraschool control on educational work. Plan of intraschool control. Approximate topics of intra-school control Why intra-school control is needed

Internal control. Intraschool control on educational work. Plan of intraschool control. Approximate topics of intra-school control Why intra-school control is needed

They are similar in their functionality, but each of these components has its own goals and objectives.

The work of the school in conducting the GSC should correspond to its purpose. The purpose of intra-school control is to control the state of the educational system, ensure it, obtain information for making internal management decisions. The areas of work of the HSC at school can be as follows: intra-school quality control of the results of mastering the main educational program of general education by levels of general education, conditions for the implementation of the main educational program of general education, intra-school control of the compliance of the content of the main educational program with the requirements of the Federal State Educational Standard of general education, intra-school quality control of the management process and implementation of the main educational program of general education.

The work of the school in conducting the HSC includes a number of tasks: fulfilling the requirements of the federal state standard, implementing legislation in the field of education, identifying violations and shortcomings in the activities of an educational organization, analyzing in various areas, studying the results of managerial pedagogical activity, developing proposals for disseminating pedagogical experience and elimination of negative trends, the provision of scientific and methodological assistance to teachers in the process of control.

Internal monitoring of the quality of education at school, in turn, is an activity for information support of the management of an educational organization based on a systematic analysis of the quality of the implementation of the educational process of educational activities, its resource support, and results. Internal monitoring in a school may include the following areas: monitoring the quality of educational outcomes, monitoring the quality of the implementation of the educational process or educational activities, monitoring the quality of the conditions that ensure the educational process or educational activities.

The purpose of internal monitoring in a school is to obtain timely, complete and reliable information about the state of current core activities for the effective management of an educational organization.

Evaluation and control in the work of the school for the conduct of the HSC

Control is one of the elements of the management cycle. Evaluation is a procedure for matching the actually achieved and planned results, in accordance with the requirements of the Federal State Educational Standard. The purpose of intra-school control is to maintain the viability of the educational system. The purpose of the assessment is to audit the current state of the educational system, the information openness of the educational organization.

As part of the work of the school on the organization of the HSC, control should be understood as an updated developmental function of managing an educational organization, a condition for the mobility and competitiveness of the educational system. Evaluation is a condition for the information openness of the educational system, a tool for managing the quality of education, in particular cases, as a means of control.

VSEKO materials can and should be used as part of the work of the school on the HSC, especially in terms of monitoring the educational achievements of students. In terms of analytical evaluation information, there may be an illustration of the results of intra-school control. For example, the results of the final attestation of students, the results of intermediate monitoring of student progress, the effectiveness of students' participation in olympiads, competitions, conferences, in relation to programs for the formation and development of universal educational activities. Also, the effectiveness of students' project activities in relation to the assessment of individual achievements of students can be included in the school's work on conducting the GSC. Information on the state of the material and technical base of the general educational organization, including the equipment of the classrooms and the state of the human resource of the general educational organization, is also useful.

The parameters of the VSOKO are formed on the basis of the requirements of the Federal State Educational Standard for conditions, programs, and the results of mastering the programs. WSEKO information is open to consumers, and if the school, as part of the work on the GSC, decides to go beyond the regulated minimum of a self-examination report, then this should work to strengthen its image.

Sections: School administration

Intra-school control (ISC) is one of the most important management functions. What do you need to know and be able to do in order for intra-school control to become a help and an effective way of working with teachers to improve their pedagogical skills? In my firm opinion, the key to successful planning and implementation of the HSC is: the activity and responsibility of each member of the teaching staff for the result of their work. And this will inevitably lead to an increase in the quality of the educational process. It should also be remembered about the four requirements for control: systematic, objectivity, efficiency and competence of the inspector.

What is the control in relation to the teacher? The control center that corrects the implementation of the necessary actions. Control functions - checking and analyzing what is happening at school, comparing with what should be according to various regulatory documents and adjusting the activities of teachers in accordance with the goals and objectives pursued by the teaching staff. Effective control is closely connected with its transition to a diagnostic basis, turning it into a tool for developing the creative potential of a teacher, with obtaining objective information about the life of the school as a whole.

Intraschool control is a complex and multifaceted process, but still having some regular ordering and organization of parts that are interconnected and perform certain functions. The interconnection of these parts is the structure. Structure is an essential aspect of the HSC. And in order to clearly represent the structure of the HSC, it is necessary to determine the directions (sections) included in it, and the content of each direction (section) of control. Effective control does not imply total checks in all areas of the school. It is advisable to single out priority areas (sections). In our school, these are: providing basic general education for all categories of students; registration and maintenance of school documentation; knowledge, abilities and skills in subjects and the state of teaching subjects; class-generalizing control; control over the work of teaching staff; preparation for the state (final) certification. Each of the directions has its own characteristics in terms of the organization and content of the work, but at the same time is closely interconnected. For example, it is clear that the proper state of teaching subjects and the successful completion of the state (final) certification by school graduates depends on the pedagogical skills of each teacher.

The second thing that the leader needs to know clearly about the HSC is the content of each direction (section) of control. Without this knowledge, it is impossible to deeply study and analyze the information, to make adjustments to the further work of teachers and the school as a whole. And the third thing that an administrator exercising control should have is knowledge of its types, forms and methods. Control can be carried out in the form of scheduled and operational inspections, administrative control work or monitoring studies. Forms of control can be classified on the basis of performance: collective, mutual control, administrative planned and unscheduled and self-control - a form that indicates the highest degree of organization of the teaching staff. According to the object of control: class-generalizing, thematic, frontal, personal; according to the methods used: observation, verification of intra-school documentation, testing, questioning; on the basis of sequence: preliminary, current, intermediate, final.

Any form of control should be carried out in a strict sequence: the justification of the check, the formulation of the goal, the development of a plan-task, the collection of information, the analysis of the results of the check, and the discussion of the results. Control will be effective only when the collected information will serve as the basis for pedagogical analysis, and through analysis for correction and regulation. Therefore, the results of intra-school control must necessarily be analyzed and drawn up in the form of an analytical report containing a statement of facts, conclusions and suggestions and communicated to each teacher.

So, what do you need to know about HSC?

Tip #1:

1. the structure of the HSC;

2. priority, for your school, directions of the HSC;

4. types, forms and methods of HSC;

5. the chain of sequence of conducting the HSC.

School management will be effective if control is not carried out occasionally, but is systematic, based on a planned plan. In order for the HSC plan to become a document focused on achieving the goals and objectives of the school, on improving the pedagogical skills of teachers, on the quality of the educational process, on the success of school graduates, being a document that has a control-diagnostic and regulatory-correctional character, it is necessary to clearly determine the areas of control and the content of each of them, the goals of control, forms and methods, who and when exercises control, where the results are discussed. This requires a thorough analysis of the work of the school over the past year, the formulation of goals and objectives for the coming year, the construction of a cyclogram of work for months and for a week. Further, the main blocks of the HSC, the topics of meetings of pedagogical councils, questions for meetings with the director and with the deputy director are determined.

Tip #2:

1. take a responsible approach to the analysis of the work of the school over the past year, because only a thorough analysis will allow you to get a complete picture of the affairs at the school and identify the parties to be studied and controlled;

2. not to assume the entire burden of the HSC. Delegate controlling functions to other subjects of the educational space. For example, control over the level of ZUNs, the maintenance of student notebooks can be carried out by the leaders of subject methodological associations;

3. to develop an optimal form of the HSC plan: compact, visual, reflecting all aspects of school life, convenient for everyday work.

The HSC plan is an open document in our school, any teacher can work with it, in addition, at the beginning of each month, an extract from this plan is posted on a special stand in the teacher's and methodological rooms so that each teacher is familiar with the issues under control. This eliminates misunderstanding on the part of teachers and allows you to be ready for verification.

Tip #3:

1. Carefully study the school regulation on official intra-school control, section "Rules of intra-school control."

2. Before you go to a lesson with a particular teacher, study the class journal, which gives an idea of ​​the progress of students in the subject taught for a certain period, as well as the topic that was studied in the previous lesson, pay attention to the regularity and timeliness of filling out the journal and grading students .

3. Analyze each lesson individually with each teacher. When discussing, be principled and demanding, but correct and friendly. Argue remarks unpleasant for the teacher with facts.

A fairly convenient and useful form of intra-school control is the collection of information in the form of reports from teachers and class teachers. For example: “Report of the subject teacher” is submitted at the end of each quarter and allows you to track the passage of the program material on the subject, the implementation of the practical part of the curriculum, the progress of students in this subject. “Class Teacher Report” is also submitted every quarter and allows you to get information about the class (the number of students; the number of arrivals and departures during the quarter; class performance indicators; In addition, the information obtained from these two reports makes it easy to complete the “Progress Report” and “School Performance Report by Quarter”. (Appendix No. 1).

Tip #4(last but not the main one!):

1. Optimize your work and value the time of your colleagues.

2. Offer teachers such forms of reports that will be really useful.

3. Do not forget what time you live and work, but do not neglect the experience of teachers with experience and literature with a very old year of publication.

And, finally, the most important advice - “do not stand still”, develop, improve yourself, learn, lead, be at the center of all school affairs and events, be a generator of ideas and ideas, set an example in everything! And then, of course, everything planned will come true!

At the festival of pedagogical ideas “Open Lesson”, I want to submit a package of analytical documents regarding the verification of the design and maintenance of school documentation. They can be useful in the work of both novice head teachers and more experienced colleagues.

The class journal is the most important state document. It reflects all aspects of the student's learning activities. The classroom journal has a special instruction for its maintenance. At the beginning of the year, I hold a meeting on this instruction with the teachers of the school. After that, each teacher signs that he is familiar with the instructions for keeping a journal. The goals of control for checking class journals are formulated as follows: the state of registration of journals, the accumulation of grades; state of classroom journals at the end of the 1st quarter; the state of attendance of students of graduation 9, 11 classes according to class magazines; identifying the level of work of class teachers in the design of magazines, determining the accumulation of grades by subject teachers; checking the implementation of state programs and their practical part, the objectivity of grading for a quarter; the timeliness and correctness of filling out the journal by subject teachers, the state of the survey among weak and unsuccessful students.

If we summarize the ascertaining parts of the certificates for checking magazines, then in general we get the following picture: a group of class teachers and subject teachers is noted, for whom everything is in order; part of the class teachers did not complete the journal: data on students, physical education indicators, health sheets; students' omissions are noted untimely, especially if these are separate lessons, on the omissions page; there is no recording of lessons by individual teachers; unsatisfactory questioning on the subject of some teachers; grades for a quarter, a year are biased; insufficient work with poorly performing students, which is the reason for the large number of current unsatisfactory grades; violation of logging instructions.

Typical recommendations for working with journals are as follows: discussion of the “Reference” at a meeting with the director, re-control at such and such a time; an invitation to speak with the headmaster of teachers who violate the instructions for keeping a journal. (Appendix No. 2).

A notebook is an obligatory attribute of a student's education. It is difficult to name a subject of the curriculum for which a student would not have a notebook. Realizing that without a certain control over the maintenance of a notebook, it is impossible to achieve not only the student's knowledge of the subject, but also elementary literacy, the state pays for the examination of notebooks by subject teachers. When checking notebooks, the following is controlled: the teacher's fulfillment of the norms for checking notebooks; student doing homework; the correctness of the written work; observance of a single spelling regime; the presence (absence) of work on the bugs; the correctness of maintaining notebooks for examinations and their safety during the year; compliance with the volume of class and homework. (Appendix No. 3)

The personal file of the student is a nomenclature document of the established form, where, along with personal data, the final marks of the student's progress by year of study are entered. A personal file accompanies the student throughout his educational path from grades 1 to 11. In accordance with the law, the personal files of students are kept at the school for three years after they leave school. The personal file of the student is a kind of visiting card of the school. It is used to judge the school in which the child studied. That is why it is necessary to regularly monitor the conduct of personal files of students. I give an example of a certificate for checking the personal files of students. (Appendix No. 4).

Thematic planning of the teacher is intended to determine the best ways to implement the educational, developmental and educational functions of the educational process in the system of lessons on a given topic or section of the curriculum. I check the thematic planning at the beginning of the academic year according to the scheme I developed. (Appendix No. 5). At the end of each half-year I control the implementation of state programs, their compliance with the calendar and thematic planning, the implementation of the practical part of the programs and the norms of control work. (Appendix No. 6). Based on the results of the audit, all comments and recommendations are brought to the attention of teachers and are drawn up in certificates.

Report on the organization of intra-school control

in 2016-2017 academic year

MBOU "Babushkinskaya secondary school"

The main task of the management activities of the school is the implementation of intra-school control by the administration.

Control is carried out in accordance with:

Federal state educational standard;

New system of remuneration;

Law of the Russian Federation “On Education”;

the Convention on the Rights of the Child;

Model regulation on an educational institution;

the charter of the school;

the Educational Program and the School Development Program;

Regulations on intra-school control;

Regulations on monitoring the quality of education;

Regulations on the assessment of individual achievements of students (portfolio);

Intra-school control is built in accordance with the goals and objectives of the school.

The main goals of intraschool control:

1. Provide management of activities for the effective implementation of the Federal State Educational Standard.

2. Ensure the identification and generalization of best practices in the formation of new teacher competencies.

3. Organize the collection and processing of information on the state of the quality of education, educational achievements of students, teachers and school activities.

The main tasks of intraschool control:

1. Periodic verification of compliance with the requirements of educational programs in the subject. Correction of thematic planning of educational programs.

2. Systematic control over the quality of teaching of academic disciplines, observance by teachers of evidence-based requirements for the content, forms and methods of educational work.

3. Stage-by-stage control over the process of mastering knowledge by students, their level of development, mastering the methods of self-acquisition of knowledge.

4. Assistance to teachers in educational work and improvement of their pedagogical skills.

5. Studying and summarizing the experience of teachers. Assistance in the preparation of materials for certification of teaching staff.

6. Improving the organization of the educational process.

7. Analysis of achievements in education and upbringing to predict the prospects for the development of the school.

8. Correction of managerial and pedagogical activity.

Expected results of intraschool control:

Increasing the motivational educational field of students;

Creation of conditions for successful socialization of students and graduates of the school;

Obtaining complete information about the results of educational activities of students;

Operational correction of the teacher's activity in order to form a positive motivation for professional activity;

Achieving the quality of education for students that meets social needs;

Creation of a system organization for the management of the educational process;

Creation of a creative teaching team;

Subjects and objects of pedagogical monitoring.

The subjects of monitoring are all participants in the educational process. The degree of their participation is different, but all of them (teachers, students, parents and the public) receive information and analyze it.

The objects of monitoring are the educational process and its results, personal characteristics of all participants in the educational process, their needs and attitude towards the educational institution.

The sources of information for the HSC are: a lesson, a group of students, a class journal, a student's diary, student notebooks, the thematic planning of the teacher, a work program for the subject, tests, personal files of students.

Ways to collect information: attendance and analysis of lessons, conversations, reports of class teachers in the class, teachers' reports on the subject, teachers' information cards, the use of control sheets, various tables, programs and observation schemes, notebooks and visit logs.

Documentation.

When exercising intra-school control, the following documentation is available:

Intraschool control plan;

Report on the implementation of intra-school control;

Journal of control, certificates, acts of verification.

The main areas of control of educational work are:

Control over the implementation of the law "On Education" and the Charter of the school;

Documentation control;

Monitoring the work of teaching staff;

Monitoring the state of knowledge, skills and abilities of students;

Monitoring the state of teaching academic disciplines;

Control over the methodological work and innovative activities of teachers;

Monitoring the implementation of the Federal State Educational Standard;

Control of preparation for the state final certification;

Control of the material and technical base,

Supervision of work with students and their parents,

Control of out-of-class and out-of-school educational work.

Monitoring of educational achievements of students of our school includes:

The following types of knowledge control are used in the HSC plan:
- current;
- thematic;
- personal;
- class-generalizing;
- operational;
- final.

During the control, various methods are used:

Conversation;
- observation;
- study of documentation;
- oral and written surveys;
- testing;
- questioning.

For all areas of control, specific measures were planned for each month, and reports, certificates, information, etc. were compiled based on the results of each control. All of the above documentation, as the control measures were completed, was compiled and folded into a separate cumulative folder “Intra-school control, 2016-2017 academic year”.

So, in the direction of quality control of knowledge, skills and abilities of students, the readiness of students for school, adaptation of grades 1, 5 and socialization of grade 10 to school conditions, the formation of general educational skills and abilities of students, work with underachieving and weakly successful children, the effectiveness of the use of various forms and methods of work on the development of practical skills of students was studied, the implementation of curricula was checked, the readiness of materials for intermediate certification of students and the level of preparedness of graduates for passing the Unified State Exam and GIA-9 were checked.

Analyzing the work performed, it can be noted that the formation of general educational skills and abilities is at a satisfactory level, the analysis of the work carried out as part of the intermediate certification showed that most students successfully master the school material, the curricula were carried out by teachers in accordance with the calendar and thematic plans, deviations from the plans occurred due to weekend holidays; Graduates of the 9th and 11th grade go to the GIA, their educational process ends a week earlier than in the transfer classes.

In the absence of paper class journals in the 2016-2017 academic year, filling in electronic journals was submitted for control. The timely recording of the topic of the lessons conducted, the marking in the current academic performance for quarters, six months, a year and the evaluation of the results of the intermediate certification were checked. When controlling the maintenance of school documentation, the quality of filling out the journals at the beginning of the school year and at the end of each quarter, checking the journals of optional and circle work, the quality of keeping diaries of students, the quality of keeping workbooks and control notebooks in subjects, filling out personal files of students were checked. It should be noted that the magazines were filled out by teachers in a timely manner, however, there were some comments about individual teachers. Those comments that could be eliminated were eliminated in a timely manner. Workbooks and control notebooks are kept in most cases neatly by students, the identified comments and suggestions for elimination are reflected in the control certificates. By checking the diaries of students, one can note the untimely completion, not all current grades are put in the diaries. All teachers have learned to work with electronic journals, but technical problems often arise: lack of Internet, low download speed, access to the site is closed due to troubleshooting.

To monitor the state of teaching subjects, the school administration organized a visit to the lessons of school teachers in order to check the implementation of the Federal State Educational Standard, the readiness of students to participate in subject Olympiads in academic subjects, the readiness of graduates for final certification and monitoring the quality of education in primary school, passing intermediate certification, including self-education. For the 2016 - 2017 academic year visited:

Headmaster _______________ - 23 lessons and 13 activities, total - 36

Deputy Director for OWRM ________________ - 62 lessons and 37 activities, total - 99

Deputy Director for WRM _________________ - 8 lessons and 75 activities, total - 83

Deputy Director for CEO ___________________ - 44 lessons and 38 activities, total - 82

The total number of lessons, classes and events attended by managers

MBOU "_______________ secondary school" for the 2016 - 2017 academic year - 300

Based on the results of this form of control, an analysis of the lessons was compiled and the results were reflected in the certificate on the results of control. It should be noted that teachers conduct their lessons methodically competently, use various technologies and forms of conducting lessons. Based on the results of trial exams, school, municipal and regional olympiads, intermediate certification, there are protocols with the results of the test.

When monitoring the work of teaching staff, work programs in subjects, thematic plans of teachers were checked, their work within the Ministry of Defense was checked, materials for intermediate certification compiled by teachers were checked. Control was exercised over the effective use of equipment in the classrooms of physics, chemistry and biology, the effective use of ICT. The work programs of teachers meet the requirements, the materials for the intermediate certification are compiled correctly.

When monitoring extracurricular and extracurricular work, group work at school was checked, work was checked on the preparation and conduct of various school events, including the holding of the All-Russian Olympiad for schoolchildren at the level of the school, district, region. Based on the results, it should be noted that the circle work at the school was carried out during the year at a good level: all circle classes were carried out according to the schedule. The students regularly attended circle classes, the magazines of circle classes were filled out regularly. School activities were interesting, original, students and teachers actively participated. All required paperwork was completed on time.

In the direction of "work with students and their parents", the students' attendance at classes, compliance with the regulations on appearance were checked daily. Parent meetings, class hours and school-wide events were also supervised. In general, students regularly attended school, the administration constantly monitored lateness to classes, missed classes, the appearance of students, comments were reflected in the duty log, individual conversations were held with violators and summons to a meeting of the Preventive Council. On these issues, the school administration carried out active explanatory work with students and parents, in difficult situations they sent petitions to the commission under the District Administration.

During the academic year, the organization of individual education of children at home was constantly checked, control over the conduct of intermediate certification of children engaged in the development of basic general education programs in the form of family education - no comments. In addition, control was exercised over the activities of the Ministry of Defense, the work of the methodological council and the conduct of methodological work at the school.

The results of the HSC were discussed at meetings with the director, pedagogical councils. An analysis of the available materials makes it possible to judge the learning opportunities of schoolchildren and purposefully carry out corrective work. Monitoring of educational and educational activities provides the school administration with the necessary objective information, allows you to correlate the results with the tasks set, adjust management activities, establish cause-and-effect relationships that allow you to formulate conclusions and recommendations for the further development of the school, ensure further improvement of the educational process in accordance with the objectives of the development program schools, taking into account the individual characteristics of student learning, their interests, educational opportunities, health status.

In general, based on the results of intra-school control for the 2016-2017 academic year, it is fair to note that the activities of the teaching staff were carried out in accordance with the Law of the Russian Federation "On Education", the Model Regulations on General Education Institutions, the Charter of the School, the Regulations on Intermediate and Final Attestation and local acts of the school . The identified shortcomings have been analyzed and will be taken into account when drawing up a schedule of intra-school control for the next year.

Deputy Director for OIA _____________ (full name)

Material overview

Material overview

INTRASCHOOL CONTROL.BASIC REQUIREMENTS AND METHODOLOGICALRECOMMENDATIONS FOR DEVELOPING IN-SCHOOL CONTROL

Currently, in Russian education, there is an intensive change in ideas about the school as an object of management. The object of management in science is understood as what the actions of the subjects of management are aimed at, in relation to which management decisions are made. Therefore, the head of an educational organization (as a subject of management) requires deep and versatile knowledge of the object and the constant growth and enrichment of this knowledge.

If earlier the object of management at school was the educational process, then in the modern period of time the idea of ​​an educational organization as a special kind of social organization, which has all the features of such an organization, has become dominant:

The presence of an internal environment

Orientation to meet the specific needs of students in achieving external and internal goals,

Organizational structure and organizational culture,

Interaction with the external environment, etc.

Such a complex and multifaceted process as school education must be controlled. For this, there is intra-school control - the activity of the school administration, aimed at obtaining and analyzing information about deviations from a given management program in order to make a certain management decision. In other words, it can be said that intra-school control is aimed at studying the actual level of education, upbringing and development of schoolchildren of various age groups, comparing this level with the planned one, and identifying the degree and causes of the discrepancy.

Knowledge of the actual state of affairs in the school, information about what will happen in the activities of the school team and its leaders, make it possible to evaluate the effectiveness of intra-school management and all managerial influences, the correctness of the choice and the effectiveness of the decisions made and implemented. Based on this, it becomes possible to make new decisions and organize their implementation.

So, there is no doubt that control at school is always necessary, but what should it be like today?

First of all, in order to increase the effectiveness of intra-school control, the most important conditions for its rational organization, which follow from the general principles and provisions of the theory and practice of pedagogical management, should be met.

Generalization defines the main areas of activity that are subject to control in the first place, and rejects traditional ideas that control should be exercised in an equal amount in all areas. This desire can give rise to a contradiction, because the wider the content of control, the lower the quality of the information received.

Integration unites the efforts of all participants in the educational process and public organizations in the implementation of control based on the priority of the right of the head of the educational organization to coordinate this control.

The humanization of the system of relations requires the establishment in the process of control of relations of mutual respect and understanding between all participants in the educational process. This is dictated by the need to move from subject-object relations to subject-subject relations, which allows the leader to focus on unlocking the creative potential of teachers.

Individualization allows, when organizing control, to take into account the individuality of each creative person in order to create the necessary conditions for its self-expression. It is no secret that in pedagogical activity the results of labor depend on the unity of the entire team with a pronounced individuality of each teacher. Therefore, ignorance by the head of the characteristics of the personality of each teacher can lead to a violation of mutual understanding and, even, to conflict.

Differentiation involves the implementation of a different level of control for individual groups of the teaching staff, showing consistently high learning outcomes or, conversely, having problems in learning. The implementation of this condition contributes to the transition of teachers who achieve high results in teaching to self-control, i.e. activity in full trust mode.

Such teachers can be involved in intra-school control as a subject of control.

In order for intra-school control to be effective and of high quality, it is important to comply with the general requirements for the organization of intra-school control and to know its basic principles.

1. REQUIREMENTS FOR THE ORGANIZATION OF THE HSC

Expediency (control should be those aspects of the educational process that require improvement, change, etc.);

Systematicity (regular control);

Objectivity (verification of teacher performance based on agreed criteria);

Efficiency (the results of control should lead to positive changes);

The competence of the inspector (the ability of the head of the school not only skillfully, with knowledge of the matter to reveal the shortcomings of the educational process, but also to find positive achievements in the work of teachers and students, identify the causes of shortcomings, personally manage their elimination, carefully teach, generalize and introduce everything new and advanced.

The peculiarity of intra-school control lies in its influence on the personality of the teacher. If this is a young teacher, control affects his development, if the teacher is experienced, it affects the strengthening of his professional position and authority in the school. That is why in the implementation of control an important role is played by such qualities as the professionalism and competence of the inspector (ie the subject of control).

2. PRINCIPLES OF HSC

Scientific (the team should be aware of the criteria for evaluating the results of their work);

Planned (control should be regular and planned);

Identification of the main link (no need to strive to control everything, it is better to focus on the most important points, taking into account the characteristics of the contingent, the level of intellectual development and education, motivation for learning);

Relevance (there should be no uncontrolled areas of work);

3. FUNCTIONS OF HSC

Information and analytical;

Control and diagnostic;

Corrective-regulatory;

Stimulating.

Intra-school control in the form of scheduled or operational inspections, monitoring, administrative work, etc. is carried out in accordance with the approved plan of the HSC, which ensures the frequency of control and eliminates its irrational duplication.

The HSC plan is a module of the school work plan and is drawn up at the end of the academic year. The teaching staff gets acquainted with the HSC plan at the August pedagogical council or at a meeting with the director.

4. TASKS OF HSC

Creation of favorable conditions for the development of an educational institution;

Ensuring the interaction of the control and managed systems;

Ensuring a combination of administrative control with introspection and self-control of the participants in the pedagogical process;

Ensuring a combination of intra-school control with state-public expertise and external evaluation of the activities of educational institutions;

Creation of an information data bank on the work of each teacher.

5. STAGES OF CONTROL

Inside the school control is carried out in the following stages:

goal setting;

The choice of the object of control;

Definition of the subject of control;

Collection and processing of information;

Summing up the results of control;

Let us consider in more detail the stages and managerial actions during the conduct of school control.

5.1. goal setting

The goals of control can be organizational and pedagogical, pedagogical, psychological. The choice of control objectives depends on the general tasks solved in the institution, on an objective assessment of the educational process, on the skill level of the teaching staff, on the duration of work of school leaders in this team, and other factors. The more fully various factors are taken into account when setting control goals, the more effective the control itself will be.

The main goal of the HSC is:

To establish the compliance of the functioning and development of the pedagogical system of an educational institution with the requirements of the state educational standard with the establishment of cause-and-effect relationships, allowing to formulate conclusions and recommendations for further improvement of the educational process.

Goals of the HSC at the present stage:

Get information about the state of affairs in the school as a whole, or in a narrow area of ​​​​work;

Assess the state of the UVP in the school based on the analysis of the information received, taking into account the requirements for the school today; evaluate the results of whether r. adopted by school leaders or individual teachers;

Assess the level of compliance of students' educational preparation with basic requirements;

To identify the causes of difficulties and shortcomings that occur in any link of the WRM of the OS;

To study the positive experience of teachers in order to familiarize the whole team with it;

To formulate conclusions about the further work of the leaders and members of the teaching staff;

To prevent deviations of the actual state of the UVP from the planned one.

5.2. Selection of the object of control

Organizational and pedagogical conditions for the successful work of the school;

The state of the educational process;

Methodical work;

The state of educational work;

Experimental work;

The quality and effectiveness of teachers.

Each of these objects is a complex pedagogical phenomenon and can be divided into smaller elements. Accordingly, the controlling activity can be aimed at studying both the integral object and its individual parts. For example, monitoring the state of the educational process can be carried out in the following areas:

Control over the implementation of general education;

Monitoring the state of teaching subjects:

a) organization of repetition at the beginning and at the end of the year;

b) adaptation of students to new subjects;

Monitoring the level of knowledge of the skills and abilities of students:

b) preparation for the final certification;

Control over school documentation;

Control over the work of teaching staff:

a) young professionals;

b) certification, advanced training;

c) exchange of experience;

d) m / o work.

Monitoring the implementation of general education can be carried out in the following areas:

class attendance;

Work with students of the "risk group" (the state of the survey, class attendance, attendance of individual and group classes in the afternoon, etc.);

Working with highly motivated students; in homeschooling;

Family learning;

external student;

Providing students with textbooks and hot meals.

The following types of documents are used to control the maintenance of school records:

Cool magazines;

Journals of the hours of the component of the educational institution;

Home learning journals;

Notebooks of students (for control, laboratory, practical work, work on the development of speech, workbooks);

Personal files of students;

Student diaries;

Thematic and calendar plans of teachers.

Methodological work is one of the main activities of an educational organization. When monitoring the state of methodological work, the following elements are taken into account:

Certification of members of the teaching staff;

Improving the qualifications of school employees;

mentoring;

The work of methodological associations (implementation of the work plan, organization and conduct of subject weeks, preparation and holding of conferences, competitions, the quality of extracurricular work on the subject, the participation of children in district and city subject Olympiads, intellectual marathons, work to prepare students for the Unified State Examination and State Academic Examination. Monitoring learning in subjects, etc., work on a single methodological theme, self-education of teachers).

Experimental and research work is one of the main types of educational activities of an educational institution. It is organized and conducted in accordance with the current guidelines. When monitoring the state of experimental work at school, the following are taken into account:

Research activities of students;

Research activities of teachers;

Results of experimental work and innovation.

5.3. The choice of the subject of control

The subjects of control, as a rule, are members of the school administration: director, deputy directors. Assistance in carrying out control can also be provided by the chairmen of methodological associations, class teachers and experienced teachers.

6. TYPES, FORMS AND METHODS OF CONTROL

After carrying out preliminary work (defining the goal, object, subject of control), you can go directly to the implementation of control.

Speaking about intraschool control, it is necessary to distinguish between types, forms and methods of control.

The type of control is a set of forms, methods, means, objects of control, d o goals and objectives. In appearance, intra-school control is frontal and thematic.

Frontal control is carried out no more than two or three times a year with the aim of simultaneously comprehensively checking the control object as a whole (methodical work, educational work, experimental work, etc.) or a separate unit (work of methodological association, parallel classes, etc.). ). So, for example, if the work of a methodological association is put on frontal control, then all aspects of its activities are checked: extracurricular work on the subject, generalization of the best practices of colleagues, monitoring of learning in subjects, etc. If frontal control is carried out over the work of an individual teacher, then it is supposed to study his experience both as a subject teacher, and as a class teacher, and as an organizer of extracurricular work on the subject. Such control, as a rule, is carried out during teacher certification.

The frontal type of control allows the leader to obtain broad information and, on this basis, to conduct a deep pedagogical analysis of the state of affairs on a specific issue.

Thematic control is carried out throughout the academic year with the aim of in-depth study of the control object and obtaining information about its condition.

The object of thematic control can be one teacher, methodological association, the quality of students' knowledge on a particular topic, the formation of skills and abilities in the classroom, etc. An in-depth study of a particular issue allows the school administration to make a well-thought-out management decision in order to improve this issue.

Thematic control is carried out at any time of the academic year. The subjects of such control may be the administration, a public organization, chairmen of methodical associations.

Based on the results of the control, a certificate is issued, an interview, a meeting is held, methodological recommendations or analytical materials are drawn up.

We offer the following structure of the certificate based on the results of frontal or thematic control:

1) Regulatory part. It is indicated on the basis of which the control was carried out (according to the HSC, on the basis of an order, etc.).

2) Information part. Indication of the object that was controlled, the timing of control, the goals and objectives of control, the composition of the inspectors, the amount of work done.

3) The ascertaining part. It is indicated what was revealed during the control (results of the audit with an indication of the reasons for the identified shortcomings).

4) Conclusions, proposals based on the results of the control, specific recommendations (for example, “repeated control should be carried out then” or “repeated control is not needed”).

A form of control is a way of organizing control. In the form of intra-school control is:

Classy-generalizing;

Thematically generalizing;

Subject-generalizing;

overview;

Personal.

The control method is a way of practical implementation of control to achieve the goal. There are the following control methods:

Observation;

Written knowledge test;

Oral knowledge test;

Testing;

Questioning;

Checking documentation;

Conversation.

Our school adopted the following HSC scheme, consisting of 6 sections:

-direction, which includes (control over the implementation of general education, control of the ZUN of students, control over the state of teaching subjects, control over school documentation, control over methodological and educational work);

-object of control;

- purpose of control;

- type of control;

-responsible;

- control result.

According to the frequency in our school HSC happens:

episodic(in a certain month of the academic year, quarter), for example, adaptation of grade 1 in December, grade 10 in January, grade 5 in October;

and periodic(daily, weekly).

In the HSC, the following forms of control can be distinguished: - administrative(initiator and organizer – administration);

- mutual control(the initiator is the administration, and the organizer is the teacher, leader of the Moscow Region);

-self-control(initiator and organizer-teacher).

These forms are divided into:

-class-generalizing(in our school, this form is traditionally used in grades 1, 5, 10, depending on the problem in another class). To carry out such control, a certain system has been developed that studies the behavior of students, their activity in the classroom, relationships, the level of assimilation of ZUN is checked, if this is grade 1, then the level of development. The inspectors are the administration, class leader, social teacher, and a psychologist, if he is at the school.

- frontal control or subject we use to study the state of teaching a subject due to either a very low or high quality of knowledge, or teaching a new subject, such as this academic year is MHC;.

Thematic control the most common and takes place with a specific problem, for example, forms and methods of teaching students' independent activities.

-personal control we use to provide methodological assistance, to study the System of work. For example, in the last academic year, the study of the system of work of a biology teacher in introducing ICT into the educational process, this academic year, the state of teaching life safety, because. teaching is carried out by a young teacher.

The effectiveness of HSC depends on the right methods. The following are popular in our school:

Observation, analysis, conversation, study of documentation, questioning, oral or written knowledge testing, identification of the level of training.

In any school there are teachers whose competence, conscientiousness and self-criticism have been tested by practice. We involve such teachers, as well as the leaders of the School of Education, in the conduct of the Higher School of Education, for example, on such issues as the knowledge of the requirements of the standard, programs (head of the School of International Relations), evaluation of the work of the Cl of the hands on the creation of the "Portfolio", control of school documentation.

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Organization of the intra-school control system in MBOU secondary school No. 5

The complex processes taking place in a modern school cannot proceed without analyzing the results, evaluating and self-evaluating the work of a teacher, students, parents, heads of educational institutions as a single school community. Each head and his deputy should have a clear idea of ​​how the school is developing, how the educational process is being improved. In other words, we need awareness about all spheres of life and activity, we need constant feedback. Complete reliable information can be obtained only with the help of a well-established HSC.

There is no unambiguous interpretation of the essence and purpose of the HSC either in theory or in practice today.

Yu.A. Konarzhevsky believes that the HSC performs the most important managerial function, which is directly related to the function of analysis and goal setting.

P.I. Tretyakov considers the HSC as a joint activity of school leaders with the teaching staff and representatives of public organizations to promote the development of the educational work of the school on a diagnostic basis. In our school, we consider HSC as a conscious, purposeful activity of the school administration, aimed at obtaining objective information about the state of the pedagogical process in the school, establishing compliance and correction.

HSC is carried out in a certain sequence:

Justification of the check;

goal setting;

Development of an algorithm for the upcoming verification;

Collection and processing of information based on the results of the check in the certificate;

Discussion of the results of the audit;

Making an appropriate decision;

Verification of the implementation of the solution, if necessary, then correction.

Our school adopted the following HSC scheme, consisting of 6 sections:

Direction , which includes (control over the implementation of general education, control of the ZUN of students, control over the state of teaching subjects, control over school documentation, control over methodological and educational work);

- object of control;

Purpose of control;

Type of control;

Responsible;

Control result.

For example, April: direction-control of ZUN students,

object - training copies in the form of the exam for grade 11 and in a new form for grade 9,

the goal is to analyze the effectiveness of student learning,

View - preliminary,

Responsible - deputy director for water resources management, leader of the ShMO;

performance-reference, meeting with the director.

According to the frequency in our school HSC happens:

episodic (in a certain month of the academic year, quarter), for example, adaptation of grade 1 in December, grade 10 in January, grade 5 in October;

and periodic (daily, weekly) For example, student attendance.

In the HSC, the following forms of control can be distinguished: -administrative(initiator and organizer – administration);

mutual control (the initiator is the administration, and the organizer is the teacher, leader of the Moscow Region);

self control (initiator and organizer-teacher).

These forms are divided into:

- class-generalizing.in our school, this form is traditionally used in grades 1, 5, 10, depending on the problem in another class. To carry out such control, a certain system has been developed that studies the behavior of students, their activity in the classroom, relationships, the level of assimilation of ZUN is checked, if this is grade 1, then the level of development. The inspectors are the administration, class leader, social teacher, and a psychologist, if he is at the school.

Front controlor subject we use to study the state of teaching a subject due to either a very low or high quality of knowledge, or teaching a new subject, such as this academic year is MHC;.

Thematic controlthe most common and takes place with a specific problem, for example, forms and methods of teaching students' independent activities.

- personal controlwe use to provide methodological assistance, to study the System of work. For example, in the last academic year, the study of the system of work of a biology teacher in introducing ICT into the educational process, this academic year, the state of teaching life safety, because. teaching is carried out by a young teacher.

The effectiveness of HSC depends on the right methods. The following are popular in our school:

Observation, analysis, conversation, study of documentation, questioning, oral or written knowledge testing, identification of the level of training.

In any school there are teachers whose competence, conscientiousness and self-criticism have been tested by practice. We involve such teachers, as well as the leaders of the School of Education, in the conduct of the Higher School of Education, for example, on such issues as the knowledge of the requirements of the standard, programs (head of the School of International Relations), evaluation of the work of the Cl of the hands on the creation of the "Portfolio", control of school documentation.

I believe that it is necessary not only to ask the teacher, but also to trust him in matters of diagnosis and analysis. Participation in the HSC only administration reduces its effectiveness.

HSC planning is one of the largest sections of the annual plan and is a system of activities aimed at achieving the optimal level of functioning and development of the school. We plan HSC based on the identified problems. The monitoring that I conduct is of great help in this.

The effectiveness of control depends on the rational distribution of time, focus on results, the selection of methods taking into account the human factor, relations between participants in the educational process, and the development of teachers' professionalism.

HSC is carried out only with full publicity, awareness of all participants. Therefore, the HSC plan is placed in the teacher's room, but not for the whole year, but for a quarter, because there is no place to place it completely for the whole year. The plan is in the office of the deputy director and any teacher can read it. During the academic year, the plan is constantly adjusted, because. reasons are different. The practical manual “Modern School Management” helps me a lot in organizing control, authors: V.I. Migal, E.A. Migal.

In addition, there are a lot of books in any school, as well as the magazine "Head teacher", No. 4-2004, No. 4, 6 -2003, "The practice of administrative work." You can also use the Internet.

And in conclusion, I would like to advise: when planning the HSC, set meaningful, achievable standards. Avoid excessive control and reward achievement.


 


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