Didactic system and sham presentation. Shamova T., Tretyakov P.I., Kapustin N.P.

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Shamova Tatyana Ivanovna(November 22 - July 28) - Russian scientist in the field of pedagogy, corresponding member of the Russian Academy of Education, full member of the International Academy of Sciences of Pedagogical Education, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, Head of the Department of Management of Educational Systems at Moscow Pedagogical State University .

Biography

Tatyana Ivanovna Shamova was born on November 22, 1924 in the village of Kuzminka (now Vengerovsky district, Novosibirsk region) in the family of army veterinary paramedic Ivan Grigorievich Borodikhin and Maria Ksenofontovna Nikolaenko.

In the first year of the Great Patriotic War, Tatyana joined the Komsomol. Soon she entered the workers' department at the Yakut State Pedagogical Institute. At the workers' faculty, Tatyana became interested in sports: ground gymnastics, and became the Champion of the Yakut Republic in the 400-meter run. During the war, Tatyana moved to Novosibirsk and, due to financial difficulties, missed a year of study at.

On September 1, 1942, the Beloglazovsky Regional Educational Institution of the Altai Territory appointed her as a teacher of physics and mathematics at the Bestuzhev seven-year school. Since then, Tanyusha became Tatyana Ivanovna.

In 1947, Tatyana Ivanovna graduated from the Novosibirsk Pedagogical Institute, and on August 15, 1947, the Bolotinsky RONO, NSO appointed her as a physics teacher for grades 6-10 at the city’s high school. At the school where Tatyana Ivanovna began working, physics was poorly taught. The previous teacher did not pay enough attention to either this subject or the children, and the office was in disrepair. Tatyana Ivanovna, being a young teacher, was completely confused at first. She got ready for the city and went to her institute to see teacher Elya to get advice on how to deal with this situation. After listening to her, he firmly answered that it was against this background that it was necessary to prove oneself and gain authority among the students. To begin with, he suggested that she furnish the physics room, thereby showing the scientific basis. Returning to school, the young teacher went straight to the principal. She wrote an application and received permission to go to the Novosibirsk educational collector to obtain the necessary equipment to equip the physics room. Soon the circle began. The children were drawn to classes with a teacher who managed to captivate and interest them in physics. The film projector played a significant role in this. The children clung to him and tried to take possession of him. For the winter holidays, Tatyana Ivanovna, her students and a laboratory assistant organized an exhibition based on the results of the children’s work in the physics club. On the walls of the office they fixed metal railway, along which the tram was running. Everyone who came to the office was completely delighted.

On February 19, 1949, Tatyana Ivanovna was appointed a physics teacher for grades 6-10 at the Bagan secondary school, and on August 15, 1950, she began working as a physics teacher at the Chistoozernaya secondary school in the Novosibirsk region, where she soon became the head teacher.

On July 23, 1959, Tatyana Ivanovna was transferred to the disposal of the Novosibirsk Pedagogical Institute, she was appointed head teacher of basic school No. 10 in the city of Novosibirsk. In the same year, she became a member of the CPSU and was awarded the badge “Excellence in Education of the USSR.”

In 1959, Tatyana Ivanovna was awarded the “Excellence in Education of the USSR” badge.

In 1960, speaking at the All-Union Conference on the Problems of Programmed Education, where Tatyana Ivanovna was part of a delegation of teachers from the Novosibirsk region, she substantiated the feasibility of understanding learning as a self-directed activity. At this meeting, she met a member of the Presidium of the Academy of Pedagogical Sciences of the USSR, academician, Doctor of Pedagogical Sciences, Professor Nikolai Kirillovich Goncharov, who subsequently supported scientific views T.I. Shamova at the defense of her doctoral dissertation. During these years, at the All-Russian Pedagogical Readings in the city of Kazan, Tatyana Ivanovna made a report on the problem of revitalization cognitive activity students. At these readings, she was lucky enough to meet Doctor of Pedagogical Sciences, professor, full member of the Academy of Pedagogical Sciences of the RSFSR Fedor Filippovich Korolev - an outstanding scientist, methodologist, theorist of the new national school, a major historian of pedagogy.

Since 1948, he headed a department in the magazine “Soviet Pedagogy”, and in 1963 he became its editor-in-chief. It was on his initiative that T.I. Shamova was introduced to the editorial board of the journal. All-Russian pedagogical readings also gave Tatyana Ivanovna a significant meeting with one of the founders of Soviet pedagogy, the largest didactic and methodologist of national education, Mikhail Aleksandrovich Danilov. Tatyana Ivanovna notes that the scientific works of this scientist on the problems of didactics expanded her views and became the foundation for her research in this area.

In 1960, Tatyana Ivanovna wrote her first article, “Some techniques for establishing relationships between general educational and industrial and technical knowledge.”

Since 1961, Tatyana Ivanovna began working on problems that were later developed in her Ph.D. thesis. Her scientific supervisor was Associate Professor of the Department of Pedagogy of the Novosibirsk State pedagogical institute Marat Iskhakovich Enikeev, who moved from Kazan to Novosibirsk. In the same year, T.I. Shamova writes an article “Introducing Best Practices,” where she touches on the problems of improving the quality of education, talks about how schools of advanced pedagogical experience work, identifies ways to disseminate it, and talks about solving the problem of repetition.

From January 2, 1961 to March 28, 1969, Tatyana Ivanovna headed the Regional Institute for Teacher Improvement on Krasny Prospekt in Novosibirsk. The prerequisites for this appointment were high marks professional activity of T.I. Shamova by the secretary of the regional committee of the CPSU Yegor Kuzmich Ligachev, who attended her physics lessons at the rural Chistoozersk school. “She boldly experimented in the interests of educational process, created numerous manuals for students, organized the best physics classroom in the village,” recalls Nikolai Fedorovich Kotov. Subsequently, E.K. Ligachev supported Tatyana Ivanovna’s candidacy for the post of director of the Institute for Advanced Teacher Training.

Larisa Dmitrievna Khalina, former head teacher of the Novosibirsk Institute for Teacher Improvement, recalls: “I am one of the former “eaglets of Tatyana’s nest,” which originated in the 60s of the last century within the walls of our institute. It was here that the foundations of the wonderful school of T.I. Shamova were laid, it was from here that the difficult path of becoming a scientist began, then our director, a charming young woman, very energetic, smart, with an extraordinary human talent as a psychologist and organizer. She had to struggle with the routine of training teachers at the local pedagogical institute, where she was warmly supported by teachers, especially young ones. She had to spend a lot of nervous energy to get through the bureaucrats from the regional department of public education, life credo which was - “No matter what happens.” But what a wonderful team of methodologists created by Tatyana Ivanovna, passionate about the ideas of developmental education, worked then at the Institute for Teacher Improvement. How many real, thinking teachers have taken the path of developing the independent thinking of their students, how many interesting forms of working with schoolchildren have been found in this direction. Starting from the elementary grades, forms and methods of prospective teaching of children developed, what excellent results were obtained from unusual forms of lessons for older children, especially the ability, with the help of algorithms, to trace each stage of students’ mental activity in the cognitive process, using original technical devices to establish feedback. And how pleased the teachers were with the children’s desire to learn to think, to gain knowledge not only from textbooks, but also the desire to use various reference books, look for sources of knowledge. And when Tatyana Ivanovna brilliantly defended her first dissertation, her school became the property of teachers not only in the Novosibirsk region.”

In 1962, the journal “Physics at School” No. 2 published an article by Tatyana Ivanovna “On the credit system for recording knowledge in physics.” In 1963, she published articles: “Tests as one of the forms of testing knowledge, abilities and skills”, “Basic schools in the countryside”.

In 1966, Tatyana Ivanovna brilliantly defended her dissertation for the degree of Candidate of Pedagogical Sciences on the topic: “Organization of cognitive actions of students in problem-based learning conditions (based on subjects of the natural and mathematical cycle).”

In 1969, Tatyana Ivanovna travels abroad to the Polish People's Republic, and in 1970, in the magazine " Public education“Her article “Increasing the qualifications of teachers in Poland” is published, which notes significant changes in the Polish education system. In the same year, two articles “The influence of student actions on the acquisition of knowledge” and “According to new programs” were published.

May 16, 1978 in the Academic Council at Moscow State Pedagogical Institute named after. V.I. Lenina Tatyana Ivanovna defended her doctoral dissertation “The problem of intensifying the learning of schoolchildren (didactic concept and ways to implement the principle of activity in learning).” The content of this dissertation research is reflected in 47 publications by T. I. Shamova, three of which were published in Bulgaria and Hungary. The meeting of the council was chaired by a full member of the Academy of Pedagogical Sciences of the USSR, Doctor of Pedagogical Sciences, Professor Yu. K. Babansky, and the opponents were a full member of the Academy of Pedagogical Sciences of the USSR, Doctor of Pedagogical Sciences, Professor E. I. Monoszon and Corresponding Member of the Academy of Pedagogical Sciences of the USSR M. N. . Skatkin, as well as Doctor of Pedagogical Sciences, Professor P. I. Pidkasisty. According to Tatyana Ivanovna, the scientific works of Mikhail Nikolaevich Skatkin, an outstanding scientist and teacher involved in methodology pedagogical science, and, above all, issues of teaching and the content of education - key in didactics, were fundamental for it.

By the decision of the Higher Attestation Commission under the Council of Ministers of the USSR on November 3, 1978, T. I. Shamova was awarded the academic degree of Doctor of Pedagogical Sciences. This year Tatyana Ivanovna is going to Cuba to give lectures.

In 1982, Tatyana Ivanovna was appointed dean of the faculty of advanced training and professional retraining of educational workers of the Moscow Order of V.I. Lenin and the Order of the Red Banner of Labor of the State Pedagogical Institute named after. V.I. Lenin. In the same year, the following publications were published: “Activating the learning of schoolchildren” and “An important link in the public education system.”

In 1984, Tatyana Ivanovna went to give lectures in Czechoslovakia.

In 1992, on the initiative and under the direct leadership of T.I. Shamova, Russia’s first Master’s degree in training educational managers was opened, giving managers the opportunity to receive a full-fledged professional education.

April 7, 1993 became a significant day for Tatyana Ivanovna - she was elected a corresponding member of the Russian Academy of Education. An important role here was played by the rector of the Moscow Pedagogical State University, Viktor Leonidovich Matrosov, who supported Tatyana Ivanovna’s candidacy at the general meeting of the RAO. By decree of the President of the Russian Federation dated July 9, 1998, Tatyana Ivanovna was awarded the honorary title “Honored Scientist of the Russian Federation.” In 2000, by order of the Ministry of Education of the Russian Federation, Tatyana Ivanovna was awarded the “K. D. Ushinsky" On August 30, 2004, Tatyana Ivanovna was awarded the medal "V. A. Sukhomlinsky,” on which it is written: “I give my heart to children.”

On January 29, 2009, the “First International Shamov Pedagogical Readings” were held, dedicated to the 40th anniversary scientific school management of educational systems, created by T. I. Shamova. This tradition continues to this day.

Scientific activities

Since 1969, Tatyana Ivanovna worked as Deputy Director for Scientific Work of the Research Institute of the Ministry of Education of the RSFSR. A significant milestone in creative path Tatyana Ivanovna began her work on the editorial board of the journal “Soviet Pedagogy”, and since 1978 as deputy editor-in-chief.

1976 Tatyana Ivanovna was assigned to the position of head of the sector technological disciplines Research Institute of Labor Training and Vocational Guidance.

In 1978, Tatyana Ivanovna defended her doctoral dissertation on the topic: “The problem of intensifying schoolchildren’s learning (didactic concept and ways to implement the principle of activity in learning).”

In 1982, Tatyana Ivanovna was appointed dean of the faculty of advanced training and professional retraining of education workers at Moscow Pedagogical State University, and then head of the department of management of educational systems, working in this position until July 28, 2010.

On January 29, 2009, the First Pedagogical Shamov Readings took place on the issue “Formation and Development management science in the system of advanced training for educational leaders”, dedicated to the 40th anniversary of the scientific school of Tatyana Ivanovna Shamova. Indeed, over the forty years of the existence of the scientific school under the leadership of Tatyana Ivanovna and her students, 320 candidate and 30 doctoral dissertations were defended, and over 8,000 scientific papers were published. The scientific school of Tatyana Ivanovna Shamova has fame, scientific reputation, high research level scientific works, the activities of the school are time-tested. It should be noted that Tatyana Ivanovna’s research style of thinking is supported by her students and followers, which indicates the transmission of traditions, and therefore the preservation of a special scientific vision and continuity of scientific views.

Recognized students of Tatyana Ivanovna [by whom?] leaders of pedagogical education: T. I. Berezina, S. G. Vorovshchikov, T. M. Davydenko, O. Yu. Zaslavskaya, I. V. Ilyina, B. I. Kanaev, Yu. A. Konarzhevsky, E. V. Litvinenko, M. P. Nechaev, L. M. Plakhova (Asmolova), L. P. Pogrebnyak, G. N. Podchalimova, P. I. Tretyakov, G. M. Tyulyu, A. A. Yarulov and others.

All modern pedagogy textbooks necessarily pay due attention to the concept of intensifying educational activity by T. I. Shamova, who considers activity as the quality of this activity, in which the personality of the student himself is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve academic achievements. -cognitive goals. Tatyana Ivanovna Shamova entered the history of the domestic theory of intra-school management as the author of a holistic concept of the management cycle.

Tatyana Ivanovna Shamova began her scientific activity in the 60s of the 20th century, the precondition for which was her work at school, love for children and the teaching profession, talent and meeting with fateful people. She devoted her entire life to pedagogical science and the cause of national education. Her invaluable scientific works, such as “Activating the learning of schoolchildren”, “Pedagogical analysis of a lesson in the system of intra-school management”, “Research approach in school management”, “Management in school management”, etc. are relevant to this day.

Bibliography

1. Shamova, T. I. Introducing best practices // Public education. - 1961. - No. 10. - P. 70-73.
2. Shamova, T. I. Support schools in rural areas // Public education. - 1963. - No. 11. - P. 19-21.
3. Shamova, T. I. Rational organization of student activities / T. I. Shamova, S. M. Yuzhakov, M. I. Enikeev // Soviet pedagogy. - 1964. - No. 9.
4. Shamova, T. I. Problematicism is a stimulus cognitive activity// Public education. - 1966. - No. 4. - P. 32-37.
5. Shamova, T.I. From our experience // Public education. - 1968. - No. 3. - P. 11-15.
6. Shamova, T. I. The influence of students’ actions on the acquisition of knowledge // Soviet pedagogy. - 1969. - No. 11.
7. Shamova, T. I. Advanced training of teachers in Poland // Public education. - 1970. - No. 12. - P. 98-100.
8. Shamova, T. I. Increase the effectiveness of training using new programs // Public education. - 1971. - No. 3. - P. 115-125.
9. Shamova, T. I. From the experience of preventing academic failure // Keznevelesh (Budapest), 1971. - No. 20.
10. Shamova, T. I. On the issue of analyzing the structure of students’ cognitive activity // Soviet pedagogy. - 1971. - No. 10. - P. 18-25.
11. Shamova, T. I. Recommendations for junior researchers of the institute and teachers: a pedagogical experiment. - M.: Research Institute of Schools MP RSFSR, 1973. - 160 p.
12. Shamova, T. I. Content and forms of intra-school control // Soviet pedagogy. - 1973. - No. 8.
13. Shamova, T. I. On the implementation of new programs in primary school// Public education. - 1974. - No. 11. - P. 119-123.
14. Shamova, T. I. On the issue of teaching and learning methods // Soviet pedagogy. - 1974. - No. 1. - P. 40-50.
15. Shamova, T. I. Improve the management of rural schools // Public education. - 1975. - No. 9. - P. 116-126.
16. Shamova, T. I. Activation of schoolchildren’s learning: a guide. - M.: Research Institute of Schools of the MP of the RSFSR, 1976. - 100 p.
17. Shamova, T. I. School textbook and problems of active learning // Soviet pedagogy. - 1976. - No. 9. - P. 10-17.
18. Shamova, T. I. Activation of schoolchildren’s learning. - M.: “Knowledge”, 1979. - 96 p.
19. Shamova, T. I. Pedagogical basics activating schoolchildren's learning: methodological recommendations for school leaders. - M.: MGPI im. V.I. Lenin, 1981. - 86 p.
20. Shamova, T. I. Pedagogical analysis of a lesson in the system of intra-school management / T. I. Shamova, Yu. A. Konarzhevsky; edited by S.I. Arkhangelsky. - M.: MGPI im. V.I. Lenin, 1983-100 p.
21. Shamova, T. I. Prevention of formalism in management activities school leaders is the most important condition for increasing its effectiveness / T. I. Shamova, Yu. A. Konarzhevsky // Improving the management activities of school leaders: methodological recommendations. - M.: MGPI im. V.I. Lenin, 1983. - P. 4-17.
22. Shamova, T. I. Planning work at school: methodological recommendations for students of the FPC of school directors / T. I. Shamova, K. A. Nefedova. - M.: MGPI im. V.I. Lenin, 1984. - 79 p.
23. Shamova, T. I. Education of conscious discipline of schoolchildren in the learning process / T. I. Shamova, K. A. Nefedova. - M.: Pedagogy, 1985. - 104 p.
24. Shamova, T. I. Work with teaching staff in implementation conditions school reform: methodological recommendations for students of the FPPK organizers of public education / T. I. Shamova, K. A. Nefedova. - M.: MGPI im. V.I. Lenin, 1985. - 50 p.
25. Shamova, T. I. Development of democratic foundations in school management / T. I. Shamova, Yu. L. Zagumennov // Pedagogy. - 1986. - No. 12. - P. 57-61.
26. Shamova, T. I. Lesson in a modern school and its pedagogical analysis / T. I. Shamova, T. K. Chekmareva. - M.: MGPI im. V.I. Lenin, 1987. - 81 p.
27. Shamova, T. I. Inspection of the management activities of school leaders / T. I. Shamova, T. N. Chekmareva. - M.: MGPI im. V.I. Lenin, 1987. - 80 p.
28. Shamova, T. I. Educational management game as a teaching method at FPPC ONO: methodological recommendations / T. I. Shamova, R. B. Kozina, V. N. Mordukhovskaya, V. V. Pikan; edited by T. I. Shamova. - M.: MGPI im. V. I. Lenin, 1987. - 62 pp. # Shamova, T. I. Professiogram of the director of a secondary school / T. I. Shamova, K. N. Akhlestin. - M.: MGPI im. V. I. Lenina, 1988. - 66 pp. # Shamova, T. I. Using a computer in school management / T. I. Shamova, L. M. Perminova. - M.: MGPI im. V. I. Lenina, 1989. - 66 pp. # Shamova, T. I. Improving the system of in-school pedagogical information as the most important condition for the implementation of school reform / T. I. Shamova, T. K. Chekmareva. - M.: MGPI im. V.I. Lenin, 1989. - 66 p.
29. Shamova, T. I. Methodological recommendations for conducting school-based internships for reserve organizers of public education: Experimental material / ed. T. I. Shamova. - M.: MATI, 1990. - 160 p.
30. Shamova, T.I. Reserves of internal school management// Democratization of management of public education: Materials of the republican scientific and practical work. conferences. Minsk, February 13-14, 1990 - Minsk: RIUU, 1990. - P. 34-37.
31. Shamova, T. I. Research approach to school management. - M.: APP CITP (library “Modern School: Problems of Leadership”), 1992. - 66 p.
32. Shamova, T. I. The role of FPPK ONO in updating school management / T. I. Shamova, K. N. Akhlestin // Union of pedagogical science and school practice: abstracts. Conf. dedicated to the 20th anniversary of FPPC ONO MPGU; edited by T. I. Shamovoy, P. I. Tretyakova. - M.: MPGU, 1992. - P. 3-8.
33. Shamova, T. I. Updating the content of training and advanced training for school leaders based on maximum consideration of changes in the management object // Current problems of advanced training for school leaders: methodological recommendations. - M.: Prometheus, 1993. - P. 3-11.
34. Shamova, T. I. Innovative processes in school as a meaningful basis for its development / T. I. Shamova, A. N. Malinina, G. M. Tyulyu. - M.: New School, 1993.
35. Shamova, T. I. Management of the educational process at school based on teacher technology cards: methodological recommendations for school leaders and teachers / T. I. Shamova, V. A. Antipov, T. M. Davydenko, N. A. Rogacheva. - M.: MPGU FPK and PPRO, 1994. - 35 p.
36. Shamova, T. I. Pedagogical technologies: what they are and how to use them at school / T. I. Shamova, K. N. Akhlestin, T. M. Davydenko, N. P. Kapustin, etc.; edited by T. I. Shamovoy, P. I. Tretyakova. - Moscow-Tyumen: MPGU, TIPC, 1994. - 277 p.
37. Shamova, T. I. Management in school management: textbook. listening aid syst. PPC of educational organizers / T. I. Shamova, N. V. Nemova, K. N. Akhlestin, etc.; edited by T. I. Shamova. - M.: IChP "Magister Publishing House", 1995. - 226 p.
38. Shamova, T. I. Management of the development of innovative processes in school / T. I. Shamova, P. I. Tretyakov, G. M. Tyulyu and others; edited by T. I. Shamovoy, P. I. Tretyakova. - M.: MPGU im. V.I. Lenin, 1995. - 217 p.
39. Shamova, T. I. Adaptive school management: problems and prospects: Practice-oriented monograph / T. I. Shamova, T. M. Davydenko, N. A. Rogacheva. - Arkhangelsk: Publishing House of Pomeranian Pedagogical University, 1995. - 162 p.
40. Shamova, T. I. Personality-oriented approach to working with a teacher // Practice of managing the development of education in the region: collection. abstract report II All-Russian scientific-practical conference, April 17-19. 1996; edited by V. G. Illarionov. - Bryansk: BIPCRO, 1996. - P. 37-38.# Shamova, T. I. Management of the educational process in adaptive school/ T. I. Shamova, T. M. Davydenko. - M.: Center " Pedagogical search", 2001. - 384 p.
41. Shamova, T. I. Quality management of education is the main direction in the development of the system: essence, approaches, problems / T. I. Shamova, P. I. Tretyakov // Quality management of education: collection. mat. Scientific sessions of FPK and PPRO MPGU. - M.: MPGU, Bachelor, 2001. - P. 4-8.
42. Shamova, T. I. Management of the development of quality of education - key problem new century / T. I. Shamova, P. I. Tretyakov // Management of the development of quality of education in the city: mat. reg. scientific-practical Conf., 1-2 Nov. 2001; edited by P.I. Tretyakova. - M.: 2001. - P. 9-1.
43. Shamova, T. I. Management of educational systems: A textbook for higher students. textbook institutions/ T. I. Shamova, P. I. Tretyakov, N. P. Kapustin; edited by T. I. Shamova. - M.: Humanite. ed. center "VLA-DOS", 2002. - 320 p.
44. Shamova, T. I. Efficiency, accessibility, quality / T. I. Shamova, P. I. Tretyakov // “Education for the 21st century: accessibility, efficiency, quality”: Proceedings of the All-Russian scientific-practical conference- M.: MANPO, 2002. - P. 7-13.
45. Shamova, T. I. Educational monitoring as a mechanism for managing the development of the quality of professional retraining of managers of educational institutions // Monitoring of pedagogical systems in the professional retraining of educational management personnel: collection of articles. mat. scientific session of FPPC and PPRO MPGU. - M.: MPGU, 2003. - P. 4-16.
46. Shamova, T. I. How a school should prepare for the unified state exam / T. I. Shamova, G. N. Podchalimova, I. V. Ilyina // Public education. - 2004. - No. 3. - P. 61-76.
47. Shamova, T. I. Selected / comp. T. N. Zubreva, L. M. Perminova, P. I. Tretyakov. - M.: LLC "Central Publishing House", 2004. - 320 p.
48. Shamova, T. I. The system of activities of the Faculty of Advanced Studies of Moscow State Pedagogical University in the preparation of heads of educational institutions in Moscow and the Moscow region for the implementation of the concept of modernization of education in Russia // Sat. mat. VIII intl. scientific-practical conference: in 2 parts. Part 1. - M.: APK and PRO, 2004. - P. 3-11.
49. Shamova, T. I. Structuring competencies and their connection with competence / T. I. Shamova, V. V. Lebedev // collection. mat. VIII intl. scientific-practical conference: in 2 parts. Part 1. - M.: APK and PRO, 2004. - P. 26-35.
50. Shamova, T. I. Postgraduate education system for heads of educational institutions: experience, problems, prospects // Pedagogical education and science. - 2004. - No. 3. - P. 3-9.
51. Shamova, T. I. Educational system of the school: essence, content, management / T. I. Shamova, G. N. Shibanova. - M.: TsGL, 2005. - 200 p.
52. Shamova, T. I. Development professional competence participants in the educational process as a leading condition for ensuring the quality of education // Development of professional competence of participants in the educational process as a leading condition for ensuring the quality of education: collection. mat. IX International Scientific and Practical. conf. - Moscow-Tambov: TOIPKRO, 2005. - pp. 12-19.
53. Shamova, T. I. Management of educational systems: A textbook for students. higher textbook establishments/ T. M. Davydenko, G. N. Shibanova; edited by T. I. Shamova. - M.: Academy, 2005. - 384 p.
54. Shamova, T. I. Management of specialized training based on a person-centered approach: Educational and methodological manual / T. I. Shamova, G. N. Podchalimova, A. N. Khudin, etc. - M.: Center “Pedagogical Search” , 2006. - 160 p.
55. Shamova, T. I. Competence-based approach in education - a response to the challenges of the 21st century // Problems and prospects for the development of professional competence of educational organizers: collection. mat. scientific-practical conferences. - M.: MPGU, MANPO, 2006. - P. 3-5.
56. Shamova, T. I. Management of the development of professional retraining of school leaders at the municipal level: new look on the problem / T. I. Shamova, I. V. Ilyina, P. M. Kukhtenkov // Problems and prospects for the development of professional competence of educational organizers: collection. mat. scientific-practical conferences. - M.: MPGU, MAN-PO, 2006. - P. 274-282.
57. Shamova, T. I. Expert activity in the process of school certification: Educational and methodological manual / T. I. Shamova, A. N. Khudin, G. N. Podchalimova, etc. - M.: Pedagogical Society of Russia, 2006. - 112 With.
58. Shamova, T. I. Cluster approach to the development of educational systems // Interaction of educational institutions and institutions of society in ensuring the effectiveness, accessibility and quality of education in the region: materials of the X International. educational forum: at 2 p.m. (Belgorod. October 24 - 26, 2006) / BelSU, MPGU, MANPO; resp. ed. T. M. Davydenko, T. I. Shamova. - Belgorod: BelSU, 2006. - Part I - 368 p.
59. Shamova, T. I. Health-preserving foundations of the educational process at school / T. I. Shamova, O. A. Shklyarova // Management of the development of a health-preserving environment at school on a resource basis: collection. materials of the scientific session of the FPK and PPRO MPGU (January 25, 2007). - M.: LLC UTs "Perspective", 2007. - P. 3-11.
60. Shamova, T. I. Modern means of assessing learning outcomes at school: Educational and methodological manual / T. I. Shamova, S. N. Belova, I. V. Ilyina, G. N. Podchalimova, A. N. Khudin. - M.: Pedagogical Society of Russia, 2007. - 212 p.
61. Shamova, T. I. Theory and technology of certification of heads of educational institutions of the general secondary education system / T. I. Shamova, E. V. Litvinenko. - M.: Prometheus, 2008. - 178 p.
62. Shamova, T. I. Cluster organizational technology in the development and self-development of participants in the educational process // Theory and practice of implementing a competency-based approach in managing the development of subjects of the educational process: collection. articles. - M.: “Prometheus”, 2008. - P. 15-25.
63. Shamova, T. I. Technology for managing the development of teacher subjectivity in a general educational institution / T. I. Shamova, I. V. Ilyina // Theory and practice of implementing a competency-based approach in managing the development of subjects of the educational process: collection. articles. - M.: “Prometheus”, 2008. - P. 133-148.
64. Shamova, T. I. Experimental schools as effective way interaction between pedagogical science and practice / T. I. Shamova, S. G. Vorovshchikov, M. M. Novozhilova // Education Management. - No. 1. - 2009. - P. 58-70.
65. Shamova, T. I. Current problems of education management // Education Management. - 2009. - No. 1. - P. 5-8.
66. Shamova, T. I. Experimental sites: an effective way of interaction pedagogical theory and practice / T. I. Shamova, S. G. Vorovshchikov, M. M. Novozhilova // Vorovshchikov S. G. Development of educational and cognitive competence of students: experience in designing an in-school system of educational, methodological and management support / S. G. Vorovshchikov , T. I. Shamova, M. M. Novozhilova, E. V. Orlova and others - M.: “5 for knowledge”, 2009. - P. 14-28.
67. Shamova. T. I., Tsibulnikova, V. E. Formation of school management in the first half of the 20th century / T. I. Shamova, V. E. Tsibulnikova // Educational Management. - 2010. - No. 3. - P. 22-27
68. Shamova, T. I., Tsibulnikova, V. E. The school education system in Russia and the requirements for the professional activity of a school director in the 17th-19th centuries. // Increasing the professional competence of educators: current problems and promising solutions: Collection of articles of the Second Pedagogical Readings scientific school of education management (January 25, 2010) / T. I. Shamova, V. E. Tsibulnikova. - M.: ZAO " Publishing house"Tissot", 2010. - pp. 131-134

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Literature

1. Tsibulnikova, V. E. Tatyana Ivanovna Shamova. Life and creativity / Compiled by V. E. Tsibulnikova. - M.: APK and PPRO, 2009. - 208 p.
2. Tsibulnikova, V. E. Scientific publications of T. I. Shamova from the 90s of the last century to the present - a historiographical excursion // Innovative resources for the development of a modern lesson: materials of the XII International Scientific and Practical Conference: at 3 o'clock (g. Novosibirsk, April 21-23, 2009) - Novosibirsk: NGPU, 2009. - Part 1 - pp. 239-249
3. Tsibulnikova, V. E. Scientific school of T. I. Shamova: a retrospective analysis // Formation and development of management science in the system of advanced training for educational leaders: Collection of articles of the First pedagogical readings of the scientific school of education management (January 29, 2009) - M.: MPGU, 2009. - pp. 38-45
4. Tsibulnikova, V. E. Management of educational systems - scientific school of T. I. Shamova // School management. - 2009. - No. 21. - P. 41-46.
5. Tsibulnikova, V. E. Scientific and historiographic approaches to identifying a scientific school // Education Management, - 2009. - No. 2. - P. 13-21

Excerpt characterizing Shamov, Tatyana Ivanovna

There was no new order from the French authorities about the party of prisoners in which Pierre was, during his entire movement from Moscow. This party on October 22 was no longer with the same troops and convoys with which it left Moscow. Half of the convoy with breadcrumbs, which followed them during the first marches, was repulsed by the Cossacks, the other half went ahead; there were no more foot cavalrymen who walked in front; they all disappeared. The artillery, which had been visible ahead during the first marches, was now replaced by a huge convoy of Marshal Junot, escorted by the Westphalians. Behind the prisoners was a convoy of cavalry equipment.
From Vyazma the French troops, who had previously marched in three columns, now marched in one heap. Those signs of disorder that Pierre noticed at the first stop from Moscow have now reached the last degree.
The road along which they walked was littered with dead horses on both sides; ragged people lagging behind different teams, constantly changing, then joined, then again lagged behind the marching column.
Several times during the campaign there were false alarms, and the soldiers of the convoy raised their guns, shot and ran headlong, crushing each other, but then they gathered again and scolded each other for their vain fear.
These three gatherings, marching together - the cavalry depot, the prisoner depot and Junot's train - still formed something separate and integral, although both of them, and the third, were quickly melting away.
The depot, which had initially contained one hundred and twenty carts, now had no more than sixty left; the rest were repulsed or abandoned. Several carts from Junot's convoy were also abandoned and recaptured. Three carts were plundered by the backward soldiers from Davout's corps who came running. From the conversations of the Germans, Pierre heard that this convoy was put on guard more than the prisoners, and that one of their comrades, a German soldier, was shot on the orders of the marshal himself because a silver spoon that belonged to the marshal was found on the soldier.
Of these three gatherings, the prisoner depot melted the most. Of the three hundred and thirty people who left Moscow, there were now less than a hundred left. The prisoners were even more of a burden to the escorting soldiers than the saddles of the cavalry depot and Junot's baggage train. Junot’s saddles and spoons, they understood that they could be useful for something, but why did the hungry and cold soldiers of the convoy stand guard and guard the same cold and hungry Russians who were dying and lagged behind on the road, whom they were ordered to shoot? not only incomprehensible, but also disgusting. And the guards, as if afraid in the sad situation in which they themselves were, not to give in to their feeling of pity for the prisoners and thereby worsen their situation, treated them especially gloomily and strictly.
In Dorogobuzh, while the convoy soldiers, having locked the prisoners in a stable, went off to rob their own stores, several captured soldiers dug under the wall and ran away, but were captured by the French and shot.
The previous order, introduced upon leaving Moscow, for captured officers to march separately from the soldiers, had long been destroyed; all those who could walk walked together, and Pierre, from the third transition, had already united again with Karataev and the lilac bow-legged dog, which had chosen Karataev as its owner.
Karataev, on the third day of leaving Moscow, developed the same fever from which he was lying in the Moscow hospital, and as Karataev weakened, Pierre moved away from him. Pierre didn’t know why, but since Karataev began to weaken, Pierre had to make an effort on himself to approach him. And approaching him and listening to those quiet moans with which Karataev usually lay down at rest, and feeling the now intensified smell that Karataev emitted from himself, Pierre moved away from him and did not think about him.
In captivity, in a booth, Pierre learned not with his mind, but with his whole being, with his life, that man was created for happiness, that happiness is in himself, in the satisfaction of natural human needs, and that all misfortune comes not from lack, but from excess; but now, in these last three weeks of the campaign, he learned another new, comforting truth - he learned that there is nothing terrible in the world. He learned that just as there is no situation in which a person would be happy and completely free, there is also no situation in which he would be unhappy and not free. He learned that there is a limit to suffering and a limit to freedom, and that this limit is very close; that the man who suffered because one leaf was wrapped in his pink bed suffered in the same way as he suffered now, falling asleep on the bare, damp earth, cooling one side and warming the other; that when he used to put on his narrow ballroom shoes, he suffered just as much as now, when he walked completely barefoot (his shoes had long since become disheveled), with feet covered with sores. He learned that when, as it seemed to him, he had married his wife of his own free will, he was no more free than now, when he was locked in the stable at night. Of all the things that he later called suffering, but which he hardly felt then, the main thing was his bare, worn, scabby feet. (Horse meat was tasty and nutritious, the saltpeter bouquet of gunpowder, used instead of salt, was even pleasant, there was not much cold, and during the day it was always hot while walking, and at night there were fires; the lice that ate the body warmed pleasantly.) One thing was hard. at first it’s the legs.
On the second day of the march, after examining his sores by the fire, Pierre thought it impossible to step on them; but when everyone got up, he walked with a limp, and then, when he warmed up, he walked without pain, although in the evening it was even worse to look at his legs. But he did not look at them and thought about something else.
Now only Pierre understood the full power of human vitality and the saving power of moving attention invested in a person, similar to that saving valve in steam engines that releases excess steam as soon as its density exceeds a known norm.
He did not see or hear how the backward prisoners were shot, although more than a hundred of them had already died in this way. He did not think about Karataev, who was weakening every day and, obviously, was soon to suffer the same fate. Pierre thought even less about himself. The more difficult his situation became, the more terrible the future was, the more, regardless of the situation in which he was, joyful and soothing thoughts, memories and ideas came to him.

On the 22nd, at noon, Pierre was walking uphill along a dirty, slippery road, looking at his feet and at the unevenness of the path. From time to time he glanced at the familiar crowd surrounding him, and again at his feet. Both were equally his own and familiar to him. The lilac, bow-legged Gray ran merrily along the side of the road, occasionally, as proof of his agility and contentment, tucking his hind paw and jumping on three and then again on all four, rushing and barking at the crows that were sitting on the carrion. Gray was more fun and smoother than in Moscow. On all sides lay the meat of various animals - from human to horse, in varying degrees of decomposition; and the wolves were kept away by the walking people, so Gray could eat as much as he wanted.
It had been raining since the morning, and it seemed that it would pass and clear the sky, but after a short stop the rain began to fall even more heavily. The rain-saturated road no longer absorbed water, and streams flowed along the ruts.
Pierre walked, looking around, counting steps in threes, and counting on his fingers. Turning to the rain, he internally said: come on, come on, give it more, give it more.
It seemed to him that he was not thinking about anything; but far and deep somewhere his soul thought something important and comforting. This was something of a subtle spiritual extract from his conversation with Karataev yesterday.
Yesterday, at a night halt, chilled by the extinguished fire, Pierre stood up and moved to the nearest, better-burning fire. By the fire, to which he approached, Plato was sitting, covering his head with an overcoat like a chasuble, and telling the soldiers in his argumentative, pleasant, but weak, painful voice a story familiar to Pierre. It was already past midnight. This was the time at which Karataev usually recovered from a feverish attack and was especially animated. Approaching the fire and hearing Plato’s weak, painful voice and seeing his pitiful face brightly illuminated by the fire, something unpleasantly pricked Pierre’s heart. He was frightened by his pity for this man and wanted to leave, but there was no other fire, and Pierre, trying not to look at Plato, sat down near the fire.
- How's your health? – he asked.
- How's your health? “God will not allow you to die because of your illness,” said Karataev and immediately returned to the story he had begun.
“...And so, my brother,” Plato continued with a smile on his thin, pale face and with a special, joyful sparkle in his eyes, “here, my brother...”
Pierre knew this story for a long time, Karataev told this story to him alone six times, and always with a special, joyful feeling. But no matter how well Pierre knew this story, he now listened to it as if it were something new, and that quiet delight that Karataev apparently felt while telling it was also communicated to Pierre. This story was about an old merchant who lived well and fearing God with his family and who one day went with a friend, a rich merchant, to Makar.
Stopping at an inn, both merchants fell asleep, and the next day the merchant's comrade was found stabbed to death and robbed. A bloody knife was found under the old merchant's pillow. The merchant was tried, punished with a whip and, having pulled out his nostrils - in the proper order, said Karataev - he was sent to hard labor.
“And so, my brother” (Pierre caught Karataev’s story at this point), this case has been going on for ten years or more. An old man lives in hard labor. As follows, he submits and does no harm. He only asks God for death. - Fine. And if they get together at night, the convicts are just like you and me, and the old man is with them. And the conversation turned to who is suffering for what, and why is God to blame. They began to say, that one ruined a soul, that one lost two, that one set it on fire, that one ran away, no way. They began to ask the old man: why are you suffering, grandpa? I, my dear brothers, he says, suffer for my own and for people’s sins. But I didn’t destroy any souls, I didn’t take anyone else’s property, other than giving away to the poor brethren. I, my dear brothers, am a merchant; and had great wealth. So and so, he says. And he told them how the whole thing happened, in order. “I don’t worry about myself,” he says. It means God found me. One thing, he says, I feel sorry for my old woman and children. And so the old man began to cry. If that same person happened to be in their company, it means that he killed the merchant. Where did grandpa say he was? When, in what month? I asked everything. His heart ached. Approaches the old man in this manner - a clap on the feet. For me, he says, old man, you are disappearing. The truth is true; innocently in vain, he says, guys, this man is suffering. “I did the same thing,” he says, “and put a knife under your sleepy head.” Forgive me, he says, grandfather, for Christ’s sake.
Karataev fell silent, smiling joyfully, looking at the fire, and straightened the logs.
- The old man says: God will forgive you, but we are all sinners to God, I suffer for my sins. He himself began to cry bitter tears. What do you think, falcon,” Karataev said, beaming brighter and brighter with an enthusiastic smile, as if what he now had to tell contained the main charm and the whole meaning of the story, “what do you think, falcon, this killer, the one in charge, has appeared . I, he says, ruined six souls (I was a big villain), but most of all I feel sorry for this old man. Let him not cry at me. Showed up: they wrote it off, sent the paper as it should. The place is far away, until the trial and the case, until all the papers have been written off as they should, according to the authorities, that is. It reached the king. So far, the royal decree has come: to release the merchant, give him awards, as much as they were awarded. The paper arrived and they began to look for the old man. Where did such an old man suffer innocently in vain? The paper came from the king. They started looking. – Karataev’s lower jaw trembled. - And God already forgave him - he died. So, falcon,” Karataev finished and looked ahead for a long time, silently smiling.
Not this story itself, but its mysterious meaning, that enthusiastic joy that shone in Karataev’s face at this story, the mysterious meaning of this joy, it was now vaguely and joyfully filling Pierre’s soul.

– A vos places! [Get to your places!] - a voice suddenly shouted.
There was a joyful confusion and expectation of something happy and solemn between the prisoners and the guards. The shouts of the command were heard from all sides, and on the left side, trotting around the prisoners, cavalrymen appeared, well dressed, wearing good horses. On all faces there was an expression of tension, which people have when they are close to higher authorities. The prisoners huddled together and were pushed off the road; The guards lined up.
– L"Empereur! L"Empereur! Le marechal! Le duc! [Emperor! Emperor! Marshal! Duke!] - and the well-fed guards had just passed when a carriage thundered in a train, on gray horses. Pierre caught a glimpse of the calm, handsome, thick and white face of a man in a three-cornered hat. It was one of the marshals. The marshal's gaze turned to the large, conspicuous figure of Pierre, and in the expression with which this marshal frowned and turned his face away, Pierre seemed to have compassion and a desire to hide it.
The general who ran the depot, with a red, frightened face, galloped behind the carriage, driving his thin horse. Several officers came together and the soldiers surrounded them. Everyone had tense, excited faces.
– Qu"est ce qu"il a dit? Qu"est ce qu"il a dit?.. [What did he say? What? What?..] - Pierre heard.
During the marshal's passage, the prisoners huddled together, and Pierre saw Karataev, whom he had not seen that morning. Karataev was sitting in his overcoat, leaning against a birch tree. In his face, in addition to yesterday’s expression of joyful emotion when he told the story of the merchant’s innocent suffering, there was also an expression of quiet solemnity.
Karataev looked at Pierre with his kind, round eyes, now stained with tears, and, apparently, called him to him, wanted to say something. But Pierre was too afraid for himself. He acted as if he had not seen his gaze and quickly walked away.
When the prisoners set off again, Pierre looked back. Karataev was sitting on the edge of the road, near a birch tree; and two Frenchmen were saying something above him. Pierre didn't look back anymore. He walked, limping, up the mountain.
Behind, from the place where Karataev was sitting, a shot was heard. Pierre clearly heard this shot, but at the same moment he heard it, Pierre remembered that he had not yet finished the calculation he had begun before the marshal passed about how many crossings remained to Smolensk. And he began to count. Two French soldiers, one of whom was holding a removed, smoking gun in his hand, ran past Pierre. They were both pale, and in the expression of their faces - one of them looked timidly at Pierre - there was something similar to what he had seen in the young soldier at execution. Pierre looked at the soldier and remembered how this soldier of the third day burned his shirt while drying it on a fire and how they laughed at him.
The dog howled from behind, from the place where Karataev was sitting. “What a fool, what is she howling about?” - thought Pierre.
The comrade soldiers walking next to Pierre did not look back, just like him, at the place from which a shot was heard and then the howl of a dog; but a stern expression lay on all faces.

The depot, the prisoners, and the marshal's convoy stopped in the village of Shamsheva. Everything huddled together around the fires. Pierre went to the fire, ate the roasted horse meat, lay down with his back to the fire and immediately fell asleep. He slept again the same sleep that he slept in Mozhaisk after Borodin.
Again the events of reality were combined with dreams, and again someone, whether he himself or someone else, told him thoughts, and even the same thoughts that were spoken to him in Mozhaisk.
“Life is everything. Life is God. Everything moves and moves, and this movement is God. And as long as there is life, there is the pleasure of self-consciousness of the deity. Love life, love God. It is most difficult and most blissful to love this life in one’s suffering, in the innocence of suffering.”
“Karataev” - Pierre remembered.
And suddenly Pierre introduced himself to a living, long-forgotten, gentle old teacher who taught Pierre geography in Switzerland. “Wait,” said the old man. And he showed Pierre the globe. This globe was a living, oscillating ball that had no dimensions. The entire surface of the ball consisted of drops tightly compressed together. And these drops all moved, moved and then merged from several into one, then from one they were divided into many. Each drop sought to spread out, to capture the greatest possible space, but others, striving for the same thing, compressed it, sometimes destroyed it, sometimes merged with it.
“This is life,” said the old teacher.
“How simple and clear this is,” thought Pierre. “How could I not know this before?”
- There is God in the middle, and every drop strives to expand so that largest sizes reflect it. And it grows, merges, and shrinks, and is destroyed on the surface, goes into the depths and floats up again. Here he is, Karataev, overflowing and disappearing. “Vous avez compris, mon enfant, [You understand.],” said the teacher.
“Vous avez compris, sacre nom, [You understand, damn you.],” a voice shouted, and Pierre woke up.
He rose and sat down. A Frenchman, who had just pushed aside a Russian soldier, sat squatting by the fire and was frying meat that had been put on a ramrod. Veiny, rolled-up, hairy, red hands with short fingers deftly turned the ramrod. A brown gloomy face with frowning eyebrows was clearly visible in the light of the coals.
“Ca lui est bien egal,” he grumbled, quickly turning to the soldier standing behind him. -...brigand. Va! [He doesn't care... a robber, really!]
And the soldier, twirling the ramrod, looked gloomily at Pierre. Pierre turned away, peering into the shadows. One Russian soldier, a prisoner, the one who had been pushed away by the Frenchman, sat by the fire and ruffled something with his hand. Looking closer, Pierre recognized a purple dog, which, wagging its tail, was sitting next to the soldier.
- Oh, did you come? - said Pierre. “Ah, Pla...” he began and didn’t finish. In his imagination, suddenly, at the same time, connecting with each other, a memory arose of the look with which Plato looked at him, sitting under a tree, of the shot heard in that place, of the howl of a dog, of the criminal faces of two Frenchmen who ran past him, of the filmed a smoking gun, about the absence of Karataev at this halt, and he was ready to understand that Karataev was killed, but at the same moment in his soul, coming from God knows where, a memory arose of the evening he spent with the beautiful Polish woman, in the summer, on the balcony of his Kyiv house. And yet, without connecting the memories of this day and without drawing a conclusion about them, Pierre closed his eyes, and the picture of summer nature mixed with the memory of swimming, of a liquid oscillating ball, and he sank somewhere into the water, so that the water converged above his head.
Before sunrise, he was awakened by loud, frequent shots and screams. The French ran past Pierre.
- Les cosaques! [Cossacks!] - one of them shouted, and a minute later a crowd of Russian faces surrounded Pierre.
For a long time Pierre could not understand what was happening to him. From all sides he heard the cries of joy of his comrades.
- Brothers! My dears, my dears! - the old soldiers cried, crying, hugging the Cossacks and hussars. Hussars and Cossacks surrounded the prisoners and hurriedly offered them dresses, boots, and bread. Pierre sobbed, sitting among them, and could not utter a word; he hugged the first soldier who approached him and, crying, kissed him.
Dolokhov stood at the gate of a ruined house, letting a crowd of disarmed French pass by. The French, excited by everything that had happened, spoke loudly among themselves; but when they passed by Dolokhov, who was lightly whipping his boots with his whip and looking at them with his cold, glassy gaze, promising nothing good, their conversation fell silent. On the other side stood the Cossack Dolokhov and counted the prisoners, marking hundreds with a chalk line on the gate.
- How many? – Dolokhov asked the Cossack who was counting the prisoners.
“For the second hundred,” answered the Cossack.
“Filez, filez, [Come in, come in.],” Dolokhov said, having learned this expression from the French, and, meeting the eyes of the passing prisoners, his gaze flashed with a cruel brilliance.
Denisov, with a gloomy face, having taken off his hat, walked behind the Cossacks, who were carrying the body of Petya Rostov to a hole dug in the garden.

From October 28, when frosts began, the flight of the French only took on a more tragic character: people freezing and roasting to death at the fires and continuing to ride in fur coats and carriages with the looted goods of the emperor, kings and dukes; but in essence, the process of flight and disintegration of the French army has not changed at all since the speech from Moscow.
From Moscow to Vyazma, out of the seventy-three thousand strong French army, not counting the guards (which throughout the war did nothing but plunder), out of seventy-three thousand, thirty-six thousand remained (of this number, no more than five thousand died in battles). Here is the first term of the progression, which mathematically correctly determines the subsequent ones.
The French army in the same proportion melted and was destroyed from Moscow to Vyazma, from Vyazma to Smolensk, from Smolensk to Berezina, from Berezina to Vilna, regardless of the greater or lesser degree of cold, persecution, blocking the path and all other conditions taken separately. After Vyazma, the French troops, instead of three columns, huddled together in one heap and continued like this until the end. Berthier wrote to his sovereign (it is known how far from the truth the commanders allow themselves to describe the situation of the army). He wrote:
“Je crois devoir faire connaitre a Votre Majeste l"etat de ses troupes dans les differents corps d"annee que j"ai ete a meme d"observer depuis deux ou trois jours dans differents passages. Elles sont presque debandees. Le nombre des soldats qui suivent les drapeaux est en proportion du quart au plus dans presque tous les regiments, les autres marchent isolement dans differentes directions et pour leur compte, dans l "esperance de trouver des subsistances et pour se debarrasser de la discipline. En general ils regardent Smolensk comme le point ou ils doivent se refaire. Ces derniers jours on a remarque que beaucoup de soldats jettent leurs cartouches et leurs armes. vues ulterieures qu"on rallie l"armee a Smolensk en commencant a la debarrasser des non combattans, tels que hommes demontes et des bagages inutiles et du materiel de l"artillerie qui n"est plus en proportion avec les forces actuelles. En outre les jours de repos, des subsistances sont necessaires aux soldats qui sont extenues par la faim et la fatigue; beaucoup sont morts ces derniers jours sur la route et dans les bivacs. Cet etat de choses va toujours en augmentant et donne lieu de craindre que si l"on n"y prete un prompt remede, on ne soit plus maitre des troupes dans un combat. Le 9 November, a 30 verstes de Smolensk.”
[It is my duty to inform Your Majesty about the condition of the corps that I examined on the march in the last three days. They are almost in complete disarray. Only a quarter of the soldiers remain with the banners; the rest go on their own in different directions, trying to find food and get rid of service. Everyone thinks only about Smolensk, where they hope to relax. IN last days many soldiers threw away their cartridges and guns. Whatever your further intentions, the benefit of Your Majesty’s service requires gathering corps in Smolensk and separating from them dismounted cavalrymen, unarmed ones, excess convoys and part of the artillery, since it is now not in proportion to the number of troops. Food and a few days of rest are needed; the soldiers are exhausted by hunger and fatigue; In recent days, many have died on the road and in bivouacs. This plight is continually growing stronger, and makes us fear that, unless prompt measures are taken to prevent the evil, we will soon have no troops at our command in the event of a battle. November 9, 30 versts from Smolenko.]

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The future has already arrived.

Robert Jung

INTRODUCTION

This practice-oriented monograph is relevant to everyone who wants to understand the main problems of mass secondary schools and understand approaches to solving them. The authors would like it to help school leaders and teachers navigate trends in the development of education and, based on their analysis, build the pedagogical process in the school as a whole and in a specific lesson; allowed everyone to develop their own ways of interacting with students and their parents. Since the leading trends in education in the world are associated with the idea of ​​​​creating conditions for the development of personality, we will look for the prerequisites for the transformation of mass schools in the awareness and acceptance of both the goals of life and the goals of education.

The need for humanization public life determined the problem of self-realization of the individual, the manifestation of his essential forces. The need for self-realization is one of the leading needs of the individual, which is an internal stimulus for human activities. Of primary importance is the socially progressive type of self-realization of the individual, expressed in the desire to self-realize oneself as a part of society. Creating conditions for the development of a personality capable of this type of self-realization - the main task of a modern school.

Currently, the school has turned to the student’s personality and is trying to create conditions for its development as a subject own life. The practical activities of schools are replete with various attempts to create an educational environment conducive to the self-realization of students: the emergence of educational institutions (gymnasiums, lyceums, copyright schools) providing an increased level of education; introduction of specialized training, solving, first of all, the problem of professional self-determination of students; inclusion of students in the work of creative associations based on their cognitive interests, etc.

Such innovations undoubtedly make it possible, to one degree or another, to solve the problems of student self-realization in the educational process. However, in general modern school little progress has been made in solving this problem. Old contradictions associated with the discrepancy between the dominance of goals for the high quality of knowledge, skills, and personal development of students have intensified. New ones have appeared - driven by the need to make a school for everyone

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students more humane and attractive, while the mass educational institution continues to remain more authoritarian, promoting the formation of an infantile, conformist-oriented personality, which is disastrous for the creative self-expression of the personality of the student and teacher.

The changes taking place at school mainly concern only the educational process. This creates an artificial division of the educational process into academic and extracurricular activities with priority improvement of educational activities.

Ensuring the fulfillment of the student’s personality needs for self-determination and self-realization requires the implementation of a person-oriented approach at school. However, as an analysis of the practical activities of educational institutions shows, it is more often declared than actually implemented. The implementation of this approach in the content of education comes down mainly to the introduction of humanities courses (historical-philosophical, philological-linguistic, psychological), practically unrelated to traditional academic disciplines. At the same time, without restructuring the content of traditional school subjects, additional courses (most often one-hour per week) usually lead to overload of students.

A more complex situation is observed today in the organization of the educational process both at the school level and at the level of an individual class: the majority of teachers turned out to be practically unprepared to implement a student-centered approach. School leaders state that the educational process is still dominated by verbal monologue influences on students, the personal functions (motivation, reflection, self-determination, etc.) of the student are weakly activated, frontal forms of teaching predominate, and educational practice is characterized by the episodic nature of school-wide events.

In his principled basis The modern comprehensive school remains unchanged - weakly social and personality-oriented.

In the search for directions for improving a mass general education institution, a significant role, in our opinion, belongs to the idea of ​​building an adaptive school that takes into account the capabilities of all students, focused on satisfying their diverse cognitive needs and interests, and providing conditions for their life self-determination and self-realization. Enrichment with new ideas for modeling content, organizing the pedagogical process and managing it in an adaptive school (the most widespread to date) will solve the problem of creating a holistic education

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body system. Let us note that all educational institutions are inherently adaptive. The focus on the mass school as an adaptive one is due to the complexities of the educational process specifically in a mass general education institution, in which the existing problems of preparing children and youth have become particularly acute.

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INTRASCHOOL MANAGEMENT AS A SYSTEM

§1. GENERAL CHARACTERISTICS OF INTRASCHOOL MANAGEMENT

In the context of updating management in our country, it is necessary to pay special attention to management - the management experience of developed countries of the world. But transferring management models from one sociocultural environment to another is practically impossible, since management is determined by a combination of factors: the form of government, the type of property, the degree of market development. Therefore, the gradual introduction of management in our country can be carried out in systematic interaction with the noted factors.

Professional knowledge in management requires awareness three fundamentally different management tools. The first is the organization, the management hierarchy, where the main means is to influence a person from above (using the basic functions of motivation, planning, organization and control of activities, as well as the distribution of material goods, etc.). The second is management culture, i.e., values ​​developed and recognized by society, an organization, a group of people, social norms, attitudes, behavioral features. The third is the market, market relations, based on the purchase and sale of products and services, on the balance of interests of the seller and buyer.

In social and economic systems, these three components always coexist, and the shape of the socio-economic organization of society is determined by which of these tools is given priority. As the experience of world development leaders shows, in our country it is necessary to create an adequate management system and management culture that can ensure the dynamic development of all industries.

Management refers to the purposeful interaction of the control and managed subsystems to achieve the planned result (goal).

The subjects of management in an educational institution are managers (director and his deputies), teachers, students, and parents. All of them make up the control and controlled subsystems.

The general trend in management is manifested in the desire for informal, democratic, flexible methods and methods of management, to a much greater extent than before, discussed by the manager and subordinates. As representatives of various schools of managers believe, in modern conditions management should be used not so much as a system of power in the form of a hierarchical pyramid, but as a resource for the development of a horizontal organizational system.

The purpose of management is to improve the decision-making of those directly affected.

Management decision-making refers to an action plan adopted independently by each management entity.

In the process of democratization of management, delegation (distribution) of powers is the main problem, since to the extent that powers (functions) are not delegated, they are centralized. Decentralization of powers requires their optimal distribution both vertically and horizontally.

Management theory identifies the following main functions: planning, organization, motivation and control. These four primary functions are united by the processes of communication and decision making. Such processual approach to definition functional composition management is accepted among specialists in all fields of activity.

Currently, the situational approach is spreading. The classical process approach, which found its expression in the theories of democratic management (Theory-X, Theory-Y), was developed in the theories of situational management. Taken together, they make it possible to isolate other management functions, for example, goal setting, communication, stimulation, which are not highlighted in the classical interpretation of the functional composition.

Using the method of superimposing on the generalized composition of functions identified by specialists national science(goal setting, planning, organization, control, regulation),! and comparing them with the composition adopted in management (goal setting, planning, organization, communication, control, motivation, stimulation), we can note general functions (goal setting, planning, organization, control) and functions that are specific to management (regulation, motivation, stimulation).

The next aspect of the comparative analysis is the identification of management functions in relation to the new socio-economic system of the school. This necessity is proven by the fact that the issues considered are the general background, the management environment in which a modern leader has to transfer the school to development mode.

Supplementing the functional composition with such management functions as motivation and stimulation seems to us to be especially relevant in connection with the increasing role of the subjective factor of human activity. This factor is implemented more effectively when certain conditions are created, on which the management styles adopted in various countries of the world and in our country depend. Indicators of different management styles determine the scope of activity content. As an analysis of specialized literature convincingly shows, in modern period The dominant management style is the corporate management style.

The comparison of management functions in domestic and foreign science allows us to highlight, taking into account modern conditions the following grounds for determining the new functional composition:

1) systemic, considering any organization as a set of interconnected and interacting elements that are focused on achieving specific goals in a changing environment;

2) process, viewing management as continuous system interrelated management functions;

3) informational, providing managers and executives with information for decision-making;

4) communication, providing a system for establishing connections and interaction for the exchange of information between two or more people;

5) coordination, providing a system for establishing interaction between elements of various levels in accordance with their powers;

6) motivational, stimulating process of motivating oneself and others to act to achieve personal and organizational goals.

The identified grounds are sufficient to determine the composition and content of school management functions, taking into account its specific features as a socio-pedagogical system. Among them, we identify information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic, regulatory-corrective functions.

Our ideas about the composition and sequence of the links that make up

The management process for all self-governing systems boils down to the fact that functional management units are considered as relatively independent activities. Meanwhile, they are all interconnected and successively, gradually replace each other, forming a single management cycle. Underestimation of any of the functional elements leads to a change in the entire management process and a decrease in its final results (Scheme 3).

Among the identified management functions as types of activity, the system-forming factor will be the goal. Under the influence of motives and goals, the information and analytical basis of the management process of any pedagogical system is formed. The motivational and goal setting serves as the initial basis for forecasting and planning activities, determines organizational forms, methods, means of executing decisions made, serves as a norm for control (examination) and diagnostic assessment of actual results, allows for regulation and adjustment of pedagogical processes, behavior and activities of all its participants.

In each control function, in turn, in a collapsed, reduced-volume form, all the same stages cyclically go through, which can be defined as subfunctions.

Depending on the role situation that each specific participant occupies in school management (student, parent, school director, teacher, methodologist, etc.), the specific content and meaning of each function changes. This circumstance is especially evident during periods of purposeful actions and operations. When all participants in the pedagogical process are transferred to the self-government mode, everyone gradually masters the elements of self-analysis and self-goal-setting, self-forecasting, self-control, self-esteem and self-correction. This, in turn, enhances the motivational and stimulating aspects of the activities of any team member in self-government and co-government.

Let us consider the essence of the identified functions and determine the direction of their more effective implementation in school management.

Information and analytical function. The renewal of secondary school management is associated, first of all, with the formation of a system of information and analytical activities as the main management tool. One of the main characteristics of any system, which ultimately determines the effectiveness of its functioning, is communication, the characteristics of the information flows circulating in it (the content of information, the degree of its centralization, sources of receipt, output to the decision-making level). The requirements for these characteristics increase sharply in the conditions of democratization of school life. School leaders have an increasing need for information, since during the transition to self-government mode, educational organizers are looking for ways to increase the efficiency of their management activities. Therefore, it is very important to place increased demands on the selection of information, namely: the information must be, firstly, as complete as possible in its volume, and secondly, extremely specific.

To create an integrated system of information and analytical activities in schools, it is necessary, first of all, to determine its content, volume, sources (who reports), generate information flows and bring them to the appropriate levels of management. Next, you need to decide in what form and where this information will be stored and how it will be used. For each of the subsystems - control and controlled - there are three levels of information. The following levels are distinguished for the school: administrative and managerial (director, deputy for educational work, deputy for extracurricular and out-of-school work, deputy for administrative and economic affairs, dispatcher, etc.), collective and collegial management (school council, teacher council, method -council, methodological associations, departments, public organizations), student self-government.

Improving the efficiency of school management must begin with the creation or transformation of a system information support. School leaders must have a mandatory amount of information about the state and development of those processes in the subsystems for which they are responsible and on which they are called upon to exert managerial influence. This is a leading requirement in the formation of an integrated system of information and analytical activities. For subsystems where there is no information support, the goal will be to model and organize the simplest information support. Where such a system operates, its goal is further modernization using computers. To create a data bank*, all thematic information is divided into several blocks: quality of knowledge and quality of teaching; level of education and educational work; work with teaching staff; working with parents, the community and businesses; organizational issues of creating conditions for receiving education; the state of intra-school management; material and technical base; information about students, teachers, etc.

Taking into account the cyclical information needs of school leaders, teachers, and public authorities makes it possible to plan information processes in advance. A cyclogram of requests for information on a particular topic should find a place and application in the current and future planning of the school’s work, which will have a positive impact on management decision-making.

At the same time, it is important to remember that timely, reliable, complete information encourages school leaders and teachers to act. Group and individual needs and motives require the introduction of an information support system in schools and other educational organizations.

The incentives and methods that stimulate the emergence of information needs and motives will be a change in the type of work of the teacher, the organization of control as a service, the results of control (diagnosis, testing), planned and at the request of the teacher types of work to generalize experience, the traditions of the teaching staff ( creative reports, exhibitions, promotion of teaching staff, etc.)

The management activities of school leaders and self-government bodies are formed in the process pedagogical analysis information about the activities of each unit of the school as a whole.

Pedagogical analysis of information is a management function aimed at studying the actual state of affairs and the validity of using various methods and means to achieve goals, as well as objective assessment the results of the pedagogical process and the development of regulatory mechanisms to transfer the system to a new qualitative state.

In the context of increasing responsibility of each participant in the pedagogical process for the final results of the overall activities of the school, an important place in the practice of the work of an education manager is occupied by the issues of developing in teachers the ability to conduct self-analysis of the lesson and extracurricular educational work.

Let's name the main stages of studying and analyzing apricots: preparing the head of the school or methodologist to attend the lesson; direct observation of the lesson; self-analysis of the lesson by the teacher; analysis and evaluation of the lesson by the school leader (methodologist); using the results of lesson analysis and self-analysis in school management.

At the same time, a school manager must be able to conduct self-analysis of his own management activities, promptly identify and correct emerging problems, and analyze the results of the school’s work. What is needed now is a shift in emphasis from analysis intermediate results for analysis of finite ones. In conducting a pedagogical analysis of the final results of a school’s activities, four main stages can be distinguished.

The first stage is determining the subject, composition and content of the analysis. At this stage, information is collected about the state and development of the educational process and management activities in the academic year. This information is classified into main blocks, and the purposes of its analysis are determined. Then each block is assessed, factors and conditions, methods, means and influences that positively and negatively influence the development of the school are identified.

The second stage is a structural and functional description of the subject of analysis. To present the subject of analysis as a whole, it is necessary to study the method of connections and, most importantly, pedagogical efforts, methods, means and influences to achieve goals (results of activity).

The third stage is the analysis of cause-and-effect relationships in the following logical chain: phenomenon - cause - condition - consequence.

It is important to remember here that the cause arises from the interaction of one system with another or elements of a given system. A condition is a circumstance on which the effectiveness of a cause depends; Every cause is at the same time a condition that gives rise to an effect. At this stage, the analyzer finds out why this or that phenomenon occurred.

The final stage. Here the degree of achievement of goals is determined, materials are prepared for the teachers' council at the end of the academic year, goals and main tasks for the new period are formulated.

Pedagogical analysis ends with a synthesis that allows us to understand the whole. At the same time, final conclusions are formulated, confirmed by objective data.

Such is the general outline pedagogical technology is one of the most important functions - information and analytical. The main condition for its implementation is systematic work with management and teaching personnel.

The position on the determining role of the goal as a leading factor in human life must be considered in detail when determining the essence of the motivational-target Function from the standpoint of the characteristics of goals and the mechanisms of their formation.

Motivational-target function: There are many definitions of the concept “goal”. One of the invariant (unchangeable) features that is pointed out when defining a goal is the image of a future result, which, in the form of reflection, can be presented either in the form of images and models, or in the form of concepts, judgments, and inferences. The image of a future result becomes a goal only when there are needs, motives, and a desire to achieve a result or get closer to it. Thus, the desire to achieve a future result is another sign of the concept of “goal”. So, a goal is a conscious desired result.

Choosing a goal is the starting position, the first stage of management, its most creative component. According to the source and method of education, both at the level individual person, and at the level of any organized social system, goals can be internal (initiative), i.e. formed by a person or social system independently, or externally, if they are specified from the outside. This is the case in pedagogical systems for which goals are set by society. External and internal goals differ from each other in the way they connect goals with needs (individual, group) that encourage the subject to achieve them. The connection between goals and needs (motives) in the first case is formed in the direction from goals to motives, i.e. “the goal chooses the motive”, in the second - in the direction from needs and motives to goals, in this case motives are transformed into goals. Therefore, we define this function as a motivational target.

The degree of clarity of the goal and its understanding is determined by the degree of awareness of a number of particular aspects. These include an idea of ​​the expected and actual results, objective and subjective conditions for the implementation of goals, their feasibility or impracticability from the point of view of external and internal capabilities, an understanding of the relationship between individual and socially significant needs, the degree of their coincidence or divergence, as well as the relationship of goals with needs, motives, etc.

In terms of time, goals can be both standing (parallel) and sequential. When setting goals, the question of distinguishing the concepts of “goal,” “task,” and “ideal” becomes particularly important. A task is understood as something that is actually achievable in this segment time and under certain conditions the result. The goal involves achieving the desired result in a longer period of time. An ideal, or a super task, is a rarely achieved result that one can constantly strive for.

Widespread in scientific literature goals were divided according to the scale of their significance and time coverage into strategic, operational and tactical. Strategic goals and objectives are understood as the expected long-term results. Tactical objectives are defined as intermediate desired results in the foreseeable future, and operational objectives are defined as the desired result at the current moment.

Targeting technology takes on various forms. The main ones are: assimilation of the goals set by society; turning motives into goals; replacing goals when the planned result is not achieved or is not fully achieved; transformation of unconscious motives into conscious goals.

The main task of the motivational-target function is to ensure that all members of the teaching staff clearly perform the work in accordance with the responsibilities delegated to them and the plan, as well as in accordance with the needs for achieving their own and collective goals. Providing all participants in the pedagogical process with ways and means to satisfy these needs is the most important task of school managers.

Planning and forecasting function. Forecasting and planning can be defined as activities aimed at the optimal selection of ideal and real goals and the development of programs to achieve them. The systematic approach ensures a combination of long-term forecasting and current planning, consistency of forecasts and plans at all levels of management.

As one of the main management processes, planning must meet a number of fundamental requirements at all levels: unity of the target setting and implementation conditions; unity of long-term and short-term planning; implementation of the principle of combining state and social principles; ensuring the comprehensive nature of forecasting and planning; stability and flexibility of planning based on forecasts.

One of the effective ways to improve this type of activity is the introduction of comprehensive target planning (or comprehensive target programs). A target program is drawn up at school for the implementation of “flagrant” problems that need to be solved immediately. The core of the target program is a general goal, decomposed into tasks, communicated to each school unit and performer. A comprehensive target program should contain a brief description of the state of the problem, its place and role in the school-wide plan, and also indicate the general goal, a system of tasks (subgoals) communicated to the performers, characterizing the success of achieving the goal, indicators, deadlines and performers, the type of information support for process management problem solving, data on monitoring the progress of the program, current and final analysis, regulation.

It is better to draw up complex target programs in graphic form. Then all goals, objectives, a set of methods, means and influences are presented on one sheet, which increases visibility. This form of plan becomes a guide to action.

Organizational and executive function. In the entire chain of stages of the management cycle, which are equally significant for the continuity and integrity of management, there is a special stage on which the quality of the functioning and development of the object depends - the organizational and executive function. Regardless of what underlies the classification of management functions, it objectively belongs to each management cycle and carries the main potential social transformation schools. The organization of our work is characterized as the activity of the subject (object) of management to form and regulate a certain structure of organized interactions through a set of methods and means necessary to achieve goals.

Organizational relations can be defined as connections between people that arise due to the distribution of powers and the assignment to them of the functions of their joint activities. Organizational relations exist objectively and reflect the processes of division and cooperation of labor.

Increasing the efficiency of the system of organizational relations at all levels of school management is the most important task of the school leader.

Methods embedded in the structure of organizational and executive activities must take into account the specificity of the object and subject of management in the system of interactions (relations) and are divided according to purposefulness (direct and indirect), according to forms (individual and collective), according to methods, means and influences (moral, material, disciplinary, etc.).

The methods that determine the organizational and executive activities of school leaders, based on the pedagogical focus on the subject (object), can have a variable combination for optimal achievement of the organization’s goals.

Among the forms of management organization in the practice of foreign management, functional structuring is the most widespread. It usually follows the principle of professional specialization, promoting increased efficiency in the use of labor. At the same time, this form does not fully provide a single target orientation of the efforts necessary to solve problems as a whole. This creates difficulties in fixing responsibility, excessively complicates the coordination of actions, and causes an inadequate response to consumer requests.

Another, increasingly widely used form of organization is the matrix, used in the implementation of complex projects or ongoing programs. The matrix organization is a simple, flexible and dynamic way of combining specialists with different functional knowledge, experience and qualifications into program-specific groups (divisions). This form of organizing activities is built on the horizontal principle of interaction between its members and can be successfully applied in the work of schools with various innovations.

We include the following as the main directions for increasing the efficiency of implementation of this function: implementation of a person-oriented approach to organizing activities; scientifically and practically based distribution functional responsibilities within the apparatus of governing bodies by school leaders and members of the teaching staff; rational organization labor; formation of relatively autonomous systems of intra-school management.

Optimization of school management is nothing more than a transition to management through the construction of organizational autonomous self-governing systems to the utmost specification of activities at all hierarchical levels.

As we see, the organizational and executive function contains huge reserves for increasing the efficiency of secondary school management.

Control and diagnostic function. In conditions of greater independence, with the delegation of many rights and powers to the school itself, and therefore an increase in its responsibility, the control and diagnostic function of intra-school management should take a special place in order to stimulate the activities of teachers and students. The combination of administrative and public control within the school with self-analysis, self-control and self-assessment of each participant in the pedagogical process is included in the practice of schools and other educational institutions. Ultimately, when transitioning to self-government mode, evaluation of the school’s activities should become a subject daily care the school itself, part of its professional activities.

Intra-school control represents the type of activity of managers together with representatives of public organizations to establish diagnostic basis compliance of the functioning and development of the entire system of educational work of the school with national requirements (standards) and the needs of the developing personality of the student.

The introduction of pedagogical diagnostics based on information and analytical activities into the practice of teachers, educators, school leaders and methodologists helps to consider all phenomena of school life through the prism of pedagogical analysis of their causes, and this is the most important task of school renewal. This is what will free any participant in the process of education and training from formalism in analyzing and assessing the activities of a student, teacher, or school leader.

We identify three main stages in diagnosing certain phenomena and processes in school management.

The first stage is a preliminary, presumptive diagnosis.

The second stage is a clarifying diagnosis, based on more verified, objective data generated on the basis of a comprehensive study of various observation methods (conversations, surveys, questionnaires, timekeeping).

The third stage - the diagnostic process, which ends with a final diagnosis, consists not only of summarizing the data obtained as a result of a preliminary and clarifying diagnosis, but also of comparing and contrasting them.

Pedagogical diagnostics is understood as simultaneous operational study and assessment, regulation and correction of a process or phenomenon at the level of a student’s personality, the activities of a teacher or school leader. Correct diagnosis of the reasons for characteristic features and other objective data creates conditions for the success of the actions of the teacher and leader in the application of a certain set of methods, means and psychological and pedagogical influences.

Based on these provisions, we can claim that school as developing system can carry out constant intra-school control (self-control) at its level, but at the same time, in order to ensure a unified state basic level of knowledge, abilities, skills and education of schoolchildren, state-public examination on a diagnostic basis is also necessary.

In the changing conditions of school work, attention should be paid to the fact that the object of inspection (examination) by educational authorities is the management activities of school leaders, and not the work of the teacher. The quality of a teacher’s work, students’ knowledge, and their upbringing can be studied and assessed from the standpoint of the effectiveness of intra-school management of the pedagogical process on the basis of comprehensive targeted quality management programs. This main direction from the experience of Japanese management is quite applicable to our school.

The control process requires reliable feedback from the control and managed subsystems at any level. It is control as a technological service from the perspective of management in a democratizing school in its various forms and methods (ways, means and influences) that provides such feedback, being the most important source of information for each participant in the process.

Regulatory-corrective function. It can be defined as a type of activity to make adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at the programmed level. Specific forms and types of regulation are very diverse and are determined, first of all, by the specifics of the controlled object.

In the management cycle, the initial point of contradiction in school management as a whole is the contradiction between the functions of organization and regulation. Function of the organization in to a certain extent reflects the purposeful functioning of the school system in specific conditions. The task of the regulation and correction function is to maintain one or another level of organization of the system in a given situation. But as soon as the situation changes, the regulatory function disrupts the stability of the organizational structure, bringing it into line with the new conditions.

For modern process school management, to a certain extent, is characterized by the contradiction between the fact that the subject of management is able to theoretically comprehend the requirements for optimizing his management activities, and the fact that in most situations he does not know how to achieve this in practice. There are many opportunities for organizing regulation and correction. A person-centered approach has a special role in these processes. Correction is impossible without identifying the reasons causing deviations in the expected, projected results. Signs of such deviations are unreasonably drawn up plans and errors in them, weakness of forecasts, lack of necessary and timely information, erroneous decisions made, poor execution and deficiencies in the system for monitoring and evaluating results.

The effectiveness of organizational regulation is measured primarily by the extent to which it is possible to organize the processes to be managed with its help. In this direction, diagnostic, regulation and correction days held in schools are effective.

The textbook is intended for independent work on mastering information that reflects the state of scientific knowledge in the field of managing educational systems of various types. The essence of the educational process is revealed, modern pedagogical technologies are characterized. The material is presented in modular blocks, which allows you to use books for self-education.
For students of higher pedagogical educational institutions. It may be useful for teachers and managers of primary vocational and secondary education, advanced training systems for teaching staff, and students of teacher training colleges.

Especially acute problem goals became in connection with the practical application of the ideas of a technological approach to organizing the learning process.

Pedagogical goals are an ideal, consciously planned image of the result of the educational process in relation to the actions and conditions that generate it. Pedagogical means act not only as the cause of the result, but also as a factor determining the goal itself.

The result, fixed in the goals, is expressed in the shifts and changes that occur in the knowledge, skills, personal qualities, character of students, their relationships, value orientations, and in the development of the individual as a whole.

CONTENT
Introduction 3
Modular program 1 “General characteristics of educational systems” 5
M-0. Comprehensive didactic goal 5
M-1. Systematic approach to pedagogy 5
M-2. Educational systems 6
M-3. OUTPUT CONTROL 10
Modular program 2. “Educational process as a dynamic system” - 11
M-0. Comprehensive didactic goal 11
M-1 Incoming control _ 11
M-2. Holistic educational process 15
M-3. Goals of the educational process 27
M-4. Contents of general education 37
M-5. Methods of implementing the educational process 51
M-6. “Forms of organizing the educational process 60
M-7. Output control 74
Modular program 3. “Didactic systems” 76
M-0. Comprehensive didactic goal 76
M-1 The learning process as a system 76
M-2. Essence, content and structure of teaching 88
M-3. Didactic Concepts 99
M-4. Educational lesson as an integral pedagogical system 119
Modular program 4. “Educational system” 172
M-1. Essence, content and structure of the educational system 173
M-2. Student development 186
M-3. Pedagogical interaction with students’ parents (parent education) 215
Modular program 5. “Management of educational systems” 232
M-0. Complex didactic goal 232
M-1. Characteristics of management activities 232
M-2. Management of the educational process 237
M-3. Managing the development of the educational system 242
M-4. Managing teaching as a self-governing system 248
M-5. Quality management of educational systems 266
Modular program 6. “Management of educational activities of students in various educational technologies” 294
M-0. Complex didactic goal 294
M-1. Types of training 294
M-2. Educational Technology 301
M-3. Summary (summary) 349
M-4. Output control 354
Applications 366.

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– The global challenge today is the formation in Russia of a fundamentally different economy based on knowledge, its rapid renewal and the emergence of new professions. The complex integrative nature of the challenge and the objectively existing time and resource limitations undoubtedly make it difficult to solve the problem.

And at the same time, life requires quick responses to these actions. In the current situation, the entire education system needs to meet the requirements of the challenge, and, first of all, the system of general secondary education must undergo changes.

A specific response to this requirement is the Draft Federal State Educational Standard for General Education of the Second Generation. It is still being finalized, but, nevertheless, now we should determine the totality concrete actions on developing existing and creating new resources and their integration.

Naturally, for us, those involved in advanced training, the leading resource is human resources. And therefore, when discussing the draft standard, all participants in the educational process should be prepared for its successful implementation in educational practice.

To do this, it is first necessary to highlight in it those specific fundamental provisions whose innovative nature is extremely important. And then outline a system of actions, define competencies and, on their basis, create programs, technologies, forms of improving the professional competence of both teachers and heads of educational institutions.

The innovation of the new standard lies in the fact that it considers education not just as a service, but as the most important social activities society. Let me emphasize: for the first time, the educational standard of general education is represented by a social contract between all subjects of education - the individual, the family, society and the state.

Can you feel it? In this tandem, a fourth subject appeared - the family. This means that for the first time in Russian history, education performs not a narrow sectoral, but a strategic task: to identify and fix in the form of norms all practically significant issues in this area. This provision is a prerequisite for the practical implementation of the principle of mutual consent, which, undoubtedly, should affect the nature of education management and increase the level of its integrity through, first of all, the introduction of a new component and this connection.

Since the main task of our state is to build a civil society, it is natural that the value ideals in the standard are: social justice, equality of opportunity, well-being of citizens, security of the individual and the country. From all that has been said it follows the main mission of general education: the formation of Russian ideology as a condition for the formation of civil society, strengthening Russian statehood, increasing the competitiveness of human capital.

The strategic goal of the development of Russian education is to improve its quality based on achieving other educational results. I would like to emphasize this. Therefore, it is important to answer the question: what is the innovative nature of educational results?

Educational results currently mean an increase in the personal development of students, which can be used in solving problems that are significant to the individual.. Thus, the main difference between the final results is a fundamentally different methodological approach in their orientation not only towards the formation of knowledge, but also towards nurturing the personality of the student himself, mastering it universal ways educational activities at all subsequent stages of further education.

Shifting the center of gravity to personal development will require timely changes both in the selection of the content of education itself and in a significant restructuring of the educational environment of the school. We are talking about new forms of organizing training, other educational technologies, an open information and educational environment, etc.

An example of such changes is the intensive use of multimedia technologies: electronic textbooks, presentations, Internet technologies, interactive education. At present, all this is still fragmentary.

For school, from my point of view, it is fundamentally necessary new textbook. For example, one that will consist of two parts: one is paper, and the second is multimedia, but both of them will form a single whole. Then each child, working individually, could move through it at his own pace. This does not mean at all that such a benefit will banish the collective way of activity. Absolutely everything can be provided for in it.

The first steps in integrating innovative and traditional methodological resources are being taken today in educational institutions. For example, at experimental sites working under the leadership of our department: in the schools “Rosinka”, “Samson”, in school No. 354, where these Readings are held.

The essence of modern challenges requires updating the content of education in the direction of strengthening its fundamentality and consistency, but, of course, not through the introduction of elements in the 1st grade higher mathematics. The methodological basis for solving this problem is to identify the fundamental core of general secondary education, where fundamentality and consistency should be realized through subject content.

The implementation of this approach should go through (as indicated in the standard) the brevity of fixing generalized content, the refusal of details, and the disposal of outdated and secondary content.

The main core of the standard defines all those elements of scientific knowledge, functional culture and functional literacy, without mastering or without familiarity with which the level of general education achieved by graduates Russian school beginning of the 21st century, cannot be considered sufficient for the full promotion of education and subsequent personal development.

But the most important thing that I want to draw your attention to, which has never been in our standard, is universal educational actions, without mastering which the implementation of successful educational and cognitive activities, self-education, self-development, as well as the management of these processes is impossible. This is an extremely important innovation.

A special place The standard includes a program for the education and socialization of students. It pays attention to the spiritual and moral development of schoolchildren, which should be carried out through the inclusion of the child in cultural and moral traditions and introducing him to the life of those social groups who are carriers of traditional values.

Naturally, this process must begin with the very first social community - the family. And this once again confirms the need for close collaboration between her and the school.

The standard is based on a system-activity approach. Another distinctive feature of it is that it emphasizes the role of education as a system-forming component of the design of the standard as a whole.

The activity approach determines a change in the general paradigm in management. It is reflected in defining the goals of school education (mastering knowledge, skills and abilities); in determining learning goals (formation of competencies that ensure mastery of new competencies); in the process of transition from individual form mastery of knowledge to the recognition of the decisive role of educational cooperation.

Now is the time to ask the question: What should management be like to ensure the successful implementation of the new standard in school practice?

We know that management can be systemic, synergetic, person-oriented, operational, project-based, proactive, reflexive, corporate, strategic, risk management, participatory, etc. You can group these types of activities. But, one way or another, each type of management (if we can call it a type) has the right to exist.

However, when choosing one or another of them, many managers often find it difficult and do not always think that it is for this reason that they do not achieve the desired goal.

Regardless of the many types of management, there are those that have a methodological essence and epistemological character. These include: systemic, activity-based, research, advanced. And all these types of advanced management unite.

Why? Because it is precisely it that has such an important quality as integrative character, and pursues the goal, based on what has been achieved, to determine the future and prepare on this basis necessary resources, which should provide further development. Only under this condition can sustainable development of the educational system be achieved.

I can say that forward management is high-quality management of the quality of education .

What exactly do you and I need to do? In my opinion, the main thing is to outline a system of certain actions now. And, based on the leading educational paradigm, highlight innovations that are relevant for a particular educational institution.

After all, all schools are at different levels and stages of development. And what may become something new for someone, will be a passed stage for another.

That's why first home The task is that each educational institution will highlight its own innovations.

Second task– to determine the competencies of subjects of the educational process that allow them to successfully implement innovation in the process of joint activities.

AND third– it is necessary to develop a program to improve the professional competence of all participants in the implementation of innovation, focused on meeting the standard.

Huge The importance in successfully achieving goals is to unite the efforts of scientists-teachers and teaching practitioners. Therefore, our department is counting on the experimental sites of Moscow and on its own joint activities with experimental sites in other Russian cities. Only with such cooperation we will create a system of advanced training and develop a program, according to which we will improve our qualifications in professional competence.

I focused on the issue of a new educational standard because I think it is very relevant. And no matter what happens now, in a year or two we will be forced to deal with it closely. Therefore, I urge you to prepare for this issue today.

And if you want to better understand what will happen next with management, then I can recommend you one book. It is difficult, and you need to not only read it, but work it through - A. Prigogine “Disorganization. Causes, types, overcoming”, from Alpina Business Books, 2007.