Analysis of an educational specialized institution. Analysis of the activities of an educational organization
The operating mode of an institution can be a functioning mode or a development mode.
Mode functioning involves constantly maintaining all areas of activity at a level “no worse than the previous one.” It is not typical for an institution operating in operating mode to develop and implement new areas of work. It is clear that in modern conditions such a mode of operation is practically impossible. Given the rapidly changing living conditions, educational institutions are forced to constantly monitor changes in socio-economic life and design changes in all areas of the educational institution’s activities.
Mode development assumes that every step in the work of the institution is analyzed and, based on the results of this analysis, further work is carried out, which involves constant development.
Activity analysis is a school management function aimed at studying the state and development trends, objectively assessing educational results and developing, on its basis, recommendations for streamlining the system, optimizing it or moving it to a higher quality level.
In the teaching staff of an educational institution that has chosen the development mode, there is a constant analysis of activities and, based on its results, on the basis of constant communication, obtaining new information, a diagnosis of the current state of affairs is carried out.
Pedagogical analysis solves not only technical problems, but contributes to the development of each teacher individually. Properly organized pedagogical analysis affects the level of teaching, and therefore the quality of education. Pedagogical analysis is one of the control methods, where, as a result of observation, the activities of all participants in the educational process are assessed.
The effectiveness of pedagogical analysis will depend on purposefulness, objectivity, mass participation, and systematicity. Maintaining monitoring of pedagogical analysis will directly affect its effectiveness and will give the team knowledge about different aspects of the school’s activities.
Studying the progress and state of the most important aspects of the educational process;
Studying the final indicators of students’ diagnostic work;
Studying the work of teachers;
Studying the work of methodological associations;
Studying the work of creative groups of teachers;
Subject of pedagogical analysis:
Studying the activities of teachers in various areas of their activities (increasing their scientific, professional, technological, methodological, cultural level);
Quality of teaching;
Quality of organization of the educational process;
The quality of subject, supra-subject, meta-subject knowledge and skills of students;
Pedagogical analysis can be thematic, current (operational) and final.
Pedagogical analysis is carried out according to the following scheme:
Definition of the object of analysis:
Defining its purpose;
Formation of a working hypothesis and plan;
Organization of information collection;
Identification of factors influencing the object of analysis, establishing the causes caused by these factors;
Summarizing thematic analysis materials, formulating conclusions and proposals:
Presentation of results (the materials of the analytical report must necessarily contain answers to the questions Who, What. When, Where, How and Why).
The final analysis is an assessment of the quality of the educational process for a quarter, trimester, year.
The goal is to evaluate the school’s activities and, based on the findings, develop recommendations for improving further work.
Building a block of goals for the next academic year.
· assessment of the quality of teaching;
· assessment of the quality of training;
· assessment of students' abilities and cognitive interests;
· assessment of the level of education;
· assessing the effectiveness of students’ interaction with society;
· assessment of interaction with parents:
Current or operational analysis is aimed at collecting information about the state of the educational process (per day, per week, per month, for a certain subject, also for a certain period of time). This analysis is based on visiting lessons, extracurricular activities, testing, interviews, conversations with teachers, parents, and students.
Current control includes:
Evaluation of student work
Identifying deviations from studying the standard;
Establishing the reasons for deviations from the state standard.
The results of ongoing monitoring are recorded in certificates, reports, memos, and in some cases in notifications.
It is assumed that the result of ongoing monitoring will be a prompt response from the administration to qualitatively improve matters and make organizational conclusions.
For those who conduct pedagogical analysis, it is useful to answer the questions at the end of each stage:
What's happened?
What new has been done?
How can this new thing be applied in the future?
What learning points from the analysis can be identified and applied in future work?
What helped me and what hindered me in this process of analysis?
What obvious shortcomings in the organization of work do I see?
What can be done to intensify pedagogical analysis?
What was important, essential for me? (Problem, discovery, unexpected situation).
What decisions do I need to make about this?
Who can I teach pedagogical analysis techniques?
Pedagogical analysis is a systematic approach to studying the educational process, monitoring its quality, and compliance with state standards
Self-analysis of activitiesMunicipal budgetary educational institution
Polovinsky secondary school
located at the address: Tyumen region, Khanty-Mansiysk Autonomous Okrug - Yugra, Kondinsky district, Polovinka village, st. Komsomolskaya, 12.
The analysis of the activities of the educational institution was carried out in the following areas:
organizational and legal support for the activities of an educational institution;
right of ownership, use of material and technical base;
the structure of the educational institution and its management system;
content of educational activities;
methodological and research activities;
staffing;
welfare provision for students and employees;
results of activities of a general education institution;
intra-school control;
prospects for the development of an educational institution.
As a result of self-analysis, the following results were obtained.
1.Organizational and legal support for the activities of an educational institution.
The municipal budgetary educational institution Polovinka Secondary School operates on the basis of the Law of the Russian Federation “On Education”, the standard Regulations on a general educational institution, approved by the Decree of the Government of the Russian Federation dated March 19, 2001. No. 196, Federal Program for the Development of Education, approved on April 10, 2000. No. 51-FZ, Concept of modernization of education for the period until 2010, Law of the Khanty-Mansiysk Autonomous Okrug “On the fundamentals of the education system in the Khanty-Mansiysk Autonomous Okrug”, approved on November 9, 1999. No. 70-oz, Program for the development of the education system of Khanty-Mansiysk, and other normative and methodological documents of the Committee on Education and the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug, School Development Program, School Charter and local acts of the school.
In his activities The municipal budgetary educational institution Polovinka secondary school implements the following articles of the Law of the Russian Federation “On Education”:
legal status of a comprehensive school (Articles 12, 34);
legal regulation of educational activities of the school (Articles 2, 8, 9, 10, 11, 14, 15, 16, 17, 19, 26, 27, 32, 57);
organization of school work, financing and material equipment (Article 13);
rights and obligations of participants in the educational process (Articles 5, 6, 16, 50, 51, 52);
legal regulation of the work of school employees (Articles 53, 54, 55, 56);
organization of supervision, control and inspection of the activities of secondary schools (Articles 35, 37, 38).
certificate of state accreditation AA 181098. Registration No. 1493 dated May 29, 2006;
certificate of entry into the Unified State Register of Legal Entities. Series 86 No. 000118406 dated December 11, 2002;
certificate of registration of a legal entity with the tax authority at its location in the Russian Federation. Series 86 No. 001844040; OGRN 1028601395008; INN/KPP 8616006011/861601001;
the charter of the municipal budgetary educational institution Polovinka Secondary School (new edition), approved by order of the Education Department of the Administration of the Kondinsky District No. 511 dated 08/02/2010; by order of the Committee for Municipal Property Management of the Kondinsky District Administration No. 478 dated 08/02/2010.
license (with attachment) series A No. 318036. Registration number 1496 dated November 10, 2010.
Collective agreement
Internal labor regulations
Regulations on the School Council
Regulations on the General Meeting of the Labor Collective;
Regulations on the Governing Council
Regulations on the Pedagogical Council
Regulations on the expert commission for examining the value of documents
Regulations on the School-wide Parents Committee
Regulations on the school-wide meeting;
Regulations on the commission for certification of teaching staff
Regulations on the expert group for certification of teaching staff
Regulations on the labor dispute commission
Regulations on the methodological association of teachers
Regulations on the methodological council
Regulations on the organization of innovative activities
Regulations on the certification commission for conducting state (final) certification of graduates
Regulations on the organization of methodological work
Regulations on the psychological - medical - pedagogical council
Regulations on the logopunkt
Regulations on the procedure for examination, approval and storage of materials of state (final) certification of graduates of grades 9 and 11
Regulations on holding extracurricular and school-wide events and competitions
Regulations on holding school subject Olympiads
Regulations on the study room
Regulations on inspection of offices
Regulations on the Crime Prevention Council
Regulations on the procedure for providing paid additional educational services
Regulations on remuneration
Regulations on the procedure for distributing the incentive part of the wage fund
Regulations on the conflict commission during the state (final) certification of graduates
Regulations on the conflict commission for resolving disputes between participants in the educational process
Regulations on student incentives
Regulations on intra-school control
Regulations on intermediate certification of students and forms of its implementation
Rules of conduct for students
Regulations on the school library
Regulations on the procedure for creating, updating and using the educational fund
Regulations on the school museum
Regulations on the day camp for children
Regulations on individual education of students at home
Regulations on compensatory training classes
Regulations on special (correctional) classes
Regulations on elective courses
Regulations on the Scientific Society of School Students
Regulations on the organization of duty at the School
Regulations on the organization of meals in the school canteen
Regulations on public children's associations
Regulations on the Council of High School Students;
Regulations on the formation and preservation of the contingent of students and pupils
Regulations on the school competition “Teacher of the Year”
Regulations on the scientific and practical conference
Provisions on obtaining general education in the form of external studies, correspondence courses, family education, self-education
Rules for admitting students to the School
Regulations on the extended day group
Regulations on the class teacher
Regulations on school uniforms
Regulations on the procedure and grounds for expulsion of students
Regulations on internal school registration of students
Regulations on the Labor Safety Commission
Regulations on the School website
Regulations on short-stay groups
Regulations on the School Council on the regulation of access to information on the Internet
Rules for using the Internet
Regulations on the procedure for admitting pupils to the preschool group of the School
Regulations on the organization of work on labor protection, safety and fire safety
2. Right of ownership and use of material and technical base.
The municipal budgetary educational institution Polovinka secondary school has documents for the right to use the building:
certificate of state registration of rights (MDOU premises) 86 AB 054405. Registration number 86-86-17/006/2010-566 dated September 02, 2010;
certificate of state registration of rights (school premises) 86 AB 054404. Registration number 86-72-28/005/2008-272 dated April 25, 2008;
d Agreement No. 47/02 on securing municipal property under the right of operational management dated January 1, 2002.
The territorial department of the territorial Office of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in the Khanty-Mansi Autonomous Okrug-Yugra in the Kondinsky district sanitary and epidemiological conclusion dated March 24, 2008 No. 86.KR.04.000.M.000196.03.08 “On compliance with state sanitary -epidemiological rules and regulations”;
State Fire Supervision by the Main Directorate of the Ministry of the Russian Federation for Civil Defense, Emergency Situations and Disaster Relief for the Khanty-Mansiysk Autonomous Okrug-Ugra conclusion on the possibility of fulfilling licensing requirements and conditions dated February 18, 2008 No. 54/5;
Act on checking the readiness of a municipal budgetary educational institution for the 2010-2011 academic year dated August 11, 2010, based on the order of the Education Department dated July 21, 2010 No. 490 “On the admission of educational institutions for the 2010-2011 academic year.”
The school has sufficient information and technical equipment to carry out the educational process.
To organize the educational process, there is the required number of classrooms - 19, including 1 foreign language classroom, 1 computer science classroom, 1 physics classroom, 1 chemistry classroom, 1 biology classroom, 1 fine arts classroom, 1 life safety classroom, equipped technical workshops and service labor. There is a dining room with 60 seats, an assembly hall, and a library with a reading room.
Physical education lessons are held in the gym and on the sports ground.
To ensure the educational process, the school has a sufficient list of educational visual aids and educational equipment. All offices are sufficiently equipped. Digital laboratories for physics and biology were purchased. The school administration is planning to equip the school with technical teaching aids.
The school has:
| List of used educational equipment | Quantity |
| TV | 7 |
| Record player | 3 |
| Video recorder | 5 |
| Computers | 19 |
| Laptops | 5 |
| Music Center | 2 |
| Multimedia projector | 5 |
| Camcorder | 2 |
| Musical equipment (set) | 2 |
| Xerox | 5 |
| Scanner | 3 |
| Printer | 9 |
| Camera | 2 |
| Fax | 2 |
| Modem | 2 |
| interactive board | 2 |
| Set of equipment for a physics classroom | 1 |
| Set of equipment for biology classroom | 1 |
| Set of equipment for the chemistry laboratory | available |
| Set of equipment for the geography classroom | available |
| Set of equipment for life safety room | available |
| Equipment set for technology room | available |
| Set of equipment for a gym | available |
Analysis of the specifics of the educational institution, goals and objectives
Goals and objectives of the MBOU "Rylsk Secondary School No. 4"
The main goals are:
Formation of a general personal culture of students based on mastering the mandatory minimum content of general education, their adaptation to life in society;
Creating a basis for informed choice and subsequent mastery of professional programs;
Formation of a healthy lifestyle.
The main objectives are to create conditions:
Guaranteeing the protection and promotion of the health of students.
For the development of personality, its self-realization and self-determination.
To develop a modern level of knowledge among students.
To instill citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and family.
For an informed choice of profession.
Characteristics of socio-demographic characteristics of the contingent of families
MBOU "Rylsk Secondary School No. 4" is located in the city of Rylsk, Kursk region. Classes at the school are held in two shifts, the duration of classes is 45 minutes. The total number of students is 1078 students.
To date:
Two-parent families - 817;
Single-parent families - 270, of which: single mothers - 27; divorced 203; families of widows and widowers - 40;
Families with disabled children - 8;
Guardian families - 7;
Families where parents are disabled - 16;
Large families - 15;
Families of those killed in peacetime - 2;
Families of refugees and internally displaced persons - 1;
Families registered with the inspection - 2.
The social composition of parents is quite diverse: workers 32%, office workers 17%, military personnel 12%, unemployed 20%, private entrepreneurs 18%, pensioners 1%.
Educational level of parents: higher education 40%, specialized secondary education 33%, secondary education 25%, incomplete secondary education 2%.
The main focus of students on gaining knowledge is to obtain the basis for admission to Russian universities.
The school has created various sections and electives for the personal, physical and intellectual development of schoolchildren.
Analysis of the main directions and forms of work of the psychological service
The goals of the school psychological service are:
Assistance to the administration and teaching staff of the school in creating a social development situation that corresponds to the individuality of students and provides psychological conditions for protecting the health and personal development of students, parents, teaching staff and other participants in the educational process;
Assisting students in acquiring psychological knowledge, skills and abilities necessary to obtain a profession, develop a career, and achieve success in life;
Assisting students in determining their capabilities based on their abilities, inclinations, interests, and health status;
Assisting teachers and parents in educating students
The objectives of the psychological service are:
Psychological analysis of the social development situation, identifying the main problems and determining the causes of their occurrence, ways and means of resolving them;
Promoting the personal and intellectual development of students at every age stage of personality development;
Formation of students’ ability to self-determination and self-development;
Assisting the teaching staff in harmonizing the socio-psychological climate in educational institutions;
Psychological support of educational programs in order to adapt their content and methods of mastering to the intellectual and personal capabilities and characteristics of students;
Prevention and overcoming deviations in social and psychological health, as well as the development of promising ones;
Assistance in providing the activities of teaching staff of educational institutions with scientific and methodological materials and developments in the field of psychology.
The main directions of the school's psychological service:
Psychological diagnostics;
Corrective and developmental work;
Psychological education;
Psychological consultation.
Within the framework of psychological diagnostics, an in-depth psychological and pedagogical study of schoolchildren takes place throughout the entire period of study, the identification of individual characteristics and inclinations of the individual, his potential in the process of education and upbringing, in professional self-determination, as well as the identification of the causes and mechanisms of violations in learning, development, social adaptation. Psychological diagnostics are carried out by specialists both individually and with groups of students.
Diagnostic work is aimed at solving the following problems:
Drawing up a socio-psychological portrait of a schoolchild;
Determining ways and forms of providing assistance to children experiencing difficulties in learning, communication and mental well-being;
The choice of means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication.
The correctional and developmental work of a psychologist includes psychological correction and psychological prevention.
Psychological correction is an active influence on the process of personality formation and the preservation of its individuality, carried out on the basis of the joint activities of educational psychologists, defectologists, speech therapists, doctors, social workers and other specialists.
Psychological prevention - preventing the occurrence of maladjustment phenomena among students in educational institutions, developing specific recommendations for teaching staff and parents to provide assistance in matters of upbringing, training and development.
The goals of correctional and developmental work with students are determined by an understanding of the patterns of their mental development as an active activity process implemented in collaboration with an adult. On this basis, there are three main directions and areas of setting correctional goals:
1. Optimization of the social development situation.
2. Development of the child’s activities.
3. Formation of age-psychological new formations.
Consultative and educational work of a psychologist in schools.
The psychologist's consulting work is carried out in the following areas:
1. Consulting and education of teachers.
2. Consulting and education of parents.
3. Consulting schoolchildren.
Consultation can take the form of actual consultation on issues of education and mental development of the child, as well as in the form of educational work with all participants in the pedagogical process at school.
Psychological education is the formation in students and their parents, in teaching staff of psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of students at each age stage, as well as timely prevention of possible violations in the formation of personality and development of intelligence.
Advisory activity is the provision of assistance to students, their parents, teaching staff and other participants in the educational process in matters of development, education and training through psychological counseling.
Work with students begins with an annual diagnosis of school readiness of children aged 6-7 years in order to identify the level of development of the cognitive, intellectual, speech and social spheres of each child. Primary diagnostics of school readiness makes it possible to identify children with an insufficient level of functional readiness for schooling, and to give necessary and timely recommendations to parents and teachers on the further formation of prerequisites for educational activities.
Every year, a psychologist monitors the adaptation of 1st grade students, which is carried out in the form of attending lessons, observing children’s behavior outside of school hours, and conducting surveys of parents and teachers. This allows for more targeted psychoprophylactic work with parents in the form of individual consultations, conversations, class meetings and, in general, helps to relieve anxiety in children of the first year of education.
Work on adaptation during the transition of students from primary to secondary school is carried out through the following forms and methods:
Diagnostics of the psychological readiness of students for the transition from primary to secondary level and the psychological climate in classroom groups;
Student survey;
Attending classes;
Conducting a seminar for teachers;
Conducting parent meetings.
This approach to organizing the adaptation period at school makes it possible to identify a number of difficulties in students associated with changes in learning conditions and outline ways to overcome them, as well as identify a group of students with an insufficient level of psychological readiness for learning at the secondary level, and develop recommendations for teachers.
The priority areas of work of the school psychological service should include activities aimed at developing the psychological culture of all participants in the educational process and the formation of psychological health. These directions are implemented through the interaction of the psychologist with all participants in the educational process.
In the work of the psychologist, the following documents are used, with which I was familiarized:
1. The basis for the working documentation of a psychologist is the regulatory documents of the Ministry of Education of the Russian Federation: regulations on the service of practical psychology in the education system dated October 22, 1999 No. 636; rights and responsibilities of a school psychologist; psychologist's code of ethics;
2. Job responsibilities (certified by the seal and signature of the director);
3. Various orders, instructions;
4. Psychologist’s work plan. The main document of the psychologist is the annual work plan approved by the school director. It states:
Main types of work in each area of work;
Time of work;
Contingent.
5. Journal of individual consultations. The magazine devotes separate pages to consultations with teachers, parents and students.
6. Results of psychodiagnostic studies. When conducting group psychodiagnostic studies, the psychologist provides a certificate based on the results of the study. It states:
Purpose of the study;
Battery of techniques;
Date of work;
Contingent;
Summary table of results (scores, characteristics, etc.);
7. Individual psychological map of students. The map identifies students who are under systematic supervision. Individual psychological cards of students are filled out during their psychological examination upon admission to school and when students move from one level to another.
Sample card:
1. Full name students, class, group.
2. Full name class leader, educator.
3. Marital status:
a) family composition;
b) living conditions;
c) type of family upbringing
4. The child’s health status (general development, illnesses, deviations).
5. Reasons for registering a child for individual psychological registration.
6. Testing records (with dates).
7. Results of individual consultation and examination.
8. Group work plans. When a psychologist conducts this or that group work of a correctional or educational nature, he has a plan of work with this or that group, agreed upon with the school administration.
9. Psychological conclusion. Issued at the request of the director or higher organizations. The conclusion contains the following points:
On whose initiative the conclusion is issued;
Date, time and place of the study;
Purpose of the study;
The research methods used (the exact scientific names of the methods are given in case of acquaintance with the materials of the expert’s conclusion);
Characteristics of the results (given in a form accessible to a non-specialist, however, all materials of such a study must be preserved in case of possible verification by a specialist);
10. Report on work for the year
The profession of a school psychologist has a number of features. For society, this profession is in its infancy; requests for it do not always correspond to the capabilities of specialists. This creates serious problems for young professionals. A psychologist who comes to work in a school experiences significant difficulties in professional and personal adaptation and cannot fully apply in practice the special knowledge, skills and abilities that are necessary in the educational process. Accordingly, satisfaction with activities for such a specialist is low, which affects the effectiveness of his work.
Most teachers, parents and students have rigid and not always adequate stereotypical ideas about the activities of psychologists.
A very wide range of areas of psychological work in the absence of clear, established algorithms for its organization within the school.
Lack of necessary material for working with participants in the educational process. Another big problem for a school psychologist is that often the school does not provide him with a separate office. In this regard, many difficulties arise. A psychologist must store literature, teaching aids, work papers, and, finally, his personal belongings somewhere. He needs a room for conversations and classes. For some activities, the room must meet certain requirements (for example, be spacious for physical exercise). The psychologist has difficulties with all this. Usually he is allocated the premises that are free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is conducted in one office, and the necessary literature and methods are located in another. Due to the large volume of information processed, it would be desirable for a school psychologist to have a good computer, which the school cannot provide him with. This problem concerns not only young professionals.
During my internship, I encountered a difficulty, from what was listed above - the lack of a special room for conducting psychological work, as well as the lack of decent computer equipment.
“Technology for making management decisions, organizing and holding meetings in educational institutions”
Analysis of educational institution
Diagnosis of problems.
The first step towards solving a problem is a definition or diagnosis, complete and correct. There are two ways to look at the problem. According to one, a problem is a situation when the set goals are not achieved. In other words, you become aware of a problem because something that should have happened does not happen. By doing this, deviations from the norm can be smoothed out. In another way, a problem can also be considered a potential opportunity.
Formulation of constraints and decision criteria The manager must impartially determine the essence of the limitations and only then identify alternatives. Some common constraints are inadequacy of funds, insufficient number of workers with the required qualifications and experience, inability to procure inputs at reasonable prices, extremely intense competition, laws and ethical considerations.
In addition to identifying constraints, the manager needs to determine the standards by which alternative choices will be judged. These standards are usually called decision-making criteria. They act as guidelines for evaluating decisions.
Identifying problem solving options The next stage is the formulation of a set of alternative solutions to the problem. Ideally, it is desirable to identify all possible actions that could eliminate the causes of the problem and thereby enable the organization to achieve its goals. However, in practice, a manager rarely has sufficient knowledge or time to formulate and evaluate each alternative. Moreover, considering a large number of alternatives, even if they are all realistic, often leads to confusion. Therefore, the manager typically limits the number of choices to seriously consider only a few alternatives that seem most desirable.
Only after compiling a list of all ideas should you proceed to evaluate each alternative. When evaluating decisions, the manager determines the merits and demerits of each and the possible overall consequences. It is clear that any alternative comes with some negative aspects. Therefore, almost all important management decisions involve a compromise.
If a model cannot satisfy one or more of the criteria you have established, it can no longer be considered as a realistic alternative.
An important point in evaluation is to determine the likelihood of each possible decision being implemented as intended. If the consequences of a decision are favorable but the chance of its implementation is low, it may be a less desirable choice. The manager includes probability in the estimate, taking into account the degree of uncertainty or risk.
If the problem has been correctly defined and alternative solutions have been carefully weighed and evaluated, making a choice, that is, making a decision, is relatively simple. The manager simply chooses the alternative with the most favorable overall consequences. However, if the problem is complex and there are many trade-offs to consider (or if the information and analysis are subjective), it may be that no alternative is the best choice. In this case, good judgment and experience play a major role.
Identification of implementation methods.
The chances of a decision being effectively implemented are greatly increased when the people involved have input into the decision and truly believe in what they are doing. Therefore, a good way to gain acceptance for a decision is to involve other people in the decision-making process. The job of a leader is to choose who should decide. However, there are situations when a manager is forced to make a decision without consulting others. Employee participation in decision making, like any other management method, will not be effective in every situation. Moreover, firm support in itself does not guarantee proper implementation of the decision. Full implementation of decisions requires the activation of the entire management process, especially its organizing and motivational functions.
Problem-oriented analysis of the state of educational
institutions
A problem-oriented analysis of the state of the educational institution was carried out in the following areas:
1. State of the external socio-economic environment significant for the school and forecast
trends in its development;
2. State of social order for schools and forecast of trends in changes in needs
subjects of the educational process;
3. Analysis and assessment of student achievements;
4. Analysis and assessment of teaching experience, innovative potential, potential points
growth of the teaching staff.
Directions of problem analysis and possible situations
Issues identified
Problem solving options
1. The state of the external socio-economic environment that is significant for the school and the forecast of its development trends
1.1.
social
Changes in the demographic situation of the area, which led to a reduction in teenage children
Changes in preferences and values in the family
Increasing the competitiveness of schools in the microdistrict
The need for clear quality criteria and rules for obtaining services.
1.2.
economic
The existing remuneration system does not affect the quality of teaching work or the growth of teachers’ qualifications
The school is an independent business entity and bears full legal and financial responsibility.
Introducing corporate incentive factors in order to improve a person’s professional qualities.
Indicators of economic efficiency of resources are needed. Autonomy and paid services
1.3.
technological
The out-of-school information space has changed. The risk of reducing the educational attractiveness and competition of the school.
Increasing the information capabilities of teachers; expansion of the technological base
2. State of social order for schools and forecast of trends in changes in the needs of subjects of the educational process
2.1.
Contradictions between the social and educational order and the needs of students and their parents and the requirements imposed on school graduates by universities and the labor market
The problem of coordinating the social and educational order and the requirements of the university in the context of the introduction of the Unified State Exam
Improving the system of continuous specialized education. The need to conduct constant project, information, propaganda and theoretical work of teachers in social groups cooperating with them
2.2.
The practice of constructing the educational process at school according to the scheme of profile differentiation has been formed (socio-economic and socio-humanitarian profiles have been identified and tested), but the individual educational route of the student is not fully ensured.
In the concept of modernization of education and in the Concept of specialized training at the senior level of general education, the key idea of individualizing education through a system that includes pre-vocational training in grade 9 and specialized training in grades 10-11 is identified;
A model of a basic curriculum for specialized training conditions has been developed.
3. Analysis and assessment of student achievements
3.1.
Tracking individual and group achievements at school -
lack of a “portfolio” as a comprehensive assessment of a student’s personal development
Creating a portfolio of students and teachers, creating a school portfolio.
3.2.
In the development of additional education for children
lack of variability in physical education and recreation services for all children and adolescents who wish to do so
Offer from the paid services sector.
4. Analysis and assessment of teaching experience, innovative potential, potential growth points for the teaching staff
4.1.
Advanced training for teachers
Insufficient level of information culture; poor use of ICT in the educational process; School teachers use mainly traditional teaching and educational technologies; poor use of health-saving technologies in the classroom.
Continuity of professional development for teachers through courses, seminars, and additional education
4.2.
Improving educational activities
Lack of a system of work on self-education of students and programs for the development of classroom teams; lack of variability in additional education services to preserve and strengthen the health of students; using only traditional forms of student self-government; students have not mastered methods of self-education; insufficient holding of mass sports events with the involvement of parents
To define as a priority of innovative transformations in the field of education the formation of an educational space favorable for self-determination of schoolchildren in socio-cultural values
4.3.
In updating the content of education
Weak use of educational technologies of developmental learning; lack of a plan for transition to second generation standards.
Creating a comprehensive implementation of civic education in school
Thus, the identified problems can be grouped into the following areas:
1. In updating the content of education - lack of mastery of educational technologies of developmental education; lack of a plan for transition to second generation standards; lack of a system for comprehensive implementation of civic education in school; weak interdisciplinary integration; insufficient use of the educational potential of educational subjects; lack of psychological support for high school students in preparation for the Unified State Exam; lack of continuity of preschool and primary school education (content and educational technologies).
2. In the development of additional education for children, there is a lack of variability in physical education and health-improving services for all children and adolescents who wish to do so.
3. Improving the qualifications of teachers - not everyone has a high level of professional position of teachers as educators; low level of information culture; ICT is not used enough in the educational process; School teachers use mainly traditional teaching and educational technologies; poor use of health-saving technologies in the classroom.
4. Improving educational activities - lack of a system of work on self-education of students and programs for the development of classroom teams; the content of educational activities in the cultural direction is poorly represented; lack of variability in additional education services to preserve and strengthen the health of students; using only traditional forms of student self-government; students have not mastered methods of self-education; insufficient holding of mass sports events with the involvement of parents; lack of stands with the necessary information from vocational education institutions; lack of a program for the development of the scientific society of school students; low level of information culture of students.
5. Improving school management - lack of innovation and variability in forms of school self-government; the level of social partnership building is low; average level of innovative activity of teachers; interaction with parents at the management level in some classes is formal; lack of a family leisure center; lack of a system and consistency among specialists in matters of professional self-determination of students; the need for varied support for children from low-income and large families.
6. Tracking individual and group achievements at school - the absence of a “portfolio” as a comprehensive assessment of a teacher’s professional development; lack of a “portfolio” as a comprehensive assessment of a student’s personal development.
Basedproblem-oriented analysis and conducting a sociological survey of all subjects of the educational process, the main directions for modernizing the educational space of the school through programs and priority projects were identified:
1. Modernization of the methodological service is a significant factor in increasing the professional competence of school teachers.
2. The problem of the quality of the school education system, ways to evaluate and improve it.
4. The problem of developing and improving the information and communication culture (competence) of school teams.
5. The problem of civic-patriotic education of the younger generation.
6. The problem of cultural education.
7. Development of children's giftedness
8. Health-creating educational space of the school
9. Modernization of the content and technological components of the educational process
10. Safety of the educational process
Analysis of the activities of an educational organization
Assessing the internal potential of the schoolAssessment of school development prospects based on the external environment
Strength
Weak side
Opportunities
Risks
Conditions have been created for the implementation of the Federal Educational Standards for Primary General Education and the Federal State Educational Standard of LLC;
The school has selected a professional staff of teachers capable of working according to the requirements of the Federal State Educational Standard, and forming the knowledge and development of students according to the new standard;
With the introduction of the Federal State Educational Standard of NEO, there is a constant development of students and the formation of various subject and meta-subject skills in them;
With the use of teaching materials, students' knowledge is systematized, reducing the time of searching for the necessary information for both the teacher and the student;
With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development;
Students quickly adapt to school, requirements, and the team;
The presence in the gymnasium of an automated teacher's workstation and modern classroom equipment allows teachers to make the learning process more intense, interesting, motivating, and also embracing the full potential of students;
The saturation of classroom and extracurricular activities, potential overload of students, combined with undeveloped healthy recreation outside of school can cause fatigue in some students;
When updating the content of education, there is no full support from the parent community, reduced activity and interest in participating in the life of the school is partially manifested, as well as during the transition to the Federal State Educational Standard;
Not all students are ready to study according to the Federal State Educational Standard (the necessary competencies are absent or have not been developed);
Teachers have a habit of working according to a well-known familiar model of presenting knowledge, there is a fear of entering into the experiment of Federal State Educational Standards LLC;
Introduction of innovative technologies for developmental education;
Introduction of social design technology into the system of educational work of the school;
Creation of a system for increasing the level of pedagogical awareness of parents;
Involving parents in participation in school-wide events;
Introduction of the social design method.
Involving social partners in solving school development issues;
There is no significant professional support in mastering the Federal State Educational Standards from external partners; it is necessary to implement the Federal State Educational Standards within the organization, as a result of which there are possible threats of errors;
Limitations on the development of the Federal State Educational Standard and in-depth study of subjects are introduced by the physical unwillingness of some students to perceive the updated content of education; some students do not have or are not sufficiently developed competencies for their mastery;
The conservative approach of some teachers in relation to changing the education system may cause difficulties in mastering the Federal State Educational Standard of LLC;
The risk of increased workload borne by members of the administration and teachers;
Implementation of the project “Talented Children:
technologies for high-quality support and support"
A system of working with gifted and talented children has been built;Elective courses, individual consultations, intra-school Olympiads, conferences, “small academy”, participation in intellectual games, visiting projects “Talented Children” are conducted;
Participation in olympiads and conferences at the city and all-Russian levels;
There is support and training for students by teachers;
Insufficient preparation of students by external professionals, consultants, and scientists due to the lack of financial resources to pay for the involvement of these specialists;
Lack of time resources for both the teacher and the student;
There are not enough facilities in the school for the maximum development of children (for example, sports training grounds, classrooms);
Insufficient systematic support from the educational part (there are no systematically conducted activities aimed at involving in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain rings, etc.);
Not all teachers are involved in identifying and supporting talented children; there are teachers who do not pursue this goal in the learning process;
Improving the effectiveness of work with gifted and talented children with the involvement of social partners;
Systematization of classroom and extracurricular activities of students;
Involving school teachers to participate in the development and improvement of students’ knowledge and talents;
Creation of systematically conducted events aimed at involving students in participation in olympiads, conferences, etc. – for example, in the form of intra-school competitions, quizzes, brain rings, etc.);
Involving students and graduate students of universities, for patronage and creation of micro-groups, for the implementation of project activities;
The biggest dangers for the school:
A decrease in the number of students, or a change in the level of enrollment of children due to the distribution of students to schools by region;
Financing of the education system, which causes a lack of opportunity to attract professionals, consultants, and scientists for the high-quality and full development of talented children;
Changing the status of the gymnasium.
Student’s quality of life: boundaries and possibilities of the school.
In-depth medical examination, monitoring and tracking of students’ medical indicators;
Implementation of the city target program “School Milk”;
Fortified meals, a well-functioning schedule for the school canteen;
Educational work of teachers, class teachers on the topics of health conservation, physical education and life safety teachers;
Sports work (sports events, relay races, health days, sports days);
Involving social partnership in preserving the health of students (conducting physical education lessons in large sports complexes);
Organizing medical examinations for school students and teachers;
The use of health-saving technologies during lessons (use of multimedia technologies, exercise, physical education;
Insufficient use of health-saving technologies in lessons, periodically inappropriate seating of students in the classroom (students with poor vision do not always sit in the first desks);
For students in special education medical groups do not have special physical education classes with a medical specialist (due to lack of funds);
There are no additional facilities and resources for organized sports activities (for example, a sports ground for outdoor sports);
Limited opportunity to attract social partners for swimming, skating, skiing and other sports activities;
Attracting social partners, philanthropists, sponsors to organize students’ full physical sports development (creating a site for outdoor sports, organizing turnstiles on the school grounds, conducting classes in the pool, skating rink, skiing, etc.);
Overload of students with class and extracurricular activities;
Inability to expand the area (premises) suitable for health savings;
Unhealthy and uncontrolled lifestyle of families;
The quality of a school’s work is a component of the achievements of the teachers working in it.
Regularly held decades of pedagogical excellence, methodological associations, department meetings;
Teachers head the city's methodological associations;
The team is professional and creative;
Teachers regularly participate in city and regional competitions “Teacher of the Year”, “Coolest Class”, and receive prizes in these competitions;
The teaching staff regularly attends refresher courses and exchanges experience;
The team is rarely updated with young specialists;
The work of some class teachers is partially not carried out properly, as a result of which professionalism in general, as well as the behavior of students, suffers;
Participation in various competitions at the city and regional level requires large physical and financial costs;
Some of the teaching staff are not psychologically ready to change to work with students according to new standards, there is conservatism, fear of mastering the Federal State Educational Standard of LLC;
Redistribution of responsibilities of team members;
Replacement of personnel, or elimination or fight against conservative views on the functionality of the gymnasium of some teachers;
Reluctance to work properly with classroom teams leads to the collapse of both pedagogical and educational in general;
Due to the underestimation or omission of educational work at school, educational activities in general collapse;
The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources.
In connection with the involvement and interaction with SVSU, new resources and opportunities for development appear;
Interaction with the library department to conduct training lessons, development and self-development;
Teachers use subject websites, Internet resources to enrich their experience, communicate with teachers from other cities using Internet portals, and exchange experiences;
The resource center is not fully or fully used to enrich the knowledge and experience of teachers;
Limited opportunity for on-site training for teachers at the Central Educational Center to enrich and update knowledge, meet teachers from other regions to expand professional connections;
The remoteness of our institution from others with whom social partnership is possible (A.S. Pushkin library, museums, etc.);
Involving third-party specialists to enrich experience, activate opportunities, search for new ideas and resources;
Possibility of on-site training at the Central Distribution Center to enrich experience and update knowledge;
The limitation is the geographical distance from the Center for Distribution, since due to this it is not always possible to participate in online conferences;
There is no interaction with extra-budgetary organizations and commercial enterprises to activate opportunities and search for new resources;
Results of the SWOT analysis of the school’s work
The teaching staff with a high professional level and creative potential is ready to test and introduce innovative educational programs and technologies into the educational process of the school that are relevant for the development of the education system.
Experience of working with social partners in organizing educational and extracurricular activities of students has significant potential in expanding the conditions for providing affordable quality education to school students in accordance with individual needs.
The established system of school self-government, the organized work of state and public school management bodies, and the work of public organizations are the basis for expanding the social openness of the school to the surrounding society and creating a system of effective school management.
The school has created conditions for the implementation of Federal State Educational Standards for primary general education; the foundation is being created for the experimental launch of Federal State Educational Standards LLC.
With the use of teaching materials, students' knowledge is systematized, reducing the time of searching for the necessary information for both the teacher and the student. With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to school, requirements, and the team.
A system of working with gifted and talented children has been built. Elective courses, individual consultations, intra-school Olympiads, conferences, a “small academy”, participation in intellectual games, and visiting projects “Talented Children” are conducted. Participation in olympiads and conferences at the city and all-Russian levels. There is support and training for students by teachers.
The schedule, classroom and extracurricular activities, classrooms, and equipment comply with SanPINs. In-depth medical examination, monitoring and tracking of students’ medical indicators. Implementation of the city target program “School Milk”. Fortified meals, a well-functioning schedule for the school canteen. Educational work of teachers, class teachers on the topics of health conservation, physical education and life safety teachers. Sports work (sports events, relay races, health days, sports days). Involving social partnership in preserving the health of students (conducting physical education lessons in large sports complexes). Organizing medical examinations for school students and teachers. The use of health-saving technologies during lessons (use of multimedia technologies, exercise, physical education;