Minister of the Government of Moscow, Head of the Department of Education of the city of Moscow.
Education:
1972 Orenburg State pedagogical institute them. V.P. Chkalov, specialty "Mathematics".
1998 Russian Academy public service under the President Russian Federation, specialty "State and municipal government".
Candidate of Pedagogical Sciences.
Positions held:
1973 Teacher of vocational school-12 in the village of Sharlyk Orenburg region
1981 Mathematics teacher high school N2 of the village of Sharlyk.
1984 Director of boarding school N1 in Orenburg.
1989 Head of the Department of Regional Education of the Industrial District of the city of Orenburg.
1992 Deputy Head of the Main Department of Education of the Administration of the Orenburg Region.
1996-2002 Head of the Main Department of Education of the Administration of the Orenburg Region.
2002-2004 Deputy General Director of the Federal State Unitary Enterprise Publishing House "Prosveshchenie".
2004 Director of the Department of State Policy in the Sphere of Education of the Ministry of Education and Science of the Russian Federation.
2007-2010 Deputy Minister of Education and Science of the Russian Federation.
Since 2009, Deputy Chairman of the Commission under the President of the Russian Federation to counter attempts to falsify history to the detriment of Russia's interests.
2010 Head of the Department of Education of the city of Moscow.
Awards and titles:
Honored Teacher of the Russian Federation.
Honorary Diploma of the Government of the Russian Federation.
Graduated from the Orenburg State Pedagogical Institute. V.P. Chkalova, Russian academy public service under the President of the Russian Federation.
Career
In 1972 - a teacher at GPTU-29 in the city of Orenburg.
From 1972 to 1973 he served in the Soviet Army.
In 1973-1981 - teacher, head teacher, teacher of mathematics at SPTU-12 in the village of Sharlyk, Orenburg region.
In 1981–1984, he was a teacher at secondary school No. 2 in the village of Sharlyk, Orenburg Region.
From 1984 to 1989 - director of boarding school No. 1 in the city of Orenburg.
From 1989 to 1992 he was the head of the RONO in the city of Orenburg.
In 1992-1994 - Deputy Head of the Main Department of Education of the Orenburg Region.
In 1994–1996, he was the head of the Vocational Education Department of the Administration of the Orenburg Region.
In 1996-2002 - Head of the Main Department of Education of the Orenburg Region.
In 2002–2004, he was Deputy General Director of the Federal State Unitary Enterprise Publishing House Prosveshchenie in Moscow.
From 2004 to 2007 - Director of the Department of State Policy in Education of the Ministry of Education and Science of the Russian Federation.
In 2007-2010 - Deputy Minister of Education and Science of the Russian Federation. On November 10, 2010, he was appointed Minister of the Government of Moscow, Head of the Department of Education of the City of Moscow.
On June 6, 2013, he was appointed Acting Minister of the Government of Moscow, Head of the Department of Education of the City of Moscow.
On September 17, 2013, he was appointed Minister of the Government of Moscow, Head of the Department of Education of the City of Moscow.
He was awarded the Order of Honor, the medal of K.D.Ushinsky. Candidate of Pedagogical Sciences, Associate Professor, Honored Teacher of the Russian Federation.
S. RYBKA: 11 hours 4 minutes. Welcome all. My name is Sergey Rybka. Today, you, the listeners of "Moscow Speaks", are asking your questions to the head of the Department of Education of the City of Moscow, Isaac Kalina. Isaak Iosifovich, good morning to you too.
I.KALINA: Good afternoon, everyone.
S. RYBKA: Today is exactly a week since the President addressed the Federal Assembly. The question is for you as an official, not the last in the field of education, probably at the federal level, if you are the chief in the capital. What did you hear for yourself in this message? By the way, were you present at the Manege when the President addressed you?
I.KALINA: No.
S.RYBKA: One way or another, you must have been curious about what was said for people from your industry, what is fundamental and valuable?
I.KALINA: First of all, I was definitely not just curious, but listened very carefully. Secondly, I would not divide the text of the message into a part intended for the industry and not intended for the industry. There is no such thing. The fact is that everything that was directly said about education, fortunately, is very much in line with the fact that last years is done in Moscow, and this is probably logical, we understand that Moscow Mayor Sergei Semenovich Sobyanin has long been in the president’s team, and therefore the movement of Moscow education under his leadership and the movement Russian education, which indicates, shows the president, they are, of course, co-directed. And for us, this is like the next stages in the development of what we are already doing in Moscow. But I am sure that the whole text of the message is a wonderful teaching material. And so I instructed the city methodological center to study the entire text of the message very carefully and turn it into a set teaching materials on many, many subjects.
S.RYBKA: Who are these materials intended for? Schools, some other institutions?
I.KALINA: All the materials produced by the city methodological center are intended to help the teacher. And I am sure that today teachers of many subjects will want and use the material that was presented by the president during the message. Therefore, I want to repeat once again that the entire text of the message is very important for the education system, because the education system must understand not only what it is doing right now, but why it is doing it, why these today's results will be important for the country, which achieved in the system.
S. RYBKA: Isaak Iosifovich, one clarification - is this the first time you have given such an instruction to the methodological center to prepare materials based on some big speech by the first person? Or is this practice more or less regular? I just haven't heard of it.
I.KALINA: No, this is not the first time. This practice is regular. But, probably, I must admit that for the first time such a powerful array of information useful for the school.
S.RYBKA: When this is offered to teachers for study, do you yourself expect that it will be used in what way? Just in work, for example, in subjects related to history, some social sciences, teachers will refer to this ... Manual, what is it for?
I.KALINA: First of all, fortunately, we left a long time ago, as you showed, a kind of brochure in our hands, today we have a very powerful tool in the hands of a Moscow teacher - this is the Moscow Electronic School.
S.RYBKA: Big conversation, yes.
I.KALINA: That is why all the materials that may be useful for a Moscow teacher are located in the Moscow Electronic School. And then the teacher has the opportunity today to use them as he sees fit. And here, it would be as if I would not interfere in the teacher's work, because the duty of city structures is to help the teacher, but in no case dictate or supervise the teacher. Therefore, the material will be posted in the Moscow Electronic School in the form in which methodologists consider it the most convenient for teachers. And since we, as methodologists, always involve the teachers themselves, who show the highest results of their students, therefore I am sure that what colleagues do for their own fellow teachers will be used, used with great efficiency. But as every teacher uses it, I think we can trust the teachers themselves.
S.RYBKA: Since you mentioned the e-school, the topic has such a great potential. The project has been running for over a year now. In 2016, when it launched, it was a project in six schools only. Since then, in various interviews, you have described what it is, even at such a purely everyday level. For example, tablets are distributed to students, some kind of interactive whiteboards are used, although I have never used one and still have no idea what this means. At this stage, let's have a big conversation, there is time - what is this Moscow e-school, if generalized, so that it is clear to those who are not raising children now, who are not sending children to schools, such as me - a person who is not a parent yet , unfortunately. What is an e-school in Moscow?
I.KALINA: The Moscow Electronic School in Moscow is, I would say, the integration of all the tools that teachers have traditionally used, and integration with the new tools that new technologies provide today. That is, the Moscow Electronic School, it is an assistant to the teacher and, in fact, is created and exists only for teachers. Yes, it is clear that the teacher works with the students, the teacher interacts with the parents of the students, therefore, of course, both the students and the parents of the students will be able to use the Moscow e-school, the materials that are there, besides the teacher, but still the main thing the purpose, let's say, the mission of the Moscow e-school is to bring together in a very convenient format for the teacher everything that he needs to prepare for lessons, to conduct lessons, including checking students' homework, that is, in a new electronic format.
S.RYBKA: Do pupils, respectively, submit assignments in a new electronic form?
I.KALINA: They can. Unfortunately, for now, I must tell you that not 100% of schools, not 100% of teachers are already using this tool. We all, in order to master the new, as a rule, are hindered by the habit of the old. But I wouldn't force things. Moreover, the Moscow E-School is unique in that... well, it is clear that the platform was developed by specialists in information technology, but today the content is made by the teachers themselves. That is, teachers were given the opportunity to post the content that they most often use, which they, the teachers themselves, consider the most useful. A competition was announced for the development of electronic scenarios for lessons. This, in general, is nothing new for the teacher. Each teacher wrote hundreds of lesson plans every day, this is the traditional job of a teacher. Today, he has the opportunity to either use a ready-made electronic lesson script, or simply take it as a basis and very quickly and easily modify it for himself, or create his own.
S.RYBKA: And yet, to the very beginning, such a generalization is a kind of network resource that any teacher can turn to for one reason or another, and both parents and students can turn to some elements of this resource. But first of all it is for the teacher?
I.KALINA: Very good explanation. Thanks, Sergey. It is good when there is an interpreter between the official and the people. It is wonderful.
S. RYBKA: I hope I didn't hurt you with this remark.
I.KALINA: No, no, on the contrary.
S.RYBKA: I just really want to understand how it is technically done. This is some kind of third-party site, everyone registers there, gets an account, sets up a password and logs in - is it organized like that? Is there an app for smartphones, for example?
I.KALINA: Naturally, every teacher has access to this resource, it is personal, and only Moscow teachers have access to this resource so far. Have pupils and have parents of pupils. In general, you described very well that yes, they can use it, they can not use it, this is the choice of the teacher. But those teachers who, as they say, have tried, and today there are already tens of thousands of such teachers in the city, they, as a rule, do not leave the Moscow e-school, but use it more and more often.
S.RYBKA: Tens of thousands. But, it turns out, not all. And is there any idea about the scale of coverage? Tens of thousands is still how many, how many schools, even if this is not counted by teachers, but by institutions?
I.KALINA: If institutions, then everything. But in every school, of course, not all teachers use it yet.
S.RYBKA: How is it synchronized then? That is, someone works according to plans that he has prepared in paper form, and accepts paper work, while someone uses an electronic format?
I.KALINA: Of course.
S. RYBKA: Isn't there some kind of ... you have to call it a conflict. That is, not swearing in the literal sense, but simply a difference in approaches.
I.KALINA: Conflicts are the sources of development. And most importantly, in any conflict, the more progressive, the more effective should win. And we see that if the history of the Moscow E-School began with six schools and one and a half thousand teachers, today it is already active in the Moscow E-School, according to the results of February, it is also very clear there everyone who, what, when and how does, then according to the results February, we already had 22 thousand active users of the Moscow e-school among teachers.
S.RYBKA: And among the parents there is no such figure? I ask because we take for news, we make news out of it ...
I.KALINA: I understand. There are numbers. But there are far fewer parents. And I want to emphasize once again that so far, at this stage, the Moscow e-school is being created by teachers for teachers. When the teacher actively and fully begins to use the resources of the Moscow e-school, then, of course, you said correctly, then the conflict between approaches will lead to the fact that parents will be drawn to the Moscow e-school, but most importantly, students.
S.RYBKA: I remind the audience that we are talking with the head of the Moscow Department of Education, Isaac Kalina. You can send your questions to the SMS portal +7-925-8888-94-8, or to our govoritmskbot Telegram channel, write there too. You said a little earlier that not all teachers are so eager to switch to this format. But teachers are not alone...
I.KALINA: I did not say the word "with pleasure", this is your translation. With caution, this is a more accurate argument.
S. RYBKA: Good. But in educational institutions who train these teachers, in universities, is there any orientation towards this program? Are there programs in pedagogical universities that provide for such a format of work?
I.KALINA: Naturally. At least the Moscow City Pedagogical University, and it is the main, so to speak, supplier of teachers for the city of Moscow, has acquired the same equipment that the department today information technologies puts in Moscow schools, and there are special courses for students of the Pedagogical University, which they immediately, as they say, get used to working in the format of the Moscow e-school. In addition, students of our city pedagogical university are frequent guests of schools, that is, they lead circles, they come to practice at school. When they visit schools, they, of course, also enter this format. Therefore, yes, probably, teachers of my generation with caution, and this is quite natural, I would by no means condemn any teacher for this caution, they accept any new instruments with great caution. But young teachers, of course, are much faster towards this, for them this is a familiar, normal way of life in general, if you like, already. Well, as for the students who will come to school tomorrow, they simply, I think, otherwise they will not imagine the educational process.
S. RYBKA: We have now mainly talked about this shell, about this environment in which information is accumulated and exchanged, it is evaluated. What purely technical means are provided for by this e-school? When I read the phrase interactive board", I don't quite understand what it is? Is it a huge screen with a touchscreen or what? When it is said that one of the students is given tablets for work, it also seems not to everyone ... in general, could you tell about the technical side, what is it? Technological.
I.KALINA: If you want to go to the details, I think you can invite my colleague, comrade, Artem Valeryevich Ermolaev, he will tell you with all the technological characteristics. But I can say, since I have exactly the same board in my office as in the classes, this is an amazingly convenient tool. In fact, to simplify it completely, here I have a tablet on the table, and exactly the same huge tablet with amazing image quality, with all the checks of various sanitary services that have passed all the checks of various sanitary services, that it is absolutely harmless, with Internet access, with the ability to show any fragments television and so on, and with the ability of the teacher to manage this board from his laptop.
S.RYBKA: Send any materials there. And there is in modern schools Wi-Fi for visitors, for students?
I.KALINA: For students at the same time... this is a large complex project, which for Moscow schools, on behalf of the Mayor of Moscow, is being decided by the Department of Information Technology. This is primarily, in general, workplace teachers. This is such a panel that we talked about, a teacher's personal laptop, which allows you to work, including with this board.
S.RYBKA: Does the school give out this laptop? Or a person with whom he is accustomed to work himself, which he has at his disposal?
I.KALINA: For the second time in the last seven years, the laptops that the school gives them are updated for teachers. The first time, in my opinion, was in 2012 or 2013, now it’s already ... then, it’s a process, there are many teachers, thank God, that’s why the process is not so instantaneous, but usually takes several months. The first delivery of laptops to teachers in Moscow was somewhere between 2012-2013, and now they are replacing them. This is the tool that the city gives the teacher to work with. As for the students, you understand that today every student has ... firstly, I want to say that all this is so far intended only for the main, high school. That is, in primary school so far none of this has been delivered, because on behalf of the mayor of Moscow, we have given schools the opportunity to study the opinion of teachers primary school parents of primary school students. And most likely, such equipment in 2019 can only be supplied to those schools that decide that they need it. And basically we are talking about older students. And today, thank God, in Moscow, almost everyone, one might say, everyone has devices that allow him to fully work in this mode in the classroom. In addition, today in the libraries of almost every school there is a small number of iPads that are convenient for work, well, if the child does not have, or, it happens, he forgot, so that he could get and use it.
But at the same time, Sergey, keep in mind, otherwise you will get the impression that six lessons of 45 minutes each, all the guys are sitting and just looking at the screen. All this is included in the living fabric of the lesson when it makes sense, when from the teacher's point of view it is more effective than any traditional method.
S.RYBKA: I still allow myself to ask this question again. WiFi. It's just that in most Moscow institutions you can use it. How is it organized in schools?
I.KALINA: Along with the supply of whiteboards, along with the supply of laptops, today the Department of Information Technology connects Wi-Fi in every school, many had it, only the power was insufficient. Today, the power is calculated so that even if all the students enter at the same time, it must be maintained. But all at the same time it never, thank God, does not happen.
S.RYBKA: Are these networks freely available? That is, any owner of a device, smartphone, tablet ... there are accounts for students, right?
I.KALINA: No. There are access codes. And what's more, today, for example, many schools have even come up with such a good educational game. That is, entering, relatively speaking, in the morning at school, you see that today is the access password, I don’t know, the year you started Japanese war. And the students at the same time, in order to enter Wi-Fi, also remember, tell each other the year they started Russo-Japanese War. I gave the simplest example, of course, there are more complex ones for this task.
S.RYBKA: I'm just guessing, there are almost certainly some kind of content filters. That is, not every resource can be accessed through these networks that schools distribute?
I.KALINA: Yes. This was back when the priority national education project was implemented in 2006. I don’t know, remember, don’t remember, but there was such an instruction from the president at one time. And all schools in Russia were connected to the Internet. Until 2006, not all schools in Russia had an Internet connection. In 2006-2007, all schools were connected and at the same time the so-called content filtering system was introduced, which, if necessary, blocks access to those sites that are not needed ... And then, you understand that there is a teacher in the lesson who manages all this process, manages the students, it controls.
S.RYBKA: We have an information release. At the end of the question on this topic. Is there any measure of how the introduction of these technologies, the introduction of e-school literally affected the performance of those schools where the program has been launched, in comparison with those where this program is not yet available in such a volume?
I.KALINA: We had six schools that were the first to start working. Their results are growing. But you know, I have to say that maybe not at such a pace, but the results are growing in all schools. And to say that there is one mechanism for improving results would probably be inaccurate. The results of schoolchildren, of course, are related to the technologies that are in the school. But much more they are connected with the teacher who is at school.
S. RYBKA: Then let's continue the next half hour with a conversation about training personnel for schools. We will be interested in whether there is enough or not enough where teachers come from in Moscow schools. Surely, not only from Moscow universities. In general, we will talk about this and many other things with Isaac Kalina, head of the Department of Education of the City of Moscow after the information release.
S.RYBKA: 11:35. My name is Sergey Rybka. My interlocutor today is the head of the Moscow Department of Education, Isaac Kalina. He promised that we would talk about teachers, but here the listener just asks in a line: “Isaak Iosifovich, recently there were rumors about the introduction of a single school uniform for teachers. Is there any plan to implement this idea? asks our listener 78th. Have you heard of this?
I.KALINA: As for the uniforms for schoolchildren, I listen to debates and am very calm about this, because there is a legislative norm that we do not interfere in these issues. There are sanitary requirements for the clothes of the child. And I hope parents listen to them. We brought these sanitary requirements to schools, they can be viewed in the public domain. But about a single form for teachers ... frankly, this is the first time I hear about it.
S.RYBKA: So much the better, I think. Okay, let's talk specifically about teachers. Are they enough?
I.KALINA: The question is enough, it is always a question not of quantity, but of quality. So I will answer this...
S. RYBKA: And if you answer strictly about the number?
I. KALINA: Strictly speaking about the number, there are no problems when a vacancy opens up at a school, and of course it does, sometimes there are from 10 to 70 applicants for this position. Therefore, I can admit that today one of the problems for me is that I have to simply categorically tell many acquaintances that I can’t help them in any way, who want their acquaintances or some relatives to become teachers in a Moscow school. Because there are not a large number of vacancies, and when vacancies appear, then this is such a responsible procedure for filling a vacant position. This is not the responsibility of the department. If the choice of the teacher is the responsibility of the school. But nevertheless, the department is trying to help school principals in this. We have the opportunity to send the applicant-teacher for independent diagnostics. And great amount people who are trying to become a teacher in a Moscow school are sent by school directors before admission to this independent diagnostic, which, at least, very accurately determines the subject ...
S. RYBKA: The level of training is probably not medical ...
I.KALINA: Well, there is a separate medical department, it's not us.
S. RYBKA: Just the word "diagnostics" makes you think about it first of all. It is clear, of course, that this is not the case.
I.KALINA: No. Focusing on health is good for young people. But diagnosis is not only health. Diagnostics is also a lot of other things. And in particular, on the knowledge of that subject area with which the teacher is going to come to the students. There is a very accurate diagnosis. And I can confess that probably about 70 percent of applicants who tried to come from different cities and become Moscow teachers were simply rejected by the directors on the grounds that their diagnostic results were insufficient to qualify for a place in a Moscow school. Then, we also have the Moscow City Pedagogical University, I have already spoken about it.
S. RYBKA: Your main supplier of personnel.
I.KALINA: And there today the rector of this university, with our support, with the support, by the way, of school principals, launched a very interesting project- when senior students, and now we have decided that this should begin much earlier, during the entire period of study at the institute, they periodically participate in very serious tests, competitions, according to the results of which the very, very, very strong then become teachers in Moscow schools. For the winners of all these selection procedures, students, we guarantee that we will help them get a job as a teacher in a Moscow school. Moreover, today we are very, let's say, willingly accepting graduates of non-pedagogical universities into the ranks of Moscow teachers.
S.RYBKA: For example, in what specialties?
I. KALINA: For example, a graduate of any engineering university, subject to passing psychological and pedagogical training, and we also opened one at the Moscow Pedagogical University ...
S. RYBKA: Is it free additional training or some kind of paid courses, if a person wants to become a teacher from his main specialty, then he pays for the courses, receives additional skills? How it works?
I.KALINA: I am so out of the habit of dividing into paid and free that ...
S.RYBKA: One can envy then.
I.KALINA: There is very little paid service in Moscow, I must admit. Therefore, I’m sure there are free ones for those who enter with very high results, and there are paid ones for those who, perhaps, have slightly lower results, and it takes a little more to prepare it ...
S.RYBKA: I'm not here to see some self-interest of the Department of Education, just to understand how it works.
I. KALINA: The department cannot have self-interest, we government agency, we don't even have a special account for some off-budget. And the pedagogical university can have self-interest, and I would be glad that people who want to become teachers, having received a different education, maybe some small amount of money for being taught to become a teacher, paid. This, you see, would mean that a very conscious choice. Today a lot of people come...
S.RYBKA: I heard you say that people come from engineering specialties. What else?
I. KALINA: They also come from classical universities, for example, a graduate of the philological faculty of Moscow State University becomes a very good teacher of literature. They come from Mendleevka today, teachers teach chemistry. Today, there is a fairly large palette of opportunities for children who ... well, there is another subject that, despite the fact that it has existed for several decades, is still considered new to the school - this is computer science. And the fact that today guys, graduates of engineering universities, have become very willing to come to teach computer science, this is a very good thing. We even have an Olympiad this year, it is called “The New Teacher of New Informatics”. These guys come ... after all, you know, the first teachers of computer science, of mathematics teachers, as a rule, they are wonderful teachers, of course, but they were not very practice-oriented. But these guys come, besides teaching computer science, they lead dozens of different circles, robotics and many other circles for boys ... why did I say "boys"? For me, probably, such gender snobbery worked. There are both girls and boys.
S.RYBKA: If we talk about these specialties, the IT industry, programming in all its forms, what can lure a person with this specialty, which is in high demand, to school?
I.KALINA: Probably two things. In general, helping people learn is a very pleasant experience, you try it. By the way, Sergey, we have a lot of journalists who lead circles for children, I can too, not only you invited me to your place, but I can invite you.
S. RYBKA: It is possible.
I.KALINA: And the salary.
S. RYBKA: There is an average parameter for the capital of a teacher's salary without specifying the subject, without specifying the workload, a certain average figure, excuse me, we think in numbers.
I.KALINA: Average, as they always joke, like the temperature in the hospital.
S.RYBKA: I understand how arbitrary this is.
I.KALINA: There is an average, today in February it turned out to be somewhere around 90 thousand. But this is average. There are, of course, teachers who receive more. There are teachers who receive less. But we came to an agreement with the directors’ corps, to put it mildly, we agreed that in 2017, the lower limit for a teacher’s salary was 64 thousand per month, and in 2018 it was 68 thousand. And I must say that in 2017 almost all schools have achieved this. We looked, we still have, in my opinion, 130 teachers who have average salary turned out to be lower than 64. We began to check why the agreement is not being implemented. These are, as a rule, teachers who do not work full-time. For example, a teacher has reached retirement age, he refuses class management, part of the hours, but the school wants to keep him. And it's good that she keeps it. But it is clear that the payment becomes slightly less than that of colleagues. The average is 90 thousand.
S. RYBKA: What is the load rate then with these 90 thousand? How many hours per week?
I.KALINA: The average workload in the city is now around 23 hours, lessons per week.
S. RYBKA: Plus some other methodical exercises, self-training.
I.KALINA: I wouldn’t call it methodical lessons, but, of course, the teacher has, firstly, to check the work of students, and secondly, he has to prepare himself. Here is the Moscow e-school, for those who started using it, it saves a lot of time to prepare for lessons, in the first place. There is a lot of material out there already. And don't forget that teachers, most teachers, have a very serious part of their job called classroom management. I think, Sergey, that any person who studied at school remembers and, I hope, most often with gratitude, remembers the class teacher. This is also a very large and serious part of the work.
S. RYBKA: Let's look back at the beginning of our conversation, when we talked about the introduction of new technologies, including communication technologies, in schools. You probably know that now the vast majority of parents keep in touch with class teachers in some kind of chats, as a rule, WhatsApp is used for this. Do you have any opinion on this matter? Because, unfortunately, both these chats and VKontakte groups in other social networks often become sources of unreliable information. That is, such an excessive availability of a teacher for a parent and the ability of parents to discuss something, speculate and offer, this does not become a problem for the school? If you understand what I mean...
I.KALINA: Yes, I understand. And I am grateful that you raised this topic. I would very much like the parent community to be much more careful about the time of the class teacher. There is such a backlash. I always joke that every teacher, when giving homework, he is sure that on this day no one, not a single teacher, except him, asked anything. And when a student adds up all the homework, it turns out a lot. Likewise, probably, a parent, when he turns to the class teacher, he is sure that no one but him turned that day. And when all 25 applied, then, of course, this is a serious time for a class teacher. Therefore, I really hope that with time a certain culture of this new communication will come. Because new opportunities first intoxicate us all, and we begin to use them sometimes quite unreasonably, and over time, a culture of communication comes, a culture of communication. I am sure that those courageous class teachers, I will use this word, who withstand this pressure, a burst of communication, they win very much. And over time, all this will come into an absolutely cultural channel. But the very way of communication seems to me very remarkable, because all the people are busy, they don’t have much time to come and talk in person. I think it's a very efficient, economical way to communicate. Well, today we need, of course, our common culture this communication.
S.RYBKA: The listeners probably won't forgive me, and the management, if I don't ask this question. Perhaps it is connected just with problems in communication. I want to summarize stories related to school attacks. We remember Ivanteevka near Moscow, we remember a case in the suburbs of Ulan-Ude, there was already this year, there is a case in Perm, also in that year. The details of these stories are known to most listeners and you, I think. Based on what happened in the regions, specifically in Moscow, were any decisions made? In terms of safety, in terms of instructions for teachers and parents. In general, how did Moscow react to this?
I.KALINA: I can confess that in my very short managerial life, I realized that reacting to a chance is a rather dangerous thing. Systematically, constantly, without waiting for cases, work on those tasks that are always there. Therefore, for example, what you said about security, private security companies, in Moscow was created with the huge support of the Ministry of Internal Affairs, our colleagues from the Department of Regional Security, our National Guard, a security system was created, which began to come to us to study from other cities. It is clear that each such case strains and forces one to control such elements even more carefully. As for some briefings for teachers, I will return again to the topic of the class teacher, if you will. I am sure that no one and nothing in the school can be more helpful in preventing such incidents than an attentive class teacher. But for this, long before these cases, we began to convince school principals to seriously increase not only the payment for lessons, but also the payment of class teachers. I can say that over the last year alone, we have succeeded in the average extra pay for a class - it is again average, for each school is different - but the extra pay for classroom guidance, if the average was about six thousand last year, then this year it is already about 13 thousand.
S. RYBKA: In a month?
I.KALINA: Yes. At the same time, Sergey, you somehow looked at me in such a way that it seemed to me that you think that this is a lot?
S. RYBKA: A lot?
I.KALINA: No, it's not much. This is a very serious part of the work of any teacher, and, of course, it should be paid seriously. And it's good that school principals understand this and that they are following this path today.
S.RYBKA: Is there any special training required for the teacher who will lead the class? That is, can anyone be a class teacher?
I.KALINA: First of all, if a person came to be a teacher, then he should study psychology, this is probably the main element of knowledge.
S.RYBKA: Any teacher? And how does the class teacher differ in terms of the set of knowledge from the one to whom the class has not been entrusted yet?
I.KALINA: I think, not in terms of knowledge, but in terms of skills, rather. The most important thing here, here you have a wonderful phrase written - listen, think, know. I think that this quality comes with time, and it is, of course, very important for a class teacher to be able to hear his children, think about what they say, and know that in every situation how you can help the child. Therefore, I am sure that the most important way today to reduce such an intensity or tension ... it all comes from some kind of hostility, resentment of the child by someone, something. This, of course, is a very serious attention of school administrations to class teachers. And as a response from class teachers, it is their attention to children. Believe me, there were no other ways for many, many years at school. And no, I don’t know, bars and stuff… it won’t replace the class teacher’s contribution to reducing this tension.
S. RYBKA: We started this conversation with a message from the President to the Federal Assembly. Now, as schools teach the basics of composing, we will have a strong ring composition, because we will also end with an event with the participation of Vladimir Putin. The day before, he held a meeting in Yekaterinburg on the development of the system of secondary vocational education. We just talked about secondary education, and a little about the training of teachers, about higher education. And the average professional education- a topic that, to be honest with you, I think they are trying to make fashionable. For example, there is the WorldSkills competition, about which there are a lot of publications, and the president meets with the participants of this competition, yesterday there was a separate meeting dedicated to this. But has secondary vocational education come into fashion, so that people aspire not to a university first, but to a college?
I.KALINA: I must say that this conversation between yesterday’s president and his colleagues is very pleasant for me, because, again, I must say that Moscow has been the leader in Russia in the WorldSkills competition for several years now, our guys win national championships, our guys are very successful performed…
S.RYBKA: What does it give them? Do they get some kind of document with which it is easier to get settled later?
I.KALINA: I can say one thing, I would very much like the winners of the national WorldSkills championship and the international one, all the more, to stay in their colleges and lead the appropriate circles for college students and schoolchildren, who are also very active today. in large numbers go to clubs in colleges. Few were persuaded to stay permanently. Do you know why? But because they, as they say, were bought up in the bud. That is, already some companies, firms are very closely following the results of the national WorldSkills championship, and even more so the world championship. And these guys are already 101 percent employed and have good offers. But I am glad that at the same time as the work they chose somewhere, they are all practical today we still have to lead circles, but not at the main job, as it were, but combining their work in the company with leading circles. In general, I must say that in recent years something, thank God, has probably happened to high school students and their parents. Parents began to impose on an adult guy less often ... again I have a gender difference ... on an adult who is a school graduate, they began to impose their unfulfilled some things less often ...
S. RYBKA: And enroll him in universities in some specialties, which, perhaps, are not so useful already, and most importantly, perhaps there is an excess of this.
I.KALINA: They began to trust the guys themselves more. And so many guys, choosing between a specialty that was not very interesting to him at the university and a specialty that was very interesting to him in college, began to come to college. Today, guys with gold certificates, with certificates with only fives, are entering colleges, after the ninth grade, a huge number of such guys are entering colleges today. I'm probably in a hurry if I say that college is the most fashionable thing today. But the fact that today college is no longer some kind of failure in life, it is absolutely obvious. Because college graduates find a well-paid job much easier, faster. You know, the world has become such that skills are again valued more than knowledge. Probably because skills have become rarer than knowledge.
S.RYBKA: We have very little time left. Are you ready to single out the specialty that is most popular at this level of education in Moscow? Who do they study at these colleges, what do they aspire to become?
I.KALINA: An absolutely huge palette, ranging from a cabinetmaker to a computer engineer.
S. RYBKA: Isaac Kalina, head of the Moscow City Department of Education. Thank you for this conversation. We are waiting for you again.
Isaac Iosifovich Kalina(born November 14, 1950, in the village of Sharlyk, Sharlyk district, Orenburg region, RSFSR, USSR) - statesman Russian Federation, in 2009-2012 Deputy Chairman of the Commission under the President of the Russian Federation on Counteracting Attempts to Falsify History to the Detriment of Russia's Interests, Since November 10, 2010, by the Mayor's Decree, he was appointed Minister of the Government of Moscow, head Doctor of Pedagogical Sciences.
Biography
In 1968 he graduated from the Sharlyk Secondary School No. 2 with a gold medal and from the Correspondence Mathematical School at the Moscow state university them. M. V. Lomonosov. In 1972 he graduated with honors with a degree in Mathematics.
In 1998, he studied at the Russian Academy of Public Administration under the President of the Russian Federation and received a manager's diploma (with honors) with a degree in State and Municipal Administration.
She has been working in the education system for over 40 years.
Labor activity
Since 1973 - a teacher at SPTU-62 in the village of Sharlyk, Orenburg Region, since 1981 - a teacher of mathematics at secondary school No. 2 in the village of Sharlyk. In 1984 he moved to Orenburg, director of boarding school No. 1.
Since 1989, in the public service - head of the department of district education of the Industrial District of Orenburg, since 1992 - deputy head of the Main Department of Education of the Administration of the Orenburg Region. In 1996-2002 Head of the Main Department of Education of the Administration of the Orenburg Region. In 1998 he graduated from the Russian Academy of Public Administration under the President of the Russian Federation with a degree in State and Municipal Administration. In 1999 he defended his Ph.D. thesis on development issues regional system education.
In 2002-2004 - Deputy General Director of the Federal State Unitary Enterprise Publishing House "Prosveshchenie". Since 2004 - Director of the Department of State Policy in the Sphere of Education of the Ministry of Education and Science of the Russian Federation. Since September 11, 2007, Deputy Minister of Education and Science of the Russian Federation. Since November 10, 2010, by the Decree of the Mayor, he was appointed Minister of the Government of Moscow, Head of the Department of Education of Moscow.
He is critical of the problem of standardization of education:
| I think it's no secret to anyone that the school has been working all its life according to two standards: the first is a textbook, the second is control and measuring materials. A normal teacher rarely studies the program in the subject he teaches, for him this is not the most important thing. And those who have studied the federal component of the state educational standard I don't think it's hard to find at all. The question is, for what and for whom are these standards needed? I am convinced that they are needed to create textbooks for their authors and those who develop educational programs, as well as for the development of CIMs for conducting a unified state exam. Standards are needed in order to coordinate the activities of all levels of education on a single basis, because the needs of universities determine the content school education, the needs of the school - the content of preschool. |
In 2009, he headed the working group of the Russian Ministry of Education and Science, which monitored issues related to passing the exam and admission to universities.
Isaac Kalina, as noted by the Ukrainian resource seychas.com.ua, is known for “active introduction in schools of a textbook on the history of the Russian Federation, edited by Alexander Filippov. In it, schoolchildren are told about Joseph Stalin as an effective manager of the 20th century, and the repression of citizens is called “costs.”
Optimization activities in the field of education
Isaac Kalina became notorious for his activities in merging and optimizing Moscow schools and other educational institutions, including boarding schools, special schools for disabled and difficult children, schools for gifted children. Explaining his managerial experiments at a round table in Moskovsky Komsomolets in January 2013, Isaac Kalina gave an illustrative "analogy":
Whatever cucumber gets into a good pickle - small, large, fresh, lightly salted - averaging takes place, all become equally good pickles. Therefore, even the merger of ordinary schools with deviant ones is not scary: if teenagers with antisocial behavior are placed in a good social environment(primarily school), then they will also become worthy students.
This statement immediately became the subject of witticism and ridicule:
But what if you merge several ministries into one, for example, the Ministry of Education and the Ministry of Defense? There will be savings on the salaries of ministers. At the same time, there will be more discipline in education, and more knowledge in defense. And in general, it is necessary to merge everyone into one barrel so that the most diverse brine is obtained. Why didn't they think of this before?
When the intentions of Isaac Kalina began to be put into practice, this caused a stormy protest on the part of Moscow teachers, students and their parents. So, on October 11, 2014, the first major rally was held against the merger of the Intellectual school with school No. 1588 and the reduction of its funding below basic level. The rally gathered about one and a half thousand people, its participants stated the need to preserve “special” schools and an individual approach to education when it comes to sick, “difficult” or, conversely, gifted children. Further, problems arose with a large number of other schools, such as the "School of Home Education No. 542", petitions were created to Kalina with numerous requests don't touch the schools. At subsequent protest actions, the demands of the protesters were personified and shifted towards the dismissal of Isaac Kalina from his post, in a rather harsh form (“Kalina in the garden”, etc.).
A petition was posted on the Internet addressed to the mayor of Moscow, Sergei Sobyanin, demanding that Isaac Kalina be dismissed.
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An excerpt characterizing Kalina, Isaac Iosifovich
- G ... "az! Two! T" and! ... - Denisov shouted angrily and stepped aside. Both walked along the trodden paths closer and closer, recognizing each other in the fog. The opponents had the right, converging to the barrier, to shoot whenever they wanted. Dolokhov walked slowly, without raising his pistol, peering with his light, shining, blue eyes into the face of his opponent. His mouth, as always, had a semblance of a smile on it.- So when I want - I can shoot! - said Pierre, at the word three, he went forward with quick steps, straying from the beaten path and walking on solid snow. Pierre held the pistol outstretched forward right hand, apparently afraid of how not to kill himself from this pistol. He diligently put his left hand back, because he wanted to support his right hand with it, but he knew that this was impossible. After walking six paces and straying off the path into the snow, Pierre looked around at his feet, again quickly looked at Dolokhov, and pulling his finger, as he had been taught, fired. Not expecting such a strong sound, Pierre flinched at his shot, then smiled at his own impression and stopped. The smoke, especially thick from the fog, prevented him from seeing at first; but the other shot he was waiting for did not come. Only Dolokhov's hurried steps were heard, and his figure appeared from behind the smoke. With one hand he held on to his left side, with the other he clutched a lowered pistol. His face was pale. Rostov ran up and said something to him.
- No ... no ... t, - Dolokhov said through his teeth, - no, it’s not over, - and taking a few more falling, hobbled steps to the very saber, he fell on the snow beside it. Left hand he was covered in blood, he wiped it on his coat and leaned on it. His face was pale, frowning and trembling.
“It’s a pity…” Dolokhov began, but he couldn’t pronounce it right away… “Perhaps,” he finished with an effort. Pierre, barely holding back his sobs, ran to Dolokhov, and was about to cross the space separating the barriers, when Dolokhov shouted: - to the barrier! - and Pierre, realizing what was happening, stopped at his saber. Only 10 steps separated them. Dolokhov lowered his head to the snow, greedily bit the snow, raised his head again, corrected himself, drew up his legs and sat down, looking for a firm center of gravity. He swallowed cold snow and sucked it; his lips trembled, but still smiling; his eyes shone with the effort and malice of the last gathered strength. He raised his pistol and took aim.
“Sideways, cover yourself with a pistol,” Nesvitsky said.
- 3ak "ope!" - unable to stand it, even Denisov shouted to his opponent.
Pierre, with a meek smile of regret and remorse, helplessly spreading his legs and arms, stood straight in front of Dolokhov with his broad chest and looked sadly at him. Denisov, Rostov and Nesvitsky closed their eyes. At the same time they heard a shot and an angry cry from Dolokhov.
- Past! - shouted Dolokhov and powerlessly lay down on the snow with his face down. Pierre clutched his head and, turning back, went into the forest, walking entirely in the snow and aloud saying incomprehensible words:
“Stupid… stupid!” Death... lie... - he repeated wincing. Nesvitsky stopped him and took him home.
Rostov and Denisov carried the wounded Dolokhov.
Dolokhov, silently, with closed eyes, lay in the sleigh and did not answer the questions that were put to him; but, having entered Moscow, he suddenly came to himself and, raising his head with difficulty, took Rostov, who was sitting beside him, by the hand. Rostov was struck by the completely changed and unexpectedly enthusiastically tender expression of Dolokhov's face.
- Well? How do you feel? Rostov asked.
- Bad! but that's not the point. My friend, - said Dolokhov in a broken voice, - where are we? We are in Moscow, I know. I'm fine, but I killed her, killed her... She can't take it. She won't bear...
- Who? Rostov asked.
- My mother. My mother, my angel, my adored angel, mother, - and Dolokhov began to cry, squeezing Rostov's hand. When he calmed down somewhat, he explained to Rostov that he was living with his mother, that if his mother saw him dying, she would not be able to bear it. He begged Rostov to go to her and prepare her.
Rostov went ahead to carry out the assignment, and to his great surprise he learned that Dolokhov, this brawler Dolokhov lived in Moscow with an old mother and a hunchbacked sister, and was the most tender son and brother.
pierre in recent times I rarely saw my wife face to face. Both in St. Petersburg and in Moscow, their house was constantly full of guests. The next night after the duel, as he often did, he did not go to the bedroom, but remained in his huge, father's study, in the very one in which Count Bezuhy died.
He lay down on the sofa and wanted to fall asleep in order to forget everything that had happened to him, but he could not do it. Such a storm of feelings, thoughts, memories suddenly arose in his soul that he not only could not sleep, but could not sit still and had to jump up from the sofa and walk around the room with quick steps. Then he imagined her for the first time after her marriage, with bare shoulders and a tired, passionate look, and immediately next to her he saw Dolokhov’s beautiful, arrogant and firmly mocking face, as it was at dinner, and the same face of Dolokhov, pale, trembling and suffering as it was when he turned and fell into the snow.
“What happened? he asked himself. “I killed my lover, yes, I killed my wife's lover. Yes, it was. From what? How did I get there? “Because you married her,” answered the inner voice.
“But what is my fault? he asked. “In the fact that you married without loving her, in the fact that you deceived both yourself and her,” and he vividly imagined that minute after dinner at Prince Vasily’s, when he said these words that did not come out of him: “Je vous aime.” [I love you.] Everything from this! I felt then, he thought, I felt then that it was not that I had no right to it. And so it happened." He remembered the honeymoon, and blushed at the memory. Especially vivid, insulting and shameful for him was the memory of how one day, shortly after his marriage, at 12 o’clock in the afternoon, in a silk dressing gown, he came from the bedroom to the office, and in the office found the chief manager, who bowed respectfully, looked at Pierre's face, on his dressing gown and smiled slightly, as if expressing with this smile respectful sympathy for the happiness of his principal.
“And how many times have I been proud of her, proud of her majestic beauty, her worldly tact,” he thought; he was proud of his home, in which she received all of Petersburg, was proud of her inaccessibility and beauty. So what am I proud of? At the time I thought I didn't understand her. How often, pondering over her character, I told myself that it was my fault that I did not understand her, that I did not understand this eternal calmness, contentment and absence of any predilections and desires, and the whole clue was in that terrible word that she was a depraved woman: yourself this terrible word, and everything became clear!
“Anatole went to her to borrow money from her and kissed her bare shoulders. She didn't give him money, but she let him kiss her. Her father jokingly aroused her jealousy; she said with a calm smile that she was not so stupid as to be jealous: let her do what she wants, she said about me. I asked her once if she felt any signs of pregnancy. She laughed contemptuously and said that she was not a fool to want to have children, and that she would not have children from me.
Then he remembered the coarseness, the clarity of her thoughts and the vulgarity of her expressions, despite her upbringing in the highest aristocratic circle. "I'm not some kind of fool ... go and try it yourself ... allez vous promener," [get out,] she said. Often, looking at her success in the eyes of old and young men and women, Pierre could not understand why he did not love her. Yes, I never loved her, Pierre said to himself; I knew she was a depraved woman, he repeated to himself, but he did not dare to admit it.
And now Dolokhov, here he is sitting in the snow and forcibly smiling, and dying, perhaps with some kind of feigned youth answering my repentance!
Pierre was one of those people who, despite their external, so-called weakness of character, do not look for an attorney for their grief. He processed his grief alone in himself.
I would like to say a lot in the end to the official, whose activities are devoted to so many publications in the journal "Capital Education".
Farewell, Isaac Iosifovich! It is a pity that your departure did not take place earlier - Moscow education from this only lost.
A big request - do not go light!
Take with you the main "attributes" of your rule of Moscow education: the "squeezing" of schools into multidisciplinary educational monsters, the collapse of copyright and correctional schools; persecution of objectionable directors and permissiveness of "effective managers"; disrespect for the opinion of the parent community; the collapse of the main center of additional education - the Moscow Palace of Pioneers; non-transparent distribution of finances and corruption; fake school ratings; humiliating evaluations of managers; endless requisitions... Also take with you total lies, hypocrisy and window dressing... And do not forget to take your deputy and chief assistant in financial fraud - bribe-taker and corrupt official Alexander Gavrilov... We will not need all this!
We hope that the one who will come to replace you will not need it either. Today, metropolitan education, more than ever, needs a leader who will return quality to education, and authority and dignity to the department under the abbreviation DOGM.
P.S. We know the form of polite address - with a capital (capital) letter. Lowercase writing is not a mistake, but an attitude towards the activities of I. I. Kalina.
Editor's note: How and why did this post come about?
On September 20, the editors published an article about the alleged resignation of the head of the DOGM, Isaac Kalina. This was not a fake stuffing, which we are now accused of. The chronology of events was as follows. At the time of publication, the editors received information that the capital's educational department will have a new head. The information was confirmed from various sources, including the Moscow Government. Our journalists were also given a list of prospective candidates for the position of the head of the DOGM, among them there was no Kalina's name. And then the editors decided to publish this material.
The situation changed on 21 September. We do not know how this personnel decision was made, what arguments were used by the leaders of the Moscow Mayor’s Office, and that, in fact, Isaac Kalina was reappointed to the position of the head of the DOGM. In this part, our publication turned out to be unreliable. Everything else is true.
We apologize to readers, but we believe that this publication was not useless. She once again showed the negative attitude of the city residents towards the official Isaac Kalina and his policy in the field of Moscow education.
Sincerely, the editors of the journal "Capital Education".
