Quality management of education in ng. Quality management of education in oo Education quality management definition

INSTITUTE FOR TRAINING OF EDUCATIONAL WORKERS OF KRASNOYARSKY KRAI

EDUCATION QUALITY MANAGEMENT.

METHODOLOGY. THEORY. PRACTICE

Monograph

KRASNOYARSK 2008

The methodological, theoretical and practical aspects of designing systems for managing the quality of education at the municipal and school levels of the organization of the education sector are revealed.

FOREWORD …………………………………………………………… .. 4 Chapter 1. Methodology of education quality management

1.1. The concept of "quality of education"

and “quality management of education” ……………………………………… ... 6

1.2. Model of education quality management …………………………… ... 13

Chapter 2. Theory of quality management in education

2.1. Framework concepts of modern education ………………… .23

2.2. The mechanism for managing the quality of education ………………………… ..45

2.3. Policy in the field of education quality ……………………………… .65

Chapter 3. Practice of education quality management

3.1. General format of the state-public system

assessing the quality of education ………………………………………………… ..70

3.2. Indicator matrix to use

in quality management of education at the regional level …………………… 81

3.3. Regulations on the quality of education in the Lyceum No. 1 in Kansk …………… ... 89

3.4. Self-assessment of an educational institution …………………………… ..101

3.5. Information support for decision making

in the quality management system of education ……………………………… 107

Conclusion ………………………………………………………………… .111

Literature ……………………………………………………………………. 112

FOREWORD

· using key competencies as a means to move from one stage of school to another;

· using the experience of carrying out socially significant activities for integration into public life.

Reproduction of the professionalism of teaching staff in an educational institution is determined by the indicator "The level of representation and dissemination of modern standards of pedagogical work in an educational institution."

Criteria:

· the use of digital resources in the exchange of experience;

· the use of reflective forms of analysis of their own activities;

· the use of synergistic forms in methodological activities.

Optimization of the composition of teaching positions in an educational institution is determined by the indicator “The level of compliance of the provisions on the job responsibilities of teaching staff with the content of the educational program”.

Criteria:

· use of the content of the educational program for the development and registration of requirements for the quantitative composition of the staffing table of an educational institution;

· using the content of the educational program to develop and formalize the requirements for the results of the activities of the staff of the educational institution;

· using the content of the educational program to develop and formalize the requirements for the rights and duties of the staff of the educational institution.

Rational cooperation in the intra-school division of labor is determined by the indicator "The level of exchange of results of activity in the intra-school division of labor."

Criteria:

Competent leadership of people is determined by the indicator "The level of formalizability of the relationship between the manager and the subordinate."

Criteria:

· using task procedures to regulate hierarchical relations in an educational institution ”;

· using ordering procedures to regulate competitive relations in an educational institution ”;

· the use of conflict law procedures to resolve contradictions in the relationship between a manager and a subordinate.

The positioning of an educational institution is determined by the indicator “The level of attracting additional resources to the educational institution”.

Criteria:

The innovative organization of changes in an educational institution is determined by the indicator “The level of processes that ensure the formation of modern educational practice”.

Criteria:

· the use of software and project forms to implement the necessary changes in the activities of an educational institution;

· the use of the regulatory framework to legitimize the ongoing changes in the activities of an educational institution;

· the use of modern financial and economic instruments to ensure the necessary changes in the activities of an educational institution.

Management of the quality of education is carried out using procedures that provide analysis and the possibility of making the necessary changes on the part of managers of various levels in the area of ​​their specific jurisdiction (competence) and responsibility.

Procedures for managing the quality of education in an educational institution

At the beginning of the academic year, managers, using the presented criteria, together with the teaching staff and the public, conduct an open project session. Within the framework of this session, specific goals are set and developed:

· Indicators of assessment;

Monitoring of the developed assessment indicators is carried out systematically throughout the academic year. The following toolkit is used. For each group of students, together with teachers and parents, for each of the indicators, a goal is designated for a certain period of time. At the end of this period, the result obtained and the stated goal are compared and the difference between them on the assessment scale is correlated.

If we mark the corresponding indicators on the horizontal axis, and expert judgments on the vertical axis, then we can build a graph of qualitative changes and calculate the final coefficient of educational performance for each student in a given educational institution. The educational success rate is calculated using the following formula:

Cr. = ---%, where

Cr. - the coefficient of the effectiveness of education.

Es. - the total point equivalent of all expert judgments for each of the indicators.

max ES - the maximum possible total point equivalent of all expert judgments for each of the indicators.

If the value of the efficiency ratio is correlated with the amount of funding per student in accordance with the standard for the type of educational program used in a given educational institution, then it is possible to obtain the efficiency ratio of budget expenditures associated with ensuring the effectiveness of education for each student individually.

Kef. = ---%, where

H - funding standard.

The introduced coefficients make it possible to establish the relationship between the amount of finances calculated on the basis of the per capita financial norm per student and the educational performance individually for each student. Establishing this kind of relationship is necessary in order to create an analytical base with the help of which it would be possible to influence the change in the value of the financial standard and the use of increased financial resources for targeted changes in the above seven areas related to the parameters of competitiveness, efficiency and reliability.

educational institution, as well as on changing indicators necessary to ensure a higher level of reliability. A special form of media activity is being formed - “Open negotiation platform”.

Procedures for managing the quality of education in the municipal education system

At the beginning of the academic year, managers, using the presented criteria, together with the leaders of the municipal education system and the public, conduct the Municipal Management Forum (MUF). Within the framework of the FFM, the leadership teams of each educational institution set specific goals and develop:

· Indicators of assessment;

· Procedures and grading scales;

· Ways to achieve the possible level of achievement;

· "Steps to implement" achievements.

Monitoring of the developed assessment indicators is carried out once a quarter. The following toolkit is used. For each educational institution, together with the leadership group, for each of the indicators, a goal is designated for a certain period of time. At the end of this period, the result obtained and the stated goal are compared and the difference between them on the assessment scale is correlated.

The rating scale is a three-level system of expert judgments. Expert judgment expresses the fact of mismatch between the adopted goal and the actual result.

The expert judgment of the first level is ranked at 0 points and looks as follows: "the stated goal and the actual result do not coincide."

The expert judgment of the second level is ranked at 1 point and looks as follows: "the stated goal and the actual result coincide partially."

Expert judgment of the third level is ranked at 2 points and looks as follows: "the stated goal and the actual result coincide as much as possible."

If we mark the corresponding indicators on the horizontal axis, and expert judgments on the vertical axis, then we can build a graph of qualitative changes and calculate the final coefficient of management performance for each educational institution. The coefficient of effectiveness of management activities is calculated according to the following formula:

Cr. = ---%, where

Cr. - coefficient of effectiveness of management activities

Es. - the total point equivalent of all expert judgments for each of the indicators

maxEs - the maximum possible total point equivalent of all expert judgments for each of the indicators

If the value of the coefficient of effectiveness of management activity is correlated with the budget of an educational institution, then it is possible to obtain the coefficient of efficiency of budgetary expenditures directed to maintaining management in an educational institution.

Kef. = ---%, where

Keff. - coefficient of efficiency of budget expenditures.

H is the budget of the educational institution.

The introduced coefficients make it possible to establish a relationship between the size of the budget of an educational institution, calculated on the basis of a financial standard and the effectiveness of management activities in a particular educational institution. The establishment of this kind of dependence is necessary in order to create an analytical base with the help of which it would be possible to influence the change in the structure of the budget of an educational institution, towards the growth of that part of it that directly affects the growth of the organizational and managerial culture of an educational institution. It becomes possible to establish a relationship between the size of the budget spent on increasing wages through the use of the incentive allowances fund, for changing the staffing table and the effectiveness of management activities in a particular educational institution.

Establishing this kind of relationship is necessary in order to create an analytical base with the help of which it would be possible to influence the change in the value of the financial standard and the use of increased financial resources for targeted changes in the above seven areas related to the parameters of competitiveness, efficiency and reliability.

The data obtained is presented to the public. Based on the results, public discussions are organized, joint proposals for growth are developed competitiveness and efficiency educational institution, as well as on changing indicators necessary to ensure a higher level of reliability . A special form of media is being formed - "Municipal Management Forum".

Chapter 2. Theory of education quality management

2.1. Framework concepts of modern education

Quality management of education at school

Tasks:

To contribute to the formation of teachers' theoretical ideas about the quality management system of education in the institution, about the possibilities and conditions of using various methods and techniques for diagnostic procedures, the search for new forms and technologies in work.

Organization of joint activities of the administration, teachers and specialists aimed at improving the management of the quality of education.

The modern period of Russia's development has clearly indicated the need to update the main priorities in the field of education in accordance with global trends. The leading priority of the quality of education has found its expression in the national doctrine of Russian education. This circumstance is dictated by the presence of the main contradiction between the modern requirements for the quality of education provided by educational institutions and the limitations of the methods and technologies used in the management process.

The implementation of systematic quality management at all levels ensures the continuity of the process, since at its individual stages, sub-processes are carried out: determination of target priorities, resource, software and technological support, monitoring of results.

The problem of the quality of education is now acute. The rejection of a unified state education system, of many long-established traditions and the introduction of new ones (testing instead of traditional exams, increasing the time spent in school, intensive development of the non-state education system, etc.) brings this problem to a number of priority state and public ones. All subjects of the educational process are interested in ensuring the quality of education (students and their parents, teaching staff of schools and university teachers, educational authorities, employers).

Having proclaimed in the Federal legislation the need for vigorous activity at all levels of education management to address quality issues, a consensus on what to mean by this has not yet been created. Criteria and indicators of quality, specific indicators have not been developed; no scheme for managing the quality of education is proposed; quality assurance paths are not clearly marked.

Each subject of the educational process (teacher, students, parents, administration, etc.) is interested in providingquality of education .

The teaching staff of the school strives to provide students with a quality education, which depends on many factors: the basic curriculum, federal standards, quality textbooks and teaching aids.

Various, often contradictory, meanings are attributed to quality:

• parents , for example, can correlate the quality of education with the development of the individuality of their children,

  quality forteachers can mean a quality curriculum supported by teaching materials.

  forpupils the quality of education is undoubtedly associated with the in-school climate,

  forbusiness andindustry the quality of education correlates with the life position, skills and knowledge of graduates,

  forsocieties quality is associated with those value orientations and, more broadly, with the values ​​of students that will find their expression, for example, in a civic position, in the technocratic or humanistic orientation of their professional activities.

The design of an effective operating quality management system is determined by many conditions and factors that create discomfort or, on the contrary, ensure adaptability.

However, there are four main conditions, without which it is simply impossible to get a quality education:

one). Qualified teaching staff;

2). Availability of modern educational equipment, teaching aids, the use of new pedagogical technologies;

3). The existence of favorable conditions for learning (school cafeteria, library, gym, etc.).

4). Favorable environment for communication with peers.

Analysis of the state of the problem convincingly indicates the reasons for its origin in the new socio-cultural conditions of our community. This is a crisis of the old systems of values ​​and priorities, the formation of a new philosophy of society, built on universal and national values; development of priorities for regionalization and municipalization of educational systems; strengthening the processes of stratification and, in this regard, the development of the market for educational services: uneven development of socio-economic conditions and, in this regard, the stratification of society into rich and poor; activation of the activity of regional confessions and the revival of the spiritual life of society; development of management theory and practice based on the achievements of management and marketing, the emergence and application of ISO international quality standards in the practice of educational institutions; transition of developed educational systems to progressive models and learning technologies, etc.

All these reasons, undoubtedly, are prerequisites that provide sufficient grounds for scientists and practitioners to search for effective quality management mechanisms.

Let us dwell on the approaches to the definition of the concept of "quality of education" in the context of the fact that the object of management is, first of all, the process of quality management.

So, V.M. Polonsky understands the quality of education of graduates as a certain level of knowledge, skills, mental, physical and moral development that graduates have achieved. (Dictionary of concepts and terms according to the legislation of the Russian Federation on education, Moscow, 1995, p. 20).

V.P. Panasyuk gives the following definition: the quality of school education is such a set of properties that determines its ability to satisfy social needs in the formation and development of a personality in terms of its training, education, the severity of social, mental and physical properties. (Systemic management of the quality of education at school, St. Petersburg, Moscow, 2000, p. 58).

In the work of the Security Council. Shilov and V.A. Kalnej, the quality of education is interpreted as a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations in the formation and development of civil, domestic, professional competence of the individual. (Monitoring the quality of education in schools, Moscow, 1998, p. 78).

A.M. Moiseev defines the concept of “quality of education at school” as a set of essential properties and characteristics of educational outcomes capable of satisfying the needs of schoolchildren themselves, society, and customers for education (Dictionary - Directory “Intraschool Management”, Moscow, 1998)

In a monograph edited by M.M. Potashnik, the quality of education is understood as the ratio of the goal and the result, as a measure of achieving goals, despite the fact that the goals (results) are set only operationally and predicted in the area of ​​potential development of the student. (Management of the quality of education, Moscow, 2000, p. 33).

In the current International Organization for Standardization (ISO) 8402-1994 and 9004-1: 1994, quality is defined as the totality of the characteristics of an object related to its ability to meet stated and implied needs.

Analysis of the given definitions shows that some authors in their interpretation of the quality of education are focused on the needs of the individual and society; the second - to the formed level of ZUN and other socially significant qualities; still others, on the totality of properties and results; the fourth - on goals and results; fifth, on the ability of an educational institution to meet established and projected needs.

In general, it is obvious that this definition of the concept of "quality of education" should be considered, on the one hand, from the point of view of levels, that is, the capabilities of the educational institution (provider) itself to provide a range of services in the form of Gosstandart and, on the other hand, the needs of the individual and society (consumers) from the standpoint of forecasting its activities in the future.

Quality as a relative concept has two aspects:

• the first is compliance with standards or specifications,

  the second is compliance with consumer needs.

In open educational systems, consumer feedback plays a significant role, influencing the design and adjustment of the educational process in order to improve its quality. In general, the effect of feedback is shown in the diagram.

However, who should decide if the school's services are of good quality? The reason for asking this question is that the views of the producer and the consumer do not always coincide. It often happens that excellent and useful products or services are not perceivedconsumers as possessing quality. This problem is especially acute in the field of education.

Atassessing the quality of education the following provisions should be highlighted:

• Quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education).

  Assessment of the quality of education is carried out in a comprehensive manner, considering an educational institution in all areas of its activities.

One of the main tasks facing the school staff is to improve the management of the quality of education. This means justification, selection and implementation of measures that allow you to get high results with a minimum investment of time and effort on the part of all participants in the educational process. Pedagogical monitoring plays an essential role in solving this problem. Monitoring is implemented in every educational institution.

Monitoring (lat. monitor - the one who reminds warns; English monitoring - monitoring, tracking) - a complex of dynamic observations, analytical assessment of the forecast of the state of an integral system. This is a new, modern means of control for the purpose of diagnostics, control, which allows you to look differently at the entire educational process.

Pedagogical monitoring Is a system for collecting, processing and storing information about the functioning of the pedagogical system, which ensures continuous monitoring of its state, modern adjustment and forecasting of development.

Pedagogical monitoring as a dynamic system of performance and forecasting of student and teacher activities has the goal of increasing monitoring and evaluating activities:

a) teachers - analysis of their work, its results and effectiveness;

b) students - to develop an objective view of their own activities and its results, to foster independence and responsibility, to form self-control and self-esteem.

Monitoring studies:

– help each participant in the educational process to comprehend their own activities;

– determine how rational are the pedagogical and didactic means used in the learning process;

– to what extent they correspond to the goals of the educational process and the age characteristics of students.

And if you define the goals and objectives of monitoring for the entire teaching staff, then first of all, it is necessary to take into account its peculiarities.

Goals:

– tracking the quality of educational services provided by the school in dynamics;

– determination of the effectiveness of management of the quality of education.

Tasks :

– continuously monitor the state of the educational process and receive operational information about it;

– timely identify changes in the educational process, and the factors causing them;

– prevent negative trends in the educational process;

–carry out short-term forecasting of the development of the educational process;

– evaluate the effectiveness of the methodological support of the educational process.

For the successful implementation of pedagogical monitoring, it is imperative to observe three stages: preparatory, practical and analytical.

1) Stages of monitoring.

At the first stage (preparatory) the goal, object, direction of research is determined, a unified toolkit for collecting information, criteria and their indicators, terms for submitting information and those responsible are being developed.

Second phase basic (practical). Includes methods for collecting and organizing information:

observation,

analysis of documents,

attending lessons,

control slices,

questionnaires,

testing

self-esteem, etc.

During practical stage, the technology of monitoring studies is being worked out, the collection of information and its curtailment at various levels: teacher, class teacher, specialist, head of the Moscow region, deputy director, director of the local educational institution.

Stage three - analytical. Information is processed, analyzed, recommendations are made, management decisions are made. Timeliness, accuracy, structuredness, synthesis - these are the requirements without which monitoring cannot be effective.

Monitoring is carried out in the followingforms:

1. Constant (continuous) monitoring is carried out continuously after setting tasks, determining the technology for collecting and processing diagnostic materials.

2. Periodic monitoring is carried out periodically as the need for relevant data arises. It can be done in two forms:

– calendar monitoring, which is resumed when the reporting calendar period comes;

– stage monitoring, which is carried out to solve the calendar problem.

In order to create an integral monitoring system of the educational process, which allows not only to assess the work of the student and teacher, but also to purposefully plan the activities of the team in the lyceum, a Regulation on monitoring has been created, which defines the goals, objectives, objects of monitoring, directions, stages, methods of collection and information processing.

2) Object of monitoring.

The object of monitoring is the classroom, teacher, student, as well as certain areas of the educational process.

Intraschool monitoring is a system that includes:

Didactic monitoring - continuous, scientifically grounded monitoring of the state of the content, forms and methods of the educational process.

Educational monitoring - continuous, scientifically grounded monitoring of the state of the educational process.

Psychological and pedagogical monitoring - continuous, scientifically grounded monitoring of the state of psychological health of students, the development of their individual abilities.

Medical monitoring - continuous, scientifically grounded monitoring of the dynamics of the health of schoolchildren.

Methods of collecting and processing information:

expert survey;

observation;

analysis of documents;

attending lessons;

control of knowledge, skills and abilities;

questioning;

testing;

self-esteem.

1. Educational monitoring includes achievements in the disciplines of the curriculum (the level of training and the level of learning).

2. Psychological development. Health.

3. Socialization of personality, adaptation; good breeding.

4. Physical development. Health.

5. Monitoring learning motivation.

Monitoring implementation mechanism:

1. Studying the satisfaction of students and parents with the educational process at school.

2. Studying the personality of students, their educational capabilities, health.

3. Diagnostics of educational achievements by discipline.

The main task of monitoring - continuous monitoring of the state of the educational process. During the monitoring process, the following issues are identified:

– whether the goal of the educational process is being achieved;

– is there a positive dynamics in the development of the student in comparison with the previous diagnostic results;

– Does the level of requirements and the level of complexity of the training material correspond to the educational capabilities of the students;

– are there prerequisites for improving the teacher's work?

This task can be accomplished by taking slices and analyzing their results.

The results of the cross-sections are drawn up in the form of tables of summary data, which makes it possible to establish the dynamics of the success of mastering the subject by both individual students and the class as a whole, to compare educational achievements by years of study in the subjects, compare the assessments of the administrative cross-section with the assessment of students' knowledge by academic quarters, as well as continuity in teaching. According to such data, one can see the real level of qualification of the teaching staff.

Speech by S.A. Sergeeva, teacher of informatics "The role of monitoring in quality management of education in informatics lessons"

So, in order to competently and efficiently manage the quality of education, it is necessary to have accurate information about the activities of the school. For this, a system of pedagogical monitoring has been introduced into school management.

Today it is necessary to realize that management based on traditional methods allows only to ascertain certain quantitative indicators, without bringing the ongoing processes to an in-depth analysis. Therefore, the use of diagnostic-based management methods is a necessary condition for improving management efficiency.

Based on the results of the level of knowledge assimilation in the subject, it is possible to determine the goals of an objective assessment of students' knowledge: control over the quality of the educational activities of the graduate and control over the quality of the teaching activities of the teacher. For the student, it will be important to identify gaps in knowledge, develop motivation for learning, and as a result - eliminate gaps in knowledge. In relation to the teacher, the tasks of objective assessment of students' knowledge: making a "diagnosis" of knowledge, detecting a lack of teaching, which results in the correction of the educational process, prevention of shortcomings and elimination of gaps in the knowledge of students. At the same time, the tasks of identifying gaps in knowledge and making a “diagnosis” of knowledge are interrelated.

The obtained results of the level of mastering topics in subjects should become the basis for making managerial decisions to improve the quality of education, organizing an individually differentiated approach to students, and eliminating shortcomings in the teacher's work.

Thus, it is necessary to orient the educational process towards achieving the planned results, as well as the connection between the results of the USE, which characterize the level of training of students, with factors characterizing various aspects of the educational process (curriculum, curriculum, teaching materials, pedagogical technologies and teaching methods).

Diagnostics in management activities helps to design a comprehensive model of in-school monitoring, which can include variable content blocks determined by the subjects of the educational process and their interaction. Only monitoring will make it possible to study patterns and, on this basis, make effective management decisions.

In a generalized form, the quality of education can be represented astwo main blocks:

1 BLOCK. The quality of the main activities

2 BLOCK. Quality of performance results

Thus, education is supposed to be assessed as a result and process of activity of each educational institution from the side of control of the level of knowledge and skills of students (both by the teaching staff and external, state bodies), and from the side of control, assessment of the activities of teachers.

The modern approach to assessing outcomes in general education is more critical. Indeed, the approaches themselves and the choice of assessment criteria have become much more careful. At the same time, a more cautious approach began to approach the possibility of using assessment results for the purpose of pedagogical or selective diagnostics.

Recently, school education has become a period of intensive search for new development ideas. In theory and in practice, the issues of differentiation, profiling, humanization, integration were actively developed. But none of these concepts can be considered as the main, all-embracing in the complex system of school education.

The quality of education is a generalized measure of the effectiveness of the functioning of the educational system of the school. The quality of education - the most important indicator of the success of the school and therefore its management becomes a priority in the work of the school.

Based on the above, we conclude thatthe quality of education Is a comprehensive system in which all components are interconnected and complement each other. It is necessary to manage this system comprehensively in order to succeed.

For management tasks, the quality of education is considered as the level of solving a complex of educational tasks, including educational results and socialization of graduates, including mastering the skills of orientation and functioning in modern society, subject to compliance with the regulatory requirements for learning conditions, mastering the educational standard at an agreed level, and the compliance of educational services according to the composition, content and quality of the consumer's expectations. And in this direction it is very important to have management skills for a teacher - a subject teacher, a class teacher, a specialist - an employee of a school.

Assessment of the quality of education - a process as a result of which the degree of compliance of educational achievements of students, the quality of educational programs, properties of the educational process and its resource provision in educational institutions, municipal education systems and the republican education system with state educational standards and other requirements fixed in regulatory documents for the quality of education is determined.

includes both a management model, assessment and quality assurance mechanisms, and analytical, information assessment systems.

It is legitimate to assert that without knowledge of objective laws, systemic management of the quality of education (educational process) is impossible. In this regard, the following objectively existing regularities can be distinguished.

The regularity "The unity of the education quality management system" reflects such relationships between the elements of quality systems, which make it possible to assess the integrity and independence of each element and its dependence on other elements.

The regularity "The unity of the socio-ecological foundations of the education quality management system" determines the nature of the integrity of the system itself. The management system acts as a mechanism for maintaining this integrity of the quality of education. At the same time, being single and integral, it provides: the purposefulness of the main process based on the social order of society, the subordination and subordination of its stages, the continuity of the links of the system and integrity; the system management mechanism functions and develops at all levels through organizational and pedagogical financial and economic, socio-psychological and other wearing.

The regularity of the combination of centralization and decentralization in the education quality management system. Taking into account the development of the processes of regionalization and municipalization of education, this pattern is especially important to take into account when forming the federal education standard. The relationship of this standard with the regional component ensures integrity and complementarity, taking into account the needs of the regional community and the consumer (individual) himself.

The regularity of the ratio of the control and controlled systems in achieving the quality of the educational process. This pattern manifests itself, first of all, in the influence of the content of management activities (rights, powers and responsibilities of subjects of each level of management) on the quality of the main educational process. The degree of readiness of each level is determined by the ability to implement the entire range of these rights, powers and responsibility for the results of the quality of the educational process, which characterizes the level of its integrity and independence through the implementation of the entire composition of management functions.

The regularity of the impact of general management functions on the quality of the final result. All management functions reveal the content of management, which is specifically aimed at the qualitative characteristics of the educational process. The general nature of management functions manifests itself in the functioning and development of the education quality system (educational process), where management through the specialization of each function for the quality of the result of activity acquires a purposeful character.

The revealed regularities of the education quality management system present their requirements for the entire management system and are reflected in the content, principles, functions, forms and methods of management.

Quality management is carried out at regulatory, strategic and operational levels.

Normative management of the quality of education is carried out at the legislative and normative level of the existing structures of the educational system and involves the effective use of documented procedures and instructions.

In special documents, legislative acts are enshrined:

Education quality standards (normative goals);

The main provisions of the quality policy and the directions of this policy, covering the activities of each of the participants in the educational process and orienting them towards achieving the set goals;

Quality management models that determine the functions of individual management structures in ensuring and improving the quality of education.

In an open educational system,strategic management of the quality of education including strategic planning. This level of management involves the development and analysis ofquality strategies, creation of quality management programs, as well as the formation of subjects of educational activitiesquality consciousness as a new value.

Operational quality management of education is carried out on the basis of continuous monitoring of the current course of educational activities, taking timely and adequate management measures for the implementation of quality management programs. In operational management, methods of quality assurance, its stimulation, and quality control of work results are used.

Thus, operational management is expressed in a system of planned short and medium-term actions, which in the field of management are carried out on the basis of the current planning of quality management and quality control.

The content of normative, strategic and operational management at the federal, regional and municipal levels, as well as at the level of an educational institution, is reflected in the following table.

Implementation levels

management

quality

Levels

management

quality

Federal

and regional levels of quality management

Municipal level

Level

educational

institutions

Regulatory

control

Legislative activity, development of documents, regulations, regulations, state standards, etc., securing:

The goals of education,

Quality standards,

General approaches to quality management

Rule-making activity, development of documents, concepts defining:

The main provisions of the quality policy,

Quality management structure,

Tasks for the implementation of decisions of federal and regional structures

Participation in the discussion of regulatory documents, development of local by-laws, regulations, development at the level of an educational institution:

Quality policies

Structures for the implementation of decisions of governing bodies

Strategic

control

Analysis of the situation at the macro level, the choice of promising goals and principles of quality management in education, their legislative and financial support

Development of long-term programs for quality management in education, distribution of management and control functions, development of a system of regulatory financial activity, development of quality criteria

Development of a quality management program at the level of an educational institution, definition of structures, objects and subjects of this activity, distribution of powers, discussion of quality criteria

Operational

control

Implementation of short-term normative documents (provisions on annual certification, testing, etc.), sending instructions to the field, holding operational meetings, conducting selective quality control of education

Monitoring educational activities, holding meetings, current planning, organizing a retraining system, analyzing activities, reorganizing structures involved in the quality management process, proposals to higher authorities

Implementation of all types of monitoring of the quality of educational activities, operational meetings, current planning, support of the professional activities of teachers, analysis of the results of educational activities, determination of quality indicators, proposals to higher organizations

Quality management of education as a process involves planning, organizing, managing, controlling the functioning and development of the main and supporting processes.

To analyze the effectiveness of education quality management, it is necessarycomparison of quality management processes at input and output ... Control process inputs include:

Personnel potential;

Logistics support;

Financial support;

Information Support;

Regulatory support;

Management structure;

The structure of the network of institutions;

Software-methodical and scientific support;

Motivational support.

The outputs of the quality management process include:

Customer satisfaction with educational services;

Meeting the requirements of educational standards;

Correspondence of management functions to all components of the “entry” into the managed system;

Compliance of the organizational structure of education management of the network of educational institutions with the assigned functions;

Consistency of the management process;

The effectiveness of management in terms of the functioning and development of the educational system.

With quality management, on the one hand, there is a preservation of the educational system's capabilities at the input (level of functioning), and on the other hand, the transfer of these capabilities into a new quality at the output (level of development).At the same time, it should be borne in mind that the processes and results achieved at the output must comply with both regulatory and marketing goals of education. Moreover, for open education, it is of particular importance to create the most favorable innovative environment within the educational system, which increases its sensitivity and receptivity to new things, encouraging educational and other social institutions to actively renew themselves, as well as to develop and implement programs for their own development.

A number of foreign authors are on similar theoretical positions, developing various concepts of quality management in education. So D. Timmerman suggestsa three-phase model of quality management of the educational process, in which he highlights the entry phase (input), intermediate (throughput) and the exit phase (output) (8).

Phase one includes the conditions for organizing the educational process at school ... These conditions include the professional level of the teaching staff, the condition of the building and classrooms, equipment and design, the availability of curricula and didactic materials. The important prerequisites for the success of the educational process include the students themselves, the level of their abilities, inclinations, interest, motivational readiness for learning. In the pedagogical discussion abroad, the significance of these conditions is assessed in different ways. A number of authors consider them to be decisive for the quality of education in general. On this occasionGnahs(1994) ironically remarks: "By analogy with gastronomy, it can be argued that good spices do not guarantee a tasty meal" (7).

Intermediate the phase affects the quality of the internal processes of school life. These include: the content, organization of the educational process, the teacher's professional activity, the socio-psychological climate, the organization of co- and self-government, interpersonal relations and group interaction.

Exit phase reflects educational outcome. For each of the phases, D. Timmerman proposes a special group of criteria:

Subject

quality

Entry phase

Intermediate phase

Exit phase

Founder

Administration

Building condition

Equipping classrooms, the availability of didactic material, a rational schedule, pedagogical principles and a school development program, management styles, personnel management, ensuring working conditions, external relations, managerial experience, a scientific approach to management

Equipment

The quality of operational management, organization of communication and work with information, collegiality, within school control, consulting , moderation, pedagogical councils, conferences, use of resources

Implementation of quality goals, recoupment of resources, results of teachers' councils and conferences, academic achievements by class, teachers and parallels, the results of reflective analysis.

Teachers

Qualifications, professional skills, competencies, professional development

Motivation, preparation for classes.

Organization of the educational process, distribution of time, use of teaching aids and didactic materials, methodological findings, psychological climate in the classroom and school, communication style, special initiatives (practices, projects), health care

Adaptation of content taking into account social factors, transfer of students to the next grades, professional development and professional growth

Pupils

Motivational readiness for school, level of personality development, intellectual level, influence of external factors

Current academic performance and behavior, motivation for learning activities, inability to allocate time, calls to school services

Level of knowledge, abilities, skills, social and affective competence, attitudes, values, grades, attestation, student satisfaction

The development of a quality policy requires the isolation and deep understanding of such quality objects as the educational environment and educational outcomes.

Undereducational environment is understood as a set of conditions and resources that provide a certain effect of the quality of education. The educational environment as an object of quality shows how an educational institution achieves educational results, what is done for this, with the help of what mechanisms and means. In other words, the educational environment reflects the level of capabilities of an educational institution, potentially ensuring the achievement of an educational result.

The components of the educational environment are:

An educational process that includes target, content and operational components;

Professional activity of teachers with a certain level of qualification;

Interaction of an educational institution with the external environment.

Quality criteriaeducational process are:

Developmental and student-centered learning;

Updating the content of education;

Adequacy of methods and forms of teaching and upbringing to the goals of education;

Use of productive educational technologies and methods, etc.

Quality criteriaprofessional activities of teachers are:

Skill level;

Innovative activity and participation in experimental work;

Ability for reflective analysis of pedagogical activity;

Participation in personnel training programs;

The ability to creatively solve the problems of professional activity, etc.

Quality criteriainteraction with the external environment are:

Cooperation of the school with external partners: local government bodies, youth organizations, cultural and sports institutions, social services, vocational education institutions, business entities;

Interaction of the school with the student's family, work with parents;

Inclusion of students in various activities in the microdistrict: participation in territorial administration, volunteer movements, environmental activities, environmental games and projects, in the development of partnerships and exchanges with various cities and countries.

If the educational environment as an object of quality reflects the level of potential capabilities of an educational institution, then the level of real achievements is associated with such an object of quality as an educational result.

Educational result is a product of the activity of an educational institution, reflecting the degree of implementation of the goals of education, determined by the policy of this institution in the field of quality at the stage of strategic planning.

The main educational result should be considerededucational level student (graduate). Education is understood as the individual-personal result of education, which provides the individual with emotional, intellectual and social maturity, as well as the willingness to independently solve problems in various areas of life and professional activity. Education can be understood as a synthesistraining anda set of key competencies reflecting the level of individual and personal development.Trainedness presupposes the mastery by the student of the necessary knowledge and methods of activity within the framework of individual academic disciplines and educational areas for a certain period of study. Learning, inextricably linked with the learning ability of students, their ability to learn, is both the result of previous learning and a condition for the success of the subsequent one.

Quality objects can be represented in a generalizing scheme.

Quality objects

Educational environment

Educational result

Education

Educational process

Professional teacher's activity

Interaction with environment

Complex key competencies: Social; Multicultural; Language; Information

Trainedness

An important component of the educational outcome isset of key competencies including:

Social competence,

Multicultural competence,

Language competence,

Information competence.

What should a modern school be like to bring up a modern graduate?

Developed thinking and intelligence (not memory). The student must be able to acquire knowledge. In modern society, in the age of information technology and the increasing flow of information, this is a very important skill.

A large amount of non-assimilable information, training in many different disciplines that will be useful in the future only by 50%. The teacher teaches what he knows himself, regardless of whether it is relevant. Teaches what is no longer there. Knowledge is divorced from activity. Grades are the most important thing.

Teaching is not the subject itself, but the basic skills that will help the student to acquire the necessary knowledge in the future. You need to learn to find the information you need and use it skillfully, and not give ready-made material. Development of independence. Maintaining health.

Extreme lack of audio and, especially, visual information of a humanitarian nature. Existing films are hopelessly outdated, and there is usually no money for new ones.

A person must freely or at least confidently navigate the processes taking place in society. To do this, he needs alternative information from various sources. This will give him the opportunity to make responsible decisions consciously.

A graduate who owns the amount of knowledge.

A creatively developed personality capable of adapting to market conditions. A modern graduate should be active, independent, able to get out of difficult life situations.

Student overload: the student does not have enough time to work with additional sources of information, including the computer.

Physically healthy person with solid knowledge.

In the Concept for the Development of Education until 2010 society was given the task of updating the content of education, the basis of which should beactivity approach - kitkey competencies, which the graduate must own.

Firstly , combines the intellectual and skill components;

Secondly , interprets the content of education from the end result;

third , has an integrative nature, includes not only the usual ZUNs, but also the traditions of the people, national culture, as well as motivational, social, ethical and behavioral components.

Consequently, the goals of education also change. For us, this is the formation of a set of key competencies that a modern graduate should possess:

And in this direction, a big role is assigned to the new generation Federal State Educational Standard

The backbone of modern educatorsstandards, the formation of basiccompetencies of a modern person

The shift in focus of the new standard is aimed at achieving results:

Personal whoare manifested in the formation of universal educational actions: have their own point of view, defend it if necessary, actively cooperate with adults, together with other students solve educational and non-educational tasks, evaluate their own actions and the behavior of other people.

Subject, which are a system of cultural objective methods and means of action in a certain subject area and can be obtained both in the educational activities of students and in other forms: project, research, creative, etc. In each academic subject, several content lines are distinguished, within which the leading skills are determined, which are subjected to assessment.

Metasubject, which is a set of basic key competencies that should be formed in the course of mastering by students of various forms and types of activities implemented in the main educational program.

The basis of key competencies is formed by the universal educational actions of primary schoolchildren.

Speech by G.A. Zhafyarova, elementary school teacher "Experience in the formation of UUD in students in the context of the introduction of the Federal State Educational Standard"

At the stage of basic general education, key competencies are manifested:

In problem solving competence (tasks) as the basis of the system-activity approach in education:competence in solving problems (problem competence)- the ability to see, set and solve problems.

In information competence as the ability to solve problems arising in the educational and life context with the adequate use of mass information and communication technologies.

In communicative competence as the ability to set and solve certain types of problems of social, organizational interaction: to determine the goals of interaction, to assess the situation, to take into account the intentions and methods of interaction of the partner (partners), to choose adequate communication strategies, to assess the success of the interaction, to be ready for a meaningful change in one's own behavior.

In educational competence as the ability of students to independently and proactively create means for their own advancement in learning and development (the ability to learn), build their educational trajectory, as well as create the situations necessary for their own development and adequately implement them. This is where the concept of universal learning activities arises.

An instructional action is only an action that "Hooks" the mind of the student.

This is an action, the implementation of which requires a change in stereotypes, and therefore self-change.

Universal educational actions (personal, regulatory, cognitive and communicative) are formed in the context of the implementation of the basic educational program of primary general education, being the basis for the key competencies of schoolchildren.

At the stage of basic general education, universal educational actions continue to develop not only in educational activities, but also in such activities as design and research, as well as in various social practices.

If we turn to the structure of OEP, we see that, in accordance with the Standard, the main object of the system for assessing educational results at the level of basic general education, its content and criteria base are the planned results of mastering OEP by students.

The system for assessing the achievement of the planned results of the MEP is one of the mechanisms for managing the implementation of the basic educational program of basic general education and acts as an integral part of ensuring the quality of education. At the stage of basic general education, the assessment system acquires a new round of quality. At this stage, any grade-based assessment system (five-point, multi-point, etc.) is not of fundamental importance, as it was in elementary school. The emphasis is on formative assessment and expert qualitative assessment by an adult, including a teacher.

The system for assessing the achievement of planned results includes two consistent assessment systems:

external assessment (evaluation by services external to the school);

internal assessment (assessment carried out by the school itself - students, teachers, administration).

When designing and implementing OOP, it is necessary to take into account that an external assessment of educational results can be carried out:

1. Onstart (at the beginning of the 5th grade) within the framework of regional monitoring of the quality of education by the regional structures for assessing the quality of education.

The main purpose of diagnostics is to determine the readiness of fifth graders to study at the next stage of school education.

The readiness to study in basic school can be determined by two parameters:

well-formedness among students desires and fundamentals ability to learn;

the level of mastering the basic cultural subject means / modes of action necessary for continuing education in basic school.

2.In the course of accreditation of an educational institution by the regional service for control and supervision in the field of education with the involvement of public institutions for an independent assessment of the quality of education.

An external assessment can also be carried out within the framework ofstate final certification (grade 9). The subject of the state final certification of the mastering of the main educational program by students is the achievement of subject and metasubject results within the framework of academic disciplines necessary for continuing education.

Evaluation of extracurricular achievements of basic school graduates

It should be emphasized that the extracurricular achievements of schoolchildren are associated not only with the development of the subject areas of the school curriculum, but also with the participation of children in various types of educational activities. As a rule, different types of extracurricular activities are associated with the acquisition of real social experience by the student. It is thanks to these types of activities that the social experience of the adolescent is being formed here and now. In extracurricular activities, children also have their own educational results, in which three levels can be distinguished:

1st level - the student knows and understands social life;

2nd level - the student appreciates social life;

3rd level - the student acts independently in public life.

Achieving all three levels of extracurricular outcomes increases the likelihood ofeducational effects this activity (the effects of the upbringing and socialization of children).

The task of ensuring the formation of basic competencies is especially relevant in the context of the transition to compulsory complete general education and the renewal of the structure of the educational standard.

Speech by MN Plotnikova, teacher of the Russian language and literature "Experience with the Resource Notebook for 5th Grade Students"

The form of accumulation of both educational and extracurricular results and achievements of schoolchildren can beportfolio. A student's portfolio is a set of documents representing a set of certified individual educational and extracurricular achievements that play the role of an individual cumulative assessment.

Likewiseportfolio the teacher becomes the result of assessing the level of the teacher's pedagogical activity.

The standard is the basis for the development of a system of objective assessment of the level of education of students at the stage of basic general education.

The standard aims to provide:

Formation of the Russian civic identity of students;

Unity of the educational space of the Russian Federation;

Availability of high-quality basic general education;

Continuity of basic educational programs of primary general, basic general, secondary (complete) general, vocational education;

Spiritual and moral development, education of students and preservation of their health;

Development of state and public administration in education;

Formation of a content-criteria basis for assessing the results of mastering the basic educational program of basic general education by students,

The Standard is based on the system-activity approach, which provides:

Formation of readiness for self-education and continuous education;

Design and construction of the social environment for the development of students in the education system;

Active educational and cognitive activity of students;

Construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

Summarizing what has been said, it can be argued that the success of the development of quality policy and strategic planning depends on the extent to which the democratic nature of management is monitored, the broad participation of various stakeholders (students, teachers, parents, customers of educational services) inpreparation, adoption and implementation of management decisions in the field of quality.

The key function of quality management isthe control , the essence of which is to obtain information about the state of the object of control and its comparison with the established regulatory and marketing goals.

Control as a management function provides feedback, being the most important source of information for each participant in educational activities.

Quality control of education allows:

To purposefully influence the quality of educational activities on the basis of comprehensive monitoring of quality objects;

Determine the directions of scientific and methodological support of the educational process;

Identify and summarize the innovative experience of educational activities.

A special role in quality management is assigned toclass teacher, because it is the main link in the chain: subject teachers - students - parents of graduates.

Speech by N. Tarakanova, class teacher of grade 10a "The role of the class teacher in managing the quality of students' education"

Now the most important task is to help students in self-knowledge, because only in this way can a student build a trajectory of his development.

Naturally, the highlighted goals of education require a definitedividing the main path of development of the mass school and the entire systemeducation.

Let us quote the words of I.S. Yakimanskaya, which, in our opinion,very clearly and specifically define the purpose of the mass Russian school: “School is that social institution where everyonethe child must open up as a unique, inimitable individualduality. ... This is an adaptive multidisciplinary school in which, through the organization of a single for all, but heterogeneous educational environment, conditions are created for the internal differentiation of each student based on the study of his personal manifestations;determining an individual educational trajectory, a waythe manifestation of cognitive interests and needs, personally significant values ​​and attitudes ”.

By 2012, the assessment of the quality of the system's work, based on sample statistical analysis, will be introduced into practice, and by 2015 a unified voluntary digital system for recording the educational achievements of schoolchildren will be created. In addition to the Unified State Exam, other institutions for assessing the results of general education of schoolchildren will be developed.

An important quality control tool isgrade ... It affects not only students and their achievements (intermediate and final certification), but also institutions, teachers (licensing, certification and state accreditation of educational institutions, certification of teaching staff) and the education system as a whole (assessment of the management activities of municipal education authorities).

The role that is attached to assessment increases even more in the conditions of open educational systems due to the division of competences and greater independence of institutions.

In an open environment,self-esteem and public appraisal.

Self-esteem is the activity of educational institutions and participants in the educational process to determine the qualitative indicators of their own functioning, development and performance based on comparison with regulatory requirements, requests and existing analogues. The effectiveness of self-assessment as a form of control is determined by the fact that it includes not only a mechanism for evaluative actions, but also a mechanism for improving quality. When carrying out self-assessment, audit expertise can be used, which is independent and implements diagnostic and advisory functions.

Self-assessment of the activities of an educational institution can be carried out at the following main levels:

- the level of the entire educational institution;

- the level related to group work (activities of a structural unit, service, a group of teachers teaching within the same educational area, etc.)

- the level of an individual teacher.

The implementation of self-assessment processes may be associated with the need, firstly, to improve the quality of education and implement changes aimed at the most complete achievement of the goals set, and secondly, to influence public opinion and form a positive image of an educational institution through confirmation of the high quality of education, in - third, preparation for external or any other assessment of the performed activity.

At the same time, the self-assessment initiative can come both from the organization itself, which evaluates its activities, and from external partners, but the self-assessment procedures themselves are usually carried out directly by the employees of the organization, who, as a rule, are united for this into groups for planning the assessment, organizing and conducting it. analyzing the results and making the necessary decisions.

Self-esteem allows an educational institution to mobilize internal potential, to be guided in its activities by real-life problems, and not by external prescriptions and rules, anticipate possible difficulties and promptly propose ways to resolve them, gain confidence in the proper quality of its activities

Unified criteria for assessing the professional competence of teaching staff are the basisintroduction of a new performance-based remuneration system , distribution of the incentive part of the payroll fund of the NSOT, a new form of certification for the assignment of qualification categories,

And in conclusion, I want to express my confidence that the solution of the problems of effective management of education is directly related to the solution of the problems of informatization and the implementation of the so-called regulations of network interaction of all participants in the educational process.

With a certain degree of simplification, we can say that quality is compliance with certain specified standards, and quality management is the process of bringing the system to a certain standard.

To manage the quality of education means to carry out all management functions in order to achieve the specified indicators both in the narrow and in the broad sense, to have a guaranteed result.

Therefore, it is no coincidence that these issues are reflected in the priority tasks of educational policy for the period up to 2020, in particular:

Formation of mechanisms for assessing the quality and relevance of educational services with the participation of consumers, including:

creation of a transparent, open system of informing citizens about educational services, ensuring completeness, accessibility, timely updating, and reliability of information;

ensuring the participation of consumers of educational services and public institutions in the control and assessment of the quality of education

Development of organizational and legal mechanisms for education management and strengthening of state and public support for the education system, including:

public participation in the planning, management and quality control of education at the institution level;

providing consumers of educational services and the public with regular information on the activities of educational institutions;

development of a system of public expertise, public monitoring of the state and development of education

Draft decision based on the results of the work of the pedagogical council:

1. Become involved in experimental work at APKiPRO under the guidance of Doctor of Pedagogical Sciences, Professor A.S. Sidenko on the topic "Designing a school management model in the context of the transition to a new educational paradigm."

Responsible person: Tolchina M.S., school director

2. To develop a program of activities of an educational institution for the implementation of the Federal State Educational Standard at the second stage of education.

Until January 01, 2013 Resp. O. Neganova, Deputy Director for Water Resources Management.

3. Develop a control system for the Shelter's readiness for the implementation of FGOS LLC.

Until January 01, 2013 Resp. O. Neganova, Deputy Director for Water Resources Management.

4. To create an informational - methodical bank of diagnostic tools.

Until March 01, 2013 Resp. heads of departments.

5. In order to develop the information environment, consider keeping an electronic journal compulsory for all subject teachers and class teachers.

Constantly. Assign control to the deputy. Director for Water Resources Management I. G. Epifanov

6. To revise the criteria for stimulating the work of teaching staff and make appropriate changes to the Regulation on remuneration.

Until December 10, 2012 Resp. Commission members

7. For teachers, class teachers, create a Portfolio in order to evaluate the results of their activities.

Until December 25, 2012 Ot. Heads of departments.

8. For class teachers, create conditions in classrooms for the inclusion of students in work on their portfolios as a result of the cumulative assessment of students' activities.

During the school year.

In the Municipal Budgetary Educational Institution of a secondary general education school, the space of education quality is determined by the achievement of a level of education that meets the requirements of the state educational standard, the formation of each student's experience of individual achievements, the realization of their abilities for successful professional and life self-determination.

The quality space of education includes all participants in the educational process. The leading role in the education quality management system is played by teachers. Self-development of a teacher, his professional, informational, communicative, legal competence and pedagogical culture are one of the criteria and indicators of the quality of education. The very idea of ​​such an understanding of the space of education quality allows our school to adapt to changes in society, preserving its values ​​and entering the process of innovative development. In this regard, the team should have an understanding of new trends in the quality of education, namely:

• 1. Changing the content of the concept of quality of education: in the system of market relations, the quality of education is considered from the standpoint of its compliance with the needs of consumers (students, parents, state and society).
• 2. Expansion of ideas about educational achievements: not only and not so much achievements in individual subjects, but also metasubject key competencies, satisfaction with education, degree of participation in the educational process.
• 3. Using monitoring as a tool for assessing the quality of education.
• 4. Management of the quality of education as a necessary component of the educational system.

The effective balance of strategy and tactics in ensuring the quality of education is maintained by the school management bodies: the school director and his deputies, the Board of Trustees, pedagogical and methodological councils, and the schoolchildren's self-government body.

Goals and objectives of the education quality management system

The purpose of quality management of education at MBOU "Secondary School" is to ensure such a level of training of students, which allows them to independently make decisions in a situation of choice, promotes mobility, dynamism, constructiveness of their activities, intercultural interaction.

This goal is achieved by solving the following tasks:

• - get involved in updating the content of general education through the phased introduction of new federal state standards for general education;
• - to expand the forms and spheres of extracurricular work and additional education;
• - to work out modular mobile professional development of teachers;
• - to ensure the openness of the school's educational system through external regular and operational coverage of the school's experience in print and electronic media.

Conditions for the effectiveness of the quality management system in education at MBOU SOSH

Analysis of modern trends in the development of the quality of education made it possible to identify a number of conditions for its provision. These conditions act as a unity of scientific and methodological, organizational, managerial, personnel, information components. In our opinion, this is directly related to a systematic approach to managing the quality of education.

Conditions for ensuring the quality of education at MBOU SOSH

Conditions
scientific and methodological	Development of a model for managing the quality of education. Understanding in the team of the "space of education quality", "education quality management system", "criteria and indicators of the quality of education." Consideration of educational achievements in a broad sense, including beyond the traditional ones. Development of the Concept and Program for the development of the school Large-scale inclusion in the design and analytical activities of all participants in the educational process, the development of forms of writing self-analysis of managerial and pedagogical activities.
organizational	Concentration of school resources on the provision of educational services that are really needed or demanded by the consumer. Expansion of functional responsibilities of teaching staff Ensuring the quality of education as a measure of getting closer to the needs of consumers and their satisfaction with this quality. Monitoring the quality of education based on multivariate analysis. Organization of networking with the basic school, other educational and professional institutions
managerial	Reliance on systemic, activity-based, resource-based, reflective approaches and focus on using the “customer satisfaction” indicator for making management decisions. Inclusion in the management process of all participants in the educational system of the school. Preference for project management methods.
Personnel	Implementation of advanced training and professional retraining of teachers and managers. Organization of modular advanced training for teachers. Development of a program to attract young professionals
information	Expansion of areas of social partnership of the school. Participation of the school staff in municipal, regional and All-Russian projects, events and promotions, competitions, educational programs, festivals, exhibitions, conferences.

5. Staffing of the education quality management system

Total teachers (people)
Have a title, awards	Academic degree
Honored Teacher of the Russian Federation
Excellence in Education of the Russian Federation, Honorary Worker of Education
Have higher education
Certified (people)
Completed refresher courses
Young professionals

Methodological framework the development of a model for managing the quality of education at school was the works of A.M. Moiseeva, O. M. Moiseeva, M.M. Potashnik, P.I. Tretyakov, L.A. Zernikel, I.K Shalaeva, T.I. Shamova, The second methodological component of the model for managing the quality of education in MBOU secondary school was the concept of school development, materials for attestation of teachers, accreditation of the school, the annual plan of educational activities of the school, self-analysis of managerial and pedagogical activities, decisions of methodological, pedagogical councils, materials of meetings of the Ministry of Education, results of monitoring the quality of education at school, participation of the school staff in educational competitions and projects. The analysis of strategic documents, current management documents and local acts of the school helped to correlate in time the initial goals, tasks of the directions of the school's activities with the results obtained.

The third component of the methodology for managing the quality of education is the unity of the language of professional communication in the team.

The organizational structure of the model for managing the quality of education at school is of the linear-functional type. The work of the model involves individual and collective subjects, between which powers and responsibilities are distributed through the interaction of structural units, finding the parameters of the quality of education, monitoring the environment according to these parameters, analyzing the monitoring results, formulating conclusions as prospects for activities, describing all the constituent elements for comprehension and practical use. ...

Technology and methods for assessing the quality of education

Quality control of education cannot be sufficiently ensured by orders, instructions and individual measures. The school provides monitoring of the quality of education through the interaction of pedagogical, methodological, administrative councils and methodological associations of teachers.

The scheme for monitoring the quality of education at MBOU "Secondary School" consists of several stages. First stage includes the search for significant parameters of the studied objects or phenomena. The discussion of the parameters is carried out at the level of seminars of methodological associations of teachers. On the second stage the leading characteristics and criteria for the distribution of the units of the parameter are determined. IN third step includes the definition of links between parameters. Interdependent connections between significant parameters of the system are one of the serious conditions for the unity of the educational process. The third step includes the determination of the estimated dependencies between the parameters. Fourth step monitoring allows you to determine the dynamics of the educational process. The time range with a sufficient set of parameters can make it possible to predict the development of the school for any period of time, if there are no significant jumps in time.

Indicators and criteria of the education quality assessment system

The criteria for assessing the quality of education at school are:

• - the formation of subject competences and general educational skills of students;
• -satisfaction of the participants in the educational process with educational conditions, process and results;
• -personal development of students;
• -implementation of innovative educational programs and technologies;
• -high motivation of approaches to achieve new high-quality results.

To assess the quality of education, external and internal indicators are taken into account. External recognition includes the recognition of the school's educational results based on the results of their external presentation. Internal indicators include the style of relationships in the child-adult team, the innovation of teachers and the level of independence of students, the qualifications of the pedagogical team as a team of like-minded people, and the achievements of students.

Along with the generally accepted indicators of the quality of education, among other indicators, we also understand the quality of relations between all participants in the educational process. Professional interaction in the pedagogical team and personal relationships in the children's team become the main conditions for the formation and development of meta-subject skills on the one hand and pedagogical success on the other. The purposeful determination of indicators and criteria for assessing the quality of education at school ensures stability in the work on managing the quality of education.

Financial and economic support of the education quality management system

The system for managing the quality of education at school is supported by the introduction of new financial and economic mechanisms into practice: the transition to a new system of remuneration and the adoption of the Regulation on the distribution of the incentive part of the payroll allow increasing the material interest of school employees in improving the quality of the educational process, in the development of creative activity, initiative and motivation. in the field of innovation, modern educational technologies, which will ensure the achievement of high results.

Practical significance of the developed model

This model of education quality management is being tested and implemented in MBOU secondary school. The results of approbation provide all participants in the educational process at school with a high level of functional, informative and methodological literacy, which is the basis for improving the quality of education, successful socialization of students and further development of the school.

Planning and analysis

When preparing an analysis of the school's work in the direction of the "Educational process", first of all, we study the real state of the quality of education in the school, then we identify what does not correspond to the normative requirements and future prospects. Particular attention is paid to specific performance results. Based on the information collected, the deputy director carries out a pedagogical analysis in the field of the educational process, which helps to determine the goals and objectives of further management activities

So the following is used pedagogical analysis algorithm:

• · Study of the state, trends and development of the school;
• · An objective assessment of the results of the educational process;
• · Development of recommendations for streamlining activities or transferring the educational process to a higher quality state, preparation of planning.

We have prepared regulatory and organizational documentation that determines the functioning and development of an educational institution, which is developed in accordance with current legislation .

In my opinion, consistency and orderliness in the organization of management activities achieved through:

• · Optimality of the school structure;
• · Clarity of distribution of functional responsibilities;
• · The timeliness of the planned implementation;
• · Analysis of the effectiveness of the adopted and implemented decisions;
• · Closedness of the management cycle.

Planning work in an educational institution

Work planning depends on the management of the end results of the teaching staff in the school. Thus, the contour of the management cycle is being formed.

“Based on the practice of work, it became clear that today it is necessary to realize that management based on traditional methods allows only to state certain quantitative indicators, without going into the depth of the analysis of ongoing educational processes. Therefore, the use of diagnostic-based management methods is a necessary condition for improving management efficiency.

When creating a model of school monitoring, it was important for us to determine the main goals and objectives, directions of diagnostic criteria and develop an indicator for each direction, think over information flows and diagnostic tools for collecting and generalizing diagnostic materials that characterize the educational process.

The management program serves this purpose. the quality of school education (SOCO), approved by the methodological council of MBOU "SOSH".

In organizing this type of inspection, it is necessary to focus on the main blocks of internal and external monitoring: “Educational environment of educational institution”, “Pupil”, “Teacher”, “Educational process”.

The monitoring system includes the following elements:

• · Developed information flows for conducting monitoring observations;
• · The results of monitoring are the material for the analytical documents of the school;
• · The results of monitoring are discussed at meetings of the teachers 'council and teachers' meetings;
• · Decisions are made to correct the educational process based on the information provided in the monitoring process;
• · Creation of an information bank of the school's activities (by levels, by subjects, among graduates of grades 4, 9, 11, by teachers).

To formalize the monitoring results, I use the capabilities of the technical base of the school and the technology of information support of the educational process.

Conclusion: organized in the institution pedagogical monitoring of the state and dynamics of qualitative and quantitative changes in the main objects of intraschool control, the use of control and measuring diagnostics aimed at identifying the level and dynamics of the development of schoolchildren, contributed to the transfer of the process of education quality management to a diagnostic basis.

The developed system for monitoring the progress of students at school should be confirmed by positive dynamics or stabilization of the results of the educational process by levels and subjects over the past three years with a tendency to an increase in quality indicators at the graduation of students (grades 4, 9, 11).

At the same time, it cannot be argued that the school has already developed a complete model of education quality management (EQM). Due to the fact that we are only on the way of its formation and registration into a single whole, it is necessary to highlight the problem quality management of education.

“According to the Law of the Russian Federation“ On Education ”(Article 32), an educational institution is duly responsible for the quality of education of its graduates.

Since different types of schools set themselves different tasks, we can say that the definition of criteria and indicators of the quality of education is an urgent problem for each type of institution.

Currently, the school's program documents formulate goals for achieving high quality and results of the educational process (school charter, development program, school mission, graduate model, which sets out basic competencies, etc.) a number of teachers and (every year their percentage is growing) put forward goals achieving the quality of education among the priorities, technologies are being introduced at the school to ensure the high quality of education. The school implements measures of material and social incentives in relation to these teachers. Over the past three years, measures have been taken to spread the idea of ​​improving the quality of education: thematic teachers' councils have been held, seminars and meetings on education quality management are held. Criteria and indicators of the quality and effectiveness of training should be the main ones in making any managerial decision, making any changes in the functioning and development of the school's educational system.

All indicators of the quality of education, in my opinion, can be combined into the following groups:

• · The quality of the basic conditions of the educational process;
• · The quality of the implementation of the educational process (the quality of the educational process);
• · The quality of the results of the educational process (the quality of knowledge, the quality of intellectual development and motivation for education, the ability to create.

Solving the problems of improving the quality management of education in further practice, pay special attention:

• · Introduction of modern pedagogical technologies into the educational process;
• · Increasing the professional competence and creative and innovative potential of teachers who accept the ideas of managing the quality of education;
• · Effective use of information, methodological, human, material and financial resources ”.

Activities to overcome learning failure

“One of the problems that one has to face in the work of the deputy director for teaching and educational work is the presence of unsuccessful students who have not mastered the state educational standard at the appropriate stage of schooling. The following reasons for academic failure prevail:

• · Gaps in knowledge, skills, application of ZUN in practice;
• · Gaps in intellectual development, pedagogical neglect;
• Gaps in academic skills (inability to learn)
• Missing classes for no good reason
• · Trouble in the family, lack of parental control.

As we can see, academic failure has serious "roots" and in order to fight it, serious painstaking work is needed to identify and timely ...

Topic: "Improving the model of an educational institution that implements programs of specialized (in-depth) study of subjects of natural and mathematical and information technology directions based on a competence-based approach to teaching and upbringing" allows the school to provide:

• · Achievement of efficiency and high quality of education and upbringing by updating the structure and content of education, developing the fundamentality and practical orientation of educational programs in the context of the implementation of federal state educational standards and a competency-based approach to teaching and upbringing of students.
• · Creation of a mechanism for expanding the possibilities of choosing individual educational trajectories and developing the creative potential of an individual.
• · Improvement of optimal models of specialized training of students in grades 10-11 in subjects of the natural and mathematical cycle and information technology cycle, including using network and distance learning forms.
• · Formation of a sustainable model of pre-profile training of students and in-depth study of mathematics (starting from grade 7) based on the optimal combination of the quality level of general education with a wide range of additional education, including using network and distance learning forms.

Structural model of the educational process at MBOU "SOSH":

Informatization of the educational process- an effective tool, a kind of "foundation" for other types of innovation.

When organizing the educational process based on the introduction of information technologies in the classroom, it is necessary to adhere to the following methodological rules:

• · Information technologies in education are not an end in themselves, but a means aimed at solving the problems of real changes in the quality of education, increasing its effectiveness;
• · The latest information technologies are optimally integrated into the traditional system, taking into account the pedagogical expediency, requiring a comprehensive assessment of the use of ICT in combination with other pedagogical technologies.

Using a computer in the work of the Deputy Director helps:

• · Conduct performance-based management;
• · Make effective management decisions;
• · Clearly see the dynamics of changes taking place in the school;
• · Objectively evaluate the activities of teaching staff;
• · To raise the level of organization of managerial work;
• · Create an objective system for monitoring the quality of the educational process.

Municipal educational institution

"Rungin secondary school

Buinsky district of the Republic of Tatarstan "

abstract

Quality management of education as a pedagogical problem

Work completed

deputy. OIA Director

Rungin middle

comprehensive school

Lukyanova T.N.

Buinsk, 2008

Introduction 3

2.1. Factors affecting the quality of education. 6

2.2. Model of education quality management. 7

2.3. Intraschool control. eight

FRONTAL SURVEY CONTROL. 10

PRELIMINARY CONTROL. eleven

PERSONAL CONTROL. eleven

THEME CONTROL. 13

FRONTAL CONTROL. fourteen

CLASS-GENERAL CONTROL. fifteen

2.4. Education quality management program. fifteen

First stage. sixteen

Second phase. 17

2.5. Monitoring of the educational process in secondary school. 18

CONCLUSION. 22

LITERATURE. 23

I am a supporter of management

quality based on

faith in people and their good qualities.

Ishikawa Kaoru

Introduction

The problem of the quality of education is one of the central problems of the modern school. The quality of human life in society depends on the solution of this problem.

That is why this problem should be considered from the standpoint, first of all, of the human and social value of education.

Today this problem has again become the subject of heated discussions. And this is not accidental, since reforms in education always exacerbate the problems of the quality of teaching and upbringing.

The urgency of this problem is also related to the fact that the school was "swept over" by a wave of innovative transformations: new content, new textbooks, pedagogical technologies that strictly regulate the educational process. The practice of variative education and differentiated education, the range of educational services and a number of other innovations have expanded that have significantly changed the traditional school. All these processes require serious coordination, and the results of the school's activities require deep analysis and comprehension, which is not possible without appropriate management. It is it, on the one hand, that is called upon to coordinate the work of all substructures of the school, take into account the influence of various factors (both objective and subjective), create conditions and evaluate the results of activities.

The problems of managing the quality of education, the quality of training and upbringing, as well as ways of determining them, are devoted to the works of V.I. Bespalko, G.V. Gutnik, V.A. Kalnei, I. Ya. Lerner, V.P. Panasyuk, M. Potashnik, S.I. Shishova and others. There are a large number of publications by foreign scientists studying the problem of improving the quality of education (L. Lingart, E. Hunt and others).

So G. Gutnik considers the quality of education at several levels (region, sub-region, school, teaching and learning) and defines it as a kind of phenomenon that meets a number of indicators and levels indicated in the normative documents. In particular, by “the quality of education at the student's level,” - G. Gutnik understands - a certain level of mastering the content of education of physical, mental, moral and civic development, which he achieves at various stages of the educational process in accordance with individual capabilities, aspirations and goals education and training (G. Gutnik. Quality of education. J. "Standards and monitoring in education", 1999, No. 1, p.30).

In the book "Management of the quality of education at school" edited by M. Potashnik, the quality of education is the ratio of goal and result, a measure of achieving goals, while goals are set only operationally and are predicted in the area of ​​potential development of a student. And the results of education must necessarily include an assessment of the cost of these results achieved.

A review of these definitions allows us to clarify the concept under consideration and enables us to determine the interpretation of the concept of "quality of education".

In the theory of social management, the concept of "quality" is usually considered in a narrow and broad sense. Quality in the narrower sense is the quality of the results. Quality in a broad sense is not only product quality, but also the quality of the production process and the conditions in which it is carried out: the quality of personnel training, the quality of technology, the quality of financial and material conditions, the quality of labor morality, and the quality of management.

For each school, indicators of the quality of education in the narrow sense are always specific, they correspond to the model of the graduate, which is determined by the goals, objectives, and content of education in a given school. Nevertheless, there are indicators of the quality of education in a narrow sense, which determine the quality of results at the level of state standards and state orders (the law of the Russian Federation "On Education"), so they can be common for all schools:

Schoolchildren training;

The level of formation of general educational skills and abilities;

The level of proficiency in creative activity;

The level of education;

Personality development level;

The level of security in life, social adaptation.

Education quality indicators are broadly universal for all schools:

- the quality of education in the narrow sense;

Quality of management;

The quality of the implementation of the educational process;

The quality of compliance with state educational standards;

The quality of meeting the needs of students and their parents;

The quality of compliance with the needs of public institutions;

The image of the school, which guarantees the high quality of education.

To manage the quality of education means to carry out all management functions in order to achieve the specified indicators both in the narrow and in the broad sense, to have a guaranteed result.

2.1. Factors affecting the quality of education.

The quality of education is the most effective means of meeting the educational needs of society, family, child, and individual. Everyone working in the field of education can immediately say that the main indicators of the quality of education in a particular institution are the indicators of ZUN, the results of admission of graduates to universities, the results of subject Olympiads of a particular level. But do these parameters alone determine the quality of education?

I believe that the most relevant is the child we work with and his relationship with the teacher.

The modern paradigm of education orients the school towards the implementation of student-centered learning, which involves:

Recognition of the child as a subject of development, education and upbringing, realizing their aspirations in relation to the outside world in the process of educational influences.

Recognition of the child's ability to self-development and his rights to an individual trajectory of the development of educational areas.

Change of the teacher's position in relation to the student's activities.

Nowadays, much attention is paid to the essence of personality-oriented pedagogy. I completely agree with the opinion of most teachers that it is necessary to educate and teach, develop and correct behavior without violence, respecting the free personality of the child, carefully and sensitively identifying, supporting and developing the child's abilities and inclinations.

But we must especially talk about the health of the children with whom we have to work. We often work with children, forgetting that only a small number of children are born practically healthy. Therefore, many of our children do not withstand the mental and mental stress that we give them in the classroom and lessons. Every teacher needs to remember this every minute.

The modern child has come under the pressure of unfavorable factors. Many children live and are raised in single-parent families. On television, children watch films full of scenes of massacres, action films. Computers in which children "disappear" are entering our lives faster and faster. Games add to them, and it becomes a disease. Children’s books interest less and less. Their cognitive activity decreases.

Many children have great developmental potential. There are children who do not learn the standard, but there are gifted children among our pupils. I believe that our task is to notice the own uniqueness of each child.

And so, the fundamental basis of the mechanism for managing the quality of education is psychological, pedagogical, medical social monitoring.

Innovative educational trends in the education system require a new type of teacher, a teacher who not only knows his subject and is able to explain the material to students and organize his activities, but also knows how to competently manage the educational activities of students.

And this is far from all the parameters that affect the quality of education.

2.2. Education quality management model.

The school develops its educational program based on the basic curriculum and state standards in subjects. The educational program of the school is an educational model of the school, where the main components of the activity are highlighted (curricula, programs, graduate models at each stage of education, a teaching and upbringing strategy, various services designed to help teachers and students, taking into account the specific conditions of the school, as well as opportunities students and their parents).

The whole model of education quality management looks like this: CONDITIONS-PROCESS-RESULT.

The conditions of the educational process include: the type of school, the level of skill of the teaching staff, the contingent of students, educational and methodological support, regulatory and legal framework, material and technical support, financial support of the school.

The results of the educational process include: the results of certification, the creative achievements of students, ensuring the continuation of education, health status, satisfaction with the educational order of students and parents.

2.3. Intraschool control.

The pedagogical press often raises the question of the goals and objectives of intraschool control. What does the head of the school need to do in order to organize control that corresponds to our time, i.e. control that is analytical, effective, useful, and imperative?

First of all, the very basis of leadership and control should be the observance of continuity in the scientific and methodological growth of the entire teaching staff of the school. The new academic year should be a continuation of the past in improving the pedagogical skills of each member of the team and, consequently, in improving the quality of the entire educational process at school.

Intraschool control includes administrative control, collective control, self-control.

Collective control is understood as the control exercised by the teaching staff, and has less rigid forms than administrative control. It is carried out in the form of professional discussions, creative reports on work, mutual visits, etc. We meet with collective control when new textbooks, methods, means and technologies of teaching are introduced, or when the results of the experiment are tracked. Its purpose is to obtain information about the state of affairs in the school, allowing to evaluate the work of the teaching staff by the efforts of the team itself and its individual members, to provide operational assistance and encourage the team to work productively. Such control is effective when a broad expert assessment of the work of a group of teachers or one teacher is required, for example, when certifying personnel.

Self-control as part of the MSC means working on trust. Trust is given to the best teachers in the school as a reward for high results in teaching. “It is in the trust in the teacher that the person-centered approach is manifested in pedagogical management,” declare the authors of the book “Management in School Management”.

Frontal overview;

Preliminary;

Personal;

Thematic;

Frontal;

Cool generalizing.

Each of these forms complements the other, and they are all interconnected. For example, frontal survey control helps the leader to find out at what professional level each member of the team starts the school year. Preliminary control allows the leader to see in the lesson plan the course of a lesson or a series of lessons from a particular teacher, to discuss in advance to what extent these lessons meet the requirements of today, and, if necessary, provide assistance. Frontal control allows you to get acquainted with the work system of one teacher or a group of teachers.

Personal control allows the leader to work with an individual teacher in order to improve his teaching skills. Classroom-generalized control makes it possible to find out the impact of a group of teachers on students in the same class.

When checking the quality of teaching of academic disciplines, it is necessary to use all forms of control. One cannot count on a deep pedagogical analysis given its monotonous forms. A variety of forms will help the leader obtain broader information about the state of affairs in the school and, on this basis, make a comprehensive analysis, outline the right ways to further improve the quality of the educational process.

Let's consider what each form of control is, what are its features and what is the methodology of its organization.

FRONTAL SURVEY CONTROL.

This control is necessary for general acquaintance (for a short period) with the professional level of the work of the entire team of teachers or part of it. This form is used in practice in two cases. Consider, for example, during the past academic year, the team was solving a set of tasks to improve the educational process at school, and in this regard, various methods and forms of work were jointly developed and implemented:

Rational forms and methods of instilling in students a responsible attitude to learning in the classroom.

The use of TCO and visualization in teaching as one of the methods of forming students' interest in knowledge.

Forms and methods of working with difficult and weak students in the classroom.

Types of students' independent work in the classroom and the methodology for organizing this work.

Methodological techniques for repetition of educational material.

The results of the annual activity of the teaching staff were discussed at the final teachers' council. It was noted what the team managed to solve, and what still needs to be worked on.

PRELIMINARY CONTROL.

The purpose of preliminary control is to prevent possible mistakes in the teacher's work either on a specific topic or section of the program, or in solving some pedagogical or methodological problems before the lesson or a series of lessons in the classroom, as well as in the classroom, during the excursion, etc. Usually preliminary control is designed to solve current or immediate problems.

With this form of control, the leader not only seeks to prevent possible errors, but also to influence the effectiveness of the teacher's work, i.e. help build a lesson rationally. After all, the main thing in control is its teaching function, and not a statement of certain shortcomings in the teacher's work.

This form of control is also successfully used in extracurricular activities. For example, the plan of an excursion, school evening, dispute, etc. is discussed in advance.

PERSONAL CONTROL.

Such control presupposes an assessment of the performance of an individual teacher. It is mainly used to provide effective assistance to the teacher in his work, especially the beginner or inexperienced.

Consider the methodology for organizing personal control. For example, literature lessons of an inexperienced teacher are rather sluggish, especially lessons of the generalizing-repetitive type. He does not know how to involve the whole class in an active conversation. What is the reason? The leader attends several lessons in a row and himself attracts an experienced teacher to help him. Analyzing the lessons attended, studying the lesson plans, the leader comes to the conclusion that the teacher's questions, which he puts before the class, direct the student to work in a narrative plane. Therefore, the students' answers are more reduced to retelling the content of a particular work, and hence - a sluggish and uninteresting lesson, and most importantly - it does not awaken the student's thoughts.

So the reason has been established. But how to provide effective assistance to a teacher if the leader is not a specialist in this subject? Of course, establishing the cause is already help, but still insufficient. In this case, you can do this: either invite the teacher to figure out how to activate the student's thinking in the lesson, or attach him to an experienced teacher and ask for the necessary help: develop together several lesson plans, invite him to lessons. The first stage of working with a teacher ends with the topic. That he is offered a certain period of time to correct shortcomings in his work and a specific date for re-checking is scheduled. The leader must include this date in his schedule of attending lessons, and the teacher must also remember this date. Only in this case will control be effective. And its planning is conditioned by necessity.

The personal form of control can be used not only to provide the necessary assistance to the teacher, but also in order to ensure the proper exactingness of his work. For example, control is established over checking student notebooks, working on errors in them, questioning students, using TCO, dosage of homework, etc. In this case, the purpose of personal control is to focus the teacher's attention on where his obvious flaw is observed due to negligence or low exactingness.

The importance of personal control can hardly be overestimated. After all, the success of the work of the entire team depends on the quality of the work of each of its members. For example, the failure of primary school teachers will result in a double burden on the middle-level teacher, and the failure of teachers at this level will inevitably complicate the activities of senior teachers.

THEME CONTROL.

The purpose of thematic control is to work out and approve in the practical activities of each teacher the main components of a modern lesson, to find and implement more rational forms and methods that meet modern learning objectives.

The peculiarities of the modern lesson are the individualization of teaching in combination with the classroom - lesson form, the ability of students to apply the knowledge gained in practice. The peculiarity of the modern lesson is also in the fact that teaching involves not only the assimilation of knowledge already acquired by humanity, but also familiarization with those problems that still have to be solved by society, the participants of which will be today's students.

Basically, thematic control is used to control individual links in the current work of the teaching staff. For example, the control is organized on the topic "The use of TCO and visibility in teaching in the lessons of the humanitarian cycle." The terms of verification were determined - 8-10 days. The inspection plan could be as follows:

What is the state of TCO and means of visualization on a particular subject?

Has the teacher compiled a catalog of visual aids for their subject?

What kind of visual aids are not available and have you taken measures to acquire them?

Are visual aids and TCO systematically used in the learning process?

The effectiveness of the use of screen guides and other tools in the learning process.

The commission summarizes the results of its examinations in a final certificate, and then reports to the pedagogical council.

So, the purpose and purpose of thematic control is to mobilize the efforts of the entire team or individual methodological associations to solve certain problems. Problems that are important for improving the quality of the educational process. Such control is planned in advance, i.e. when drawing up a school-wide annual work plan.

FRONTAL CONTROL.

Frontal control is a form in which the work of either one teacher or the entire methodological association is checked in full. What does full verification mean? If we check the work of one teacher, then in this case we begin the check by preparing him for lessons and end with extracurricular activities that he conducts (work of a circle, work with weak and lagging students in extracurricular hours). If the entire methodological association is being checked, then here we also start with planning, organizational work and end with extracurricular and extracurricular activities.

The whole point of frontal control is a deep and comprehensive analysis of the entire educational and pedagogical process. In terms of duration, this form of control takes approximately 10 to 20 days. Usually, for its implementation, a verification group is created in the amount of 6-8 people, headed by the director of the school or his deputy for teaching and educational work.

It should be borne in mind that this form of control can only be effective if it is carefully prepared and if a plan for its implementation is preliminarily developed.

CLASS-GENERAL CONTROL.

This is a form of control in which the head of the school is present at all lessons in the same class for one or several school days. This is a peculiar form of control, which includes elements of both personal and thematic and frontal control. But at the same time, it has its own specifics. Firstly, it is multifaceted, and secondly, it allows you to control the pedagogical impact of a group of teachers on students of the same class and, by comparison, determine the depth and nature of this impact. The facts of positive impact are especially visible here, as well as individual shortcomings of each are noticeable. Using the comparison method, the leader clearly sees how to help one teacher, what to demand from another, what strengths of the third should be developed and how to make them the property of the whole team, in what exactly it is necessary to achieve unity of actions of teachers working in a given class.

So, the considered forms of control are, in my opinion, an important pedagogical arsenal in the activities of school leaders.

Education Quality Management Program.

G.Ch. Takhtamysheva in the book "Assessment of the quality of education in a general education school" indicates that the goal of managing a modern school should be to create conditions for the implementation of a full-fledged educational process, taking into account the potential field of the student. A full-fledged educational process is associated with high-quality education and upbringing of the younger generation, and quality management of education is designed to track the results of training, upbringing and regulate this process.

Let's consider the main provisions of the education quality management program.

First stage.

Preparation of the program.

It should start with the creation of an analytical group. The composition, which should include the most experienced, extraordinary thinking teachers. The group is headed by the school director or deputy director for OIA.

At the beginning, the group, at least in general terms, determines for itself the actual indicators of the quality of knowledge, the level of upbringing, the level of development of general educational skills and abilities, and the links of continuity. Then, relying on the existing pedagogical literature, it is necessary to classify these indicators at least by level (primary, secondary and senior) and by subject.

The group can then begin drawing up a plan to analyze the state of affairs in the school. There is no need to rush here. In the course of the analysis, it is necessary to find out the flaws in the methodology of each teacher and the problems associated with them in the knowledge of the students. This is very important because the conclusions from the analysis should then form the basis of the school's program of work.

After carrying out the analysis, its data are summarized in the report of the head of the school. The task of such a report is to reveal the true state of affairs with the quality of the pedagogical process. The work of such a pedagogical council should end with a decision on the development of the "Quality" program, the approval of its goals and objectives.

Simultaneously with such work, conduct educational and agitational work: turn the teacher to face the task of quality. Further, this work should be carried out constantly and gain momentum as the process progresses. As leaders, we must convince our teachers that they can do much better.

Second phase.

Program design. This stage includes three sections.

Section 1- work with personnel. It is considered in the following positions.

Developing from each teacher the correct attitude to the quality of their work, constant information from the team about how the school works and what its position is among other schools in the district. Informing the team about the state of improvement of teaching and the quality of knowledge. Conducting permanent conferences, methodological seminars, reviews of the quality of knowledge in subjects, etc.

Planning a system of measures to improve the professional level of teachers. Here it is necessary, on an extremely concrete basis, based on the diagnosis of the low quality of teaching certain sections of the program to specific teachers, to organize through methodological associations his studies, work to eliminate these bottlenecks in the methodology of his teaching, the process of his self-improvement.

Section 2- organizational. Includes:

The timing of analytical cuts to identify the nature and level of education of students;

The deadlines for the delivery of the teacher's work plans to improve the quality of knowledge on the subject in general and individual students in particular, in which the reasons for the low quality of students' knowledge on the topics and sections of the program should be formulated and measures to eliminate them should be outlined. Here, specific goals of the teacher's work to improve the quality of knowledge should be outlined and the stages of his work to achieve them should be substantiated. It is very important that in the preamble to such a plan, the teacher should single out the most difficult topics of his subject to assimilate and plan work to improve the quality of teaching methods;

Schedule for the joint review of these plans by the head of the school and teachers;

Schedule of self-report of teachers on the quality of teaching and the quality of students' knowledge;

In order to prevent artificial overstatement of students' knowledge by teachers, plan testing of students at the entrance (at the beginning of the year) and at the exit (at the end of the school year);

Organizational measures for parents to work together with the school on the problem of the quality of knowledge of their children;

Measures for moral and material incentives for the implementation of the "Quality" program;

Section 3. Implementation of management influences. It is not designed for the usual tough control measures. Its task is related to measures to motivate teachers for high quality teaching through the correct use of factors such as the possibility of expecting achievements and rewards, recognition of success, increasing the prestige in the team, etc. He should be directed to individual work with each teacher on the goals that he outlined in his individual quality plan. The challenge is to create collective quality management in which teachers and students themselves play an active role.

So, work to improve the quality of education should be viewed as a joint activity of the leader, teachers, parents and students.

Monitoring of the educational process in secondary school.

Currently, various monitoring systems are proposed for continuous monitoring of the state of the educational process. In our practice, we use the virtual monitoring system, which was developed by scientists from St. Petersburg.

Virtual monitoring allows for continuous monitoring of students 'knowledge and diagnostics of teachers' professional skills.

The main task of monitoring is continuous monitoring of the state of the educational process. During the monitoring process, the following main issues are clarified:

Is the goal of the educational process being achieved;

Is there a positive dynamics in the development of the student in comparison with the results of previous diagnostic studies;

Are there prerequisites for improving the teacher's work;

Is there a level of complexity of the training material by the capabilities of the student.

This task is solved by conducting the zero, intermediate and final slices and analyzing their results.

Prediction (jointly by students) of the possibility of successful learning at this stage.

Develop, in conjunction with the class, a course of action to overcome learning difficulties.

Coordination of subject requirements during the transition of the educational process from one subject to another.

Assessment of the presence of integrated connections in learning.

Assessment of methodological preparedness through expert assessment of the results of the cut

The zero cut is carried out in writing or using computer technology according to assignments drawn up by the teacher and agreed with the deputy for OIA. The results of the section, analysis with conclusions and suggestions are discussed with the students and at the pedagogical council.

The organization of the cut is carried out by the teachers leading the lessons in the subject, and is supervised by the educational services of the school. Zero slice is carried out in all grades in accordance with the tasks facing the school.

Analyzing Zero Slice Results enables the teacher:

Choose an adequate teaching methodology;

Build student motivation;

Assign extra classes for students who are not doing well;

Conduct training correction of the training schedule.

Objectives of the intermediate cut:

- Evaluation of the success of the advancement of students in the subject area;

Summing up the intermediate results of training.

Staging tasks:

The teacher's assessment of the success of the choice of teaching methods;

Adjustment of the educational process, selected approaches and teaching methods.

The intermediate cut, like the zero cut, is carried out in writing or on a computer. Intermediate results are analyzed and discussed with students and at MO meetings.

Students with excellent marks are offered creative work. These can be elements of research work, the study of additional sections of the subject, or work on a free topic.

The purpose of the final cut is summing up the results of the ending year of study.

Tasks to be solved during the final cut:

Analysis of learning outcomes;

Assessment of the success of students mastering the subject;

Analysis of the teacher's actions at this stage of training;

Assessment and conclusion on the success of the students in the curriculum.

The final cuts are held two to three weeks before the end of the school year. Slicer results are presented in summary tables.

According to the developed methodology, the results of shear work are analyzed as follows:

To assess the dynamics of the learning process from the initial diagnosis to the current and then to the final one, the data for each class are compared for these control points within the established estimated range.

To assess the strength of knowledge assimilation, the results of the final section are compared with the results of an additional section at the end of training.

CONCLUSION.

The problem of managing the quality of education remains a problem and will remain so until we learn to be critical of the results obtained. I agree with the opinion that education shapes society: its values, goals, spiritual and creative potential. Therefore, the view on education should fundamentally change: its goal is not only mastering ZUN, but also the formation of a person, finding himself, his human image, a unique individuality. And this can be provided by the school if the quality of education as a systemic phenomenon becomes the essential aspect of its activity.

LITERATURE.

Basharina L.A. Monitoring of the educational process in secondary school. // Head teacher, 2001, №5.

E.V. Butylina The quality of education. // Head teacher, 2005, №7.

Galeeva N.L. Technologies for monitoring the effectiveness of the educational process. // Head teacher, 2003, №2.

Girba E.Yu. The quality of education - from the idea of ​​developing a general education school to reality. // Head teacher, 2006, №7.

Gutnik G. The quality of education as a system-forming factor of regional policy. - M., 1999.

Dudina M.N. Forms and methods of control over the quality of teaching. / / Head teacher, 2001, №2.

Konarzhevsky Yu.A. Lesson analysis. - M., 2000.

E.A. Kosheleva On some ways to improve the quality of education. // Head teacher, 2005, №8.

Kustabayeva E.K. A systematic approach to the analysis of a modern lesson. - Kazan, 1999.

Takhtamysheva G.Ch. Assessment of the quality of education in a general education school. - Kazan, 2001.

Takhtamysheva G.Ch. We manage the quality of education at school. - Kazan, 2004.

Management of the quality of education // ed. M.M. Potashnik. - M., 2000.

Kharisov T.B. Modern analysis of the educational process. - Kazan, 2004.

Ministry of Education and Science of the Samara Region

State autonomous educational institution of additional professional education

(advanced training) of specialists

Samara Regional Institute for Advanced Studies

and retraining of educators

Final work on the refresher course

« FGOS LLC: content and implementation mechanisms

(management aspect)»

on the topic:

« Quality management of education

In the context of the introduction of the FSES LLC»

Performed:

Andreeva Tatiana Vasilievna

Director

GBOU SOSH village Krotkovo

Krotkovo, 2013

Introduction.

Chapter I. Theoretical foundations of education quality management in the context of the introduction of basic general education at the FSES school.

Chapter II. Designing education quality management in the context of the introduction of basic general education at the FSES school.

§ 2.2. Quality management of education in the context of introduction to school

FSES of basic general education.

Conclusion.

Used Books.

Introduction.

In determining the tasks of the development of modern education and its reform, the priority place is taken by the issues of ensuring it quality. In recent years, the problem of the quality of education has become extremely urgent.

In the modern sensethe quality of education- this is not only the compliance of students' knowledge with federal state educational standards, but also the successful functioning of the educational institution itself, as well as the activities of each teacher and administrator in the direction of ensuring the quality of educational services. Speaking about the quality of education, we mean the assessment of what results teachers achieve in teaching students. However, in recent years, more and more often they mean the quality of the educational process itself and the conditions in which it is implemented.

For a modern educational institution, the concept of "quality of education" is associated, first of all, with its competitiveness in the market of educational services. At the same time, it is considered as a complex of consumer properties of an educational service that ensures the satisfaction of internal needs for the development of the teacher's personality.

In this regard, it becomes more and more conscious and actual the need to manage the quality of education at the school level.Quality management of education at school- the design process, that is, setting educational goals and determining ways to achieve them; it is the organization of the educational process and the motivation of its participants for quality work; control as a process of identifying deviations from goals and monitoring - a system for tracking changes in development; regulation and analysis of results.

The efforts of the teaching staff of educational institutions are aimed at improving the quality of the educational process. However, there is contradiction : such efforts in many cases do not lead to the expected results, and the quality of education remains low.

The results of school research are development programs, basic educational programs, innovative technologies for organizing the educational process and new approaches to managing the quality of education in the context of the introduction of the Federal State Educational Standard.

Considering the above, we have determined theme credit work: "Management of the quality of education in the context of the introduction of FGOS LLC».

Problem the research is formulated as follows: "What should be done by the school administration to improve the quality management of education in the context of the introduction of the Federal State Educational Standard?"

The solution to this problem is purpose of the study : to develop a model for managing the quality of education in the context of the introduction of FGOS LLC at school

Object of study- educational institution management system.

Subject of study- management of the quality of education in basic school in the context of the introduction of the Federal State Educational Standard of OOO.

In accordance with the object, subject and purpose of the study, the following are formulated tasks :

1. Expand the essence of the concept of "quality of education" and determine the content of quality management of education at school.
2. Identify problems in the quality of education.
3. Determine the main directions of improving the quality management system of education in the basic school in the context of the introduction of the Federal State Educational Standard.
4. To substantiate a system of work that ensures the improvement of education quality management in the context of the introduction of the Federal State Educational Standard of OOO

Research hypothesis: the effectiveness of quality management of education in the basic school will increase if the activities of the school administration and teachers in managing the quality of education will be carried out on the basis of a specially developed program.

The basic research for the development of the problem is the research of a number of authors: Lazarev V.S., Potashnik M.M., Tretyakov P.I., Shamovoy T.I., Shishova S.E., and others, devoted to the methodological aspects of the quality of education and considering various aspects

The solution of the assigned tasks was provided by various methods , among which the following groups can be distinguished:

• theoretical - analysis of literature and experimental research results;
• diagnostic - questioning, observation, analysis of the results of the activities of participants in the educational process,
• statistical methods of data processing.

Expected results:

Added scientific knowledge about the theoretical foundations of quality management in school education;

The main indicators of the effectiveness of management of the quality of education at school are revealed;

Model developed management of the quality of education in basic school in the context of the introduction of the Federal State Educational Standard.

CHAPTER I. Theoretical foundations of education quality management

in terms of introductionat the FSES school of basic general education

§ 1.1. The concept of the quality of education.

The concept of "quality of education" is multifaceted. In a general sense, "quality" is interpreted as conformity to a specific goal; a set of characteristics of a product or service; conformity of the object as a result of labor to certain specified standards, etc. Thus, the quality of education is presented as “the ratio of goals and results as a measure of achieving goals " in the educational process.

In the dictionary of concepts and terms according to the legislation of the Russian Federation on education "Quality of education of graduates" interpreted as "A certain level of knowledge and skills, mental, physical and moral development, which graduates of an educational institution have achieved in accordance with the planned goals of training and education".

Quality is an ambiguous term for understanding by different audiences in the education system. Parents of students correlate it with the development of individuality, with the further educational success of their children. Quality for teachers means having a quality curriculum, provision of teaching materials and aids, and a normal working environment; students often associate quality with the school climate, with “comfort” at school. Future employers (business, industry) correlate the quality of education with an active life position, knowledge, skills and abilities of graduates, allowing them to make optimal decisions, etc.

Therefore, it is not surprising that underquality of educationsome authors understand “the degree of satisfaction of the expectations of various participants in the educational process from the services provided by the educational institution, and others - the degree of achievement of the goals and objectives set in education».

The change in the educational paradigm entailed a change in the goals of education. It is focused on a different result, on a different quality.

In the process of analyzing scientific research, the existence of many definitions of the concept of "quality of education" has been established.

According to Potashnik M.M. , "the quality of education is presented as the ratio of goal and result, as a measure of achieving goals, while goals (results) are set only operationally and predicted in the area of ​​potential development of the student» .

A.M. Moiseev interprets the concept “quality of education at school" how " a set of essential properties and characteristics of educational outcomes capable of meeting the needs of the students themselves, society, customers for education» .

V.M. Polonskiy understands the quality of education of graduates as “a certain level of knowledge, skills, mental, physical and moral development that graduates have achieved» .

V.P. Panasyuk defines the quality of school education as “such a set of properties that determines his ability to satisfy social needs in the formation and development of the personality in the aspects of her training, good manners, the severity of social, mental and physical properties» .

The group of definitions considered above isabout quality as a characteristic of the resulteducational process, but the quality is not mentioned as a characteristic of the educational process itself.

So, in the psychological and pedagogical dictionary, this concept is interpreted as follows: “the quality of education is a concept that includes the quality of educational services and the quality of educational training of a graduate, an applicant. The quality of educational services is understood as a set of characteristics of the educational process, which is measured (assessed) by summarizing the results of the final attestations of graduates.

Shishov S.E. and Kalnei V.A. define the quality of education as “a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations in the formationand the development of civil, domestic, professional competencies of the individual».

According to T.I. Shamova, P. I. Tretyakov "the quality of education is the resultant of the following components: the needs of the individual and society, target priorities, the predicted process and the result (standard) " .

T.M. Davydenko, G.N. Shibanova believe that the quality of education implies not only the identification of the final results, but also the quality of the conditions of education, the educational process.

In this work, we will also adhere to this position, that is, speaking about the quality of education, we will consider two sides: procedural and effective.

The interconnection of these parties is obvious:without a quality process, a quality result is impossible.

In turn, the quality of the educational processin our opinion, it is also an integrative concept and several components can be distinguished in it:

• quality of educational content;
• the quality of educational technologies;
• the quality of the learning process (the activities of the teaching staff in general and each of its subjects in particular);
• the quality of conditions (scientific and methodological, managerial, organizational, psychological, material and technical, etc.);
• quality of teachers (qualifications).

So, the quality of education- an integral characteristic of the education system, reflecting the degree of compliance of resource provision, the educational process, educational results with regulatory requirements, social and personal expectations.

Assessment of the quality of education- determination, using diagnostic and assessment procedures, of the degree of compliance of resource provision, educational process, educational results, regulatory requirements, social and personal expectations.

§ 1.2. Modern approaches to education quality management.

Quality management of an educational institution is seen as the main condition for its competitiveness. Today we can talk about the existence of two complementary approaches to the quality of education: practical, which consists in defining quality as the degree of conformity to goals, and the second approach, organically continuing the first and concerning internal processes occurring within the educational process.

In the theory and practice of education quality management, several basic approaches can also be distinguished.

Modern approaches to education in their totality form the basis for the formation of modern educational values.

Each of the approaches assumes different school models.

Within each approach, there can be a large number of real-life incarnations of organizational forms.

Modern approaches to education.

1. Classic: passing on basic values ​​to the younger generation.

2. Pragmatic:formation of basic basic knowledge and skills.

3. Developing: ensuring the development of educational results.

4. Liberal: consistent and comprehensive consideration of the needs and requests of the child.

5. Socially-oriented:preparing the younger generation for life in society and solving problems.

The components of educational activities that must be implemented with any approach and in any education system must meet the following requirements:

1. Have an educational foundation on which students build their own knowledge and skills, competencies are formed, internal and external guidelines for the development of the surrounding world are recognized and systematized.

2. To bring knowledge and skills to practical application.

3. To help students identify knowledge, skills and competencies that are meaningful to them, which will enable them to develop themselves as much as possible.

4. To form critical skills and key competencies for life in a global world without discrimination.

Let's consider some featuresquality management of education.

1. In the management of the quality of education, one cannot separatefunctioning and development.The active and practical manifestation of the quality of education requires the construction of educational work in such a way as to ensure the active participation of students in organizing and receiving their education.

2. Development of the ability toself-education.The formation of skills and competencies that help self-organization and self-education, the acquisition of socially and personally significant knowledge, for the development of values, norms of behavior, and the formation of relationships.

3. Highly organized thinking, ability to act in non-standard situations.Development of the ability of analytical and critical attitude to the surrounding reality.

4. Subject orientation is not the goal of teaching, but a means of mastering the methodology of education.Prescribed educational goals are included in a variety of educationalenvironment, which enables students to form internal motivation. The role of "situational pedagogy", the project method, case technology, self-educational activities, etc. is increasing.

5. Dependence of the quality of education on the pedagogical activity of the teacher, methods and technologies of organizing the educational process.

Quality management system model

Collecting information from potential social customers

Formation of a social order

Defining the mission of the school

Correlation of the selected option with the available possibilities

Selection of the type of control (per process or per result)

Determination of parameters for assessing educational outcomes

Diagnostics of the personality of students

Predicting student education outcomes

Correlation of desired results with available results and school routine

Determination of factors, preparation and implementation of the school development program

Comparison of the obtained results of education with the set goals

Creation education quality management systemrequires a consistent solution of the following tasks:

- definition and conceptualization of goals in the field of education quality;

Identification of labor market requirements and potential employers;

Establishing a basic set of processes as an open model;

Development and adaptation of process control methods to ensure

functioning and development of an educational institution;

Implementation of documentary registration of the quality management system;

Controlling processes through internal audit.

The introduction of a quality system in an educational organization consists in its transition to work in accordance with the prepared, approved and put into effect documents of the quality system. At workplaces, it is necessary to define the duties, powers and responsibilities of each employee within the quality system, develop and implement job and work instructions, check the implementation of documented procedures by personnel.

When creating a quality management system in an educational organization, it is necessary, first of all, to determine the final product that it produces.

Thus, the quality products of an educational organization are not an educational service, but a graduate. The starting point for the formation of a quality management system should be the construction of a "model" of a graduate of an educational institution as a set of certain personal professional qualities, the development of which the educational process should be directed: its content, teaching methods, forms of organization, methods of monitoring and assessing the knowledge of schoolchildren. Meanwhile, it should be noted that the educational process is the basis of the activity of an educational organization.

In the context problems of education quality developmenta person is considered today as a subject of the labor market and labor relations, a citizen, a subject of family relations, a bearer and keeper of national culture, a keeper of habitat (ecosphere), a subject of his own development.

This is the most important thing in a person's life, and the formation of such a person should be embedded in the content of education.

It is necessary to help students:

Develop your spiritual, intellectual and physical inclinations;

Realize interests and inclinations;

Develop moral personal convictions, tolerance for other nationalities, religions, way of life;

Assimilate your future adult role.

Students should be taught:

Understanding knowledge and methods of activity in adult life, in conditions

market relations and a rapidly changing world;

Communication in foreign languages;

Self-educational activities;

Careful and caring attitude to the surrounding world.

The main directions of development of the quality of education

1. What and to what extent has a determining influence on a person?

2. In what areas is a person realized?

3. What functions should it perform?

The defining factors of the quality of education.

1. Initial (personal) characteristics: inclinations and abilities; basic knowledge (available); psychological stability; internal obstacles (barriers) to learning.

2. Educational conditions:

Educational-methodical and visual materials for teaching - teaching - self-education;

Material and technical equipment, information technology support of education;

Views and approaches to education of teachers, students, parents;

Pedagogical staff, ensuring the functioning of the educational institution;

Influence of territorial authorities on the management of educational institutions;

Degree of participation of public councils and organizations in supporting education;

Parental support (assistance) for students.

3. The state general context of the functioning of the educational system:

State policy in the field of education;

Strategic priority goals and objectives in education;

Management structure in the general education system;

Education resources and their availability;

The position of the teacher in society;

Development and availability of the market for educational services and educational literature.

4. Federal state educational standard, public expectations, market requirements, involvement of education in the international community.

5. Economic conditions; socio-cultural conditions; national and regional factors; systems and structures of pedagogical activity; a strategy for helping and supporting teachers, children and parents.

§ 1.3. Introduction to the FSES school of basic general education.

The features of the introduction of FGOS LLC are due to the specifics of the standard itself and are associated with the features of the three components of the standard:

Requirements for the results of mastering basic educational programs;

Requirements for the structure of the basic educational program of basic general education;

Requirements for the conditions for the implementation of the basic educational program.

Requirements for results.

Requirements are presented by a description of subject, meta-subject and personal results and are specified in approximate basic educational programs in the form of planned results in academic subjects, results of mastering interdisciplinary programs (programs for the development of universal educational actions, programs "Working with text", etc.). If metasubject results in primary school meant mastered universal educational actions, key competencies and interdisciplinary concepts, then the middle level adds the ability to use them in educational, cognitive and social practice, independently plan, carry out educational activities, and build an individual educational trajectory.

The final assessment takes into account the formation of skills in the implementation of individual projects. The final grade is formed from two components: the results of the intermediate certification and the state (final) certification of graduates.

Moreover, the results of intermediate certification (including the accumulated assessment - a portfolio of achievements, or portfolio) indicate the dynamics of the individual achievements of the student, and the second component records not only knowledge, skills, and skills, but also the level of mastering the main educational program, including the main methods of action , the ability to solve educational-practical and educational-cognitive tasks.

Requirements for the structure of the basic educational program of basic general education.

FGOS LLC, approved by order of the Ministry of Education and Science of the Russian Federation No. 1897 dated December 17, 2010, imposes the following requirements on the structure of the main educational program of LLC:

The main educational program of basic general education determines the goals, objectives, planned results, content and organization of the educational process at the level of basic general education and is aimed at the formation of a general culture, spiritual and moral, civic, social, personal and intellectual development of students, their self-development and self-improvement, ensuring social success, the development of creative, physical abilities, the preservation and strengthening of the health of students.

The main educational program of basic general education is implemented by an educational institution through lesson and extracurricular activities.

Extracurricular activities are organized in the areas of personality development (spiritual and moral, physical culture and sports and health, social, general intellectual, general cultural) in such forms as circles, art studios, sports clubs and sections, youth organizations, local history work, scientific and practical conferences, school scientific societies, olympiads, search and scientific research, socially useful practices, military-patriotic associations, etc.

The main educational program of basic general education contains three sections: target, meaningful and organizational.

Target section defines the general purpose, goals, objectives and planned results of the implementation of the PLO LLC, as well as ways to determine the achievement of these goals and results.

The program for the development of universal educational actions at the level of basic general education, including the formation of competencies of students in the use of information and communication technologies, educational, research and project activities;

Programs of individual academic subjects, courses, including integrated ones;

A program for the education and socialization of students at the LLC level, which includes such areas as spiritual and moral development and education of students, their socialization and professional orientation, the formation of an ecological culture, a culture of a healthy and safe lifestyle; correctional work program.

Organizational sectiondefines the general framework for the organization of the educational process.

The organizational section includes:

The curriculum of basic general education as one of the main mechanisms for the implementation of the basic educational program;

The system of conditions for the implementation of the main educational program in accordance with the requirements of FSES LLC.

The basic educational program of basic general education developed by an educational institution should ensure that students achieve the results of mastering OOP LLC in accordance with the requirements established by the Standard.

The system of conditions for the implementation of the basic educational program of basic general educationdeveloped on the basis of the relevant requirements of the Standard and ensures the achievement of the planned results of the development of OOP LLC.

Requirements to the conditions for the implementation of OOPare represented by five components: informational and methodological, material and technical, financial and economic, personnel and psychological - pedagogical support. Added only psychological and pedagogical support, the rest of the components are similar to the standard of primary education.

Personnel conditions have been brought into line with the new procedure for attestation of teaching staff. Continuity of professional development of teaching staff is ensured by their mastering of additional professional educational programs in the amount of at least 108 hours and at least once every five years.

Requirements for financial and economic conditions have been brought in line with Federal Law No. 83FZ "On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Legal Status of State (Municipal) Institutions". The standard defines the “per capita” ratio of financial security.

Features of the requirements for material and technical and informational conditions are associated with the strengthening of requirements for school infrastructure, equipment, information and educational environment. If they are divided into two blocks, then the first specifically states what an educational institution should have: information and library centers with a media library, classrooms with a workstation for a teacher and a student and premises for extracurricular activities, technical equipment and complete sets of equipment for all subject areas and extracurricular activities, digital educational resources, ICT equipment, communication channels. In the second block, it is written that the conditions created in the educational institution must ensure: the possibility of implementing OOP, achieving requirements for results, implementing management, and implementing new SanPiN. At the same time, the benchmarks characteristic of the main stage are taken into account - the formation of ICT - competencies, preparation for specialized training, vocational guidance.

Scientific and methodological support for the introduction and implementation of the Federal State Educational Standard of basic general education.

1) Approximate basic educational programs of basic general education.

2) Instructional and methodological letters of the Department of General Education of the Ministry of Education and Science of Russia:

On the introduction of the Federal State Educational Standard for General Education (dated 19.04.2011 No. 03-255).

On the organization of extracurricular activities with the introduction of the Federal State Educational Standard of General Education (dated 12.05.2011 No. 03-296) 11.

Clarifications on the application of the Procedure for attestation of pedagogical workers of state and municipal educational institutions (dated August 18, 2010 No. 0352/4612 and dated August 15, 2011 No. 03515/5913).

On the methodology for assessing the level of qualifications of teaching staff (dated November 29, 2010 No. 03-33914).

Recommendations for equipping the educational institution with educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard of LLC, the organization of project activities, modeling and technical creativity of students (annex to the letter of the Ministry of Education and Science of Russia dated November 24, 2011 No. MD1552 / 03).

Chapter II. Designing education quality management in the context of the introduction of basic general education at the FSES school

§ 2.1. Management of the introduction in the school of FGOS LLC.

Fundamental changes in social life place new demands on the personality of a basic school graduate.

The introduction of the FSES is a complex and multifaceted process. The most important factor ensuring its success is the consistency of preparation for the introduction of the Federal State Educational Standard and the complexity of all types of support (provision) for the introduction of the Federal State Educational Standard.

The most important requirement for preparing and ensuring the introduction of the Federal State Educational Standard is constant scientific, methodological and informational support, including advice to all participants in this process.

Management of the introduction of FGOS LLC is a purposeful, specially organized activity that ensures the transfer of an educational institution to a new level of functioning and development. The main tasks that must be solved when organizing the introduction of the Federal State Educational Standard in an educational institution are aimed at ensuring

regulatory, financial and economic, personnel, material and technical, organizational and other conditions for achieving the results of mastering the basic educational program of basic general education.

2013-2014 account of the year. The teaching staff was actively involved in the process of introducing FGOS LLC. As part of this process, a lot of preparatory work was carried out, which included the following activities:

• studying the regulatory framework for the introduction of FGOS LLC in the classroom of a theoretical seminar;
• familiarization of parents with the main provisions of FGOS LLC;
• development of local acts regulating the implementation of the Federal State Educational Standard of LLC into the practice of the school;
• creation of an information card;
• development and examination of OOP LLC, courses of extracurricular activities.

Various questionnaires and diagnostics are carried out to analyze the demand of students.

The structure of the curriculum for FSES LLC contains a mandatory part and a part formed by participants in the educational process. The obligatory part is 70%, and the part formed by the participants of the educational process is 30% in accordance with paragraph 15 of the Federal State Educational Standard of OOO.

According to SanPiN 2.4.2. 2821 - 10 at least 3 lessons of physical culture are held per week, provided for in the amount of the maximum permissible weekly load, and also subjects of a motor-active nature are included in the curriculum to increase the motor activity of students.

Curriculum for the 2013-2014 academic year

for students of the main stage of general education (grade 5)

Subject areas	Educational subjects Classes	Number of hours per week
	Mandatory part
Philology	Russian language
	Literature
	Foreign language (German)
Mathematics and Computer Science	Mathematics
Social science subjects	History
	Social science
	Geography
	Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia
Natural science subjects	Biology
Art	Music
	art
Technology	Technology
Physical Education and Fundamentals of Life Safety	Physical education
Total
The part formed by the participants of the educational process
Maximum permissible weekly load at a 5 day week

Distribution of hours of extracurricular activities of grade 5 students

	Activities	Name of circles, sections, programs	Number of hours
	Physical culture, sports and health	"Young tourists"
	Spiritual and moral	"Green Planet"
	General cultural	"Know thyself"
	General Intellectual	"Computer and us"
		"Entertaining linguistics"
	Social	"Skillful hands"
		"Green Patrol" (social project)
Total

Management model for the introduction of FGOS LLC

"Management of an educational institution in the context of the implementation of the Federal State Educational Standard "
Full name of the director: Andreeva Tatyana Vasilievna GBOU SOSH v. Krotkovo m. Pokhvistnevsky of the Samara region
	Events	Implementation Action Plan	Responsible	Implementation period
Regulatory support for the introduction of FGOS LLC
1.1.	Creation of a working group in GBOU SOSH on the introduction of FGOS LLC.	Order on the creation of a working group for the introduction of FGOS LLC and approval Regulations on the working group. Order on the distribution of responsibilities for the development of a project for a modernized educational system of the second stage of the school.	Head teacher	August 2013
1.2.	Formation of a bank of normative legal documents of the federal, regional, municipal, school levels.	List of documents included in the bank. The address of the school site page on which the documents are posted.	Deputy Director for OIA. Responsible for website design	September-December 2013
	Changes and additions to the Charter of the school.	The meeting of the school council, at which the issues of introducing amendments and additions to the charter of the school should be considered. Order on amendments to the Charter. Charter with the additions and changes made, certified by the founder.	School Director, Chairman of the School Council, Chairman of the TC Council	December 2013
	The decision of the school council on the introduction of FGOS LLC in the educational institution.	Minutes of the meeting of the school council, certified (agreed) by the founder.	Head teacher	August 2013
	Development of a draft of the basic educational program of basic general education of an educational institution, developed on the basis of an approximate basic educational program of basic general education.	Minutes of the meeting of the working group on the approval of the draft of the basic educational program of basic general education. The main educational program of the basic general education of the school. Meeting of the pedagogical council on the approval of the basic educational program of basic general education. Orders: on the development of an educational program for 2013-2017 account year; on the approval of the educational program for 2013-2017 account year; on the approval of the curriculum.	Working group	September, December 2013
	Plan the hours in the curriculum for organizing extracurricular activities.	The curriculum of a general education institution.	Deputy Director for Internal Affairs	August 2013
	Creation of the Program for the Development of a General Education Institution for 2013-2017.	Minutes of the meeting of the school council, at which the issues of making changes to the current development program or creating a new one are to be considered. Secondary school development program.	School director, chairman of the school board	December 2013
	Creation of a reasonable schedule of the educational process in accordance with the goals and objectives of the main educational program of the basic school.	Schedule approval order. Unified timetable for organizing educational and extracurricular activities.	Deputy Director for Internal Affairs	August 2013
	Selection of a list of textbooks for the implementation of FGOS LLC. Provision of educational institutions with textbooks in accordance with FGOS LLC. Formation of other educational and didactic materials, including COR. Formation of an application for providing a general education institution with textbooks in accordance with the federal list.	Order on the approval of the list of textbooks and teaching aids used in the educational process, the list of teaching materials. Information about the provision of textbooks, indicating the percentage of provision for each subject of the curriculum. Application for providing a general education institution with textbooks in accordance with the federal list.	Librarian, Chairmen of the School	May 2013
1.10	Changes in the job descriptions of OS employees, revised taking into account the FGOS LLC and the Unified Qualification Handbook of the Positions of Managers, Specialists and Employees.	Order on the approval of new or revised job descriptions.	School director, chairman of the trade union committee of the TC council	August 2013
1.11	Creation of orders regulating the introduction of second generation standards in a general education institution:	Orders: about the transition of the educational institution to training according to the Federal State Educational Standard of OOO; on the approval of the project and schedule for the introduction of FGOS LLC at the second stage of the school; on the conduct of in-school control over the implementation of FGOS LLC; on the approval of the annual work plan (schedule) of the school during the transition to the FSES LLC.	Head teacher	August 2013
Financial support for the introduction of FGOS LLC
	Amendments to local acts regulating the establishment of wages for employees of an educational institution, including incentive allowances and surcharges, the procedure and amounts of bonuses.	Regulation on incentive and compensation payments.	School director, working group
	Conclusion of additional agreements to the employment contract with teaching staff.	Labor contracts.	Head teacher
	Determination of the amount of funding from the subvention of educational expenses in the amount that meets the requirements for the material and technical support of the introduction of FSES LLC.	Analysis of the budget of the educational institution in terms of financing state subsidies.	Chief accountant
	Determination of the amount of financing at the expense of the founder of the current and major repairs, equipping the premises in accordance with the SanPiN standards, safety and fire safety rules, the requirements for the material and technical support of the introduction of FGOS LLC.	Analysis of the budget of the educational institution in terms of financing at the expense of the founder.	Chief accountant
2.5.	Determination of the amount of expenses required for the implementation of the PLO LLC and the achievement of the planned results, as well as the mechanism for their formation.	Information on the calculations and the mechanism for the formation of costs necessary for the implementation of the PLO LLC, certified by the founder.	Chief accountant
2.6.	Calculation of standards for financing extracurricular activities.	Financing order for extracurricular activities.	Head teacher
Organizational support for the introduction of FGOS LLC
	Drawing up a schedule for the preparation and introduction of FGOS LLC	Order on the approval of the schedule. Schedule for the introduction of FGOS LLC.	Deputy Director for Internal Affairs	May-August 2013
	Implementation of models of interaction with institutions of general and additional education of children, culture, sports, etc., ensuring the organization of extracurricular activities.	Agreement on the interaction of a general education institution with cultural, health, sports and tourism institutions in order to create a developing and health-preserving environment.	Deputy Director for BP	September 2013
3.3.	Creation of a program of extracurricular activities in the areas and types of activities recorded in the standard, their consistency with the school-wide forms of educational work.	Order on the approval of the program of extracurricular activities. Bank of programs.	Deputy Director for BP	September 2013
	Planning a model of the organization of the educational process.	Description of the model of the organization of the educational process.
Staffing for the introduction of FGOS LLC
4.1.	Implementation of advanced training for all teachers of grades 5-9 (possibly in stages as the FGOS LLC is introduced).	Order on the approval of the long-term plan (program) of professional development of educational institutions. Plan (program).	Deputy Director for Internal Affairs	May-September 2013
4.2.	Development (adjustment) of the plan of scientific and methodological seminars (intra-school advanced training) with a focus on the problems of introducing FSES LLC.	Plan of methodical or scientific-methodical work.	Deputy Director for Internal Affairs	During the 2013-2014 academic year
Information support for the introduction of FGOS LLC
5.1.	Organization of public opinion research on the introduction of new standards and possible additions to the content of the main educational program of basic general education, including through the school website.	Sociological surveys. School board meetings. Parents' meetings. Interview with parents of fifth graders. Media publications.	Director of the school, deputy director for OIA, deputy director for BP, senior teachers of 5 grades	During the 2013-2014 academic year.
	Updating the website of the educational institution in order to ensure wide, permanent and sustainable access of participants in the educational process to information related to the implementation of the PLO.	School website.	IT-teacher
Material and technical support for the introduction of FGOS LLC
6.1.	Analysis of the equipment of a general education institution in accordance with the requirements for the minimum equipment of the educational process and the equipment of classrooms.	Equipment information educational institution. Action plan to eliminate the identified deficiencies.	Deputy Director for AHC	During the 2013-2014 academic year.
6.2.	Analysis of the feasibility of using premises for the implementation of OOP LLC.	Compliance information.	Deputy Director for AHC	During the 2013-2014 academic year.
	Analysis of the compliance of the material and technical base of the implementation of PLO LLC with the current sanitary and fire safety standards, labor protection standards for employees of an educational institution.	Compliance information. Action plan to eliminate the identified inconsistencies.	Deputy Director for AHC, Deputy Director for Security	During the 2013-2014 academic year.
	Analysis of the sanitary and hygienic well-being of the educational environment: conditions of physical education; provision of hot food; availability of a licensed medical office; dynamic training schedule; A curriculum that takes into account the multi-activity space.	Compliance information. Action plan to eliminate the identified inconsistencies.	Deputy Director for VR	During the 2013-2014 academic year.
	Analysis of ensuring the restriction of access to information incompatible with the tasks of spiritual and moral development and education of students.	Compliance information. Action plan to eliminate the identified inconsistencies.	Deputy Director for VR	During the 2013-2014 academic year.
	Analysis of the completeness of the library of educational institutions with printed and electronic educational resources for all academic subjects of the curriculum of OOP LLC.	Information about the staffing of the library, indicating the share of the provision of subjects of the curriculum of the OOP LLC.	Library manager
	Analysis of the provision of controlled access for participants in the educational process to information educational resources on the Internet.	Information about the system of restricting access to information incompatible with the tasks of spiritual and moral development and education of students.	Deputy Director for VR	During the 2013-2014 academic year.

Control over the implementation of FGOS LLC

Control functions (tasks):corrective, motivating, prevention of possible crises, accumulation of information for decision-making, identification and generalization of valuable experience.

Types and tasks of control:

1. Preliminary:to identify the degree of preparedness for the introduction of FGOS LLC.

2. Current: identify deviations from the planned results; process correction; maintaining the performers' motivation to complete the work.

3. Final: results of work; final assessment of the work of the performers; generalization of management experience.

Four levels of controlintroduction of FGOS LLC:

Director;

Deputy Head of the School;

Leaders of working groups, methodological and other associations of teachers, class teachers;

Teachers, specialists, educators, class teachers, work groups, creative groups.

Sequence of tasks for development and implementation of the systemintroduction of FGOS LLC:

1. Curriculum development.
2. Development of work programs.

3. Development of programs for extracurricular activities.

4. Examination of programs of courses of extracurricular activities.

5. Interviewing students on the choice of courses for extracurricular activities.

6. Development of a schedule of activities to inform students.

7. Conducting a system of activities to inform students and parents.

8. Scheduling training sessions and extracurricular activities.

8. Implementation of courses of extracurricular activities.

9.Evaluation of effectiveness systems extracurricular activities.

Tasks for the formation of motivation of teaching staff

1. Clearly define goalsintroduction of FGOS LLC, include them in the plans for the methodological work of teachers.
2. Develop a system of incentives for high results in the implementation of FSES LLC.
3. Develop and introduce a system for assessing (examining) the quality of extracurricular courses.
4. Establish regular informing of the teaching staff about the results of teachers' work on the implementation of FSES LLC.

5. Create an effective system of control over the results of implementation and implementation of FSES LLC.

6. Create all the material, technical, organizational, methodological and other conditions for the successful introduction of FGOS LLC.

7. Conduct the necessary training for management and teaching staff.

8. Introduce the assessment (certification) of the teacher's work, taking into account his work on the implementation of the FSES LLC.

§ 2.2. Management of the quality of education in the context of the introduction of basic general education at the FSES school.

Work on quality management education at school was based on the analysis, coordination and correction of the educational process.

Into the components quality management of educationunder the conditions of the introduction of the FGOS LLC in the school, the following criteria and indicators are included.

Criteria and indicators of the effectiveness of quality management of education at school based on the implementation of the system-activity approach in the educational process in the implementation of the Federal State Educational Standard.

Criteria	Indicators
BLOCK 1: EDUCATIONAL QUALITY MANAGEMENT AT SCHOOL
Strategic planning quality of education	The policy and strategy for the development of the quality of education in educational institutions has been determined; The presence of a clearly formulated system of goals, objectives, and the concept of educational institution development; A philosophy of the quality of education in educational institutions has been developed; Orientation to the requests of all interested parties; Requirements for achieving the quality of education have been established.
Control quality of education	The requirements for a graduate of all levels of education and professional competence of teachers have been determined; Socio-pedagogical conditions for improving the quality of education have been designed; A system of monitoring studies has been developed for the general management of the quality of education; Results of innovative activities aimed at improving the quality of education; The "technological chain" of continuous improvement of the educational process is used.
Quality availability education	Accessibility of education in general (dropout rate, number of schoolchildren who have not received basic general education); The presence of variability of educational programs for different groups of students, the completeness of satisfaction of educational needs; Completeness and continuity of implemented programs; Availability of affordable, additional education for children; The variability of the content of education at the request and choice of students.
Educational potential systems	The level of professional competence of teaching staff; Material and technical support of the educational process, the presence of new infrastructural elements for current period; Involvement in innovative activities of the teaching staff; Interaction with social partners; Positive dynamics of the level of training of students in intermediate and final control.
BLOCK 2: CONDITIONS FOR ACHIEVING THE QUALITY OF EDUCATION AT SCHOOL
The quality of the teaching composition	The share of teachers with higher education, among them working outside the profile; The share of those who underwent retraining and advanced training in the past year; Generalization and dissemination of work experience (master class, open lessons, etc.) at school, municipal, regional, all-Russian, international level; Number of publications by educators.
Quality information and educational and methodological securing	The number of units of computer equipment per 1 student; Proportion of lessons delivered using ICTs based on the teacher's work program; Proportion of students using ICTs in subject learning activities; Provision of digital educational resources; Provision of textbooks, compliance with the list of the approved state list and the year of publication.
Quality of teaching technologies	The total number of modern pedagogical technologies used by teachers in the classroom; The level of proficiency of teachers in modern educational technologies; Percentage of educators trained in modern educational technologies; Use of distance learning elements in the learning process; Adequate assessment of students' educational achievements.
Methodological support innovative work	Conducting training seminars, master classes, pedagogical councils, production meetings raising the level of professional the competence of teachers in the implementation of the system-activity approach in education; The proportion of teachers who implement the system-activity approach in classroom activities; Normative - methodological support for the implementation of the system - activity approach in the educational process of the school; Generalization and dissemination of advanced pedagogical experience in the implementation of the system-activity approach in educational process of the school.
BLOCK 3: QUALITY OF THE EDUCATIONAL PROCESS OF THE SCHOOL
Quality of educational process	The quality of learning outcomes in core subjects in primary, middle and high school, positive dynamics of the quality of learning outcomes; The level of formation of key competencies of students; Increase in the number of students participating, winners in subject Olympiads and other competitions at school, municipal, regional, all-Russian and international levels. Evaluation of the lessons attended by the school administration; Completeness and quality of implementation of plans and programs.
The quality of the educational process	Lack of delinquency, absence of students registered with the juvenile affairs department; The absence of students who do not attend classes without a valid reason; Involvement of students in social and socio-design activities; The level of education, socialization of students; Inclusion of students in student government.
Health preservation of students	Creation of a health-preserving educational environment, the proportion of students participating in sports activities; Lack of traumatism of students during the EP; Indicators of physical development; Dynamics of the preservation and development of students' health.

In the course of theoretical comprehension of the problem, we put forward a hypothesis that requires verification in the course of the practical activities of the introduction of FGOS LLC.

The purpose of the experimental search work was to test the hypothesis put forward:the effectiveness of education quality management in the basic school will increase if the activities of the school administration and teachers in education quality management are carried out on the basis of a specially developed program.

The analysis of the results of the implementation of the structural-functional model of education quality management allows us to make a conclusion about the positive results of education quality management in the context of the introduction of the Federal State Educational Standard in the school.

The introduction of FGOS LLC in our school is carried out with 2013-2014 account of the year for the first time, therefore, we can only analyze the results of training and the quality of knowledge of fifth-graders for the 1st half of the 2013-2014 academic year.

The results of learning and the quality of knowledge of fifth-graders in the 1st half of the year in comparison with the results of primary school

Name disciplines	4th grade		Grade 5
	Trained%	Quality %	Trained%	Quality %
Russian language	100%		100%
Mathematics	100%		100%

To improve the quality of education, it is necessary: ​​to reconcile the conceptual and target settings of educational activities, to correct the school development program, to strengthen work with gifted children, to introduce workshops on the targeted development of the cognitive interests of students into the curriculum.

Thus, in the course of our work, we found that the implementation of the structural and functional model of education quality management contributes to an increase in the level of management efficiency, which in general confirms the correctness of the hypothesis put forward.

The experience of approbation of the FSES of primary general education showed that without purposeful, systematic, comprehensive scientific and methodological support of the process of introducing the FSES, it is impossible to ensure that the education system reaches a new qualitative level of its development and functioning, to avoid the risks of formalizing the complex and multifaceted process of introducing the FSES of basic general education and to make the new standard is an effective tool for modernizing the entire education system.

Analysis of risks and ways to minimize them during the transition of OS to FSES

in order to preserve the quality of education in the new conditions.

Risks	Minimization methods
Negative attitude the public for the introduction new educational standard
Failure to implement variable curriculum models, involving inclusion in him hours after school activities	Communicating the process and results to the public transition of primary school to a new standard. Motivation the public to participate in the process of introducing the standard
Ineffective governance the process of introducing standard.	Organization of analytical and diagnostic support assessing changes in the conditions for preparing for the introduction of a new standard.
Non-compliance with principles continuity when moving from initial general education to basic general education.	Development of an action plan to ensure the continuity of the formation of the child's child management primary school age and schoolchildren.
Insufficient for performance requirements of the standard funding the school.	Drawing up an estimate of an educational institution, taking into account requirements of the standard. Attraction of additional funds at the expense of providing paid additional educational services, voluntary donations and earmarked contributions individuals and (or) legal entities.
Insufficient external methodical and motivational training of pedagogical and leadership to introduction of the standard.	Updating the program of methodological support teachers. Organization of an effective intraschool system professional development of teaching staff with focus on the problems of introducing the standard.

Conclusion

At the present stage, the level of education of each person and the intellectual and professional potential of society as a whole are considered as a strategic resource.

And as international studies show, graduates of Russian schools have deeper knowledge than their foreign peers, but they are less able to apply this knowledge. A similar picture is emerging in the labor market, when a number of vacancies are occupied by incompetent specialists who have mastered a certain amount of knowledge, but in practice cannot fulfill their professional functions at the proper level.

However, education is still seen as one of the most important values, as evidenced byintroduction to educational institutions of FGOS LLC.

Federal State Educational Standard of Basic General Education(hereinafter referred to as the Standard) is a set of requirements that are mandatory in the implementation of the basic educational program of basic general education by educational institutions that have state accreditation.

The Standard is based on the system-activity approachwhich provides:

formation of readiness for self-development and continuous education;

design and construction of the social environment for the development of students in the education system;

active educational and cognitive activity of students;

construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

The standard should be the basis for the activity:

educators who develop basic educational programs for basic general education;

heads of educational institutions, their deputies, who are responsible within their competence for the quality of implementation of the basic educational program of basic general education;

employees of organizations that assess the quality of education, including public organizations;

developers of model basic educational programs of basic general education;

heads and specialists of state executive bodies and local self-government bodies that provide and control funding for educational institutions of general education;

heads and specialists of the state executive authorities of the constituent entities of the Russian Federation, exercising management in the field of education, control and supervision over the observance of legislation in the field of general education;

heads and specialists of state executive bodies, ensuring the development of the procedure and control and measuring materials for the final certification of graduates of the basic school;

heads and specialists of state executive bodies of the constituent entities of the Russian Federation, developing regulations on the certification of teaching staff.

The main idea of ​​school reform is to improve the quality of education. But it is impossible to improve the quality of the educational process without changes in the management strategy.

The theoretical study of the problem and the results of the research work confirmed the productivity of the proposed research hypothesis and made it possible to make the following conclusions:

1.relevance the problem of managing the quality of education is due to

society's need for a competitive personality, adaptable to the conditions of a rapidly changing environment, capable of mastering new technologies for self-education.

2. Management of the quality of education is a purposeful

the activities of the school administration to create conditions that ensure the effective functioning, improvement and development of the educational process.

3.We have developedmodel of quality management of education in the context of the introduction of FGOS LLC at school Developed model is considered as structural and functional, built on the basis of naturally and functionally related elements that ensure the creation of a set of conditions aimed at improving the quality of education.

4.In the course of the study, it was found that the implementation of the structural

functional model management of the quality of education at school, promotesimproving efficiencyquality management of education.

At the same time, the results Our research work allows us to state that the possibilities for improving the quality management of education have not been exhausted. There are a number of issues that require deeper and more serious study. These are the management aspects that determine the predictive and strategic decisions for managing the quality of education.

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