Abstract
The model of school management involving introduction and management of ICTs is considered at different levels: organizational and managerial, informational, methodologicl, and scientific research level. At different levels of management, school managers must have a sufficient level of professional, reflexive, managerial, communicative, and technological competencies. It is not possible to achieve high results in the fields of professional activity and management if reflexive and communicative competences of the school principal and staff are not sufficiently formed and developed. At the informational level, the school management model implies creation and constant updating of the relevant software and methodical complexes of various forms of education. From the point of view of implementation and application of ICT, this model includes provision of educational programs, organization of remote seminars, conferences, meetings, development of information support tools for methodical and experimental work. At the organizational and managerial levels, the school management model ensures the implementation of educational activity content and technology, educational process, personnel, and logistics management functions. The functions of this model include usage of information technologies for analysis of the quality of education and the evaluation of the effectiveness of educational work.
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