Meeting of directors of MDOU “Monitoring is a tool for managing the quality of education in preschool educational institutions” Yaroslavl, 2013 website
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Relevance
Improving the quality of preschool education is directly dependent on the level of professional competence of the head of the preschool educational institution. The modern head of a preschool educational institution is a leader with a high culture of management activities. The head of the preschool educational institution is responsible for the final result of the institution’s activities. The range of management tasks that the head of a preschool educational institution solves is wide: organization and management of the educational process; the ability to analyze the activities of an educational institution, identify the most significant problems and find effective ways to solve them; ability to develop regulatory and organizational documentation of preschool educational institutions (charter, contracts, job descriptions and regulations); etc. The main managerial task of the head of an educational institution is the ability to organize MONITORING of the quality of education in a preschool educational institution, plan and develop a program for the development of the institution.
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TARGET
introduce the heads of preschool educational institutions to the mechanism for creating a monitoring system as an effective means of managing the quality of education in preschool educational institutions
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MONITORING is
a methodology and system for observing the state of a certain object or process, making it possible to observe them in their development, evaluate them, and promptly identify the results of the influence of external factors. MONITORING results make it possible to make adjustments to manage an object or process. (Dictionary of business terms. Academician. ru. 2001)
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(from the English monitor - control, check). Specially organized, systematic observation of the state of objects, phenomena, processes for the purpose of their assessment, control, and forecast. (Wikipedia)
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MONITORING
a system for collecting, processing, storing and distributing information about the educational system, focused on information support for management, which allows one to judge the state of an object at any time and can provide a forecast of its development (A.A. Orlov, K.IST.N., professor)
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The purpose of monitoring is to ensure the development regime in modern conditions and to preserve the features of the preschool education system. Objectives: 1. Continuously monitor the dynamics of preschool educational institution development, timely identify changes and factors that cause these changes 2. Carry out tactical and strategic forecasting of the development of the most important processes in preschool educational institutions 3. Increase motivation employees in the field of ensuring the quality of educational services provided 4. Involve the parent community in the process of improving the quality of education
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MONITORING
Diagnostics is a cognitive activity that, based on the appearance, external actions of an object, determines the internal state (E.A. Mikhailychev) Control Activities aimed at checking the state of preparation, progress and results of a work organization (M.V. Korepanova)
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DIAGNOSTICS CONTROL MON I T O R I N G The task of monitoring: to reduce the difference between the desired and actual state.
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“Monitoring is a tool for managing the quality of education in preschool educational institutions”
Education is a single, purposeful process of upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, abilities, skills, values, experience and competence of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests (Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”). The quality of education is a comprehensive characteristic of educational activities and student training, expressing the degree of their compliance with federal state educational standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of educational programs (Federal Law of the Russian Federation dated December 29, 2012 No. 273-FZ “On education in the Russian Federation”). Monitoring the quality of education - systematically and long-term monitoring of the quantity and quality of knowledge: personal, ideological and civic development of preschool children (Concept of education quality management DOiNAPO, Perm, 1997).
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Monitoring algorithm:
2. How will we collect information? 3. How will we process it? 4. Using what methods to analyze? 5. How and in what way should the received information be stored? 6. Who and how will we inform about the results? 7. How will we work next? 1. What will we collect information about?
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Management of the quality of education in the context of the implementation of the educational process of an educational institution Kharina N.V. Tomsk regionSlide 2
The strategic goal of modernization of education is “ensuring modern quality of education based on maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state.” Concept of modernization of Russian education for the period until 2010: Order of the Government of the Russian Federation dated December 29, 2001. No. 1756-R // Bulletin of the Ministry of Education of Russia. 2002. No. 2.
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The goal of the project: to develop an effective model for managing the quality of education in a school, based on modern approaches and the experience of our own practice of designing pedagogical changes in school management.
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Project objectives: to develop an in-school Model of the quality of education at school, to adjust the “School Quality Policy”, “Regulations on the Quality Service at School”; develop new parameters of the quality of education in school (except for regional ones within the framework of the implementation of RSOKO) at the school, teacher, student level in accordance with the goals and objectives of the school development program; to develop a model for continuous professional development of teachers, focused on differentiation, individualization, multidisciplinary teaching of different groups of students (in accordance with the priorities of the school development program); develop a motivation system to improve the quality of education at school for all subjects of the educational system (teachers, students, parents).
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In the Concept for the Development of RSOKO in the Tomsk Region, the quality of education is understood as “the degree of compliance of the actual achieved educational results with regulatory requirements and the results and conditions of educational activities, social and personal expectations.” Comprehensive education modernization project
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The quality of education at school is the relationship between goal and result, provided that the goal is set only operationally and predicted in the child’s zone of proximal development. Education is considered to be of high quality if the child is educated and raised at the highest possible level
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The main areas of work of the Quality Service: Quality of school management Quality of lessons conducted Quality of educational achievements of students in accordance with their level of learning Achievement of the highest possible results of final and intermediate certification, including results of the Unified State Exam Quality of extracurricular and extracurricular activities Determination of the level of education of students
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Preserving and strengthening the health of students, improving the level of psychological climate in classes and school Quality of work with school documentation (magazines, personal files, diaries, etc.) Quality of organization of the educational process High achievements of students, teachers and school staff in various creative competitions , competitions, olympiads
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The school realized its declared goals with the help of: introducing modern, advanced technologies into the educational process; creating a creative, highly professional team of teachers who accept the ideas of managing the quality of education; combining administration, program-targeted management with self-government, elements of reflexive management; effective use and management of all types of resources, including human resources; , informational, motivational, programmatic, methodological, regulatory, organizational, logistical and financial.
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Quality parameters at the school level at the first stage: training, student learning ability; adequacy of the achieved educational results; final certification and USE results; percentage of those admitted to universities; level of achievements in Olympiads; level of sports achievements; level of participation in creative competitions and exhibitions; achievements and victories of teachers, schools; education of students; students' attitude towards school; health indicators of teachers and students;
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At the teacher level: psychological climate in the classroom, quality of lessons, quality of extracurricular activities, quality of work with documents. At the student level: personal performance and good manners, victories in city and school Olympiads and sports competitions, motivation of students for education, development of general educational skills.
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The main directions of the school development program: ensuring the quality and accessibility of education; improving the educational and extracurricular activities of students; strengthening the health-preserving and preventive orientation of the educational program; increasing the efficiency of organizational, methodological and management activities; expanding social partnership, openness, and publicity of the school’s work.
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Analysis of the regulatory framework 1. Order of the Department of General Education of the Tomsk Region (hereinafter referred to as DOO TO) No. 652 dated 05.05. 2008 “On the introduction into force of the Regulations on the regional bank of control and measuring materials for monitoring and assessing the quality of training and students in educational institutions of the Tomsk region.” 2. Order of the Department of General Education of the Tomsk Region No. 639 dated May 4, 2008 “On approval of indicators for assessing the performance of general education institutions.” 3. Order of the Department of General Education of the Tomsk Region No. 791 dated May 30, 2008 “On approval of the Regulations on the center for assessing the quality of education of the Tomsk Region.” 4. Order of the Department of General Education of the Tomsk Region No. 833 dated 06/07/2008 “On approval of instructional and methodological materials for accreditation examination of the activities of an educational institution in terms of education quality indicators.” 5. Order of the Department of General Education of the Tomsk Region No. 1005 dated 08/07/2008 “On approval of the regional monitoring research program for 2008-2010.” 6. Information letter of the Department of General Education of the Tomsk Region No. 2190/01-08 dated October 15, 2008. 7. Appendix 1 to the letter of the Department of General Education of the Tomsk Region No. 2190/01-08 dated October 15, 2008 “Approximate regulations on the distribution of incentives payments to employees of educational institutions." 8. Order of the Department of General Education of the Tomsk Region No. 1447 dated November 26, 2008 “On approval of the Regulations on the regional system for assessing the quality of education in the Tomsk Region.” 9. Order of the Governor of the Tomsk Region No. 278-ra dated 05/08/2008 “On measures to implement a comprehensive modernization project in the Tomsk Region.” 10. Resolution of the Governor of the Tomsk Region No. 52 a “On measures to implement a comprehensive project for the modernization of education in the Tomsk Region.” 11. Law of the Russian Federation “On Education” dated July 10, 1992 No. 3266-1. 12. Labor Code of the Russian Federation dated December 30. 2001 No. 197-FZ. 13. Law of the Tomsk region dated 12.11.01. No. 119-OZ “On education in the Tomsk region”.
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Project implementation activities Stage 1 - preparatory, January-April 2009, (development of an individual project, analysis of the existing regulatory framework, preparation of a theoretical justification for the project) Stage 2 - development, May-September 2009, (development of new indicators and criteria for assessing the quality of education in a school, development of regulations: “Regulations on the intra-school quality assessment system”, “Regulations on the student’s Portfolio”, adjustment of the school’s Quality Policy, “Regulations on the Quality Service” in connection with new goals and objectives, development Models of the quality of education in school, development of a motivation system for teachers, students, parents to improve the quality of education in school, development of a model for continuous professional development of teachers.) Stage 3 - implementation, September - December 2009 (development and implementation of a new assessment system for students , formation of a data bank of techniques, methods, methods for developing subject-specific skills, abilities, competencies in students, introduction into school practice of a new Model of the quality of education with new indicators and criteria, introduction of a Model of continuous professional development for teachers, introduction of a motivation system for teachers, students, parents ).
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Project implementation schedule (2009) Development of an individual project (January-April) Conducting school test Unified State Examinations in grades 9 and 11 (April) Participation in testing on new texts of KIMs in grades 10 (May) Development of new indicators and criteria for the quality of education at the school, teacher, student level (June) Conducting an analysis of the school’s performance according to new indicators and criteria (June) Development of the “Regulations on the student’s Portfolio” (July) Adjustment of the “School Quality Policy”, “ Regulations on the Quality Service" (July) Development of a system for diagnosing and monitoring motivation for teachers, students, parents (August) Development of a model for continuous professional development of teachers (September) Creation of a data bank of techniques, methods, methods for developing cross-curricular skills, abilities and competencies in students ( September-December) Development and implementation of a new system for assessing student achievements (September-December)
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Expected results of the project: Model for managing the quality of education in a school, including “Regulations on the intra-school quality assessment system”, “School policy in the field of quality”, “Regulations on the quality service in the school”; “Regulations on the student’s “Portfolio””, new indicators and criteria for assessing the quality of education in a school at the school, teacher, student level; A model of continuous professional development for teachers, focused on differentiation, individualization, and versatility in teaching different groups of students; a motivation system for improving the quality of education at school for all subjects of educational institutions (teachers, students, parents); a data bank of techniques, methods, and methods for developing students’ cross-subject skills, abilities, and competencies; a bank of assessment materials for five levels of intra-school control (grades 1, 5, 7, 9, 11).
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Literature. Moiseev A.M. The quality of school management: what it should be / Moscow, September, 2001. Project. State program “Education and development of an innovative economy: introduction of a modern education model in 2009-2012.” Konarzhevsky Yu.A. In-school management. / Moscow. 1993 Borisenkov V.P. Strategy of educational reforms in Russia (1985 – 2005) // Bulletin of Moscow University. Episode 20. Teacher education. 2008, No. 1, p. 20-38. 2. On introducing amendments and additions to the Law of the Russian Federation “On Education,” M., 1996. Concept of modernization of Russian education for the period until 2010: Order of the Government of the Russian Federation dated December 29, 2001. No. 1756-R // Bulletin of the Ministry of Education of Russia. 2002. No. 2. Testov V.A. Fundamentality of education: modern approaches.// Pedagogy, Scientific and theoretical journal, No. 4, 2006, p. 3-9. Barantsev R.G. Trinitarian methodology in synergetics/ / Prospects of synergetics in the XXI century /: Sat. materials of the International Scientific Conference: In 2 volumes. T.1 Belgorod, 2003. Panasyuk V.P. School and quality: choosing the future. - St. Petersburg: KARO, 200. - 384 pp. - (Modernization of general education). Bolotov V.A., Efremova N.F. System for assessing the quality of Russian education. / Pedagogy, No. 1, 2006, p. 22-31. Gromova T.V. Criteria and assessment of the quality of education // School Director. 2006. No. 5. P.51-55. Comprehensive project for the modernization of education Potashnik M.M. Quality of education: life constantly updates this concept, enriches it.// Public Education, 2006, No. 4, p. 163-171. Gormin A.S. Processual model for assessing the quality of education // School Director - 2005. - No. 10. pp. 17 -24.
The Federal Law “On Education in the Russian Federation” (Article 28, paragraph 2, paragraph 13) states that “... ensuring the functioning of the internal system for assessing the quality of education in an educational organization” in the established field of activity falls within the competence of the educational organization.
Objects Subjects What is being assessed? Who is assessing? Educational process organized in accordance with the Federal State Educational Standard for Educational Education Head, deputy head, senior teacher Conditions in accordance with the Federal State Educational Standard for Educational Education Teachers, director, deputy head, preschool education specialists, medical workers, etc. Results of mastering the educational program Teachers, preschool education specialists, etc. Degree of parental satisfaction with quality activities of the preschool educational institution Head, deputy head, teachers, parents of children
Parameters characterizing the compliance of the educational institution with the requirements of current regulatory legal documents Availability of the necessary parts and sections of the Program Compliance with the internal structure of the sections of the Program Reflection of the necessary information provided for by the Federal State Educational Standard for Education in the content of the sections of the Program
Parameters characterizing the compliance of the conditions for the implementation of OOPDO with the requirements of current regulatory legal documents Conditions Criteria Personnel staffing of the preschool educational institution with educators qualification level of educators completed advanced training courses to work under the Federal State Educational Standard for Educational Education Financial amount of funds allocated by the preschool educational institution for the implementation of the Federal State Educational Standard for Educational Education, including the amount of funds for the implementation of the educational educational institution
Slide subtitle Conditions Criteria Material and technical The preschool site has the necessary set of zones to ensure educational and economic activities The preschool building has the necessary set of zones and premises for the implementation of (what areas of work) The preschool has premises (specify), Equipment for inclusive/correctional education Subject development - spatial environment Taking into account national-cultural, climatic, age-related characteristics Compliance with the principles of the Federal State Educational Standard for Educational Education
Conditions Criteria Psychological and pedagogical Personal developmental nature of interaction between teachers and children Construction of educational activities in forms adequate to the types of children's education Presence in preschool groups of a positive, friendly atmosphere of interaction between children Interaction of teachers with parents System of methodological work to improve the professional level of teachers Special conditions for children with Disabled children
Parameters that characterize the compliance of the results of mastering educational activities with the requirements of current regulatory legal documents. Targets are NOT subject to direct assessment, including in the form of pedagogical diagnostics (monitoring). They are NOT the basis for their formal comparison with the real achievements of children. They are NOT the basis for an objective assessment of compliance with the established requirements of educational activities. and training of children
The degree of satisfaction of parents of pupils with the quality of the activities of the preschool educational institution. The degree of satisfaction of parents with the work of the kindergarten, the degree of satisfaction with the equipment of the preschool educational institution, the site, toys; The degree of satisfaction with the activities of teachers, the level of their professional qualifications; The degree of satisfaction of parents with the child’s development in kindergarten, satisfaction with the child’s achievements; The degree of satisfaction with the quality of information about the work of the preschool educational institution, the age group the child attends, the group’s work schedule, and the content of work with children.
The objectives of the internal system for assessing the quality of education are to form a mechanism for a unified system for collecting, processing and storing information about the state of the educational activity system of preschool educational institutions; coordination of the activities of all subjects of the education quality assessment system; timely identification of dynamics and main trends in the development of the system of educational activities of preschool educational institutions; identifying negative factors affecting the quality of education, taking measures to minimize their impact and eliminate negative consequences; registration and presentation of information on the state and dynamics of the quality of education; formulation of the main strategic directions for the development of the system of educational activities of preschool educational institutions based on the analysis of the data obtained.
The internal system for assessing the quality of education is built according to the following principles: objectivity, reliability, completeness of information about the quality of education; realistic requirements, norms and indicators of the quality of education, their social and personal significance; continuity, conformity of quality to the level of implementation of the basic educational program of primary general education; openness and transparency of procedures for assessing the quality of education; comparability of the system of indicators with municipal, regional and federal analogues; totality, involvement in the monitoring process of all participants in the educational process; availability of information about the state and quality of education for various consumer groups; compliance with moral and ethical standards when conducting procedures for assessing the quality of education in preschool educational institutions.
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Criteria for assessing the quality of activities of preschool teachers
“Just as no one can give to another what he does not have himself, so one who is not himself developed, educated and educated cannot develop, educate and educate others. He is only capable of actually educating and educating as long as he himself is working on his own upbringing.” A. Diesterweg
Professional qualities of a preschool teacher: the presence of a humane pedagogical position in relation to the child; the ability to take care of preserving the spiritual and physical health of children; showing concern for the development of the individuality of each child; the ability to create and enrich a cultural, informational and subject-developing educational environment; ability to work with learning content and pedagogical technologies; ability to carry out experimental activities; ability for self-education.
The quality of preschool education is a complex characteristic that expresses the degree of compliance of preschool education with the federal state educational standard and the satisfaction of consumers of educational services with the quality of preschool education.
Quality of education: For children, this means learning in a fun way for them. For parents, this means effective education for children: - learning without fatigue; - maintaining the health of children, both mental and physical; - success of training; - maintaining the desire to learn; For educators, this is a positive assessment of their success by preschool leaders and parents: - their successful implementation of all educational programs; - optimal selection of methods and techniques for working with children; - maintaining children's interest in the educational process; - maintaining the mental and physical health of children;
The quality of a teacher’s professional activity is the degree to which the needs and expectations of all participants in the educational process are met from the educational services provided. The evaluation criterion is a sign of the degree of compliance of the quality of a teacher’s professional activity with established norms, requirements, benchmarks, and standards.
Evaluation criteria Scientific and methodological work: use of modern educational technologies, participation in methodological work, participation in professional skills competitions, availability of teacher publications, availability of teacher portfolio. Organization of work on interaction with society: interaction of the teacher with parents (legal representatives), interaction with society, participation of the teacher and students in competitions at various levels.
A set of rules for a successful educator Compassion and humanism are the heart of the educator Creativity is a distinctive feature A healthy lifestyle is the basis of existence Respect for colleagues, children, parents of preschoolers - the culture of the educator Self-improvement, self-development is the dominant behavior Professional competence is a matter of honor
“The Fireworks Principle”: Reveal yourself! All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own flight path: for some it is long, and for others... The main thing is to want to shine.
“The Libra Principle”: Find yourself! Your choice is your possibilities! There are no truisms; they are born in dispute. A hurricane of social contradictions is raging around. It is important to be independent in the world, to strive to develop your own point of view.
“The principle of success”: Realize yourself! Creating a situation of success. The main thing is to feel the taste of victory. The teacher is an equal partner who takes into account the interests of the child, individual characteristics and needs.
Improving the quality of preschool education at the present stage is directly dependent on the professional level of teaching staff.
"EDUCATION FOR ALL, EDUCATION THROUGHOUT LIFE...".
Educator of the 21st century: Strives for spiritual, professional, general cultural and physical perfection; Able to select the most effective methods, means and technologies of training and education for the implementation of assigned tasks; Able to organize reflective activities; Has a high degree of professional competence.
The main components of the professional competence of a preschool teacher: Intellectual and pedagogical competence - the ability to apply acquired knowledge, experience in professional activities, the teacher’s ability to innovative activities; Communicative competence is a professional quality that includes speech skills and listening skills. Information competence is the amount of information a teacher has about himself, students, parents, and colleagues. Regulatory competence is the ability of a teacher to manage his behavior and control his emotions.
The main criteria for the quality work of a preschool teacher: The child happily goes to kindergarten in the morning and leaves it reluctantly in the evening. The teacher is constantly in creative search and grows as a professional. The parent sees us as an ally and is actively involved in the educational process.
Thank you for your attention!
Managing the quality of preschool education required identifying problems in the activities of preschool educational institutions that require increased attention:
- creation of appropriate conditions for organizational training of preschoolers;
- organization of analytical activities and scientific and methodological support for assessing the quality of preschool education;
activities.
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Introduction
People together can accomplish
what you cannot do alone;
unity of minds and hands, concentration
their powers can become almost omnipotent.
D. Webster
The goal of any management activity is to organize work in a preschool institution so that it brings the greatest effect. Today, modern preschool educational institutions are subject to such requirements that increasing the level of management becomes an objective necessity. A leader must quickly and flexibly respond to the demands of society and, in a constantly changing economic situation, find ways to survive, stabilize and develop. This leads to a complication of the tasks facing management and contributes to the growth of the social significance of this activity.
In accordance with this, the mechanism is being updated and reformed
management activities in a preschool institution, organizational management structures change, and the need for an integrated approach to management arises.
All this requires managers to be able to design their management system, determine their approaches to management, and bear responsibility for the decisions made and the final results. The system cannot develop without analyzing management problems. To have a holistic, objective picture, a manager must present:
- a clear picture of the image of the preschool educational institution in the future;
- weaknesses and strengths of the institution (managerial, financial, personnel, household);
- the presence of a team of like-minded people capable of successfully solving assigned tasks;
- the expectations of parents and the team (which must coincide);
- advantages of their competitors.
It should be based on the understanding that the quality
preschool education is a system-forming factor in
management activities of the head of the preschool educational institution and determines the hierarchy
requirements for a quality organization
life activity, interaction, cooperation of children and adults. Managing the quality of preschool education required identifying problems in the activities of preschool educational institutions that require increased attention:
- creation of appropriate conditions for organizational training of preschool children;
- organization of analytical activities and scientific and methodological support for assessing the quality of preschool education;
Updating the controlled and control subsystems of the preschool educational institution;
Development of new practices in preschool education using
carrying out scientifically based support for experimental
activities.
Goal of the work. Creation of flexible organizational structures for education quality management.
Job objectives: 1. Analyze literary sources on education quality management;
2. Increase the level of professional competence of teachers;
3. Create conditions for organizing a team of like-minded people;
4. Create a unified educational space to solve the assigned tasks;
5. Develop criteria for assessing the level of professional competence of teachers;
6. Increase motivation for the quality of education.
Quality management of preschool education
For the first time, interest in management as a science was noted after the publication of F. Taylor’s book “Principles of Scientific Management” at the beginning of the last century. According to the explanatory dictionary of the Russian language control - this is an element of the function of an organized system of various natures (biological, social, technical), ensuring the preservation of the structure, maintenance of the mode of activity, implementation of programs and goals.
Management involves setting goals, organizing ways to achieve them, and controlling movement towards the goal. All these operations presuppose that the subject of control has intelligence, rational thinking, and the ability to take deliberate actions. Thus, management is the purposeful activity of people to organize the elements of the system.
There are several approaches in the theory of scientific management: classical, behavioral, process, systemic, situational. A follower of the classical approach, the American scientist F. Taylor believes that management is based on 4 principles: the development of the scientific foundations of the organization, the scientific selection of performers, their scientific training, close cooperation between the administration and the performer. The German sociologist M. Weber proposed building a management organization along a linear basis, where everyone is responsible for their actions only to a superior. The leader of the behavioral approach was the American sociologist and psychologist E. Mayo. According to this theory, management activities should be focused, first of all, on the interests of people. The executive responds to orders if the leader can satisfy the social needs of his subordinates.
Along with foreign scientists, problems of control theory were studied by domestic researchers G. Atamanchuk, V. Afanasyev, G. Popov. They all came to the conclusion that management theory should develop as a comprehensive, intersectoral science, and that the effectiveness of management depends on how well the manager works.
Fundamental to justifying the management of a preschool educational institution is a deep consideration of the socio-pedagogical system.
Common signssocio-pedagogical system are:
- the presence of a specific goal common to the entire set of elements;
- each person performs his/her functions arising from the assigned tasks;
- everyone’s awareness of their tasks and common goal;
- each person performs his/her functions arising from the assigned task;
- specific relationships between system elements;
- presence of controls;
- mandatory feedback.
A preschool institution is an open social and pedagogical system aimed at the upbringing and education of preschool children. When choosing forms and methods of managing a preschool educational institution, it is necessary to take into account the specifics of the preschool institution.
In preschool educational institutions, interaction in the management system is carried out between teams “adults - adults”, “adults - children”. In modern conditions, the role of scientific management of a preschool institution has increased. This is due to the development of variability in the content of preschool education. Without targeted and scientifically based management, today it is impossible to provide favorable conditions for the creative work of the preschool educational institution team.
The main social customers of the activities of preschool educational institutions are, first of all, parents, schools, and society. The activities of preschool educational institutions are aimed at meeting the needs of families and society for child care, their harmonious development and upbringing. This goal is enshrined in the Law of the Russian Federation “On Education” (Article 18)
By the management of a preschool educational institution, K. Belaya, L. Pozdnyak, T. Komarova understand purposeful activities that ensure consistency in the work of employees; scientifically based impact on educators, service personnel, children, parents and the public in order to optimally solve the problems of raising and educating preschool children. Knowledge and compliance with the laws of the socio-pedagogical system will ensure the successful management of a preschool educational institution in modern conditions.
One of the most important aspects of educational management is its quality. From the speech of A.I. Subbotina at a conference dedicated to World Quality Day in 1999 said that education quality management is a new paradigm for education management in general. The idea of quality education continues the centuries-old tradition of ensuring the quality of human life. Based on the understanding of education as the process of forming a full-fledged person, such an interpretation of quality is not only legitimate, but also extremely necessary.
The absence today of a clearly formulated order for the quality of education, the lack of development of technical and technological measures leads to contradictions in educational practice, which, in turn, negatively affects the theory of education.
V.M. Polonsky understands the quality of education as a certain
level of knowledge, mental, physical and moral skills
development that children have achieved.
In other words, the quality of education is a balance of the following
components: needs of the individual and society, target priorities,
predicted process and results.
The quality of preschool education has actually been discussed recently
decade. There were several reasons for this.
- Preschool education has come to be understood precisely as education. Initially, pedagogical science spoke about education, then, with the approval of the possibility of teaching preschoolers, attention was paid to their cognitive abilities. As a result, many teachers pay special attention to educational activities and focus on the development of the child. This involves not only preparation for the next stage of education (school) and the successful formation of basic personality traits and individuality, but also the maximum development of the child’s creative potential, his abilities, and talents.
- In the absence of a state educational standard and a unified standard program for the upbringing, training and development of children, the issue of determining guidelines for the development of the preschool education system becomes particularly urgent, since the existing requirements for the quality of education are unstable and do not have the proper completeness.
- A consequence of the lack of a state educational standard and a unified standard education program isproblem
controllability of development of preschool education,security
conditions of upbringing and education of a preschooler in accordance with his
abilities and capabilities, active assistance to him in this. Thus, the problem of managing the quality of education acquires special significance.
Education quality management model
Quality management is the methods and activities of an operational nature used in an educational institution to meet quality requirements.
The system of requirements for the quality of Russian education is formed at the level of the national education quality system and is regulated by the requirements for licensing and accreditation of an educational institution.
Monitoring the quality of education is based on three aspects. Social is determined by the socio-economic conditions of society (standard of living, economic potential of the country), social - by the correspondence of educational services to the real request of the customer (parent), pedagogical - can mean the implementation of the principle of variability in education, the transition to personality-oriented interaction between the teacher and children.
The quality of education is assessed in the form of licensing, state accreditation of educational institutions, control and supervisory activities, certification of teaching and management personnel, monitoring. This system is focused primarily on assessing educational conditions, and not on the effectiveness of preschool education, determined by the level and dynamics of the child’s development. The quality criteria are federal state requirements for the content of education (programs and pedagogical technologies), the professional competence of the teacher in terms of his person-oriented interaction with the child, as well as for the organization of the subject-development environment in the preschool educational institution.
The quality of preschool education is determined by the organization of the pedagogical process, in which the level of education and development
each child is increased in accordance with his personal, age and physical characteristics in the process of upbringing and education. The quality of education depends on: the quality of the teacher’s work; the relationships that have developed within the teaching staff; conditions created by the leader for creative search; objective assessment of the performance of each employee. This means that the quality of preschool education in an institution is a controlled process. Therefore, two approaches to quality management can be distinguished: one - through the management of the pedagogical process and its components, the other - through personal subjective aspects in the management system (formation of a team and regulation of the moral and psychological climate in it). Consequently, managing the quality of education in preschool educational institutions requires special approaches, non-standard solutions that could fully take into account the characteristics of the educational environment, the requests and needs of parents and other social partners of the educational institution.
The education quality management model includes goals, content, organizational structure, pedagogical mechanisms for systemic correction of the educational process, which make it possible to realize the regulatory and marketing goals of preschool educational institutions in the partnership interaction of all subjects. However, to implement this model in preschool educational institutions of various types, it is necessary to supplement it with systemic and process approaches to management. It is these conditions that will ensure greater improvement in the quality of education.
The first stage of implementation of the quality management modelpreschool education based on a process approach - studying the demand and needs of customers of educational services. At this stage, not only current, but also future needs of parents and primary schools as the main social partners of preschool educational institutions are identified.
The result of the stage is a formulated list of requirements of service consumers, i.e. social order.
At the second stage The mission, main goals and directions of activity of the preschool educational institution are selected based on the requirements of the social order of the parents.
In accordance with the chosen mission and main goalsat the third stageeducational programs and technologies are planned and selected. The development and education program is a necessary core in the work of a preschool educational institution.
At the fourth stagethe problem of ensuring the educational process (financial, material and technical, educational and methodological, regulatory and legal) is solved. Solving the problems of creating a subject-developing environment is facilitated by new approaches to the formation of the structure of premises and their free layout.
Selection of qualified personnel, improvement of their qualifications - fifth stage education quality management systems in preschool educational institutions. It is assessed both by formal indicators (the absence or presence of a shortage of teaching staff by nomenclature, diploma qualifications, certification level, etc.), and by qualitative and quantitative indicators of the effectiveness of training and education in comparison with the initial level of training and development of children. The dynamics of the professionalism of teachers is especially important, since a large role in increasing the human resource is played by the kindergarten itself, which uses various forms of methodological and organizational work: methodological associations, creative, problem groups, interaction between colleagues, participation in the city’s methodological seminars, pedagogical workshops, etc. d.
Sixth stage - primary diagnosis of the pupil’s individual educational and educational capabilities, his interests, inclinations, needs, level of physical development, necessary to determinehis skills and abilities. The primary diagnosis of the level of development is carried out by a professional psychologist, involving preschool teachers.
Work to assess the physical development of children is carried out by the head of physical education and the medical staff of the preschool educational institution. Data from primary diagnostics are used later to determine the dynamics of the results of the educational process.
Main, seventh stage preschool quality management models
education - organization of the educational process. Already
It was noted that the quality management system is aimed at organizing
developmental, personality-oriented education. Target
developmental education focused on each child - not in
mastering knowledge, skills and abilities in a strictly specified volume, and the development
child. Considering this feature of preschool content
education, as the absence of a strictly defined objectivity,
it is advisable to rely on an integrated approach to building
educational process. This is used
a pattern as the mutual “penetration” of various types of children's activities.
In the proposed model, this component is the main one. All previous and subsequent actions are aimed at preparing, providing, implementing and adjusting the content of the educational process.
Eighth stage - current control of the educational process. In order to manage not formally, but in reality, to make the right scientifically based decisions, the administration of the preschool educational institution needs to have actual data of this process. Such feedback is carried out by control in various forms and methods (ways, means), ensuring continuity and cyclical management of the educational system and preventing losses, inconsistencies and irrational actions.
After identifying the causes of deficiencies, corrective measures are developed to eliminate them, which are aimed at improving the provision of the educational process, improving the training of teaching staff, forms and methods of education and training.
Upon completion of the educational process, a final diagnosis of pupils is carried out, i.e. ninth stage models. The effectiveness of the pedagogical process can be judged by the results of the final diagnostics of students: tracking social, cognitive and physical development. By comparing the final diagnostic data with the predicted results, the degree of achievement of the goals of the pedagogical process is determined.
By analyzing the correspondence between the desired and achieved results, it is possible to determine the reasons that impede the implementation of the plan. At this stage, these activities are aimed at correcting programs and technologies.
The final, tenth stage- tracking the life activity of graduates. This is possible through establishing strong connections with the school and parents. At the same time, attention is focused on the level of academic performance, communication culture, etc.
This information is necessary to assess the activities of the preschool educational institution in terms of compliance of the stated goals with the requirements of social customers.
The proposed model ensures an improvement in the quality of education based on maintaining its fundamental nature and compliance with the current and future needs of the individual and society as a whole, which
corresponds to the tasks of modern politics.
Components of the development of preschool educational institutions,
contributing to improving the quality of education
Education quality management means
goal-oriented, resourced, designed process
interaction between the manager and the controlled, aimed at achieving the quality of the programmed result (norms and standards)
The basic principles of education quality management can be
name: consistency, continuity, functionality, optimality,
productivity.
Table No. 1
Composition and qualifications of teaching staff
Total 20 | Percentage of total teaching staff |
|
Have education: Higher pedagogical Higher non-teaching Secondary vocational (pedagogical) Secondary vocational (non-teaching) Other | 5 1 | 25% 5% |
Have qualification categories: Higher First Other | 5 7 7 1 | 25% 35%
35%
|
Work experience: from 1 to 5 years From 5 to 10 years from 10 to 20 years over 20 years | 2 4 6 8 | 10% 20% 30% 40% |
Have titles and awards Honorary Worker of General Education Certificate of honor from the Ministry of Education and Science Russia Certificate of Honor from the Department of Education and Science Kemerovo region Certificate of Honor from the City Administration Certificate of honor from the Council of People's Deputies. Educational Administration Certificate of Merit Letter of gratitude from the mayor Letter of gratitude from the Council of People's Deputies cities | 2 2 11 8
4
24 8 |
Table No. 2
Qualitative changes in composition and qualifications
teaching staff.
Options | 2004-2005 | 2005-2006 | 2006-2007 | 2007-2008 | 2008-2009 | 2009-2010 |
1. Education Higher pedagogical Higher pedagogical Secondary vocational (pedagogical) Secondary vocational (non-teaching) Other | 4 1 14 - | 4 1 15 - | 3 1 16 - | 5 1 14 - | 5 1 14 - | 6 15 - |
2. Qualifying Higher First Second | - - - | 2 - - | 5 6 9 | 4 8 8 | 5 7 7 | |
3. Number of young specialists |
For each preschool institution, indicators of the quality of education are always specific, since they correspond to the management model that determines the goals, objectives, content of the educational process of this institution, its personnel potential, scientific and methodological support and the conditions for the upbringing, training and development of children in it.
But at the same time, quality indicators can be common to everyone. These are the levels of: children's learning; development of learning activity skills; creative activity; good manners; personality development in mental, social aspects; life security, social adaptation of the individual.
In this regard, it is possible to highlight criteria, used in measuring the quality of education:
1. Quality of training (quality of educational material and activities
teachers, rationality and logic, development of educational
schedules, optimization of time, space and placement
pupils and teachers, curriculum development and educational
software documentation).
2. Search, selection and implementation of innovative forms and methods
work, including experimental activities.
Parameters of educational outcomes, performance assessment, productivity, visible results.
The program-target structure seems to be the most promising for the formation of a preschool educational institution management system. All work of the preschool educational institution in organizing the educational process is considered from the point of view of achieving the goal provided for by the project. °
The permanent elements in the organizational structure are the following divisions:
- Board of Trustees, designed to resolve issues of material and technical equipment of the educational process;
- Council of Teachers, the main organizing body for approving curricula, work programs, summarizing teaching experience, solving strategic problems of the educational process in preschool educational institutions, developing work programs;
The methodological council resolves issues of renewal, structure and
content of education in the light of the concept of modernization of education,
active participant in organizing monitoring work, identifies
parental requests for educational services;
- The meeting of the labor collective resolves issues related to the life and activities of preschool educational institutions, resolves production issues related to regulatory law, solving pedagogical problems, strengthening and preserving people’s health;
- Meetings with the head, designed to resolve current issues in the activities of the preschool educational institution.
A new element in management is the creation of temporary creative, initiative groups, methodological associations on the basis of preschool educational institutions to solve specific and pressing problems. This organizational management structure promotes the creation of a team of like-minded people and ensures that everyone is responsible for solving assigned tasks. Management will be carried out on the basis of co-management, relying on the initiative and creativity of preschool teachers. To determine the effectiveness of the preschool educational institution management system at any level, it is planned to develop priorities and indicators in the form of regulations and local acts.
The management apparatus in a preschool institution operating in development mode is made up of people who know how to work with goals and who themselves have clear and conscious goals. We are talking about understanding the goals of the functioning and development of a preschool institution, understanding the goals of the management system and personal individual management activities.
Speaking about the role of a modern senior educator in management activities, it should be noted that he must:
Understand the motives of teachers’ behavior;
- encourage teachers to work productively, stimulate their professional growth;
- create team relationships that are as favorable as possible for productive work;
- give tasks to teachers so that they understand what is expected of them and strive to fulfill it;
- effectively supervise the work of teachers;
- adequately evaluate new teachers, their capabilities and interests;
Build business relationships with teachers in accordance with their
individual characteristics and situations.
The senior teacher of a developmental preschool educational institution must have certain personal qualities that characterize his managerial activities. These include: the ability to manage oneself; personal values; personal ideas; self-development; problem solving skills; creative approach skills; understanding of managerial work; leadership skills; ability to form a team.
Components of preschool educational institution development that contribute to improving quality
education
Rules for successful quality management of preschool education
1.
Each team member must know why he is working,
what will the end result be?
- Each team member should know that his work will be assessed correctly (public recognition of success and honor by colleagues, approval of the manager, bonus, gratitude from children and parents).
- Gratitude in a preschool educational institution is a huge component of successful management. Gratitude is a daily tribute to the hard and noble work of colleagues
- The work of a teacher certainly eases the burden of many people, but they themselves need someone to provide help and support in their work.
- Tact is a very subtle and significant component of management. Tact means:
- ability to listen and explain the problem;
- assistance in carrying out events if the need arises;
- approval of successful actions of colleagues;
- confidentiality;
Delicacy (to reproach in private).
6. Responsibility (if everyone determines the level of responsibility for themselves, then the overall responsibility will increase many times over).
7. Creativity. There is no more creative profession than a teacher. Management is a creative process, and the creative potential of each teacher should be taken into account and developed.
8. Ability to admit and correct mistakes. Errors follow
predict, analyze, correct in a timely manner. Unacceptable mistakes: rudeness towards children and parents; physical punishment; forcing a child to eat; concealment of information about a child’s injury or illness; making fun of a child's physical disabilities.
9. Live participation. Every person needs it
The educator needs it doubly.
10. Constructive criticism is an integral part of success.
management.
Management team interaction model
Motivational management system
The development of the preschool education system is largely determined by the introduction into practice of the latest scientific psychological and pedagogical achievements in the field of management. One of these innovations is motivational management, which is based on the organization of a motivational environment.
- The incentive system is built taking into account the structure of the team and psychological mechanisms (emotions of success - failure). Everyone needs the emotional experience of success. The incentive system used includes such forms of encouragement that give the teacher the opportunity to experience the emotions of success. The most effective forms of incentives: assistance in nomination to prestigious competitions at various levels; involvement in the work of the preschool educational institution administration; solving important problems of the team; certification for a higher qualification category.
- Monitoring and evaluating the activities of teachers is aimed at revealing their professional and personal reserves and improving the educational process. Identifying successes, not just shortcomings; individual differentiated approach, etc.
- Delegation of powers is the main temporary resource of management and is considered as the realization of the opportunity and desire to ensure consistency of actions of the manager and teachers in the educational process. Teachers and the leader strive to work in a creative union, which is reflected in the development of self-governing systems through the participation of teachers in setting goals, determining ways and means of achieving them, optimal distribution of responsibilities and collegial solving of emerging problems.
- Creating conditions for innovative activity - searching for ways of progressive development of each teacher, taking into account objective
opportunities, level of professional and methodological competence, readiness to master, implement and develop innovations, improving professional competence and qualifications of teachers through the competitive movement.
Introduction of a motivational management system in preschool
institution allows you to build an optimal, flexible and dynamic
motivational environment favorable for mastering innovations
creative interaction between the leader and members of the pedagogical
team.
Table No. 3
No. | Direction | Tasks |
Development of an incentive system for teachers | Amendments to the regulations on stimulating innovative activity of teachers. Forms of motivation stimulation |
|
Control and evaluation activities of teachers | System improvement control in preschool educational institutions. Development of criteria and indicators teacher performance. Performance Discussion Identification and analysis of difficulties in the work of teachers. Attending classes (checking depth teaching software material) Studying the achievements recording system children and teachers in various forms activities. Pedagogical council at the end of the year. |
|
Delegation of authority | Development of methodological and psychological support for delegation of powers to teachers (memos) Involvement in management activities through city municipal organizations, master classes, seminars, consultations. Supporting the implementation of proprietary programs, technologies, and teaching aids for preschoolers |
Involvement in participation in the management and long-term planning of preschool educational institutions | Organization of activities of councils (physical education and health, editorial and scientific-methodological) Involvement in the “Ladder of Success” event. Organization of creative groups. Development of recommendations for teachers “Management of preschool educational institutions”. |
|
Creating conditions for innovation activity | Development of methodological and psychological support innovation activity. Development of a promotion plan qualifications. Determining prospects for participation in professional competitions skill. Conducting the “Ladder of Success” competition |
Conclusion
Thus, the quality management system for preschool education presupposes the existence of an ideal model of such education and the determination of the optimal management structure for such a model. Properly organized management activities of the leader will help to activate the professional potential of teachers and will contribute to the achievement of the tasks facing the preschool institution.
Management at the present stage is “the purposeful activity of all subjects, ensuring formation, stabilization, optimal functioning and mandatory development.” The update here involves: abandoning methods of administrative interaction with people and switching to methods based on knowledge of the motives, needs, interests and values of specific individuals. Creation of a flexible structure of informal relations in the transition to lower structures when making decisions to develop a strategy jointly with employees of preschool educational institutions, manifested in the vision of new collegial management bodies and the development of a democratic style of leadership and control.
Bibliography
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Achievement Orientation
Development-oriented
Focus on self-development
Responsibility
Involvement in management
Unity of orientations
Psychological compatibility
Potential stability
Harmony
Organization
Cohesion
Value-organized maturity
Team development level
Conditions and protection
labor
Security of property;
Material support;
Occupational Safety and Health;
Safety precautions.;
Caretaker, O.T. inspector.
Psychological climate in the team.
Compliance with labor discipline;
Emotional state of employees;
Employee relations;
Organization of leisure;
Employee incentives;
Providing assistance to employees;
Working with pensioners;
Work to prevent cases of child abuse, identify dysfunctional families, and provide assistance to them.
professional group, teacher-psychologist, child protection inspector
administrative
solution
Acceptance and processing of information;
Analysis, search for causes;
Forecast, decision making;
Coordinating the actions of subordinates;
Compliance with legal and administrative standards. Manager,
Meetings with the manager
Health of children and employees
Analysis of morbidity among children and employees;
Compliance with SAN and PIN rules;
Children's attendance;
Individual approach to health;
Catering;
Hardening activities;
Preventive actions;
Compliance with the regime;
Working with parents to preserve the health of children;
Promotion of healthy lifestyles.
head nurse, teacher
Methodical work
- Training and inclusion of teachers in innovative activities
The state of the educational process in preschool educational institutions;
Developmental environment, creating psychological comfort in groups;
Self-education of teachers;
Relationship between specialists;
Children’s assimilation of program material;
Diagnostics;
Education of hygiene skills, ethical behavior of children;
Artist – aesthetic education.
Senior teacher, educator
members method. council
Innovation activities
- development of new technologies;
Work on new development programs;
Development of projects, methodological recommendations;
Promotion of new forms of working with children;
- “Wise teacher”
Initiative group
Supposed
result:
Defining the mission, strategy and development of the preschool educational institution;
Formation of a creative team of like-minded people capable of solving problems aimed at comprehensivepersonal development.
