Effective management of school financial resources archive. A systematic approach for the school principal: from resource management to results management

Current school development resources

School development resources mean a set of factors that can influence the development of an educational institution.

All resources available to the school can be divided into internal and external.

Internal resources, in turn, are divided into financial, informational, legal (legal), human, etc. For the development of a school as a humanitarian organization, the most important for development are human resources, or rather their effective use, as well as work to improve internal efficiency: development of strategies, development scenarios.

But we will begin to consider school development resources with management resources, since decision-making at the school level and the choice of development strategy depend on them. In a constantly changing, unstable world, control systems are becoming more and more complex, as it is necessary to respond to unusual events and the increasingly less predictable future. Therefore, the school management structure is moving towards more complexity. And a complex structure is not always effective. Creating an effective management system is a resource for school development.

To improve management efficiency, it is necessary to decentralize school management and redistribute powers within it. Decentralization implies an additional burden on administration representatives, but must necessarily provide them with additional powers. In conditions of decentralized power, such a resource as human desire for power .

The next resource that contributes to the development of the school is school organizational culture . The quality of which, in turn, determines such features of the functioning of the school as direction of information flows , correspondence management decisions and diagrams of the state of the organization , which are also development resources.

Let's take a closer look at such a resource as the manager's view of the state of the organization . To assess the development resources of a school, it is very important to analyze the leader’s ideas about his own organization, the level of its development, the ideal of his subordinate, the motives of his activities, his preferred activities. organizational culture, ideas about the most appropriate styles of professional behavior, power, formal and informal structure, etc. If the director is a newcomer, then optimization of the above components becomes development resources. If the director has been working for many years and all factors are optimized, then the resource for development in such a situation is change in the principal's opinion about the level of the school .

Microclimate in the school community can also be considered as a resource for school development. An atmosphere of empathy promotes the bright manifestation of the talents and abilities of students and teachers. It is in teams that have high degree empathy, the phenomena of modern unpredictable, unstable life are more easily experienced.

When considering the development resources of an institution, it is necessary to pay attention implementation of innovations in the institution . Additional educational programs and innovations in administrative, economic, financial, methodological, content and other areas of an organization’s life can also be innovative. The main thing is that workers have developed constructive ways to solve subjectively new professional tasks.

Let's look at some of the human resources of the organization. Their quality is determined by the qualifications of teachers, the maturity of their professional competence, the level of consistency of their professional values ​​and actions, their vision of the future of their organization, motivation, attitude to emerging problems and ways to solve them, etc.

Assessment of teachers' qualifications is a proven mechanism and includes a system of advanced training and a system of certification of teaching staff with the assignment of ranks and categories. This system is traditional and, given the current state of affairs, is not always effective: the content of advanced training courses does not change often and rarely meets the requirements of the current moment. Often, the teacher does not increase his rank, fearing paperwork, but confirms the existing one.

Therefore, in this context, it is more appropriate to talk about such a resource as development of human resources , which may include advanced training centrally, or maybe at the intra-school level. The main thing is that the teacher has a constant increase in his experience.

The work of the school administration to develop human resources determines the vector of development of the organization. The development of personnel potential occurs through a rethinking of accumulated experience, through the reflective activity of a teacher, which is often unusual for him. This means that everything that contributes to the generalization of the teacher’s experience and reflection of activities contributes to the development of personnel potential. Among such events I would include holding open lessons, in-school master classes for teachers, when the role of students is played by colleagues, teachers writing articles summarizing their experience, participating in various competitions, both professional and project or creative works students.

Separately, I would like to say that the development of human resources occurs in cases where these events are not carried out “for show”, not formally, if teachers realize their importance for the growth of their own potential.

Pedagogical competence of the teacher, which can be a resource for the development of a school, can be defined as its ability to effectively implement a system of socially approved value systems in educational practice and achieve the best pedagogical results through professional and personal self-development.

The teacher’s value-based attitude towards the student or pupil as a “significant Other”, on whom the teacher’s own development depends; acceptance of different approaches, concepts, views, opinions and meanings as personally significant; responsibility for the non-violent nature of the options being developed and implemented pedagogical activity; searching for constructive ways to resolve pedagogical problems and conflicts are mandatory components of a teacher’s value system. Competence as the unity of a teacher’s theoretical and practical readiness to perform professional functions characterizes not only the activity, but also the teacher himself as its subject in his independent, responsible, proactive interaction with the world. Thanks to this property, competence integrates the professional and personal qualities of a teacher, directs them to mastery of knowledge and targeted application in forecasting, planning and implementation of activities, activates the teacher in the development of his own abilities, in the pursuit of self-realization in socially useful activities, and ensures his professional development.

The basis for the authoritarianism of a teacher’s professional activity is almost always his low professional competence.

Teacher motivation level is also a resource for school development. With a high level of motivation, the teacher is interested in increasing the effectiveness of his work, looks for unconventional ways of conducting lessons, and engages in self-education. In such a team, the tasks of the school administration become the search for means of maintaining high teacher motivation, means of incentives for motivated teachers. In a team with low teacher motivation, the administration’s task becomes finding ways to motivate employees.

Level of consistency between professional values ​​and actions is a powerful resource for the development of the organization. If the team acts as a united front, without dividing into “deputies” and teachers, the goals of such an institution will be achieved much faster than a school in which there is no such unanimity.

The transition to market conditions for running the economy led to a strong social stratification of society. Each social group has its own vision of the future, its own goals. School like social institution is also subject to stratification that occurs within the school, between schools in the district, district, and city. The multinational character cannot be discounted modern school. Therefore, the alignment of values ​​and actions is more relevant than ever in the world. modern stage development of society.

It is very good when both teachers and school administration set the same goals and strive to achieve them in the same ways. On the other hand, an alternative view of possible development provides an organization with enormous opportunities for growth, as it brings something new, unexpected, and, perhaps, not previously considered as a resource.

In addition to dividing school development resources into external and internal, classification according to the content of resources, there is resource level model .

To the first level include personality resources, its individual potential . At the first level, resources such as the professionalism of the teacher and leader, their information and methodological support are considered. Techniques for developing the individual potential of subordinates are widely known. These include methodological work at school, advanced training in external specialized organizations. At this level, the main problem of the manager is the search for new forms of advanced training within the organization, as well as the search for external reference organizations that can be trusted to improve the skills of their employees. The manager himself, unfortunately, can only improve his professional competence through trial and error, through his own reflective activity.

Second level – level of small groups and teams. Resources at this level have not yet been described and are little used, but such groups have great potential. In small creative groups, passionate about one idea, in groups of like-minded people, where communication is informal, bright, non-standard ideas are often formed and embodied, which become a real “engine” for the development of an educational institution.

Third level – human resource of the organization as a whole . His influence on the state of affairs is limited to the formation of the vision of the future of the organization and the mission of the school by each representative.

In modern Russian society schools operate in different conditions. Therefore, each school has its own, unique set of resources. We have described only those resources that can contribute to the development of most schools. But the resource we named is not necessarily the same for all schools. There cannot be the same recipe for all schools. Multiple possible solutions to management problems, generated by a variety of situations, do not leave room for a single universal approach to “management in general.”

What allowed the school to be so successful? There is no doubt that we have become an educational complex. But the main thing is not only that there are many of us, the important thing is that we are together!
The complex process of unification consisting of two schools and five kindergartens is already behind us; today the reorganization of 14 institutions (four schools and ten kindergartens) is completed.
The scale of the educational complex places demands on the formation of new approaches to management. Management activities are built as a resource management system (material and technical, personnel, financial, educational and methodological). When making decisions, the expected result is predicted, first of all, based on a comprehensive analysis, research of resources, opportunities, conditions. We understand that only a professionally competent administrative team, capable of flexibly reacting and adapting, and making independent decisions within the limits of its competence, is capable of managing the educational complex. And such a team is being formed at our school.
New scales open up new opportunities for all participants in educational relations. First of all, these are opportunities for professional growth for teachers. We are solving the serious problem of creating an in-school system of advanced training. Before being united into a single complex, kindergarten teachers rarely went beyond the boundaries of their institution; now the doors of preschool departments are open: preschool teachers can come to open classes, master classes of their colleagues from other preschool departments, attend lessons of primary school teachers, accumulating in their luggage the best methodological techniques. Music directors and physical education teachers, who were professionally alone within one institution, are now working together on educational programs, scenarios for classes, holidays, and leisure activities. Thus, in deeds, and not in words, continuity between preschool and entry level general education, a connecting thread is formed: kindergarten- school.
Subject teachers of the merged schools have created unified methodological associations, jointly organize subject weeks, give open lessons and master classes. This is how the best experience of different institutions is accumulated.
As part of the in-school professional development system, the ICT competence of preschool teachers is improved, for whom teachers conduct computer literacy courses. Of course, the city system of advanced training is accessible and progressive, but local training has its advantages: minimal time investment, friendly attitude of colleagues, and the opportunity to immediately implement the acquired knowledge in specific joint work.
The creation of an integrated methodological space, the development of an integral in-school system for advanced training, networking, and the formation of a mentoring institute will improve the professional competence of teachers and, as a result, improve the educational results of pupils and students.
The identification of positive pedagogical experience within the team was facilitated by what became possible in the conditions of the educational complex school stage competition "Teacher of the Year". Held at the end of the last school year, it united and rallied everyone: both educators and teachers.
The open day, held on November 14-15, 2014, showed that the teaching staff is united. About 600 parents of pupils and students, guests who visited the open day, spoke about the teaching staff: “Well done, both children and teachers!”, “The teachers are just super!” “Thank you to the school!”, “We are so lucky with the teaching staff!”, “We wish the teachers health, happiness and creative success! Thank you for our children!”
A large complex provides ample opportunities for broadcasting the best pedagogical practices within the school, for organizing mentoring, for the growth of teaching skills, the development of young teachers, and the integrative use of human resources.
Today the school has been awarded the status of a regional innovation platform for the development of an innovative educational environment in the direction of “Modeling and Design” in primary school. This became possible due to the fact that primary classes are located in a separate building after a major renovation. The creation of age-appropriate educational environments in a complex will ensure an increase in the quality of education, since the environment itself will contribute to learning and the formation of a positive social experience for the child. Having placed the first two grades in the Rostock preschool department, and from September 1, creating the most comfortable conditions for first-graders there, we have already received positive feedback from parents, and for the next school year there is a “queue” of parents who want their child to study in the first grade. in a preschool setting.
The reorganization allowed us to expand the scope of training. Instead of 1-2 profiles that existed in schools before the reorganization, today we already have 4 profiles (physico-mathematical, socio-economic, chemical-biological, philological). By introducing individual educational plans for those students whose educational needs did not fit into any of the four profiles, we were able to satisfy all the needs of high school students. Increasing the number of profiles sold is one of the main tasks facing us.
Expanding social partnership in the formation of a cadet class is a long-term initiative, the purpose of which is to create conditions for students to freely choose their areas of interest and build life and professional plans. The opening of a cadet class on the 7th parallel is an early profiling, the implementation of a physics and mathematics pre-profile and the cadet component of education. The school entered into close cooperation with the Military Academy of Missile Forces strategic purpose named after Peter the Great, veterans' organizations, military commissariat, military units of the Ministry of Defense Russian Federation. Thanks to social partners, in three months our cadets went on excursions to the Military Academy of the Strategic Missile Forces named after Peter the Great, visited the museum of the Cultural Center of the Ministry of Defense of the Russian Federation, the concert of the military brass band “My Dear Capital”, the play “Thank you to Grandfather for the Victory” of the Russian Theological Theater “GLAS” , Ceremonial march dedicated to the 73rd anniversary of the Parade on November 7, 1941 on Red Square.
In the field additional education The range of programs being implemented has expanded significantly, and the number of associations has doubled. This allows us to satisfy requests for the development of individual abilities of students and pupils. The task facing us is to satisfy the demands and needs of every child.
We pay special attention to working with students’ families and improving the pedagogical competence of parents. In addition to joint projects with families, leisure and competitions, and traditional parent-teacher meetings, we actively use a form of working with families called a parent-child club. Preschool teachers are working on using didactic material"Children's calendar", developed by FIRO. The content of the calendar is focused on the daily activities of parents and children at home. The work with children that began in the family receives its further development in the process of educational activities of the preschool department, thus, the education of children is built on the complementary actions of parents and teachers. Each participant in the educational process has the opportunity to constantly complement the educational content started by the other. Such interaction opens up wide opportunities for improving the quality of education.
The new scale of the educational complex has expanded the boundaries of communication between children in the region. Preschoolers have become frequent guests at school. They visit school library, participate in concerts, exhibitions, and sports competitions. Carrying out the festival “Hello, we are looking for talents!” for preschoolers and junior schoolchildren has already become a good tradition of the educational complex.
Completely different development prospects opened up for the scientific community of students. Preschoolers were also invited to participate in the scientific and practical conference of research works of the scientific society of junior schoolchildren “First Steps into Science”. And the scientific society of schoolchildren in grades 5-11 “Spectrum” included new “future Newtons” in its ranks. This allows not only to identify the most gifted children, but also to increase the level of their research and design work, which is very difficult to do in one institution.
We understand that the best traditions of each institution must be preserved. As part of the “Star Festival”, which takes place at the end of the school year, we reward and thank everyone, teachers and students, all those who have increased the school’s achievements by participating in intellectual, creative, and sports competitions at all levels. Now there are more and more “stars” in the complex.
Today there are many of us, and what was difficult to implement with small forces has begun to come true. The scope of activity has expanded student government, which today is developing in 7 directions. One of them is quite new for us - volunteering. Together with the “Old Age in Joy” foundation, trips are taken to the nursing departments of the Mozhaisk district, and the “Student to Elderly Person” campaign: students draw cards, send them by mail, congratulating lonely old people all over the country on the holidays. A very interesting and popular event that takes place within our community is “Student to Child.” Schoolchildren come to preschool departments: they draw with the kids, learn songs with them, and hold dance flash mobs. And how the preschool children look forward to these meetings! And it’s hard to say who enjoys meetings more, kids or schoolchildren...
The potential influence of public bodies on school management is being used more and more effectively. The governing council, to which serious powers in the field of school management are delegated, becomes a powerful ally of the teaching staff in achieving the stated goals. The fact that the governing council includes representatives of the parent community and teachers of all buildings allows us to remove psychological stress at the stage of forming a unified educational space, minimize risks, preserve the traditions and productive experience of each institution.
We are at the beginning of the journey. We have many difficulties and problems that still need to be solved. The school development program reveals to us the path from formal unification through resource integration to sustainable innovative development. Integration of resources and effective management will provide them in the space of common goals synergistic effect and achieving planned results.

Lyudmila SYSOEVA, director of school No. 878

Kamenshchikova L., Gorlanova E. The financial policy of educational institutions in modern conditions

When considering the market model of the functioning of the economy, the economics of education is a set of relations that develop between participants in the educational process and the economic partners of the school regarding the formation and use of limited resources in the process of production and sale of educational services.

Issues of managing financial resources, which are funds generated by institutions and organizations, as a result of economic activity, acquire special meaning in conditions of development market relations and expanding the economic independence of schools. In this case, education finance represents an independent system of monetary relations between participants in the educational process and economic partners of the school regarding education and the use of budgetary and external funds. budget funds necessary for the school to perform its assigned functions. These relationships should be aimed at achieving the best results at the lowest cost. In order to increase the efficiency of any activity of an educational institution, it is necessary to correlate the selected goals of school development with its financial capabilities.

The effective functioning of a school, of course, depends on the availability of resources to ensure the educational process, but no less important is the efficiency of their use.

The procedure for using resources is directly related to the financial and economic mechanism of school management, the degree of its economic independence, and the competence of managers in the field of making management decisions. Methods of using resources and choosing an effective option to solve the problems assigned to the school is the area of ​​​​economic knowledge.

This approach to management contributes to the development of the economic initiative of educational institutions when making management decisions and expands the range of entities interested in improving the quality of educational services. Thus, management of the financial and economic activities of the school is the most important component of general management as a process of the director’s conscious influence on internal environment(school employees, students and others), to the external environment (parents, social and economic partners and others), aimed at realizing the purpose of the school.

For successful implementation mission of the school, the head of the educational institution must understand the processes occurring in the distant external environment of the school’s functioning. They are the ones who are able to directly influence the formation of new economic relations at the school level:
- redistribution of responsibility for school financing between the levels of state, regional and municipal government; the risks of decreased school funding are reduced;
- “expansion” of the economic independence of the school, in the future - expansion of the variety of organizational and legal forms for the school; increasing risks of increased uncertainty and instability of school activities;
- lack of state consolidation of the main parameters of the development of general education (length of study, educational standards, state forms of monitoring results - the Unified State Examination, per capita financing, performance standards, including the procedure for forming a remuneration system - are at the stage experimental development); increasing risks of increased instability of school activities due to changing management influences from the state;
- strengthening state control of financial flows at the school level (treasury system of budget execution); increasing risks of reduced mobility in resource management.

Of great importance is the manager’s understanding of changes in the immediate external environment of the educational institution, its strengths and weaknesses:
- increased motivation of parents in obtaining a quality education for their children; increased pressure on the school from parents; increasing risks of increased differentiation of schools in terms of quality of education in conditions of mixed financing;
- increased competition in the city and the preservation of the monopoly of schools in rural areas; growing risks of reducing the effectiveness and accessibility of quality education;
- growing interest of public organizations and business in the development of the school as an entity influencing the formation of a tolerant social behavior future members of society (reduction of aggressiveness, crime, drug addiction, alcoholism, homelessness and others among young people).

Thus, the current state of economic relations developing around the school can be considered as transitional, requiring the director to build up competencies in two interrelated areas of activity: 1) in economics, 2) in finance. The formation of professional competence in this area is carried out more effectively if the educational institution is integrated into the system of new economic relations based on the choice and consolidation of:
- organizational and legal form of the educational institution;
- a structural and content model that determines the universality or profile of educational activities;
- strategic partners in the external environment;
- organizational and legal aspects financial activities schools;
- methods and models of school financing;
- procedures and rules for interaction between the school and financial institutions(financing, accounting, control, taxation);
- technologies and methods of financial planning and analysis.

In the new economic conditions, the organizational and economic functions of the school director are adjusted, modified, and developed. They are aimed at solving many issues that cover various aspects of financial and economic relations that arise regarding the attraction and use of resources, including financial ones: financial and economic forecasting, financial and economic planning, financial and economic regulation, coordination of the actions of various subjects of financial management , incentives, financial control.

In the implementation of these management functions, the degree of independence of educational institutions in the formation and execution of income and expense estimates increases.
The basis for the formation of the financial and economic mechanism for the functioning of the school is the choice of its financing model.

Difficulties in creating a financial support model various types general education institutions

The formation and execution of the budget of any state is carried out in accordance with budget policy. The ideas, goals, objectives of the latter, methods and forms of its practical implementation are manifested through the parameters of budget expenditures and the construction of inter-budgetary relations.

The regulatory function of the budget is manifested in the fact that the budget is a universal mechanism for state participation in financing expenses, the payment of which individually by each user from the standpoint of the aggregate interests of society is impossible or irrational.

The directions for spending budget funds determine its functional structure and are reflected in the articles of the budget classification. Used in Russian legislation The functional structure of the budget allows us to illustrate the list of all functions of the state that are determined by the solution of internal and external problems of the country's development (financing social sectors, science, national defense, servicing public debt, etc.). This makes it possible to reflect in a systematized form the priority of areas for spending budget funds and assess the effectiveness of the state regulation process at all levels of the budget system. Thus, the budget as a management tool allows the state to regulate the volumes and directions of spending budget funds, focusing on Current state this or that problem, and the share of government expenditures and sources of covering them indicates its actual priority. Budget policy also includes regulation of the pace and proportions of distribution of budget funds between sectors of the economy and social sphere, including education, both on a national scale and in a particular region.

The priority task of the state in the field of education is to ensure equal access to education for all citizens of the country. This leads to the emergence of budgetary obligations to finance it in terms of state social guarantees enshrined in the Constitution of the Russian Federation.

An important role in the financial provision of schools is played by the legislative delimitation of expenditure obligations between levels of the budget system. The degree of participation of the budget of one level or another in the financing of educational services depends on a number of factors: on the state structure and common system public administration, legislative distribution of responsibility for types of expenses, established traditions, and so on.

One of the reasons for the current imbalance in education financing is the constant lag in the development of economic and financial independence of educational institutions in relation to the development of the market environment for the production and promotion of educational services.

The diversity of needs of subjects interested in the development of education at all levels requires the development of new economic mechanisms for school management, providing it with a flexible response to changes in the structure of these interests and allowing the creation of conditions for their effective satisfaction.

The school becomes the core in the system of changing economic relations, which determines the objective need for changes in the school itself. From an agent that absolutely represents the interests of the state, the school becomes an independent market entity, the effectiveness of which depends on the degree to which the educational services offered by the school correspond to the current demand.

Under these conditions, the state becomes the same consumer, showing demand for educational services, as well as family, public organizations, business structures. With this scheme of market relations, a multi-channel attraction system becomes effective financial resources or a blended school funding model.

Changing the role and place of the school in the system of economic relations, along with others, involves solving the following problems:
- expanding the economic independence of the school;
- introduction of new organizational and legal forms of functioning of an educational institution;
- reorganization of the school management system;
- development of general management aimed at creating conditions for the sustainable functioning of the school in changing environmental conditions.

The preservation of state guarantees of citizens' rights to education must be confirmed by guaranteed financial support for the needs of educational institutions in volumes that meet the requirements of the development of a post-industrial society, the basis of which is intellectual innovation.

Kamenshchikova L. A. Candidate of Pedagogical Sciences, Professor, Head of the Department of Management of Educational Institutions, Novosibirsk Institute for Advanced Training and Retraining of Education Workers

Gorlanova E. V. Candidate of Pedagogical Sciences, Associate Professor of the Department of Management of Educational Institutions, Novosibirsk Institute for Advanced Training and Retraining of Education Workers

The main resource for effective education is teaching staff. The quality of their training, the correctly chosen system of incentives for their work (not only material), working conditions, prestige, competitiveness, desire for self-realization. Efficiency professional activity The teaching staff is determined by the level of pedagogical culture of its members, the nature of interpersonal relationships, understanding of collective and individual responsibility, the degree of organization and cooperation.

Factors that determine the effectiveness of the quality of education:

1. quality of training programs, methods, teaching aids;

2. structure of the educational organization;

3. models of education in the organization;

4. the presence of a self-development mechanism;

5. scientific base;

6. methods and qualified management specialists.

To practically implement the effective use of resources of an educational organization, it is necessary to take into account a number of factors:

1. Regulation of activities (establishment of unambiguous rules of behavior within the framework of educational activities). For teaching staff, these are, first of all, technologies for implementing educational programs. Sometimes regulatory documents (process regulations, regulations on departments, job descriptions) adopted by the company are ineffective. The reason for this is the lack of structure in the system of regulation of activities and, in particular, educational programs. Many regulations become outdated and become irrelevant, and some processes are overly regulated and delay the necessary changes. That is why it is necessary to create a system for regulating activities and do this most effectively based on a process approach. If you formalize processes and secure the boundaries of responsibility for the execution of the process through the creation of process regulations, then the effectiveness of the process can be increased.

2. Rules (method of regulation; models of behavior officially recorded in regulatory documents, standards of activity, compliance with which is monitored, and violation is punished).

3. Subjects of pedagogical activity - teaching staff, parents, guardians and their substitutes, performing educational and educational functions. To regulate the activities of subjects, organizational documents are usually used: educational and educational programs, job descriptions, regulations on departments, and development programs for public organizations.

4. Learning programs- officially approved documents reflecting the content and level of development of competencies and implemented in educational organizations of various types.

5. Traditions are unofficial and, as a rule, not recorded, but clearly observed models of behavior, the adherence to which is controlled by the organization’s employees, and their violation is condemned. Employees of the organization who take an active part in the preservation, dissemination and control of the implementation of norms become its leaders (formal or informal).

6. Organization of activity processes - these are parts of the activity during which subjects organize the educational process using resources. To regulate the activities of processes, regulatory documents are used (regulations on the direction of activity, programs, methodological recommendations, etc.).

7. Technological instructions for technical personnel - instructions that establish requirements for the implementation of organizational procedures. The instructions, more deeply than the work regulations, reveal the methods of performing actions (execution technology) that the performer must perform to obtain the required result. For example, the actions indicate that the performer fills out an examination sheet, grade book, etc., and the technological instructions will disclose how he should fill it out (what data and in what sequence he should enter in certain fields of the form).

8. Synergism means giving the activities of all members a single direction, striving for common goal and effective use of the total potential of the organization. For example, chronic underfunding of education, insufficient professional level of personnel, hiring an employee who is incompatible with the team can affect the effectiveness of the use of resources. Resources in any educational organization are closely interconnected and complement each other.

To successfully unlock the potential of synergy, a number of conditions must be taken into account:

1. concentration and massive use of previously dispersed resources;

2. increasing the coherence and coordination of actions of parts of an educational organization.

3. consistency and focus towards the desired result;

4. increasing the productivity of some participants due to the effect of the presence of others;

5. modularity of parts;

6. attractiveness of the goal and good organization (as a process);

7. thorough knowledge of employee capabilities, psychological climate a team;

8. thoughtful motivation.

External assessment allows us to identify signs of the effectiveness of using the resources of an educational organization:

1. Positive reviews employers;

2. Low percentage of graduates being employed outside their specialties;

4. Successful state licensing and accreditation of educational activities;

5. Availability of confirming quality certificates (One hundred best educational institutions in Russia, STO quality mark);

6. Investment attractiveness (Social partnership, creation of resource centers and specialist retraining centers);

7. State prizes and awards;

8. Recognition of certificates and diplomas of public organizations outside the region and state.

Internal assessment of the effectiveness of using the resources of an educational organization:

1. Stability of personnel;

2. High level positive motivation of the team;

3. High percent recertified and certified teachers, teachers with scientific degree who completed an internship at an enterprise, etc.;

4. The best teaching experience is regularly summarized and broadcast;

5. Modern educational technologies, including ICT technologies, are effectively used;

6. Attracting the best specialists from production to review programs and graduation projects?

7. A well-thought-out and flexible system of incentives for employees of an educational organization for performance;

8. Material and technical equipment meets the requirements of the implementation of the Federal State Educational Standard and the Bologna process.

By 2020, it is planned to introduce the professional standard “Head of an educational organization.” According to this document, the tasks of the director are to ensure the development and effective operation of the institution and improve the quality of educational services.

To do this you need:

1. Organize work in accordance with the law.

Majority federal documents in the field of education (Federal State Educational Standard, “Professional Standard of a Teacher”) are of a nominal, informational nature and do not provide mechanisms for the implementation of certain processes and tools for monitoring them. Therefore, the heads of educational organizations have many questions about the implementation of the tasks assigned to them.

1. Use new technologies.

Russian education is now actively adopting foreign educational technologies that have proven themselves. It is most reliable to take such information from the developers of new techniques or from those people who received the information first-hand.

At the All-Russian practical seminar “System approach for school principals: from resource management to results management,” participants will become familiar with the practical experience of educational organizations implementing the Federal State Educational Standard in pilot mode at all levels of secondary education. Experts will place their main emphasis on an activity-based approach. Participants will master unique and effective management practices, methods, strategies and technologies in this format.

Experts

Director of MAOU - Gymnasium No. 47 (Ekaterinburg), Honorary Worker of General Education of the Russian Federation, winner of the All-Russian competition "School Director-2013", holder of the title "Elite" Russian education", federal level expert in the field of education.

Director of MBOU Gymnasium No. 3 (Samara city district), Honorary Worker of General Education of the Russian Federation, winner of the All-Russian competition "School Director-2013", winner of the "Woman Leader" competition, laureate of the public award "People's Recognition -2013", head of the city club "Teacher" of the year".

First day

09:00 - Registration of participants. Coffee break

10:00 - Introduction. Creating a positive emotional mood to launch the seminar

Acquaintance according to Naper, “Grape cocktail” technique. Coordination of the expectations of the seminar participants and the goals of the expert.

10:20 - Flash presentation “5 effective results of the activities of the head of an educational organization”(A.M. Kryukova)

Priority areas of the manager’s activity that contribute to obtaining significant achievements in the activities of the educational organization. The main tasks of a manager at the present stage.

11:00 - Workshop “Professional standard of the head of an educational organization”

(A.M. Kryukova)

Readiness to implement a professional standard using semantic strategies and self-diagnosis techniques. Participants practice the key semantic lines of the text of the document “Professional Standard of a Teacher” using semantic strategies for working with the text (“Anticipation”, “Unpacking the Concept”, “ZHU”, “Cluster”, “Insert”, “Venn Rings”). Compiling an express diagnostic text using meaningful information (the “Vertical” technique), drawing up a draft plan for your professional development using the “Step by step” practice.

The model of this workshop can be used by the seminar participants in their teaching teams when organizing work on the implementation of the “Professional Teacher Standard”

11:30 - Coffee break

11:45 - Management workshop “Strategic management of an educational organization. Effective program NGO development"

(A.M. Kryukova, S.S. Ilyina)

Strategic assessment of the organization's activities. Analysis of content, organizational, personnel, financial conditions, components of the educational environment (SWOT, PEST, SOAR, “Balance Wheel”, “Gap Analysis”).

Strategic goal. Organizational vision. The purpose of the organization. Responsibility for achievements. Combining personal and general goals.

Development strategy. Strategic map of the organization's development. Development vectors: growth goals, productivity goals, innovation goals, reengineering goals.

Implementation strategy. Cascading goals at all levels of the organization. Building an organization's resource management system. Decisive factors for success. Results monitoring system.

Brand code of the educational organization.

Documents of strategic importance for the development of public organizations. Program for the development of public organizations, public education programs.

13:00 - Lunch

14:00 - Facilitation session “Creating an effective educational space in the context of the implementation of the Federal State Educational Standard using methods of mind maps and vertical layout”

(A.M. Kryukova)

Methods of mind maps and vertical layout for creating a model of educational space, facilitating effective implementation educational standards at all levels of education.

At the present stage, the leading role in the activities of a leader and teacher is not the role of an expert who knows the material and transmits his knowledge, but the role of a facilitator who supports methodologically, organizationally, and emotionally the participants in the event. An effective form that allows us to collectively identify problems in the work of a particular organization and find solutions and accept them for implementation is a facilitation session. The model of a facilitation session can be taken as a basis when conducting teacher councils and seminars in teaching teams.

15:30 - Break

15:45 - Strategic planning session in an educational organization using management practices " TheWorldCafe", "Paradigm for Positive Change" and "Organization Development Day"

(A M Kryukova, S. S Ilyina)

Creating an organization development program that does not just take up space in the closet, but works. Conducting strategic planning sessions with teachers, parents, and students. Studying unique management practices for the collective creation of development programs, new projects, plans and increasing motivation among session participants to implement their plans.

17:00 - Design laboratory “Development of an algorithm for creating a development program and OOP”

(A.M. Kryukova, S.S. Ilyina)

17:40 - Reflective and methodological platform. Application of the Singaporean practice “Freezer-tag” and the semantic strategy “Alphabet”: meaningful reflection of the work during the first day of the seminar.

18:00 - Business dinner.

Second day

Excursion program

08:45 - Meeting in the hotel lobby

09:00 - Sightseeing tour of Sevastopol

09:00- Excursion around the territory of the Sapun Gora memorial complex

Sapun Mountain is one of the most sacred places in Crimea, which preserves the memory of the bloody battles for Sevastopol during the Great Patriotic War. Into a single memorial Complex There are walls with a long list of the names of heroes and the names of military units. They remind us of the time when soldiers and sailors gave their lives for the liberation of the city. Command post, pillboxes, trenches, dugouts, passages - everything is real, but frozen for centuries in eternal peace. On the scorched earth, once filled with fragments of bombs and shells, the townspeople built a park of trees - Crimean pines and acacias.

10:30 - Excursion along the historical boulevard. Here, in picturesque park, decorated with green spaces, the purest air smells fragrant, and historical monuments are frozen in time. In this memorial place, erected in honor of the honored heroes of the bastion and soldiers, there are a parapet, an armory courtyard and monuments to E.I. Totleben, soldiers of the 4th bastion.

11:30 - Visit to the panorama “Defense of Sevastopol 1854-1855.”

This is one of the largest panoramas in the world. Visitors will see relics associated with the names of defense leaders, admirals V.A. Kornilov and P.S. Nakhimov, General E.I. Totleben, as well as ordinary defenders of the city: awards, personal belongings, samples of weapons and uniforms, banners and ship models.

13:00 - Inkerman Vintage Wine Factory

The Inkerman plant is a historical place imbued with a special atmosphere. The wine cellars form an entire underground city, which occupies 55 thousand square meters. Many centuries ago there were stone workings here; today the main attractions of the cellars are oak rubble. The special aroma of the bottles in which wines are stored and the silence unusual for the human ear leaves an imprint on the taste of the drink.

Specialists who have dedicated many years to the plant will share stories about the history of winemaking, secrets and technologies for the production of Inkerman wines. The best of the drinks will be presented at a tasting, where everyone will be able to appreciate the taste and quality of natural INKERMAN wines, born in unique climatic conditions Crimea.

15:00 - Arrival at the hotel. Dinner

18:00 - Dinner

The third day

Experts A.M. Kryukova, S.S. Ilyina

09:00 - Coffee break

10:00 - Practical seminar “Modern management technologies in the activities of the head of an educational organization”

(A.M. Kryukova, S.S. Ilyina)

Project management. Effective launch of innovative projects in an educational organization. Gantt chart. Project planning according to deadlines and resources.

Technology in the work of a manager contributes to the greatest efficiency in his activities, namely, reducing costs to obtain the best results. Seminar participants in activity-based forms will become familiar with the possibilities of using specific management technologies at different stages of the management cycle.

11:30 - Coffee break

11:45 - Seminar “Motivation of teaching staff for innovative activities”

(A.M. Kryukova)

Motivational management. Experience in creating and implementing a management program to motivate teachers of MAOU - Gymnasium No. 47 of the city of Yekaterinburg to actively participate in innovative projects. Effective mechanisms for introducing professional standards for teachers. Model of a self-learning organization. Innovative model of methodological service as a resource for the development of public education. Effective forms increasing the professional competence of teachers.

12:15 - Workshop “Motivation of the teaching staff for the productive implementation of the Federal State Educational Standard at all levels of education”

(A.M. Kryukova)

Motivational profile of a teacher and educational organization (diagnostic tools). Enterprise architecture. Forming a team of like-minded people.

13:00 - Lunch

14:00 - Seminar session “Financial Management”

(S.S. Ilyina)

Regulatory framework for conducting financial activities of an educational organization. The procedure for preparing, agreeing and approving a plan for the financial and economic activities of a public organization. Organization of extra-budgetary activities of an educational organization. System of paid educational services.

14:40 - Project laboratory “Brand wheel” or “Checklist of paid educational services”

(S.S. Ilyina)

Project laboratory “Algorithm for creating PFCD”

(A.M. Kryukova)

15:30 - Break

15:45 - Project laboratory “Algorithm for creating PFCD”

(A.M. Kryukova)

Project laboratory “Brand wheel” or “Checklist of paid educational services”

(S.S. Ilyina)

17:00 - Reflective and methodological platform. Reception "Pedagogical cafe".

18:00 - Dinner

Fourth day

Experts A.M. Kryukova, S.S. Ilyina

09:00 - Coffee break

09:45 - Motivational “anchor”. Turning on and setting for the day

10:00 - Training “Time management in the work of the head of an educational organization”

(A.M. Kryukova, S.S. Ilyina)

Development of specific practical skills for effective planning, goal setting, and distribution of working time in accordance with the goals and values ​​of the organization. Efficient system operational management. Future-oriented. Goal orientation. Result-oriented. Solution oriented. Preparing a personal plan. Focus points. Algorithm for effective planning. Using a Kanban board in the work of the administrative team allows you to clearly and visually organize interaction on the implementation of specific planned tasks.

11:30 - Coffee break

12:00 - Workshop “Methods of collective planning”

(A.M. Kryukova, S.S. Ilyina)

Management practice "Open Space". Group planning methods: “Gallery of Ideas”, “Walt Disney Method”, “Creative Ideas Competition”.

13:00 - Lunch

14:00 - Practical seminar “Internal system for assessing the quality of an educational organization”

(A.M. Kryukova)

Purpose of the event:

give impetus to the dynamic development of the organization; to help the managers participating in the seminar start the new academic year in a new way, using new techniques to achieve the lowest costs and the best results.

Tasks:

• introduce the practical experience of educational organizations implementing the Federal State Educational Standard in pilot mode at all levels of secondary education;
• show ways of forming a team in a general education institution;
• provide an opportunity to improve the manager’s competencies;
• introduce new working technologies.

They talk about our events

Participation options

In-person participation	Absentee participation
Expert consultations	Participant's diploma, certificate of advanced training of the established form under the program of additional professional education (License No. 038541) and reporting documents (agreement, invoice, act) by letter via Russian Post
Communication with colleagues from different regions
Personalized diploma
Certificate of advanced training	Independent completion of tasks
Briefcase with presentation materials and souvenirs
Final materials: expert presentations, workbooks with practical and reference materials(sent as a link to electronic resources)
Video recording three days seminar lasting 20 hours
Photos taken by a professional photographer
Positive emotions and impressions
Excursion and entertainment program

Participants:

• will receive knowledge and applied tools for improving the organization’s management system;
• will increase their effectiveness in relation to basic management skills, which will lead the organization to the highest performance results;
• will acquire the skills to effectively develop and improve the development program and PEP of an educational organization, which will allow them to adjust existing development programs or create new, effective programs;
• learn how to diagnose the motivational profile of each employee and the organization as a whole in order to create a management program to motivate employees;
• will master effective techniques for working with subordinates, facilitating their active involvement in the activities of the organization;
• will master techniques for effectively organizing their time and creating a time management regime in the organization, which will help develop the skill of rational time management in terms of goals and values ​​and free up time for self-education and self-realization;
• learn how to effectively launch innovative projects and create a project team;
• conduct a self-diagnosis of their managerial competence and draw up a personal development plan;
• learn about modern methods of building a model of a self-learning organization, which will allow creating an effective model of methodological service in a public organization;
• learn to evaluate carefully and choose the most effective methods and forms of employee training, which will lead to a systematic increase in the professional competence of employees, and, consequently, to an increase in the quality of education in the organization;
• will receive tools for creating a system of internal, effective professional communications, since the more productive professional connections there are in an educational organization, the higher the level of performance of this organization;
• will increase information and legal competence on the issue of introducing and applying educational and professional standards, as well as financial competence in the context of PA financial management, which will help avoid mistakes in resolving legal and financial issues;
• find out effective mechanisms organizing extra-budgetary activities of institutions that contribute to the dynamic development of the organization and increasing the level of independence in decision-making on functioning;
• will master the procedure for developing and implementing a plan for organizing the application of professional standards in an educational organization, which will allow the effective launch of professional standards in the organization;
• will draw up an algorithm for creating a PFHD, which will be aimed at the harmonious development of the organization;
• will increase the competitiveness of the organization, which will help attract additional budget funds.