Heads Of Educational Organizations Research Articles

О научной обоснованности программы работы психолога с педагогическими коллективами и педагогами по профилактике суицидальных рисков в образовательной организации «Я выбираю жизнь!»

<p style="text-align: justify;">The authors of the article pose the question: are modern teachers ready to participate in solving the problem of adolescent suicide, and come to the conclusion that, despite the large number of different diagnostic tools and literature, they are not ready to use them in practice. To solve this and other issues, the authors propose to carry out a system of measures related to increasing the competence of the teaching staff, developing their practical skills, motivational and psychological readiness to carry out work on the prevention of suicidal risks. This system formed the basis of the program of work of the educational psychologist with teaching staff and teachers “I choose life!” The implementation of the program contributes to the formation of a safe educational environment, the prevention of destructive behavior, suicidal and other risks. It was tested on the basis of the state autonomous institution of additional professional education “Saratov Regional Institute for Educational Development” as part of the implementation of an additional professional development program “Strategies for the work of an educational organization with the problem of suicidal behavior of minors” for class teachers, educational psychologists and heads of educational organizations. The program “I choose life!” passed an examination to verify the evidence base within the section “Evidence-Based Approach in Psychology and Education” of the Scientific Expert Council of the Federal State Budgetary Educational Institution of Higher Education MSUPE with the assignment of a certificate of conformity (registration number “7/17-pr” dated July 25, 2023). Based on the results of the examination, it was found to comply with the standards of programs and technologies with proven effectiveness for the educational and social spheres, taking into account additional recommendations, and was recommended for inclusion in the register of exemplary correctional and developmental, correctional, rehabilitation and preventive programs for the activities of a teacher-psychologist (psychologist in the field of education ) and replication in educational and social institutions.</p>

Social-managerial mechanisms for the implementation of the teacher’s professional standard: Features and prospects

The quality of education directly depends on the level of the teachers’ professional training. There are many measures to improve the quality of education and teachers’ professionalism, and a significant part of them, including programs of the Russian national project “Education”, aim at providing a system for the professional development of the pedagogical community. One of the means in the trajectory of the personal-professional development of teachers is a professional standard. It has been implemented over the past ten years; however, there are still difficulties and limitations in its implementation, the elimination of which implies a systematic approach and special social-managerial mechanisms based on the following methodology: theory of social fields by P. Bourdieu, concept of a personified social-cultural management model by A.V. Tikhonov, and the dispositional theory of personality by V.A. Yadov. To identify the specifics of social-managerial mechanisms for the implementation of the teacher’s professional standard, the authors conducted a survey of pedagogical workers of educational organizations in the Orel Region. The respondents of the expert survey were heads of educational organizations and specialists of municipal structures in charge of the education system. The survey focused on teachers’ awareness of the content of professional development, their attitudes to the state education policy and expectations from the teacher’s development system and the national project “Education”. The survey showed a rather optimistic perception of the education system modernization by teachers, despite the ambiguous assessment of its specific measures. The need in developing personal-professional competencies of teachers by means of the additional professional education is obvious: a complex of such competencies is a condition for the perception of innovative and managerial processes. Social-administrative mechanisms should be based on the increasing subjectivity of teachers, their intentional and active readiness to participate in modernization of the education system. The study of the state policy measures in the field of the teachers’ professional development allowed the authors to identify four groups of mechanisms: motivational, control-evaluation, organizational and adaptive. Each group has specific features, but they are interconnected. The authors argue that we need to understand and take into account the tasks and regulatory, resource and procedural features of the identified mechanisms in order to minimize the risks of social conflicts and maintain social order in the education system.

Mechanisms for managing the processes of digital transformation of the school: development of digital competencies of teachers

Problem statement. The results of a pilot project on the introduction of a structural-functional model for managing the process of developing digital competencies of teachers as an intra-school system of advanced training with a focus on professional deficits in the field of digital competencies of teachers and target methodological support are discussed. The goal of the project is to increase the level of digital competencies of teachers to modernize the educational process of a modern school, change pedagogical practices and learning formats. The project is intended for secondary schools implementing digital transformation scenarios. Methodology. The study of the deficits of digital competencies of teachers was carried out on the basis of SAMR tools and monitoring of digital transformation, the analysis of educational resources of digital platforms, learning formats for building programs for the development of digital competencies. Results. The obtained empirical data on the approbation of management technologies based on data is discussed. The classification of the resources necessary for the project implementation is given, the key performance indicators are determined, the mechanisms for the implementation of the project are shown. Conclusion. Practical experience in modeling the processes of managing the development of digital competencies of teachers can be used by the heads of educational organizations, education authorities to design digital transformation projects and programs, expand the practice of using digital tools by teachers, and accelerate the dynamics of digitalization processes in educational organizations.

DIDACTICS AND PEDAGOGICAL ANTHROPOLOGY OF DIGITAL EDUCATIONAL ENVIRONMENTS

In the context of the federal experiment on the development of digital educational environments (Decree Government of Russia N ), the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The aim of the study was to analyze the digital educational environments created in the regions participating in the federal experiment. Teachers and heads of educational organizations from the regions included in the federal experiment on the introduction of digital educational environments took part in the study. Teachers and leaders were participants in the monthly interregional webinar of the Russian Academy of Education “Digital Educational Environment for Human Development”. The participants of the webinar were offered a structured interview, which included  questions to assess the elements of digital educational environment, its opportunities for human development, individualization of education, self-determination in terms of choice, the possibilities of analyzing and refl ecting on personal educational results, the possibilities of productive interaction between participants in educational relations. As a result, a structural and functional analysis of digital educational environments in  regions is presented. Essential changes in the practice of pedagogical activity, ways to organize educational process and cognitive activity of students, ways to construct the interaction of participants in educational relations are revealed. The results are signifi cant for the development of the methodology of modern didactics, for the development of the theory and practice of expertise in education: the assessment of the developing functionality of digital educational environments. To evaluate the developmental functionality of digital educational environments, a special methodology is needed. The model of such methodology has been developed and is currently being tested.

Data-компетенции субъектов педагогической и управленческой аналитики в образовании

The relevance of the study is associated with the need to analyze the changing labor actions of education leaders and teachers in connection with the organization of the analysis of educational data accumulated by students in the digital educational environment. This, in turn, actualizes the need for the development of competencies in the analysis of educational data for a reasonable organization of human development and education. In the context of the digital transformation of education, the development of digital educational platforms, the development of digital services for assessing the quality of education, monitoring education, the issues of the methodology of data analysis and their competent application in pedagogical and managerial practice are being actualized. The article examines how educational analytics is used in the practice of schools, what problems educational leaders experience in pedagogy when working with data, what data sources they use. It was studied: what competencies are necessary for a teacher and the head of an educational organization in order to organize evidence-based development of education based on data. Leading research methods: structural and functional analysis, interviewing, polling, systematization, ranking, statistical analysis. The article summarizes the results of a study of the changing labor functions of teachers in the context of the digitalization of education, the competencies of teachers and managers in the application of data analysis in educational practice: digital competencies (digital competencies), data analysis competencies (data competencies), competencies for organizing development based on data (competence of a data-driven development organization). The problem is revealed: how the methodology and labor functions of teachers in the organization of education change based on the analysis of data: educational results, motivational choices of training profiles, levels of difficulty of educational tasks, topics of design and research work of schoolchildren, etc. Expansion of labor actions of teachers and heads of educational organizations and competences that ensure the implementation of labor actions are investigated. The development of data-competencies of teachers and education leaders for the evidence-based development of education and a person is analyzed. The research results presented in the article contribute to the theory and practice of teacher education, education management, as well as to the methodology of data science and the practice of its application in the field of education.

PROFESSIONAL MOTIVATION OF SCIENTIFIC AND PEDAGOGICAL PERSONNEL AS A FACTOR OF SOCIAL SECURITY

The prerequisites for the development of human capital and ensuring social security are created through the institutions of the family and the public education system. It is here that the foundations of moral, mental and physical health of a person and society are laid, a system of universal values is formed, professional orientation takes place, knowledge and skills are acquired. One of the determinants of the development of human capital and ensuring social security is the sustainable and harmonious development of the personnel potential of educational institutions, while a significant place belongs to the motivation of scientific and pedagogical personnel and job satisfaction. This study is aimed at revealing the content of professional motivation of scientific and pedagogical personnel as an important factor of social security. The scientific contribution consists in the fact that job satisfaction is considered as an important socio-psychological phenomenon and a condition for ensuring social security; the factors of job satisfaction are systematized; the main value orientations of a university teacher are determined; the nature of a teacher's professional motivation is revealed and the factors that determine it are characterized. The results of the study are useful to the founders and heads of educational organizations in order to more effectively manage the staff, and in general, the development strategy of institutions

Управление образовательной организацией на основе мониторинговых исследований

The article is devoted to the management of an educational organization on the basis of monitoring research. The study has a topic that is relevant in the conditions of our time, since today the state gives priority to supporting education, in this regard, the municipal education system needs to ensure the effective use of all its resources: information, material, human and financial. When considering the indicated problem, the methods of systematization and generalization were used, allowing to consider this problem, taking into account many factors affecting the quality management of educational activities on the basis of monitoring studies. The article highlights the main approaches to the process of assessing the quality of educational activities using the electronic information and educational environment, implemented by higher educational institutions. The practical significance of the obtained research results lies in the fact that the conclusions drawn and the proposed scientific and theoretical provisions can be useful to the heads of educational organizations and have the ability to adapt to the conditions of the educational process. The article will be useful for administrative and pedagogical staff of schools, as well as for everyone interested in researching the issues of quality management of education and educational services based on monitoring studies.

Independent assessment of teaching staff qualifications as seen by the heads of educational organizations

Independent assessment of teaching staff qualifications as seen by the heads of educational organizations

ТЕОРЕТИЧЕСКИЕ И ПРАКТИКО-ОРИЕНТИРОВАННЫЕ АСПЕКТЫ ПРЕОДОЛЕНИЯ БАРЬЕРОВ ПРИНЯТИЯ ФАНДРАЙЗИНГОВОЙ ДЕЯТЕЛЬНОСТИ У РУКОВОДИТЕЛЕЙ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ

The article presents the typology and characteristics of external and internal barriers that hinder the organization of fundraising activities in educational organizations. The results of an empirical study on the identification of barriers among the heads of preschool educational organizations are analyzed. The authors describe methodological aspects of designing an educational program for professional development of the heads of educational organizations aimed at overcoming barriers to accepting fundraising activities: the development of variable educational routes depending on the severity level of psychological barriers; the use of active social learning methods.

ОБЩЕСТВЕННОЕ УЧАСТИЕ В УПРАВЛЕНИИ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИЕЙ

Public participation in the management of an educational organization, which has a tradition in Russian educational practice since the XVIII century, is an integral part of its management activities. One of the fundamental principles of the relationship between the state and its citizens is the right of society to participate in governance. The state in educational policy, the National project “Education” considers the formation of state-public management of an educational organization as a priority in its activities, understanding the importance of public participation in education management. At the federal level, the rights and obligations of participants in educational relations are defined. The article gives several definitions of the concept of state-public management of education, which reveal the essence of this process. Most Russian scientists understand the state-public management of education as constant participation in the management and interaction of two subjects expressing the interests, policies of both the state and the interests of society and the population. The author analyzes the historical experience of managing education with public participation, noting that the insufficient development of democratic institutions in Russia until the second half of the XIX century prevented the establishment of a dialogue between the authorities and society in matters of education. The Zemstvo reform of 1864 became the catalyst for the process of public participation in the management of education. Further, the author characterizes the activities of public governing bodies of educational organizations, such as the School Council, the governing council, the board of trustees, etc. The article presents a theoretical understanding of the forms of public administration, examples of successful educational practices are given. The federal law “On Education in the Russian Federation” defined the requirements for taking into account public opinion when making a number of managerial decisions by the heads of educational organizations, granted the right to teachers, students and their parents to participate in management. Emphasis is placed on a list of a number of reasons that impede the development of public participation in the management of a general educational organization, and directions for optimizing the management process are proposed.

Model of digital competencies of teachers: terminological and content aspects

Problem and goal . The article substantiates the structure of the model of digital competencies of teachers, discusses the principles of organizing personalized methodological support to ensure the processes of digital transformation of the school. Methodology. The construction of the conceptual and terminological apparatus of the research is carried out on the basis of theoretical analysis and synthesis of scientific positions of sources, a variety of definitions of concepts and terms. A comparative analysis of Russian and foreign models of digital competencies allowed to form a construct of a model of digital competencies of a teacher. The modeling of management activities for the development of digital competencies of teachers is carried out. Results. The structure of the model of digital competencies of teachers, level profiles and descriptors of their digital competencies is proposed. The algorithm of personalization of the educational trajectory and a model of management of the development of digital competencies of teachers that meets the requirements of continuity, individualization, and consistency is shown. Conclusion. The results of the study can be applied by digital transformation project teams, heads of educational organizations to improve the management of digital transformation processes.

Distance education: models, implementation levels and implementation challenges

The article aims to consider the problem of implementing distance learning at the micro-meso and macro levels. In the study, the authors rely on a systematic approach. Using the example of studies of the results of the introduction of distance learning during the pandemic, the problems faced by educational organizations at the regional level are shown. The actualization of the need for regional analysis led the authors to the conclusion that the issue is insufficiently developed at the macro level of administration of the process of implementing distance learning. The article also raises questions about the quality of “offline” and “online” training formats, the problem of commercialization of education and the transformation of university types as associated with unjustified expectations of the effectiveness of the introduction of distance learning format. The materials presented in the article will be of interest to those specializing in the field of education management: heads of educational organizations, employees of educational management bodies at all levels.

Цифровая трансформация и оценка качества образовательной деятельности вуза

Researched are issues of assessing the quality of educational activities in the context of digital transformation. The relevance of the study is due to the digital transformation of education, increased requirements for the level of quality of training of university graduates, the complication of the conditions for organizing the educational process, which determines the need to search for new approaches and technologies. Assessment of the quality of educational activities in the context of digital transformation requires the creation of the necessary infrastructure, the formation of an appropriate regulatory and educational framework. When considering the indicated problem, the methods of systematization and generalization were used, which make it possible to consider this problem, taking into account many factors that affect the assessment of the quality of educational activities in the context of digital transformation. The article highlights the main approaches to the process of assessing the quality of educational activities using the electronic information and educational environment, implemented by universities. The practical significance of the research results is determined by the fact that the conclusions drawn and the proposed scientific and theoretical provisions can be useful to the heads of educational organizations and have the ability to adapt to the conditions of the educational process. The article will be useful for administrative and pedagogical workers of universities, as well as for everyone interested in researching the quality of educational activities in the context of digital transformation.

Use of works of art in the development of emotional intelligence preschool children

Introduction. At the present stage, the expansion of the range of interests of preschool children is a social order of society for the preschool education system. One of the important tasks of modern education is the development of various forms of personal activity of children, including the development of emotional intelligence. Modern pedagogy faces many problems of a psychological nature. One of the most relevant is the low level of emotional intelligence development. In pedagogical practice, certain difficulties of interaction with preschoolers through the emotional-volitional sphere are noted: features of internal experiences and their influence on the behavioral sphere; a vivid expression of the emotional response; emotional disorders in the form of increased anxiety and fatigue; lack of formation of empathy and empathy; unjustified feelings of fear, etc. Materials and methods. To collect the results, we used theoretical and empirical methods: pedagogical diagnostics, observation, questionnaires, and statistical processing of the research results (Pearson's chi-squared test). The study involved teachers, masters, bachelors of the Nosov Magnitogorsk State Technical University (Russian Federation), as well as children (N = 139), parents, teachers and heads of educational organizations. The results of the study. The program was created and tested for the development of emotional intelligence using works of art, including game-fairy tales, exercises, sketches on fairy-tale plots, and advisory material; in creating and conducting generalizing diagnostics for the development of emotional intelligence, identifying new forms of educational activities and components of the educational process. The study conducted using the chi-square test showed statistical differences (p < 0,05) in the results of the diagnostic data of the ascertaining and control stages, which confirms the effectiveness of the development of emotional intelligence of preschoolers by means of artistic works and methods of fairy-tale therapy. In conclusion, the ways to optimize and solve the problems are outlined.

Supplementary professional education in Russia: key needs of teachers and headmasters

This article explores the results of the research which was held in January, 2021 among teachers and heads of educational organizations in Russia. The major problems, which can be solved by additional education, that were indicated by teachers: “increase the effectiveness of work” and “increase the quality of education”. From the chiefs’ of educational organizations points of view, the main problems of teachers are: “ensuring the quality of education” and “professional growth of school teachers”. In this article, the mechanisms and the destinations of adjustments the providers’ of additional education are shown marketing and communication strategies. The experience of the organization of personalized education in the case of implanting an innovative model of hub of additional education for children and adults which let, by acquiring the necessary professional and personal skills, to give an impetus to the development of the human resources potential of the general education system. The data, which is presented in this article, will be interesting to the directors of educational organizations, the employees of education management bodies at all levels, the specialists in the field of education of tutors and directors of schools.

ИСПОЛЬЗОВАНИЕ ЦИФРОВОЙ СРЕДЫ В УЧЕБНОМ ПРОЦЕССЕ ПЕДАГОГИЧЕСКИХ ВУЗОВ

The article highlights the problems of forming a digital educational environment on the example of the North-Eastern Federal University named after M. K. Ammosov (NEFU) and the ways to solve them at the NEFU Pedagogical Institute. The teacher education system is characterized by a special feature: when forming the teacher's personality, all levels of the education system should be involved: general, secondary professional and higher, with active interaction with students, employers and interested communities. The educational situation that arose as a result of the announced regime of self-isolation, activated the forced management decisions on the organization of the educational process in the remote mode. This article presents practical solutions to the organization of the educational process in the discipline of the information block of the educational program of pedagogical education through the use of an interactive educational platform. The necessity and timeliness of creating a digital educational environment is justified, as a condition together with the universities of the Republic of Sakha (Yakutia) for their further transfer. The key characteristics of the digital educational environment and its significance for the training of future teachers and teachers of digital education are identified. A local digital educational environment has been developed for studying the discipline "Infocommunication Technologies" to ensure the educational process with the use of distance learning technology. The conclusions and assumptions of the upcoming systematic activity on the introduction of an online format in the implementation of educational programs in a standard educational situation may be of interest to teachers of higher school and secondary vocational education and heads of educational organizations.

Особливості змісту навчальної дисципліни «Педагогічний консалтинг» у підготовці студентів за магістерськими програмами

The content of the article considers the issue of training teachers and heads of educational organizations in the specialties 011 «Educational, pedagogical». Problems of teaching students in these specialties involve obtaining the necessary knowledge and opportunities for professional development.The article draws attention to the study of the concept of consulting services in Ukraine in the field of education. The analysis of research on the concept of «consulting» as an activity, in terms of different approaches, revealed that it plays an important role in the development of educational organizations. Since consulting is based on the scientific organization of labor, systematic analysis, scientifically sound methods of decision making. The focus is on understanding the importance of management consulting, which helps identify which places in the organization are most vulnerable, adjusts the activities of the organization as a whole and in turn, is divided into strategic, marketing and personnel. It is proved that the study of the discipline «Pedagogical Consulting» in the training of the second (master) level should enrich students with knowledge about the possibilities and effectiveness of consulting counseling, psychological and pedagogical audit, skills of consultants-trainers who coordinate activities in small organizations and groups, master the skills to develop programs for innovative development of the team and conduct various types of diagnostics, etc. It is determined that in the process of teaching the discipline the main attention should be paid to the acquisition of professional competencies by students; intensification of educational and cognitive activities of students, which involves the use of both active and interactive learning technologies; the use of certain methods of activating the learning process. A necessary element of successful mastering of the discipline material is independent work of students, and the system of assessment of formed competencies in students, which considers the types of classes stimulates daily systematic work of masters and increases motivation of masters to master management educational programs based on evaluation of their work

Особливості змісту навчальної дисципліни «Педагогічний консалтинг» у підготовці студентів за магістерськими програмами

The content of the article considers the issue of training teachers and heads of educational organizations in the specialties 011 Educational, pedagogical. Problems of teaching students in these specialties involve obtaining the necessary knowledge and opportunities for professional development. The article draws attention to the study of the concept of consulting services in Ukraine in the field of education. The analysis of research on the concept of «consulting» as an activity, in terms of different approaches, revealed that it plays an important role in the development of educational organizations. Since consulting is based on the scientific organization of labor, systematic analysis, scientifically sound methods of decision making. The focus is on understanding the importance of management consulting, which helps identify which places in the organization are most vulnerable, adjusts the activities of the organization as a whole and in turn, is divided into strategic, marketing and personnel. It is proved that the study of the discipline «Pedagogical Consulting» in the training of the second (master) level should enrich students with knowledge about the possibilities and effectiveness of consulting counseling, psychological and pedagogical audit, skills of consultants-trainers who coordinate activities in small organizations and groups, master the skills to develop programs for innovative development of the team and conduct various types of diagnostics, etc. It is determined that in the process of teaching the discipline the main attention should be paid to the acquisition of professional competencies by students; intensification of educational and cognitive activities of students, which involves the use of both active and interactive learning technologies; the use of certain methods of activating the learning process. A necessary element of successful mastering of the discipline material is independent work of students, and the system of assessment of formed competencies in students, which considers the types of classes stimulates daily systematic work of masters and increases motivation of masters to master management educational programs based on evaluation of their work.

The dictatorship of bureaucratic ideology in modern school culture

The article presents the results of a study of the infuence of bureaucracy values on the functioning and development of a modern educational organization and, in particular, on its management, due to the traditionally conservative intention of the cultural activities of legitimate bearers of power. Analyzing the reasons for the bureaucratization of school management, the authors believes that they are determined both by the mental parameters of the value preferences of Russians and by changes in the political environment, stating the defeat of the democratic orientation of school life. Hypertrophied «with the load of all sorts of nonsense and absurd ideas» (N. A. Khrenov), bureaucratic culture, bringing to life previously unthinkable forms in education management, ceases to perform positive functions, destroying the value- existential meanings of school communication, pushing pedagogical creativity to the periphery, disrupting parity of values as parity of cultures. The methodological basis of the study, within which the methods of theoretical and empirical research were used: interdisciplinary analysis of scientifc literature, analytical interview, written survey, is an axiological approach that allows us to consider the current space of bureaucratic culture, in accordance with the norms of which the local reformatting of the school value system is carried out. The empirical basis of the scientifc work was the materials of the study of the problems of bureaucratization of education, prepared by undergraduates of the Department of General and Professional Pedagogy of Orenburg State University. In 2019, an anonymous written survey of teachers and heads of educational organizations of the Orenburg region and the Republic of Bashkortostan was conducted, in which 1457 people took part. The problem of bureaucratization of school management is relevant both in theoretical and applied terms, since the provision of normal life of an institutionally united school community depends on the degree of its development.

Innovative Master’s program “Digital Pedagogy”

This work is devoted to the development of a new master’s program, created on the basis of a sociological study of stakeholders, including an innovative digital component. As a result of the sociological research, the main interests of stakeholders and the requirements for the competencies of teachers were identified. The stakeholders were the heads of educational organizations and students of pedagogical universities. A survey of 823 students of higher educational institutions and more than 200 principals of Russian schools was conducted through Google forms using open questions. Based on the received request, a pool of competencies was formed, which is necessary for a teacher in professional activity. As a result, the master’s program “Digital Pedagogy” was developed, which includes a digital component of each universal and general professional competence, as well as three professional competencies developed by the university for this program. The competence model of a graduate assumes that he / she has the skills to develop and use digital educational solutions, technologies for developing and implementing digital gaming practices, skills for using STEAM training, skills for creating and promoting online courses, and the use of virtual and augmented reality in the educational process. The graduate should be able to use digital tools for collective and project work, video conferencing tools, video processing programs, video hosting services, apply digital learning management systems and activity planning, digital tools for searching, storing, processing and presenting educational information in the educational process.