Approaches to developing a development program for an educational institution. Development program of the educational institution Development program of the educational organization of the school
The development program of an educational organization is an important strategic document. Unfortunately, it is often created not to be used in work, but formally - to fulfill the order of the founder or to raise the prestige of the organization in the eyes of the public - “here, look what our program is.” If that is the goal, then this article is unlikely to be of interest to you. But if you are really interested in creating an effective development strategy for an educational organization, we recommend that you listen to our advice.
Be sure to indicate what the educational organization should do for students and offer a graduate model.
Think about modernizing the material and technical base and improving the skills of personnel.
Don’t forget about the quality of school life and the atmosphere in the team - for innovative activities to be successful, the administration of the organization, teachers and parents of students must be a single team.
It is also necessary to decide on what conditions the organization will cooperate with partners and with society in this part of the program. Perhaps there are proposals to develop volunteer work and participate in charity projects.
Also answer the question what contribution your organization will make to the development of the regional education system.
If you want to enter the top 500 best Russian schools, enter this item.
Actions to transition an educational organization to a new state
In this section of the development program of an educational organization, it is necessary to register a detailed plan for implementing the concept of the desired future of an educational organization, indicating activities and deadlines.
If you want to strengthen the humanitarian component of the educational process, write that in August of the next academic year you will hire a candidate of historical sciences and a candidate of philological sciences, and if you dream of creating a school theater, that in January of this year you will invite a director of children's plays to work.
While working on a section, do not forget about monitoring the implementation of the program. Think through a system of criteria and indicators in advance. Remember that criteria set the general direction of the assessment, indicators specify them. For example, you plan to improve the quality of graduate training. Accordingly, the average Unified State Exam score in core subjects in your organization next year should increase by 10%.
Collecting information to calculate the value of a particular indicator can be labor-intensive. For example, to calculate the satisfaction rate of any target group of consumers, you will need to conduct a survey. However, this procedure is necessary because it will help assess whether the organization’s marketing strategy is correctly built.
The monitoring system is a product of the work of a team, and not just the head of an educational organization. It will not be possible to develop it immediately, but only after repeated clarifications and adjustments. It will only become an effective mechanism if you provide a procedure for its implementation in the workflow, so think in advance about the resources that will be needed for this.
The final stage of developing a development program for an educational organization
The results of the work at the final stage should be the examination and approval of the development program of the educational organization.
The expert group can include representatives of the administration of the educational organization, members of collegial governing bodies, specialists from the institute for advanced training, etc.
After the development program of an educational organization is ready and agreed upon with the founder, the head of the organization must issue an order for its approval.
As part of the expert study, two groups of questions should be answered. The first is aimed at finding out whether this document is actually a development program, that is, whether the requirements for its design, structure and content are met.
Answering the second group of questions, experts must determine how effective the program is, i.e., whether it will help the educational organization reach a new level of development (in other words, whether it is formally drawn up).
After the educational organization’s development program has been examined and agreed upon by the founder, submit it for proofreading. Remember that this document will be with you and your team for many years, and it is better if it is done with high quality in all respects.
In the context of innovative development of the economy and the education system, the development program of an educational institution is a document on the innovative development of a school that can effectively reduce the uncertainty of future development for various subjects of the educational process; a management tool for an educational institution, necessary for attracting managerial, personnel, and financial resources in solving a problem that is significant for the educational process.
From the point of view of modern management, the program is the basis both for making strategic and operational management decisions in the innovative activities of an educational institution, and for its financing within the framework of a new methodology for preparing and executing the budget - results-based budgeting (RBB) 1.
The basis of the results-oriented budgeting model is the program-target planning method, which involves the formation of a program budget that combines the requirements for establishing the planned result and for the competitive allocation of resources.
Over the past five years, a whole layer of legislation 2 has been formed regulating the use of PB:
target planning of the institution’s activities (reports on results and main activities);
transition to medium-term budget planning (three-year budget or medium-term financial plan);
program approach to planning the activities of an institution (target programs);
establishing a connection between results and financing (state and municipal assignments).
The Concept for reforming the budget process in the Russian Federation, approved by Decree of the Government of the Russian Federation of May 22, 2004 No. 249, defines general requirements for budget programs:
a clear formulation of the program's goals, consistent with government policy priorities, powers and areas of responsibility;
a description of the quantifiable expected results of the program;
the presence of a system of indicators to measure the results of the program and the target values of each of these indicators;
justification of resource requirements to achieve the goals and results of the program, assessment of external conditions and risks of program implementation;
determination of the program implementation management system, delimitation of powers and responsibilities.
In the conditions of budgetary budgetary activities, budgetary organizations:
will justify the feasibility of expenses according to certain criteria;
will have to be able to formulate their strategic goals, compare significant results with the main areas of activity, distribute budgets according to main goals and functions, and evaluate the effectiveness of these expenses;
will present the budget not in the form of an estimate, but as a program concept for the development of their educational institution, from which the goals and objectives, as well as methods for their implementation, will be clear.
Thus, in the current situation of institutional transformations in the activities of an educational institution, the development program is a target program in form, and a business plan in content.
Before starting to develop a development program for an educational institution, you need to figure it out for yourself and answer the following questions:
What should be taken into account when developing a development program for an educational institution?
What is a program, and how does it differ from an action plan (a much more common form of planning)?
What are the differences between a program and a project?
What is the concept, is it part of the program?
What are the relationships between the concepts: program, plan, project, concept?
What elements (blocks) should the program consist of? What is the “load” of each element (block)?
How are these elements (blocks) organized, what is the structure of the program?
When the answers to these questions are clear to the program writer (the necessary explanations are given below), you can begin to actually compile the program (development). At this stage it is also necessary to clearly understand how this is done. Here you need to clarify the following:
Where to start?
In what order should I move?
What should you pay attention to first?
What are the criteria for the reality of the program?
What needs to be checked and taken into account when drawing up a program?
Let's look at these questions and possible answers to them one by one.
What should be taken into account when developing a development program for an educational institution?
transition to new educational standards;
development of a support system for talented children;
improvement of the teaching staff;
change in school infrastructure
maintaining and strengthening the health of schoolchildren
development of independence of the educational institution;
improvement of educational content and technologies;
personnel policy in the field of education;
development of the education system infrastructure;
support for talented children and youth;
development of a system for assessing the quality of education.
main directions of implementation of the national educational initiative “Our New School” 3:
main directions of modernization of the education system in the Khabarovsk Territory 4:
Let's agree on an understanding of the basic terms
What is a program and how does it differ from an action plan?
The plan is usually (as it happens) drawn up “from today,” forward, as far as the imagination of the compiler is sufficient. Typically, when making a plan, we answer the question: “What can be done?” And the duration (duration) of the plan depends on many conditions, usually external: “For how long is it necessary?” The program, at least at the time of its preparation, is not tied to deadlines. The question of planning in time arises at one of the last stages of work on the program.
A plan is a system (list) of activities aimed at achieving the goals and objectives of the development program of an educational institution.
The question the program answers is different: “What needs to be done to...?” Therefore, when drawing up a program, you always first need to ask the question: “What should happen?”, and then: “How exactly to achieve this?” A program, unlike an action plan, is focused on change, on a “step of development.” Therefore, the program is always drawn up not from the present moment forward, but, on the contrary, from tomorrow, from the image of the required future, to today’s present situation. This is the main difference between a plan and a program.
Let us immediately note that the program is a much more responsible document; by setting an image of the result (what will happen in the end), we take responsibility for our own actions to achieve it.
The program is a document reflecting systemic, holistic changes in an educational institution, providing a new qualitative state to the educational system.
The program, by setting the result, shows our intentions and clearly shows what exactly our actions are aimed at. And, therefore, the program is much “stricter” in its results: directly indicating what should be obtained.
What are the differences between a program and a project?
What is a project? This is a series of planned, carefully documented interrelated activities designed to achieve certain goals and solve specific problems over a strictly defined period of time. This is systematic work aimed at achieving specific goals, based on the adequate use of available resources.
What is the concept and is it part of the program?
Concept - 1) a certain way of understanding, interpreting any phenomena, the main point of view, the guiding idea for illuminating them; leading idea; 2) a relatively holistic and complete, structured system of views, ideas, and ideas.
The concept of the program is a text that sets out the desired future state of the school; it does not describe what is, but prescribes what should be, what should characterize the new school. The concept is an integral part of the program. The concept is based on the results of problem-oriented analysis.
What are the relationships between the concepts Program, Plan, Project, Concept?
The program as a whole combines a concept, projects (two or more), and an action plan.
Let's consider the content and structure of the development program of an educational institution
At the beginning of program development, it is necessary to imagine in what logic and sequence we will write the text.
Let us determine the current state of affairs ( problem-oriented analysis). First, let’s make sure what conditions, internal resources and potential exist in an educational institution that allow us to predict qualitative changes in the school. Let's figure out what will be a problem, as well as a threat to achieving the desired future. And, conversely, what external factors and situations can we count on? The main thing is not to forget about the objectivity and reliability of the information (do not rely on outdated data).
Now you can confidently imagine the image of your desired future ( concept) and develop a strategy ( expressed in the formulation of the topic, description of contradictions, problems, goals) and tactics for achieving it ( projects, event plans).
What elements (blocks) should the program consist of?
The main elements (blocks) of the program can be considered: analysis of the real situation with the formulation of current problems, formulation of goals and objectives, development of projects, planning of results, drawing up an action plan, financial plan.
Analysis of the situation
When preparing an analysis, in addition to describing the actual state of affairs of an educational institution, there must be: contradictions identified, problems identified, and the theme of the program formulated.
A contradiction is a discrepancy between the desired and actual state of the school’s educational process (for example, the contradiction between the objective need for qualitative changes in a student’s learning outcomes and insufficient conditions for improving the quality of students’ learning at school).
Question: What needs to be achieved and what is the actual state of affairs?
Requirements for the formulation of contradictions:
reality, that is, to take to work “feasible contradictions” that can be resolved by pedagogical means and within the framework of school opportunities;
positivity, resolution of the contradiction should contribute to a positive transformation of practice; consciously obtaining an anti-pedagogical result in the field of education is contraindicated.
Problem (Greek task, task) is a question that requires a solution. The problem is formulated and identified from the contradiction. For example, how can the quality of schoolchildren’s learning be improved in an educational institution? or What conditions are necessary to improve the quality of schoolchildren’s education?
Question:What are you unhappy about in the educational space?
You can determine if there is a problem by the following signs:
difficulties in teaching practice;
analysis of teaching practice to identify the required knowledge;
lack of performance in the school education system;
lack of clarity of the reasons and ways to eliminate shortcomings (the shortcoming is manifested on the basis of a comparison of the actual state of affairs with the required - desired).
Requirements for problem formulation:
relevance, which means: the ability to influence the results of the educational process; the presence of objective means and conditions for solving the problem;
there can only be one problem.
The problem can be formulated as:
problem situation - a description of the situation of a specific educational institution in which negative signs of the process were discovered that require solutions;
a problematic question is a question posed regarding the possibility of investigating a particular subject of knowledge; expressed by an interrogative sentence in which the subject of the study is fixed;
problem task is a designation of the expected result of the study; the problematic task is formulated as an ordinary goal - “to find ways to connect the components of the system ...”, “to determine a set of conditions ...”.
Requirements for describing a pedagogical (socio-economic) problem:
name of the problem;
digital and other information characterizing the problem (current state, dynamics of changes);
assessment of the development of the situation for the future;
a brief overview of existing practice (region, Russian Federation, abroad).
The problem determines the wording of the program's name. The topic of the development program of an educational institution is formulated at the request of the developers. The theme of the development program of an educational institution is the content of the change “collapsed” into one sentence or a local formulation expressing the main idea, motive, pathos of the transformation.
Question:What is the essence of the changes (transformations)?
Requirements for topic formulation:
significance for an educational institution.
specificity, accuracy; a broad topic indicates the superficiality of the program, makes it difficult to determine goals and highlight a feasible range of tasks;
predictiveness, that is, when choosing a topic, you need to seriously think about the possibility of solving it (about the probable logic of constructing the work and diagnostics, confirmation of results).
Types of wording of topics for the development program of an educational institution:
A change in the qualities of A in B in conditions C. For example, improving the quality of schoolchildren’s learning in the ICT-rich environment of an educational institution.
Conditions for changing the quality of A in B (instead of “conditions” there can be “factors, fundamentals, principles, approaches”). For example, pedagogical conditions for ensuring improved quality of schoolchildren’s education using ICT.
A as B (as A can be any pedagogical phenomenon, and as B only a function, means, method, principle, form, factor, problem, result). For example, ICT as a means of improving the quality of schoolchildren’s education.
Having decided on the problems and topic, you can safely begin to develop the main tool of the program: concept, goal, tasks, projects, results.
Concept:
Statement of vision. A vision is an ideal image of the desired future that has developed in our minds, the achievement of which is possible only under the most favorable internal and external conditions; an image of the best, most perfect state of the school.
designing the mission of an educational institution (priority interests), goals and principles of construction;
search, study and evaluation of innovations;
preliminary selection of ideas;
shaping the image of the future.
Statement of purpose
Question: What do we want to achieve, what result should we achieve by completing the program?
The goal is an element of the program that is closely related to its other element - “Result”. In fact, these are equivalent elements that organize the entire program as a whole. The purpose of the program can be formulated as “solving a problem facing the school.”
The goal is a more general formulation of what we want to get as a result of the program. The goal usually concerns a new quality that we want to achieve at the end of the program.
The goal may, for example, define:
new quality of educational services provided by the school;
a new range of services provided;
new conditions for teaching schoolchildren;
change in technical equipment, etc.
However, as a rule, the purpose of the program is related to the main activities of the organization that draws up and implements the program. Therefore, among the examples given, the more important goal is a new quality of education, and changing the technical equipment of the school is a less important (private) goal.
It is important that the goal formulated in the program is clear to all participants in the program, clearly formulated, simple - close to everyone who is involved in its achievement. Only in this case can we hope that the program will be supported by the entire teaching staff.
Requirements for setting goals:
realism, feasibility, achievability;
unambiguity, present the final product of the study in a generalized form;
verifiability of the goal, its controllability, in some cases diagnosability;
certainty in time (the timing of the study has been determined);
operationality (the goal is divided into tasks);
lack of special (professional) terms;
absence of ambiguous expressions and concepts;
lack of indications of other goals and objectives is a consequence of the implementation of the program;
instructions on the ways, means, methods of program implementation;
clear compliance with the stated problem.
So, we have determined the strategy of the institution’s development program; it consists of describing the topic, contradictions, problems, goals, concepts.
Program implementation tactics are a system of local practical actions aimed at achieving a goal. When developing tactics, we define tasks, develop projects, plan activities to achieve results, select diagnostic methods, think through resources and conditions.
Statement of objectives
Tasks are specific or more specific goals (a goal, like a fan, unfolds into a complex of interrelated tasks). Tasks in relation to the goal act as independent “goals”.
Question:What intermediate results need to be achieved to achieve the goal?
Dividing the goal into tasks is an inevitable process; this is done in order to:
highlight operations that are simpler and more accessible to perform;
create a sequence of operations, taking into account their connection, complexity and execution time, that is, develop tactics for achieving the goal;
The technology for forming goals consists of “splitting” the goal into components, at the same time, in their totality, they give ideas about how the goal will be achieved. That is why tasks are formulated in the form of a list (study, describe, find out, formulate, establish, etc.) and, as a rule, there are no more than 4-5 of them.
It is very important that the objectives and purpose are aligned. When compiling a list of tasks, check yourself to see if any unnecessary tasks have appeared (then the set goal should be reformulated). Or it may turn out that the assigned tasks are not enough to achieve the goal. In this case, the list of tasks must be supplemented.
Requirements for presenting program tasks:
formulation in the form of tasks to achieve certain results by a certain date;
results must be measurable (usually in numbers);
a set of tasks is necessary and sufficient to achieve the goal;
a set of measures has been assigned to the task;
a set of measures is necessary and sufficient to solve the problem.
How to develop a project
In recent years, the word “project” has become fashionable and frequently used. In essence, the terms “program” and “project” are close. They are often used as synonyms. Some authors propose to consider several interrelated projects as a program. We propose to adhere to this same understanding.
A project always has a goal (translation of the word “project” is thrown forward). Unlike the program goal, the project goal is much more specific. This could be, for example, a separate task. But it may be different depending on the structure of the entire program as a whole.
The project is necessarily limited in time. It is always clear about a project how long it will take to implement. Individual school projects within the program have their own duration, which is determined not so much by the general (external) time frame, but by the actual content of this particular project, the time to achieve its result.
When developing specific projects, special attention should be paid to answering the following questions.
First group of questions:
What should be done? How is this related to the goals and objectives of the region, the municipality, and the development program as a whole?
What results should be achieved? “Where” (“on what”) will we see them? What are the indicators and criteria for success?
How will monitoring of the project progress be organized? What (what activities) need to be carried out so that the progress of the project can be adjusted in time?
In what form and to whom will the alienated products (project implementation results) be presented?
Second group of questions:
Who will implement this? Who should be involved in this work (both inside and outside the school)? Who needs to be involved to implement the plan?
When will this be implemented?
How will this be accomplished?
What additional resources will be required to implement the project?
Requirements for submitting a short summary of the project:
expected measurable results of the project;
timing of the project;
list of project actions;
volume of expenses, incl. for each project activity;
volume of operating costs (by year);
requirements for the formulation of project actions - as for program activities.
Program results
As is already clear from the above, the criterion for the success of the development of the entire program is its result. When drawing up a program, it is necessary to formulate the result. It is the result (expected) that determines the goal of the program.
Question: what exactly will change at the level of this educational institution upon completion of the program?
The purpose of the program and its result are interconnected. By formulating a goal, program developers immediately determine the range of possible results. Based on the specificity of the planned results, the goal also acquires certainty. The more precisely the results are formulated, the more clear the goal of the program as a whole becomes to all participants, the easier it will be to implement.
It is the formulation of program results that can cause the greatest controversy because the results are clear and concrete. When formulating results, you need to think about how exactly they will be “measured”: where they will be visible, how much they will change the situation in learning.
Requirements for target indicators, description of expected results:
corresponding to the indicators characterizing the problem;
indicator values for the last year;
intermediate annual indicator values (if available);
qualitative description of the degree of solution to the problem;
assessing the sustainability of results;
in the absence of statistical observation, the values of target indicators may be missing.
Planning
Planning is the projection of activity into the future to achieve a goal under certain conditions and means. The result of planning is a plan - a management solution to the problem of achieving a set goal. The plan represents a system of activities that provides for the order, sequence, timing and means of their implementation.
Practice convincingly shows that a carefully developed plan is the key to its successful implementation; it allows you to comprehensively comprehend actions, foresee the amount of work in advance, avoid various flaws, and gives rhythm to the work at all stages of its implementation.
When developing a plan, the following questions should be clearly reflected.
what the transformation will consist of, what kind of pedagogical influences, methods of solving problems, etc. will be tested and in what variants;
what parameters (properties, characteristics, signs) of the pedagogical process will be selected for changes and their consequences;
how the selected parameters will be tracked;
what methods of obtaining and processing information will be used;
how long will it take to implement the program;
what will the results achieved during the implementation of the program be compared with?
how the result will be compiled and evaluated.
issues of coordinating the development program of the institution with the staff;
selection and necessary correction (leveling) of objects;
preparation of methodological support;
preparation of diagnostic tools, reproduction of methodological materials.
Requirements for presenting program activities:
one event – one task;
sources of funding are indicated for each activity;
For each event, the amount of funding is indicated (in general, by year).
Financial plan
In accordance with Federal Law No. 83-FZ 5, state (municipal) institutions are divided into budgetary and state-owned.
Basic changes in the status of budgetary institutions are introduced ultimately to expand the scope of their rights and greater independence:
financial support mechanisms are changing - a transition from budget estimates to subsidies according to state (municipal) assignments;
the income received is not budget revenue, remains at the disposal of the institution and must be used to achieve the goals for which it was created;
institutions gain greater independence when using funds received from the budget;
the subsidiary liability of the state for the obligations of a budgetary institution is abolished;
rights are expanded when disposing of movable property (with the exception of particularly valuable movable property);
civil contracts are concluded, rights and obligations are acquired on one’s own behalf.
The status of state-owned institutions, in fact, will be identical to the existing legal status of a budgetary institution, enshrined in the current legislation, with an additional restriction in the form of crediting all funds received by the institution from income-generating activities to the corresponding budget.
Thus, when developing a financial plan for the development program of an educational institution, we determine:
from the cost of educational services provided by the educational institution in accordance with its statutory activities and paid from budgetary funds;
from income from business and other income-generating activities;
targets and priority tasks for the development of an educational institution;
the income part, which adds up:
the structure of expenses, reflecting the priority areas for spending financial resources to ensure the achievement of set goals.
Requirements for justifying the financial plan for the implementation of the program:
examples of the cost of similar events, links to market offers;
estimated cost;
calculations based on factual information;
other ways.
is formed in the context of individual events;
covers direct and operating costs;
justification methods:
How are the elements (blocks) of the program organized, what is its structure?
The main thing in organizing a program is the consistency of its elements. The first is the interconnectedness of program elements. This has already been discussed; now we will try to formulate the requirements for the consistency of program elements more precisely. So, firstly, the goal and result of the program are interconnected and reflect each other. It may be better to formulate results first and then goals, or do it in parallel.
The next important point is the coordination of the goals and objectives of the program and its component projects. Various structure options are possible here.
For example, tasks are formulated as micro goals, each of which reflects a separate area of activity (Fig. 1). The overall goal is divided into its components, which in turn become projects - independent microprograms with their own private results.
With such a program structure, it exists from the very beginning and then develops as several relatively independent subprograms. As a rule, with such an organization, a separate person (responsible) is assigned to solve each problem, who oversees its implementation throughout the entire life of the program. This structure has its advantages. It is the simplest for monitoring and operational management. However, there is also a drawback - with such an organization, the most likely is a gap between directions, competitive directions between us, loss of a common goal and the danger of not achieving a common result.
A prototype of such an organization of a program can be its element-by-element implementation, for example, as if, when renovating a room, each wall was repaired separately.
Another program structure is possible (Fig. 2).
With this structure, neither tasks nor projects are isolated. And the results do not add up, as in the previous example, but arise as a single aggregate product. If we continue the analogy with repairs, here materials are purchased sequentially, and sometimes in parallel, and certain types of work are performed, but simultaneously in all areas of program implementation. It is clear that the allocation of individual tasks to performers can occur at the stage of allocating individual projects. At the same time, the entire team works as a “united front” and becomes more united, which also contributes to success. Although managing such activities becomes more complicated.
Let us give more examples of the organizational structure of the program (Fig. 3).
Here, tasks are planned as separate steps-stages of program implementation, which at a certain stage are differentiated into separate projects.
In principle, there can be many options for program structure. The most important thing is that when composing a program, developers immediately understand its full form. Probably, we can recommend drawing up similar drawings at the development stage, immediately entering the contents of the corresponding elements into the appropriate cells. Then the entire program will appear as a single whole.
When drawing up a development program, we repeat, it is necessary to immediately design the expected results for each individual action and correlate these results with the set goals and objectives. It is the internal consistency of the program that is one of the most important conditions for its successful implementation.
It is also important to check the new version for internal consistency whenever a program changes. Changing any element (block) of the program leads to its mismatch. Therefore, if changes have to be made, they must be done carefully.
Also, program developers should pay attention to assessing the effectiveness (the degree of compliance between the set goals and the results obtained, the possibility of changing them) and the effectiveness of the program (the degree of correspondence between the costs and the results obtained). The quality of the assessment will depend on the presence of monitoring and feedback in the program, allowing you to quickly respond to changes and make adjustments to the content.
Any change to a functioning system is a risk to its sustainable operation. Therefore, modern design theory necessarily discusses its risks (or undesirable effects). Such discussion requires certain skills. To do this kind of work, you need to imagine in advance what consequences the implementation of the program might lead to. At the same time, you need to learn to see not only the advantages, but also the possible disadvantages of the changes being made. If during the development of the program it was possible to foresee such effects, it is advisable to immediately think about minimizing them. It is impossible to give recipes for such activities in advance.
Even if the compiled program does not look as beautiful as the school’s usual action plans, a well-designed program will certainly bring results.
1. and its mainfunctions.
2. Basic principles and procedures for developing the Development Program.
3.Structure of the Development Program of an educational organization. Characteristic
its main components:
- information about the school and analytical and prognostic justification for the Program
development;
- concept of the desired future state of the school;
-strategy and tactics of transition to a new state.
4. Stages of development of the Development Program and its expected results.
5. Requirements for the Development Program and criteria for its evaluation
The essence of the Educational Organization Development Program
The development program is a document on the basis of whichpurposeful work is being carried out to develop the system
school education, which is the main management tool
innovative activities of educational institutions and
the main factor in the success of its development process.
The Development Program substantiates the prospects and
effectiveness of implemented innovative programs and targeted
changes of an innovative nature, the necessary for
this opportunity and conditions: personnel, scientific and methodological,
logistics and others, the relevance is revealed
problems solved by the institution. Goals are clearly stated and detailed
plans are being worked out to achieve them, reliable
sources of funding to ensure successful implementation
programs: budgetary funds, extra-budgetary funds of the founder;
funds from the commercial activities of the institution; sponsorship
funds from parents, graduates, social partners and others;
targeted funding for grants, projects
The essence of the Educational Organization Development Program
A development program is a document aimed at solvingstrategic objectives, promising educational
needs, social order for education.
The development program is a strategic document
educational institution that strengthens first
total competitive positions of a specific educational
institutions in the educational services market.
The development program determines the vector of movement
educational organization.
The development program is clearly innovative
direction; is a model of innovation
activities aimed at solving development problems
educational organization.
Focused on the future, on implementation not only
today's, but also promising educational
needs, social order
Based on the ideology of systemic, program-targeted
management approach
Functions of the Development Program
1.2.
3.
4.
Determining the location of an educational organization
in the system of social connections and identifying
achieved level of its development
Analysis of the state of the educational organization and
forecasting trends
social order
Correlation of the social order addressed
educational organization with opportunities
obtaining resources from outside for its development
Analysis and evaluation of achievements and problems
educational organization
Functions of the Development Program
5. Description of the image of the desired future stateeducational organization, its organizational
structure and functioning features
6. Development and description of transition strategy and tactics
educational organization from existing in
new, desired state; preparation of specific
plan for such a transition
When is a development program necessary?
High degree of external uncertaintyenvironment and its requirements for educational
organizations
Lack of resources
Striving to achieve maximum
high results in specific conditions
The need to involve the entire team,
public, social partners
Awareness of the need for systemic
transformations in educational
organizations
Basic principles for developing a development program
A program is a normative model of teamwork of a group of peopleto achieve a certain goal, a working document for the organization
current and future activities of the educational institution.
The program is based on the educational development strategy
institutions. There are three main types of strategies:
- strategy of local changes, providing for parallel
improvement and renewal of the activities of some individual areas
work of an educational institution;
- strategy of modular changes, involving the implementation
several complex innovations, which, however, are not related
between themselves; within a module the actions of many can be coordinated
performers;
- a strategy for systemic change, providing for complete
reconstruction of an educational institution and affecting all
components of its activities (goals, content, organization).
A program that is focused and integrated
efforts of many performers, is especially necessary when choosing
strategies of the third type - strategies of systemic changes.
Procedures for developing the Development Program
If the program is based on a systemic strategychanges, then there are five development procedures
this program:
1) collection of information and problem analysis of the condition
educational organization;
2) formulating the concept of a new image
institutions and development of strategies to achieve
ultimate goals;
3) identification of parts of the first stage of reform
educational organization;
4) development of an action plan;
5) examination of the program.
10. Procedures for developing the Development Program
Procedure 1.Collecting information about an educational organization is necessary because
The program is not only a working document, but also an official document for
people who do not work in this educational organization.
The information certificate must contain information about favorable
prerequisites and possibilities for a particular direction of development of the organization,
therefore, it is also important for the program implementers themselves.
Problem analysis is a serious step towards identifying goals and methods
their achievements. Every problem reveals itself as a discrepancy between
what is and what is required. The analysis allows us to identify the most significant
problems, i.e. those whose solution will give the most useful result.
The purpose of the analysis is to specify and structure the general problem, providing
thus the possibility of solving it in parts. Most effective
use of analysis technology "from end to beginning", i.e. sequential
identifying what is not satisfactory in the results of the educational
organization, which expresses the shortcomings of the educational process and conditions,
determining its ineffectiveness. During the analysis using this technology
areas of problem search that are not essential for the final result are cut off,
logical connections are built between the consequence (result) and the causes.
11. Procedures for developing the Development Program
Procedure 1.At the first stage - analysis of the results of educational activities
organization, it is necessary to answer the question “What are the requirements
must satisfy the results of the educational
organization?" It is important to match the requirements as accurately as possible
social order with the fact that the institution implements in
reality. To do this, it is necessary that the requirements and final
the results were formulated in the same categories:
level of knowledge of graduates, level of formation
professional skills and abilities, etc.
At the second stage - analysis of the educational process, it is necessary
identify the correspondence between what is and what should be.
Program developers must provide expert assessment of the degree
influence of each disadvantage and highlight no more than three to five main ones
reasons for dissatisfaction with this result. Thus again
the search area for significant problems is narrowed.
At the third stage - analysis of conditions, it is expected to obtain an answer to
the question “What disadvantages of conditions are the causes
inefficiency of the educational process and the final
result?". This may be due to untrained personnel or their lack of
interest, list that does not meet market needs
professions for which training is carried out, etc. Next, it is formed
list of problems ranked by importance with explanation
reasons for the existence of each of them.
12. Procedures for developing the Development Program
Procedure 2After the authors of the program figured out what was needed
change, the task of searching and evaluating opportunities arises
implementation of the required changes. For every problem
ideas (possible ways) to solve it are developed, and from
The most effective and realistic ones are selected. But
ideas for solving private problems do not yet create an image
future educational institution. They are needed
synthesize into a coherent conceptual model. Wherein
it is very important to determine the mission of the educational institution,
i.e., to establish exactly which part of the total will be implemented
it is oriented towards social order.
A generalized plan for the transition to a new educational institution,
defining the stages of such a transition, priority
directions of action at each stage, their relationships and
the order of distribution of resources between them is called
strategy. The strategy involves grouping selected
directions of changes in conditions, content, forms,
methods of implementing the educational process in stages
implementation of the program.
13. Procedures for developing the Development Program
Procedure 3When formulating the goals of the first stage of the program, we proceed from
that the goal is a specific, characterized
qualitatively, and where possible, then quantitatively, the image of the desired
(expected) result that can actually be achieved by
specific point in time.
Procedure 4
The final element of the program is the action plan.
To be effective, a plan must include
providing organizational, financial, motivational
(interest of performers) and regulatory
conditions.
Procedure 5
Program examination includes assessment of completeness
program (does it contain all structural parts), its
integrity (are problems, goals, objectives, methods
their implementation, etc.) and the validity of conclusions and proposals
forecasts.
14. Procedures for developing the Development Program
The development program involves an interconnected solution of threemajor tasks:
1. Determining the place of the school in the system of social connections and
identification of the achieved level of its development.
The solution to this problem involves:
analysis of educational institutions and forecasting trends
changes in the social order addressed to the school;
correlation of the social order addressed to the school with opportunities
obtaining resources from outside for its development;
analysis and assessment of school achievements and problems.
All of the above is reflected in the information certificate about
school and analytical and prognostic substantiation of the development program.
2. Description of the image of the desired future state of the school, its
organizational structure and operating features.
The solution to this problem is reflected in the concept of the desired future
state of the school.
3. Development and description of the strategy and tactics for the school’s transition from
existing into a new, desired state; Preparation
specific plan for such a transition.
The solution to this problem is reflected in the section of the program "Strategy and
tactics for transition to a new state."
15. Information about the school
The school information sheet is an informational text. INThe contents of the certificate are recommended:
Indicate the name and status of the school today (for schools that have changed name, number,
status, the most significant of these changes and their dates should be noted), the most important
(from the point of view of program developers and school development interests) stages of history
schools;
Give a brief introductory description of the social environment of the school and describe its nature
influence on the educational institution;
Briefly describe the role of the school in society, in the territorial educational system;
Indicate the most important volumetric data of the school (number of students, classes,
the presence and nature of streams and different types of classes, shifts of classes);
Describe the student population;
Describe the teaching staff of the school: total number of teachers, ratio
main workers and part-time workers, distribution of teachers by age, length of service,
level of education, qualifications (taking into account the ranks and categories according to the Unified Tariff
grid, the presence of teachers who have received awards, honorary titles, and have academic
degrees, university teachers working at the school, research institute employees, etc.);
Describe the current software and methodological support for educational and
educational processes;
Describe approaches to diagnosing the results of the educational process;
Characterize the condition of the school building, infrastructure of the educational process,
office fund, educational and material base of the school;
Describe the regulatory, legal and documentation support for the work of the school;
Briefly describe the system of working with teaching staff;
Provide information about the main results of the educational process (in dynamics over a period
recent years), the main results of innovative processes, experimental work at school.
When presenting information in the help, it is advisable to use graphs and diagrams with
brief comments.
16. Block of analytical and prognostic justification of the Program
Analytical and prognostic justification blockPrograms:
Results of state analysis and forecasting trends
educational needs addressed to school, social
order;
Results of the analysis of the state and forecast of trends in changes significant for
schools external social environment;
Results of the analysis of the state and forecast of trends in changes in resource
possibilities of the school's external environment in the light of the new social
order;
Results of analysis and assessment of achievements, best practices, competitive
advantages of the school for the period preceding the current one
innovation development cycle;
Analysis and assessment of the innovative situation at school, innovative
team potential, potential growth points;
Primary forecast of perception of possible innovations in school
community, possible resistance to change;
Problem-oriented analysis of the state of the school, key
school problems and their causes.
17. Concept (conceptual project of the desired future state of the school as a system)
Concept (conceptual project of the desired futurestate of the school as a system):
The school’s value system, its credo, school philosophy, principles
life activities of an educational institution, approved and
brought to life during the transformation;
Description of the mission of a particular school, its main functions in relation to
students and their development in relation to society (in particular to
municipal educational system), in relation to
own staff;
Description of models of school graduates (in connection with the creation of a number of
trajectories of movement in the general educational space) models of education quality;
Description of the total “outputs” of the life activity of the updated school and quantitative indicators of its results;
Description of social contributions, outcomes, effects and consequences
life activities of the renovated school (including changes
social, prestige. authority, image, reputation, rating in
municipal educational system, in the municipal
education and beyond);
The concept of overall school quality and the most important elements that form it
systemic properties (qualities) of the school;
18. Concept (conceptual project of the desired future state of the school as a system)
The concept of the quality of school life for participants in the educational process;Classification of a school as one or another type of educational institution,
based on its mission and graduate models;
The concept of a new educational system, including characteristics of the main
properties, orientation of the educational process and environment, approaches to
content, technology, structure and organization of education in teaching and
extracurricular educational work;
The concept of the school community (team), its most important properties and
characteristics, socio-psychological climate and organizational
culture in the new school;
Concept of resources necessary for life support and functioning
new school (population, infrastructure, personnel, information,
conceptual, programmatic and methodological, material and technical,
regulatory and legal resources, etc.), and resource supply systems
activities (financial, material and technical, personnel, program and methodological, research, rule-making, information, etc.);
The concept of external relations of the renewed school, its activity in interaction
with the social environment and social partnership with its participation;
The concept of a new school management system, including characteristics
key properties (type, nature) of management, its functions (content),
technologies (logic, methods, tools, tools), organizational forms and
organizational management structure.
19. Strategy and tactics for the school’s transition to a new state (program for the implementation of the Concept)
Strategy and tactics for the school’s transition to a new state(program for the implementation of the Concept):
Transition strategy, main directions, stages, tasks
implementation of innovations and milestones achieved;
Description of the specific goals of the school in the first stages of the cycle
development;
A specific (tactical and operational) action plan for
implementation of the school development program.
How the School Development Program document can be determined
as the main strategic management document of the school,
has taken the position of strategic, program-targeted
management and taking a concrete step in its
innovative development; as a plan for implementing the most important
innovations in all key areas that need changes
areas of school activity.
20. Stages of developing a development program and their expected results
To develop a Development Program for an educational institutionit is necessary to consistently answer the following questions:
What do we want to change? What you are not happy with about the education you receive?
student results? (Target).
What do we want to achieve and through what changes in the educational process,
educational environment? (Key project idea).
What do we have for this and what will it take? (SWOT analysis of strengths and weaknesses
parties - available and absent resources).
How are we going to change this? What do we do? (Assumed
management model of change and step-by-step plan).
How will we evaluate the achievement of our goals? (Measurable criteria
and indicators for diagnosing new educational outcomes
students, assessment of teacher performance, implementation
educational process).
What can stop us from achieving our goals? How can this be prevented?
(Risks and measures to minimize them).
What financial resources will be required to implement the Development Program?
(Financial plan).
21. Stages of developing a development program and their expected results
1 Preparatory stageTeam readiness
developers to work
over the program
1.1 Deciding on the need and timing
PR preparation
Making a decision, it
registration and delivery
to the whole team
1.2 Creation and launch of the control system
project (program development project)
Creating a structure
project management,
distribution of roles and
functional
responsibilities
1.3 Organization of working groups to create
programs, their training
Developers' readiness for
actions
1.4 Preparing the necessary resources and conditions
for work
Readiness of conditions and
resources
1.5 Search for additional resources
Full readiness for work
22. Stages of developing a development program and their expected results
The main stage is the program development stage. Readiness of the first version of the program.development
2.1 State analysis and trend forecast
changes in the external environment
- th fragment of PR
2.2 State analysis and trend forecast
changes to the social order
Analysis and forecast data. Readiness according
- th fragment of PR
2.3 Status analysis and trend forecast
changes in resource potential
Analysis and forecast data. Readiness according
- th fragment of PR
2.4 Analysis and evaluation of achievements and
competitive advantages of the school
Analysis and forecast data. Readiness according
- th fragment of PR
2.5 Analysis and assessment of the innovation environment and
school potential
Analysis and forecast data. Readiness according
- th fragment of PR
2.6 Forecast of perceived
changes
Accounting for forecast results
2.7 Problem analysis of the state of affairs in
school
Structured list of main
school problems: information
reference
23. Stages of developing a development program and their expected results
2.8 Development and formulation of the conceptdesired future state of the op-amp
Concept (conceptual design)
2.9 Developing a transition strategy
state of the school
Strategy, main directions, stages and
tasks of transition to a new school (
strategic stage)
2.10 Specifying the goals of the next stage
school development
Statements of goals for the next stage
school development
2.11 Develop an action plan for
program implementation
Specific action plan (operational
plan
2.12 “Assembly” and initial editing
received text
Readiness of the first version of the text of the PR (see.
results of the second stage
24. Stages of developing a development program and their expected results
3 Stage of examination, summing up andmaking a decision on execution
development programs
Making a decision to move to
implementation of the development program
3.1 Evaluation of the school development program,
making adjustments
Amendments to the text of the program
development
3.2 Transferring the program to an independent
Expert opinion. Amendments
external expertise, program evaluation
into the PR text based on expert
experts
conclusions
3.3 Organization of discussion and approval
programs at school
Acceptance of the development program by the team
3.4 Transfer of the program to the official
examination
Presentation and protection of the program in
education authorities.
Making a decision on the program
Making the final decision on PR
and its financing. With negative
evaluation of the program - return it to
revision
25. Requirements for the development program
The development program shouldBe a product of the creativity of the entire school community with
mandatory active participation of state and public bodies
school management and desired community participation;
Be based on the image of the school as a special (educational)
social organization and open system;
Have a specific conceptual base, which in modern
conditions form strategic, project, innovative
management, quality management, program-target management and
specific analysis and planning tools;
Have a clear strategic focus
priority implementation of the systemic strategy, covering
school as a whole, changes (attention to changes and requests from external
environment, consumers of educational services, orientation towards achievement
long-term competitive advantage, flexibility, learning the best
experience, choosing clear priorities, developing and implementing strategies as
principled approaches to achieving priority goals, etc.);
26. Requirements for the development program
Have a pronounced innovative focus (in the programdevelopment there is no need to retell everything that is in current plans
work; there must be a clear emphasis on justification
the need for innovation, on a new image of the school, on strategy and
tactics of moving towards this new image through innovation);
Have a systemic focus, that is, talk about school development as
whole system, and not about solving individual, albeit acute
local problems at school;
Have a prognostic focus (set tasks not based on
achieved, but from tomorrow's projected needs and
opportunities);
Have a specific purpose as a special plan,
suggesting:
a) fixation of the current level of development of the school, highlighting
states, achievements and problems with their causes;
b) determining the desired future state of the school, that is
actually a detailed description of the school development goals during the period
program actions;
c) determining the strategy and tactics for the school’s transition to a new one
quality condition
27. Requirements for the School Development Program and ways to ensure them.
№Requirements for properties, characteristics
programs
What are they provided with?
1.
Relevance of the program, focus
to solve the key problems of this
schools
Special problem-oriented analysis of the state of affairs
2.
Predictiveness of the program, orientation
for anticipation and satisfaction
“tomorrow’s” social order
Implementation of forecasting changes in the external environment, social
order, internal innovative potential of the school, consequences
planned innovations
3.
Program intensity, focus
for the best possible results
with rational use
available resources
The optimization thinking of the program authors with its focus on
choosing the most rational and economical option available
4.
Realism and feasibility
programs, compliance with required and
existing (including those arising in
program execution process)
opportunities
The sobriety of the developers' thinking, the obligatory miscalculation of everyone
opportunities, including financial resources, focus on implementation
program, and not to use it as a declaration or formal
document that is “required by management”
5.
Systematicity of the program
Reliance on the strategy of systemic changes, the systemic nature of the planned
innovations
6.
Program Purpose
A clear choice of areas and goal-setting centers in the school
7.
The strategic nature of the program, movement from
general and conceptual - to specifics
Refusal of premature detailing of software solutions, development
school renewal strategies
8.
Completeness and integrity of the program
The presence of a systemic image of the school, full reflection in the program of the main
parts of the school and connections between them
9.
Program elaboration
Detailed and detailed study of planned innovations
10.
Resource availability of the program
Calculation of the necessary resources and systematic actions to obtain them and
use
28.
11.
Program controllability
Constant management support for development and implementation
programs
12
.
Program controllability
The maximum possible accuracy and operationality of goals, objectives,
boundaries, landmarks
13
.
The sensitivity of the program to failures,
flexibility, preventative
program focus
Introduction to the program of intermediate and control points for entering
if prompt adjustments are necessary
14
.
Openness of the program
Informing participants in the educational process and social
school partners, the possibility of correcting program actions
Attractiveness of the program
Healthy ambition of goals, clarity of possible consequences,
participation of significant people, the ability of managers to motivate
subordinates, direct stimulation of participation by management
schools
16
.
Integrating, consolidating
focus of the program (according to
attitude towards school and its social
partners)
Involvement of community members in program development, acceptance
assume part of the responsibility for implementing the program,
intensification of communication and communication in the team during creative
working on the program, refusing to be secretive in preparing the document
17
.
The individuality of the program
compliance with the specifics of the school,
team, author's character
document
Focus on solving specific (rather than global) problems
schools with maximum consideration and reflection of the characteristics of the school, refusal
from the practice of writing programs by external specialists without participation
school employees
18
.
Information content of the program
The completeness of the program structure and the content of the description
innovations
19
.
Logic of construction, visibility,
readability
A clear logical structure, the presence of a table of contents, links, fonts
secretions, linguistic culture, correct terminology
20
.
Program design culture
Attention to the unity of content and external form of the program,
using modern technical means
· preschool (as part of agreements with preschool educational institutions No. 000 and 616, classes are held on the basis of the school for groups of children to prepare for school);
· basic general education (10 grades);
· secondary (complete) general education (2 grades);
· specialized and pre-profile education (basic and additional), presented in the curriculum);
The developmental education program “School 2100” is being implemented in the elementary school.
Various forms of education are used: full-time, homeschooling, family education.
The following structural divisions have been created at the school:
· Preschool education;
· Additional education;
· Social and pedagogical service;
· Scientific and methodological service.
The school operates on a five-day school week with a sixth developmental day for general education classes and a six-day school week for pre-professional, specialized and cadet classes.
The schedule of classes in the first and second half of the day is compiled taking into account sanitary and hygienic standards, which do not allow schoolchildren to be overloaded during the school day. The time spent on homework is strictly metered.
2.3 .ADMINISTRATIVE AND MANAGEMENT SUPPORT
The school is managed on the basis of the Law of the Russian Federation “On Education”, the School Charter, local acts, on the principles of unity of command and democratization. There are a School Council, a Governing Council, a Pedagogical Council, a Methodological Council, a student self-government body - the Council of High School Students, and a public-voluntary organization "Rhythm". The powers delegated to them are regulated by local acts of the school. The management structure is given in Appendix No. 1.
2.4. Staffing.
The school is staffed according to the staffing schedule. There are no vacancies or staff turnover. 10 employees are school graduates.
The staff of the educational institution is stable, professionally mature, and creative. The teaching staff of the school consists of 54 teachers. Of these, 17 have the highest category, 1 person has the title “Honored Teacher of Russia” (), 2 teachers have the title “Excellence in Public Education”, 4 people are Honorary Worker of Basic Education of the Russian Federation, 4 were awarded a Grant from the Moscow Government, 3 teachers (, Ryzhkova I A.) are laureates of the Presidential Prize of the Russian Federation, 12 teachers were awarded medals of the Prefect of the South-Eastern Administrative District “For Valiant Labor”. The average age of the teaching staff is 42 years. 45 women, 6 men.
Among them have education:
Higher -.8%);
Secondary vocational - 2 (3.7%)
Incomplete higher education – 3 (5.5%)
The professional development of teachers is proceeding according to a plan drawn up for 5 years.
By length of service:
1-2 years – 1 (1.9%
2-5 years – 3 (5.5%)
From 10 to 20 years -.8%)
Over 20 years -.1%)
According to the age:
Under 25 years old - 2 (3.7%)
From 25 to 35 years old)
From 35 to 55 years old -37 (68.5%)
Over 55 years -5 (9.3%)
women -.9%)
men – 6 (11.1%)
The average age of teachers is 42 years
Categories:
Higher – 17
Compliance with the position held – 6
The most important results of the school’s activities in this area include the following:
Stable indicators of the quality of students’ knowledge
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Academic year | |||
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Academic performance | |||
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Quality of training | |||
Comparative analysis of passing GIA 9
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in total |
in total |
in total | |||||||||||||
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mathematics | |||||||||||||||
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social | |||||||||||||||
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geography | |||||||||||||||
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biology |
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Slide captions:
OO development program as a vector for updating the activities of an educational organization
The structure of the PA development program, described in the recommendations valid until 2016. The structure recommended by the Federal Center for Education and Defense for 2016 - 2020.
What is an educational order (standard) imposed on the activities of an educational institution, recorded in regulatory documents? What is the model of an educational institution in the content of legislative documents, including regulations? Opportunities for the development of OO?
To develop an Educational Institution Development Program, it is necessary to consistently answer the following questions: What do we want to change? What are students dissatisfied with in their educational results? Goal What do we want to achieve and through what changes in the educational process and educational environment? Key project idea What do we have for this and what will be required? SWOT analysis of strengths and weaknesses How will we change this? What do we do? Proposed management model of change and step-by-step plan How will we evaluate the achievement of our goals? Measurable criteria and indicators for diagnosing new educational results of students, assessing teacher performance, and implementing the educational process. What can prevent us from achieving our goals? How can this be prevented? Risks and measures to minimize them What financial resources will be required to implement the Development Program? Financial plan
The main stages of development of the Development Program and expected results (the basis of the “road map”) Stages of making management decisions when developing a development program for a public organization
Program Passport Characteristics of the problems that the Program is aimed at solving. The main goals and objectives of the Program, terms and stages of its implementation, a list of target indicators and indicators reflecting the progress of its implementation. Activities of the Program and complex projects that ensure the implementation of the objectives of the Program Justification of the resource provision of the Program Mechanism for implementing the Program Assessment of the socio-economic efficiency of the Program
Requirements for the development program of public organizations and ways to ensure them
Thank you for your attention!
Characteristics of the problems that the Program is aimed at solving. REQUIREMENTS POSSIBILITY of contradictions ANALYSIS compliance of PA activities with the goals of state policy identification of reasons that reduce efficiency identification of discrepancies between the results of PA activities and expectations of the external environment
SWOT - strategy External environment Opportunities (O) Threats (T) Internal environment Strengths (S) I. Development strategy II. Experimental Strategy Weaknesses (W) III. Compensation strategy IV. Defense strategy
PRIORITIES OF STATE POLICY IN THE FIELD OF EDUCATION State program of the Russian Federation "Development of education" for 2013-2020 Federal target program for the development of education for 2016-2020 State program of the Republic of Sakha (Yakutia) "Development of education of the Republic of Sakha (Yakutia) for 2012 - 2019"
The main goals and objectives of the Program, terms and stages of its implementation, a list of target indicators and indicators reflecting the progress of its implementation. School development strategy. Goal and objectives of the development program Timing and stages of program implementation Indicators and indicators reflecting the progress of the program
The goal of the development program ……….. To achieve this goal, we will highlight the directions of the development program and define tasks for each direction: Direction “…………” Task 1 ….. Task 2 ….. Direction “…………” Task 1 … .. Task 2…..
Activities of the Program and complex projects that ensure the implementation of the objectives of the Program Project structure: key problems, design, social effect, goal and objectives, stages, calendar plan of activities, evaluation criteria and tools, financing, control body.
Justification of resource support for the Program Table of target indicators of state programs in the field of general education Possible activities (projects)
Assessment of the socio-economic effectiveness of the Program effectiveness The relationship of the results to..... the values of modern education, the needs of the child, society, the economy, the goals set for him by the state educational policy, and the costs
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OO development program as a vector for updating the activities of an educational organization"
Drobot N.V., Deputy Director for HR
MBOU Secondary School No. 5 (Moscow Municipality "Aldan District")
RS (I)
The current situation in the Russian education system can be characterized as entering a period of constant changes in educational and management practices.
The changes taking place are consolidated in legislation and the regulatory framework.
In particular, in accordance with Art. 28 part 3 clause 7 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” “toThe competencies of an educational organization in the established field of activity include ... development and approval, in agreement with the founder, of a development program for an educational organization...».
Every beginning (and not only beginners) modern head of an educational organization faces many questions related to this competence. Such issues, in particular, include the following:
- What is the Public Education Development Program within the framework of modern state policy in the field of education and science? What is its structure?
- Are there common approaches in the practice of developing development programs in the logic of implementing the state educational policy of the Russian Federation in the field of education?
- And etc.
The NGO development program is a product of collective creativity and is not subject to regulation. Thus, it is impossible to put forward strict standards and requirements for its structure. However, accumulated management knowledge allows us to identify several components of the development program, which to one degree or another should be inherent in it.
The Federal Target Program for the Development of Education for 2016 - 2020 (approved by Decree of the Government of the Russian Federation of May 23, 2015 No. 497 (as amended on September 14, 2016) proposes a different structure for the Development Program.
Let’s compile a comparative table of the structure of the Development Program described in the recommendations valid until 2016 and the structure recommended in the Federal Target Program for Education Development for 2016–2020:
The structure of the NGO development program, described in the recommendations valid until 2016 | |
|
|
Section 1. Characteristics of the problems that the development program is aimed at solving. | |
Section 2. The main goals and objectives of the target program, terms and stages of its implementation, a list of indicators and indicators reflecting the progress of its implementation. |
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Section 3. Development program activities. |
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Section 4. Description of program resources. |
|
Section 5. Assessing the effectiveness of the target program (expected results of the program and target indicators - measurable quantitative indicators of solving the assigned tasks and the progress of the program by year. |
|
Thus, in the current situation of institutional transformations in the activities of an educational institution, the Program for its development should be in the form of a project-target program.
Designing a development program for an educational organization on the basis of the Law “On Education in the Russian Federation” begins with the differentiation of the educational program and the development program itself.
In turn, the Development Program of an educational institution describes changes in the infrastructure of educational institutions that ensure the implementation of the educational program. This separation makes it possible not to mix in the content of one document components related to different aspects of the educational activities of public organizations (Fig. 1).
Currently, the social environment considers an educational organization as a condition and/or a tool for fulfilling its educational task, therefore requirements are placed on educational institutions as an instrument - to best comply with the performance of the intended function. This is especially noticeable in the context of the transition to federal state educational standards (hereinafter referred to as Federal State Educational Standards), which can be considered as a state task, i.e. system of requirements for an educational institution.
Thus, when starting to analyze the development opportunities of an educational institution, it is necessary to answer the questions:
- What is an educational order (standard) imposed on the activities of an educational institution, recorded in regulatory documents?
- What is the model of an educational institution in the content of legislative documents, including regulations?
To develop a Development ProgramAn educational institution must consistently answer the following questions:
- What do we want to change? What is not satisfactory about the educational results students receive? ( Target ).
- What do we want to achieve and through what changes in the educational process and educational environment? (Key project idea).
- What do we have for this and what will it take? (SWOT analysis of strengths and weaknesses - available and missing resources).
- How are we going to change this? What do we do? (Proposed management model of change and step-by-step plan).
- How will we evaluate the achievement of our goals? (Measurable criteria and indicators for diagnosing new educational results of students, assessing teacher performance, and implementing the educational process).
- What can stop us from achieving our goals? How can this be prevented? (Risks and measures to minimize them).
- What financial resources will be required to implement the Development Program? ( Financial plan ).
From a management point of view, the Program is the basis for making operational management decisions in the daily activities of an educational institution.
Actions at each stage of the management decision-making process are presented in the table:
Table 1. Stages of making management decisions when developing a public organization development program
Phase | |
| Monitoring the internal environment of the organization Surveillance of the external environment |
| Description of the problem situation Identifying the organizational unit where the problem arose Problem Statement Assessing its importance Identifying the causes of the problem |
| Defining the organization's goals Formulation of goals for solving a problem |
| Detailed description of the object Determination of the area of change of variable factors Defining Solution Requirements Defining criteria for the effectiveness of a solution Defining Constraints |
| Decomposition of a task into subtasks Searching for solution ideas for each subtask Building models and performing calculations Determination of possible solution options for each subtask and subsystem Summarizing the results for each subtask Forecasting the consequences of decisions for each subtask Development of options for solving the entire problem |
| Analysis of the effectiveness of solution options Assessing the influence of uncontrollable parameters |
| Working out a solution with the performers Aligning the solution with interoperable services Approval of the decision |
| Preparation of a work plan for implementation Implementation of the work plan Making changes to the solution during implementation Evaluating the effectiveness of the adopted and implemented solution |
The main stages of development of the Development Program and expected results (the basis of the “road map”).
Preparatory stage. | Readiness of developers and resources to start working on the program (results). |
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1.1. | Deciding on the need and timing of program preparation. | Making a decision, formalizing it and communicating it to the entire team. |
1.2. | Creation and launch of a project management system for program development. | Determination and distribution of responsibility for program development, work planning, launching an incentive and control system. |
1.3. | Work to identify, take into account and involve possible partners inside and outside the school. | Expanding the number of program developers and implementers. |
1.4. | Organizing working groups to develop the program, training them and providing them with resources. | Developers are ready to take action. |
1.5. | Preparing the necessary resources and materials, creating conditions for work. | Readiness of conditions and resources. |
1.6. | Search for additional resources, additional training for employees. | Full readiness for work. |
Main stage: the stage of developing the program as a document. | ||
2.1. | Preparation of annotations and introduction to the program. | Abstract and introduction to the program. |
2.2. | Description of objective biographical data about the school: history of the school, current state, statement of the achieved level of development. | Information about the school. |
2.3. | Analysis of the state and forecast of trends in changes in the external environment of the school. | Analysis and forecast data. Conclusions about the living conditions of the school and the influence of the environment on the school in the future. |
2.4. | Analysis of the state and forecast of trends in changes in social orders for schools. | Analysis and forecast data. Conclusions about the original social order. |
2.5. | Analysis of the state and forecast of trends in school resource provision. | Analysis and forecast data. Correlation of the new order and the school’s resource capabilities to implement it. Conclusions about the social order accepted for execution. |
2.6. | Analysis and evaluation of school achievements. | Analysis and evaluation data. A conclusion about the main achievements of the school over the years and the merits underlying them. |
2.7. | Analysis and assessment of the innovative environment and school potential. Forecast of attitude towards changes on the part of school employees and its partners. | Analysis and evaluation data. Conclusions about the possibilities for school development, “points of growth”, about the forces of support for changes in the school and the forces of resistance to the new. Actions of the school leader to expand the support forces for innovations in the school. Expanding the base for successful school development. |
2.8. | Problem analysis of the state of affairs at school. | A system of key problems in school and their causes. |
2.9. | Developing an image of the desired future state of the school and its results. | The concept of the new state of the school as a general desired result of innovative processes in the school. |
2.10. | Development and description of a strategy for the school’s transition to a new state. | Areas, directions, methods, stages and tasks of the school’s transition to a new state. |
2.11. | Specifying the goals for the next stage of school development. | Formulation of goals for the next stage for educational and other subsystems of the school. |
2.12. | Development and description of an action plan for the implementation of program ideas. | A specific and controlled plan of action. |
2.13. | Assembly and initial editing of program text. | Readiness of the first version of the program. |
Stage of examination, summing up and decision making. | Approval of the program and decision-making on the transition to its implementation. |
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3.1. | Assessment and initial correction of the school development program. | Making changes and amendments to the first version of the text. |
3.2. | Submitting the program for independent external examination, evaluation of the program by experts. | Obtaining opinions from independent external experts, and adjusting the program if necessary based on the results of these opinions. |
3.3. | Informing the team about the progress of work, organizing discussion and approval of the program. | A coherent understanding of the goals of the program and the work to be accomplished. Coordination (approval) of the development program by the state public management body of the school. Acceptance and approval of the program by the school staff. |
3.4. | Submitting the program for approval and official examination. Presentation and advocacy of the program by school leadership. Making decisions about the program. | The final decision on approval of the program and the transition to its implementation, on additional funding and support for the program by governing bodies. |
The developers of the development program independently supplement the presented version of the “road map” with the fields “deadlines” and “responsible (or executors)”.
Program Passport
Passport
Development programs______________________________________________________________
(name of educational institution according to the Charter)
for _________/_________ years
(to be filled in as a table)
Program name | «________________________________________» |
|
Date of the decision to develop the Program (name and number of the relevant regulatory act) | ||
Basis for developing a development program. | The regulatory documents on the basis of which the Program was developed are indicated |
|
Customer of the Program | ||
Main developers of the Program | The development program is developed by the teaching staff of the public organization; the program can be adopted at a meeting of the pedagogical council or the council of the labor collective (in accordance with the Charter). The program can be coordinated with various PO partner organizations. The founder of the public organization approves (coordinates) the development program. Coordination seems to be especially significant in cases where the PA plans to request additional resources from the Founder in order to implement the Program. |
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Goals and objectives of the Program | ||
The most important target indicators and indicators of the Program | ||
Timing and stages of program implementation (subprograms, projects) | The most effective is the use of the Program format to solve complex sectoral problems in the field of education development in the medium-term 5-year planning period.” |
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List of subprograms (projects) and main activities | ||
Volume and sources of funding | ||
Expected final results of the Program implementation and its socio-economic effectiveness | ||
System for organizing control over the implementation of the Program |
- Characteristics of the problem that the Program is aimed at solving.
The need for a Development Program arises if the previous Development Program has been completed, or when a problem arises before a public organization that cannot be solved within the framework of current activities. In other words, society initiates the process of changes in educational activities without normatively defining the role of educational institutions in this process. Trying to independently determine its role in this process, the public organization formulates its own vision of problems and ways to solve them in the Development Program.
Therefore, the structure of the Target Program assumes that a key position in the content of the Development Program of an educational institution is occupied by the problem (or problems) that impede the development of the educational institution.
How to identify these problems? At the present stage of institutional transformations development educational institution is considered as development effective educational organization in the context of reforming the state budgetary sphere. This means that the maincontradiction in developmenteducational institution is located between requirements state policy in the field of education towards OO and its opportunities meet these requirements. Thus, the process of identifying the problem of development of an educational institution is:
- process analysis of the compliance of the activities of public organizations with the goals of state policy in the field of education, the result of which will be the formulation of the reasons that give rise to the discrepancy and possible scenarios for their elimination;
- the process of assessing the degree of effectiveness of educational activities of public organizations in the context of socio-pedagogical changes, identifyingreasons reducing efficiency, and preparing possible scenarios for eliminating the causes;
- process of identifyingdiscrepancies between the results of the activities of the public organization and the expectations of the external environment.
We recommend that you consider SWOT tools and other general management analysis methods mandatory for use, because they are convenient for understanding the development program.
In addition, as mentioned above, the development of educational programs should take place in the context of state educational policy.
PRIORITIES OF MODERN POLICY IN THE FIELD OF EDUCATION
- The State Program of the Russian Federation “Development of Education” for 2013-2020 (approved by Order of the Government of the Russian Federation dated May 15, 2013 No. 792-r) determined the strategic priorities of state policy in the field of education development:
- ensuring accessibility of preschool education; improving the quality of educational results at different levels (a new understanding of quality - from averaged individual educational results to new qualitative characteristics of a generation);
- development of the sphere of lifelong education (inclusion of flexible organized variable forms of education and socialization throughout a person’s life);
- modernization of the education sector (greater openness, greater opportunities for initiative and activity of recipients of educational services);
- strengthening the unity of the educational space of Russia (equalizing the educational opportunities of Russian citizens regardless of their region of residence, pursuing a unified policy in the field of educational content, disseminating best practices).
- The Federal Target Program for the Development of Education for 2016-2020 (approved by Decree of the Government of the Russian Federation of May 23, 2015 No. 497) set medium-term objectives:
- development of modern mechanisms and technologies of general education (implementation of measures aimed at ensuring the implementation of the Federal State Educational Standard for preschool and general education, education of students with disabilities);
- implementation of measures to develop the scientific, educational and creative environment in educational organizations, development of an effective system of additional education for children (creation of conditions that ensure the development of motivation and abilities of younger generations in knowledge, creativity, work and sports, formation of an active citizenship, a culture of healthy lifestyle) ;
- creating an infrastructure that provides conditions for training personnel for the modern economy (ensuring the availability of education regardless of the place of residence of students, increasing the competitiveness of Russian education, updating human resources, ensuring the implementation of individual trajectories of students and their participation in geographically distributed network educational programs, social orientation of events related ensuring access for children with disabilities or children and youth from socially vulnerable groups of the population to receive education);
- formation of a popular system for assessing the quality of education and educational results (formation of a qualitatively new attitude of students and educational organizations to the quality of education and to the competencies obtained as a result of it, procedures and mechanisms for their measurement and evaluation).
- The state program of the Republic of Sakha (Yakutia) "Development of education in the Republic of Sakha (Yakutia) for 2012 - 2019" (approved by Decree of the President of the Republic of Sakha (Yakutia) dated October 12, 2011 N 973) set the following tasks:
- Modernization of preschool, general and additional education as an institution of social development.
- Improving the spiritual, moral, civil, and patriotic education of the younger generation.
- Development of a system for assessing the quality of education and the demand for educational services.
- Ensuring the rights and legitimate interests of orphans and children left without parental care.
- Achieving modern quality of education for children with disabilities.
- Ensuring access to adequate (quality) recreation and health care for children.
- Increasing the role of state and official languages in the Republic of Sakha (Yakutia).
- Conducting comprehensive research and monitoring the functioning of state and official languages in the Republic of Sakha (Yakutia).
- Development and implementation of modern technologies for the development of state and official languages in the Republic of Sakha (Yakutia).
In the section “Characteristics of the problem that the Development Program is aimed at solving,” it is advisable to highlight two issues:
- Analysis of the situation (Information certificate about the activities of the educational organization)
- characteristics of the educational institution, its type, type, student population, staff of teachers and other education workers;
- features of the location of the educational organization, its role in the region, city (support, base, internship site, experimental site);
- characteristics of the budget, material resources, equipment;
- characteristics of the software and methodological support of the educational institution (what programs, plans, textbooks are used, the provision of institutions with these resources);
- characteristics of the main results of educational activities;
- characteristics of the OO educational community;
- characteristics of innovation processes in public organizations, main directions;
- external relations of public organizations and other educational organizations, including connections with science;
- control system characteristics
- Results of a SWOT analysis of the school's development potential
- The main goals and objectives of the Program, terms and stages of its implementation, a list of target indicators and indicators reflecting the progress of its implementation
- School development strategy.
- Goal and objectives of the development program
- Timing and stages of program implementation
- Indicators and indicators reflecting the progress of the program
Based on the analysis, the key concepts of the Program are determined, for example, “quality of education” in the conditions of a specific educational organization.
Using the introduced concepts, it is formulated target (goals) of the development program. To achieve the set goal(s), allocateddirections of the development program and are determined tasks in each direction:
- Direction "……."
Problem 1
Problem 2
….
- Direction "……."
Problem 1
Problem 2
….
Towards "…." Performance tracking is carried out using the following parameters:
The system of indicators and indicators reflecting the progress of the program, as well as their quantitative indicators, can be clarified in the process of implementing the development program.
The expedient planning horizon for the development program is 5 years. This period is due to the experience of designing and implementing development programs in the Russian Federation. For newly created public organizations, it is possible to design a development program for a shorter period, but not less than 3 years.
- Program activities and complex projects that ensure the implementation of the Program objectives
This section describes the main areas of strategic change. Each path of change is outlined in the form of a project or program: the quality of educational results, the availability of quality education, the quality of the educational process, education and the system of additional education, the health and safety of students, management, financing, etc.
Their description can be presented in the form of a table
No. | Events | Deadlines | Responsible |
Goal: Creation... |
|||
Solved problems: |
|||
Task_1: ………. |
|||
Activity 1. ……… | |||
Activity 2. ……... | |||
Task_2: ……... |
|||
Activity 1. ………. | |||
Activity 2. ………. | |||
Activity 3. ………. | |||
Activity 4. ………. | |||
It is advisable to present projects developed in each area in the form of applications.
Project structure:
- key issues
- plan,
- social effect,
- goal and tasks,
- stages,
- calendar of events,
- assessment criteria and tools,
- financing,
- control body.
A project always has a goal, but unlike a program goal, a project goal is much more specific. This could be, for example, a separate task.
The project is necessarily limited in time. Individual projects within the program have their own duration, which is determined not so much by the general time frame, but by the content of this particular project, the time to achieve its result.
When developing projects, special attention should be paid to answering the following questions:
- What should be done? How is this related to the goals and objectives of the region, the municipality, and the development program as a whole?
- What results should be achieved? Where can you see them? What are the indicators and criteria for success?
- How will monitoring of the project progress be organized?
- In what form and to whom will the results of the project be presented?
- Who will implement the project? Who should be involved in the project?
- What additional resources will be required to implement the project?
- Justification for resource provision of the Program
This section should describe the mechanisms and sources of attracting extra-budgetary funds and funds from budgets of different levels, the technology of the head of the institution to attract additional sources.
Strategic development programs must be based on federal and regional laws, regulations, and programs. One of such programs is the Federal Target Program for the Development of Education.
To provide financial support for activities (projects) developed within the framework of the Public Education Development Program, we recommend paying attention to various targeted programs at the federal and regional levels in the field of education and science. In particular, on the target indicators prescribed in the Federal Target Program for the Development of Education for 2016 - 2020 and in the State Program of the Republic of Sakha (Yakutia) "Development of Education in the Republic of Sakha (Yakutia) for 2012 - 2019."
Let's compile a table of target indicators of the programs indicated above in the field of general education, for which it is possible to attract additional funds for the development of public education:
State program of the Republic of Sakha (Yakutia) "Development of education of the Republic of Sakha (Yakutia) for 2012 - 2019" | Federal target program for the development of education for 2016 – 2020 |
Development and implementation of a set of measures to create a network of preschool educational institutions of various types and types:
| Development of modern mechanisms, content and technologies of general and additional education:
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Provision of public services by government agencies. Development of general education in accordance with federal state educational standards of general education. Development of a system for assessing the quality of education:
| Implementation of measures to popularize scientific, educational and creative activities among children and youth, identifying talented youth:
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Possible activities (projects) developed within the framework of the Development Program, the financing of which is provided for by the Federal Target Program for the Development of Education:
- Involving higher and professional education organizations in working with talented children through competitive support for projects of seasonal and correspondence schools, competitions and olympiads.
- Creation of network methodological associations
- Development of scientific, technical and innovative creativity of children and youth
- Implementation of mechanisms for involving youth in active social practice
- Improving models and mechanisms for organizing children's recreation and health improvement
- Development and implementation of a set of measures to promote a healthy lifestyle among students.
- Pilot projects for updating the content and technologies of additional education through support on a competitive basis
- Additional general education programs, including for children with special needs (gifted children, orphans and children without parental care, disabled children, children in difficult life situations)
When developing projects for which it is planned to attract funding from the federal budget, it is necessary to be guided by Appendix No. 7 to the Federal Target Program for the Development of Education for 2016 - 2020 “Rules for the provision of grants in the form of subsidies from the federal budget to legal entities within the framework of the implementation of the Federal Target Program for the Development of Education for 2016 - 2020"
- Program implementation mechanism
The term "mechanism" in this case it is used in the sense of “a system that determines the order of some type of activity.”
In this section, it is necessary, for example, to explain the mechanisms for attracting the parent community and interested organizations to participate in the implementation of the Program, how the consideration of their opinions and interests will be organized, as well as the procedures for ensuring publicity of information about the progress of the Program, etc.
For example,
The Program Manager is ...., who:
- bears personal responsibility for its implementation, final results, targeted and effective use of financial resources allocated for the implementation of the Program, and also determines the forms and methods of managing the implementation of the Program;
- prepares draft decisions on amendments to the Program and its early termination;
- develops, within its powers, regulatory (individual) legal acts (local acts) necessary for the implementation of the Program;
- prepares analytical materials on the progress of the Program implementation;
- maintains quarterly reporting on the implementation of the Program;
- prepares, if necessary, in the prescribed manner, proposals to clarify the Program activities for the next financial year, clarifies the costs of implementing the Program activities, as well as the mechanism for its implementation;
- organizes the posting on the official website of the NGO on the information and telecommunications network "Internet" of information about the progress and results of the implementation of the Program, the financing of its activities, and the attraction of funds from extra-budgetary sources.
In order to involve the public in the management of the Program, ...... is created as part of ....
The main tasks……. are:
- making proposals and reviewing the topics of software projects;
- reviewing materials on the progress of implementation of program activities and providing recommendations for their clarification, as well as reviewing the results of the implementation of the Program;
The program is developed by a working group, the composition of which is approved by order of the head of the educational organization.
The composition of the working group is formed from representatives of the administration, teaching staff and public administration bodies, as well as scientific and other organizations invited by the educational organization as independent experts.
At the stage of development of the Program, the project is subject to posting on the official website of the institution for public discussion. Proposals and comments received on the draft Program during public discussion are of a recommendatory nature.
The program is discussed and considered at a meeting of the collegial governing body of the educational organization, following which a corresponding decision is made.
The draft Program is subject to mandatoryagreement with the founder.
To coordinate the program with the founder, it is necessary to submit the Development Program, which has passed the stage of coordination and approval at the level of the educational organization, to the department of education (on paper and electronic media)
The program is posted on the official website of the organization. The organization must provide open access to parents (legal representatives) of the educational institutions of this institution to information about the progress and results of the implementation of the Program.
- Assessment of the socio-economic effectiveness of the Program
Currently, the social environment considers an educational organization as a condition and/or a tool for fulfilling its educational task, therefore requirements are placed on educational institutions as an instrument - to best comply with the performance of the intended function. This is especially noticeable in the context of the transition to federal state educational standards (hereinafter referred to as Federal State Educational Standards), which can be considered as a state task, i.e. system of requirements for an educational institution. In the context of the transition to the Federal State Educational Standard, the subject of management in the Development Program of an educational institution isincreasing the efficiency of implementing government tasks. Therefore, we understand the concept of “school renewal” as a process of creating conditions for increasing the effectiveness of the implementation of state assignments.
Performance management presupposes a common understanding of the term efficiency .
In modern management efficiency as a characteristic of activity reflects the relationship of the result as one of the “elements” of the activity of the education system to all its other “elements” - values, needs, goals and means (costs).
Thus, the effectiveness of a public organization’s activities can be considered as the ratio of the results of its activities tovalues of modern education. Education is understood as “a single, purposeful process of upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, abilities, skills, values, experience and competencies, of a certain volume and complexity in for the purposes of intellectual, spiritual and moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests” (Article 2 of the Law “On Education in the Russian Federation”). In this case, assessing the effectiveness of an educational institution allows us to talk about the innovativeness of its educational activities.
The relationship of educational activities of public organizations toneeds of the child, society, economyallows us to judge the demand for an organization as an indicator of its effectiveness.
The ratio of the results of educational activities of public organizations togoals set for him by state educational policy, allows us to identify the degree of its stability and reliability.
Finally, the relationship between the results of educational activities to costs allows us to talk about the economic (in a broad context) rationality of the PA as a social system, which is another indicator of its effectiveness.
Requirements for the development program of public organizations and ways to ensure them
PROGRAM REQUIREMENTS | SECURITY |
|
Relevance of the Program, focus on solving key problems of this NGO | Special problem-oriented analysis of the state of affairs |
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Predictiveness of the Program, orientation towards meeting social orders | Implementation of forecasting changes in the external environment, social order, internal potential of the NGO community, consequences of planned innovations |
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Intensity of the Program, focus on the maximum possible results with rational use of available resources | ||
Realism and feasibility of the Program, compliance with the required and available (including those arising during the implementation of the Program) capabilities | Mandatory calculation of all possibilities, including financial resources, focusing on the implementation of the Program, and not on using it as a declaration or a formal document that is “required by the authorities” |
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Completeness and systematicity of the Program, reflection in it of the systemic nature of the OO, coverage of all subsystems and connections between them and with the external environment | ||
Strategic nature of the Program, movement from the general and conceptual to specifics and detail | Refusal of premature detailing of software solutions, development of strategies for updating the software |
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Controllability of the Program | The maximum possible accuracy and operationality of goals, objectives, milestones, guidelines |
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Sensitivity to failures Program flexibility | Introduction to the Program of intermediate control points for making operational adjustments if necessary |
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Attractiveness of the Program | The involvement of many members of the PO community in the development of the Program, the attractiveness, reasonable ambition of the Program’s goals, the clarity of management’s intentions and the consequences of the Program’s implementation for subordinates and the entire team |
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Integrating, consolidating orientation of the Program (in relation to the OO community) | The involvement of community members in the development of the Program, the assumption of part of the responsibility for the implementation of the Program, the intensification of communication and communication in the team during creative work on the Program, the refusal of privateness in the preparation of the document |
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The individuality of the Program, its compliance with the specifics of the NGO, its team, the author’s nature of the document | Focus on solving specific (rather than global) problems of the organization with maximum consideration and reflection of the characteristics of the organization, rejection of the practice of writing Programs by external specialists without the participation of employees of the organization |
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Information content of the Program | The completeness of the Program structure and the content of the description of innovations |
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Logic of construction, visibility, understandability for the reader | A clear logical structure, the presence of a table of contents, links, font selections, language culture, correct terminology |
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Program design culture | Attention to the unity of the content and external form of the Program, the use of modern technical means |
Brief summary:
The development program of an educational institution is built in the logic of a program-targeted approach, based on a problem-oriented analysis of the internal and external environment of an educational institution and is aimed at resolving key school problems that require urgent solutions in the near future, as well as at modernizing resource capabilities, primarily personnel, informational, logistical and time resources that it possesses.
The program should be aimed at meeting tomorrow's social order; it should take into account the directions of development of the municipal education system.
The objectives of the Development Program determine the range of projects that will be implemented. The expected final results and the most important target indicators for the implementation of the Program are presented. The development program sets itself exactly the goal and those tasks that the team can realistically solve, based on the available resources. It is manageable, controlled, open.
The Development Program needs to focus on changing the legal, organizational, financial, managerial and material conditions for ensuring the educational process in the direction of improving quality, accessibility and efficiency.
During the process of developing the Program, the head identifies his own position on the ongoing changes in the social context, analyzes the development potential of his educational institution in new conditions and takes responsibility for new development goals and ways to achieve them.
Reticular formation Reticular information
Perception and the process of perception
Teacher, fine arts teacher: Teaching fine arts in an educational organization Distance