home Work and education The best school director is a former teacher, not an outside manager. What successful school principals do, and what unsuccessful ones don’t do. The role of the principal in mastering new things.

The best school director is a former teacher, not an outside manager. What successful school principals do, and what unsuccessful ones don’t do. The role of the principal in mastering new things.

UDC 316.354; 373.1 P-90

Puchkova Tatyana Egorovna

director of Nizhneolkhovskaya secondary school [email protected]

School director as an innovation manager educational institution(personnel aspect)

Annotation:

The article shows that the school director, acting as an innovation manager, faces interrelated problems: the impossibility of forming clear strategic goals for the innovative development of an educational institution and the lack of necessary human resources capable of implementing strategic objectives.

Keywords Keywords: educational system, secondary school, innovations in education, school principal.

In modern dynamic conditions, the problem of increasing the effectiveness of education through the development of innovative school management styles aimed at transferring it to a new qualitative state is urgent.

There is a need for effective ways to regulate the sociocultural space of a general education institution, to develop and implement new innovative technologies training. A general understanding is being formed in society that modern management activities should be carried out by a special type of leader - an innovative manager. It is no coincidence that the professional activity of a leader in the system general education becomes more and more creative, his ability to act adequately in situations with high degree uncertainty, make non-standard management decisions, overcome stereotypes, rethink your personal experience interactions with subordinates. But at the same time, today insufficient attention is paid to the analysis of the role of the high school principal in connection with the innovativeness of its teaching staff, which gives rise to the problem of “underutilization” of innovative resources in management educational institution.

Head teacher - executive, managing the school as an educational institution in accordance with its charter and the Law Russian Federation"About Education". It is to the director, according to job descriptions, is entrusted with ensuring the systematic educational (teaching and upbringing) and administrative and economic work of the institution. The director is a key figure in the management of a general education institution; it is he who makes decisions about the work of the school organization and creates the necessary moral, psychological, material, technical and other conditions for this, determines, together with the staff, the strategy, goals and objectives of functioning and development educational institution.

It should be noted that in addition to job responsibilities the activities of the school leader in each specific case are also characterized by his “role repertoire”, associated both with various types management actions, and with his work as a specialist (analyst, diagnostician, planner, designer, programmer, organizer, manager, leader, coordinator, teacher, researcher). The leading position of the school principal in innovative transformations of the educational process is very important.

The modern school principal must decide main task- ensure the advanced, innovative nature of education: set tasks that are important today and will become even more important tomorrow, and find ways to solve them. The director is the first person in the school, and this position obliges him to think strategically, be far-sighted, and work to create a perfect management system. This formulation of the question assumes that school principals are professional and skillful innovative managers.

For a manager to be effective, he must be able to: analyze the state of the team; understand the motives of behavior of your subordinates; encourage subordinates to work productively, stimulate them professional growth; create as much as possible favorable relations in a team for productive work; give tasks to subordinates so that they understand what is expected of them and strive to fulfill it; effectively supervise the work of subordinates; adequately assess your subordinates, their capabilities and

interests; prevent and resolve conflicts in the team; build business communication with subordinates in accordance with their individual characteristics and the situation. And this is not a complete list of personnel management work assigned to the director. The activities of a leader will be productive if effective management educational system as a developing sociocultural environment. Therefore, without a great team, he is nobody and nothing. Innovative ideas there will be a lot, but no one to do it. Therefore, the school director always gathers knowledgeable and understanding people around him and forms a cohesive team. The head of the school is responsible for personnel; he has the right to independently form staffing table. But the personnel training system and financial position schools do not encourage teachers to come to school. The school has the right to “order” future teachers for itself from a specialized university, draw up a special program for them, i.e., prepare people who will fit into this particular teaching staff, will be suitable for this particular school, but in order to competently form this social ordering also requires serious qualifications.

Teaching staff always have such scattered characteristics according to the main criteria, so it is difficult to gather those who understand and know who are suitable in character. The quality of a good director is the ability to create a creative team “out of what was already there.” So that everyone feels needed by the school, the director, society and, of course, themselves.

The study on this problem was carried out on the basis of secondary school No. 2 in Shchigry, Kursk region, schools No. 1, 2, 3, 5, 6 in Kurchatov, Kursk region, Amosovskaya secondary school in Medvensky district and Nizhneolkhovskaya secondary school in Khomutovsky district Kursk region. The method of collecting primary information is questionnaires. The survey was continuous. The achievement level for each school is about 90%.

In practice, we see that 60% of respondents have work experience in an educational institution for over 20 years, 23% of teachers have experience from 15 to 20 years, 10% - 10-15 years, and 3% have work experience of 5-10 years, and so on. teachers with work experience of up to 3 years. More than 65% of the school staff, taking into account the predominance of women, are people pre-retirement age(over 50 years old). And in rural areas there are more than 80% of them. It is generally difficult for older people to radically change their work style, as evidenced by the survey results. Results of responses to the question “Do you think that some of your ideas could significantly improve the educational environment in which you work?” look like this: 20% believe that they could significantly improve the teaching environment, 40% believe that they would rather be able to do this, 20% would rather not be able to do this, 5% responded that they would not be able to improve educational environment and 15% found it difficult to answer. When asked about the possibility of the “birth” of such an idea in the future, the answers were distributed as follows: 28% are confident that in the future they may have ideas that will positively change the environment in which they work, 65% consider the emergence of such ideas unlikely and 8 % excluded the possibility of such ideas. It follows from this that about % of the teaching staff of the school have a high level of orientation towards the implementation of innovative, transformative activities, as well as a readiness to change the existing socio-cultural environment of their educational institution. Teachers are ready to increase the effectiveness of developing the creative abilities of their students through inclusion in educational activities both types of work that are generally accepted, and types of work that stimulate creative activity child. But apart from preparedness, no real action is being taken. In particular, only a quarter of respondents gave their unconditional consent to the offer to participate in the development of a program for organizing the educational process. 20% agreed to give some advice and suggestions, another 20% agreed to take part as much as possible, which did not require much time. 17% expressed their doubts about the need for this work and 19% simply refused to take part in this. Thus, the teaching staff of a modern school is aimed at solving tactical tasks, which higher authorities set before them (and especially - set before them 20 years ago), but many of them are not able to independently set tasks for the future.

Although in small quantity, young staff are also coming to school, replacing retired veterans of school education. However, significant changes do not occur in them either. Firstly, a young teacher immediately encounters resistance from “experienced” colleagues who want to live as usual and do not want to change anything. Secondly, young teachers are very vulnerable: when they come to school, they find themselves faced with a huge number of problems, the solution of which requires skills that they simply do not have. And not always young specialist there is a mentor to whom you can turn for help and take the “young fighter course.”

In our opinion, when organizing work with the teaching staff in order to form an innovative socio-cultural environment of an educational institution, the director must rely on the mission of the institution. The director sets the standards for work at the school and lays down the core values on which all activities of the educational institution are based. What the school will be like depends on his views, position, and personality. But today school principals are forced to work in a situation of uncertainty: there are no clear guidelines for activities, strategic goals development of school education are not justified. In particular, the state in its program documents focuses the development of the general education system on individualization, on the formation of practical skills and fundamental abilities, and, at the same time, sets the task of providing quality education that meets the requirements of innovative economic development, the modern needs of society and every citizen. But there is no explanation as to how this is interconnected. Therefore, if the director even tries to set goals for the future, he has no idea what the future of the school is like. social institution, in which direction it is moving. In most cases, school directors are, in principle, unable to develop a strategy for the development of their institution, and even if they could do this, they would be forced to do it with their “eyes closed.”

Thus, on the one hand, the school director, acting as an innovation manager, today is not able to fully determine the strategic objectives of the development of his educational institution. This explains the lack of opportunities to unite the teaching staff around general idea. On the other hand, the existing human resources are not able to fully implement strategic plans your director. It is this contradiction that is the main constraint today. innovative development schools, factor.

The national educational initiative “Our New School” states that the role of the principal in the new school will change: the degree of freedom and level of responsibility should increase. Why is this important and what needs improvement in the system of advanced training for directors, he told RIA Novosti in an interview Chief Editor magazine "School Director" Konstantin Ushakov.

Konstantin Mikhailovich, today directors are increasingly perceived as managers and less as teachers. What tasks should a school director solve?

The main task of the head of any organization, including the school director, is the integration and training of staff. A good director should, whenever possible, hire the best, and train those who are already working.

Today there is a lot of talk about competencies and cross-curricular skills of students, but they are not developed within the framework of one subject, they are the result of group efforts, and a group needs to be created. School groups are mostly divided, each teacher deals only with his own subject. And if anyone can solve the problems posed, it is the director.

- What prevents directors from working with their teams?

The director simply does not have the strength to do this. He is too busy with other work: meetings once or twice a week, countless letters that must be answered daily to higher authorities, inspections.

The director has enormous powers by law, but there is no opportunity to implement them. The pendulum should swing in the other direction - increasing the real powers and greater independence of the first person of the school. The director should work more with the team. But he needs more time for this.

- Should the director teach?

I’m not sure that the director should be a model in this regard. This is simply impossible if your teaching load is small and half of the hours of it are replaced - the directors are constantly asking for different meetings. Hold high level professionalism in such conditions is difficult.

The ability to teach adults is a completely different technique, and this seems to me more important. This is the first skill and the first ability by which future directors should be selected.

- They don’t teach “directors” anywhere; they can only improve their qualifications through courses. Is this system effective?

It seems to me that we have a big gap between the advanced training system and the school. You can say as many beautiful things as you like that the students will like, but the result of the course teacher’s work should not be a high level of satisfaction for the students, but what will happen to them when they return to school. Courses are not “responsible” for their final results.

- How can you track the results - whether the director has learned the knowledge or not?

There should be an intermediate school support service that would provide assistance, especially at the organizational level - consultation.

We lack technologies for diagnosing organizational problems. Organizations, like people, get sick, and illnesses need to be diagnosed. But this is almost impossible to do from the inside, and only an outside specialist can say what exactly is wrong in the school and what can be improved in its work.

For example, the disease of team disintegration is when each teacher is confined within the walls of his office and is occupied only with his subject. This problem can only be noticed by an “outside” person. But there are no tools for this kind of diagnosis, no organizational consultants. There are few of them in business either.

Methodologists from regional advanced training institutes can provide assistance in a particular subject, but they do not solve organizational problems.

Of course, the work is expensive and requires special qualifications. Without federal, regional, and municipal support, these structures will not exist - schools are not able to pay specialists for this kind of consulting assistance.

The Our New School initiative states that principals should have the opportunity to study in regions neighboring their own. Are such internships useful?

Internships are a big step up from what they used to be, when it seemed that the more teachers and principals listened to lectures, the better. But the effect is not noticeable, and the understanding comes that lectures are not the most effective method working with teachers. Professionals learn best from professionals.

But building a good internship is not so easy technologically - and this is the next stage of work. Throughout the world, where success has been achieved in the field of education, it is believed that the most effective professional development is on site, namely at school. And going somewhere is a holiday that is good only on rare occasions.

- Is it worth inviting an outside manager to the position of director?

Management techniques, regardless of their field, are generally the same. Yes, in the 90s, outsiders became directors, but there are few such examples. Still, it is difficult to lead an organization without understanding its context and the peculiarities of its structure. When a person goes through all the stages from below (from teacher to head teacher and director), he understands the essence of what is happening more accurately and deeply.

The material was prepared by Elena Kuznetsova (SU-HSE), especially for RIA Novosti

The principal is a key figure in the school. And success in a school depends on who runs it. Today, when school principals work in conditions market economy, they are required to take many important daily management decisions- from finding ways to make money to finding ways to improve the quality of education. The question arises - who is he, an effective leader of a modern school?

A good director will definitely achieve independent accounting and full regulatory funding for their educational institution. He will definitely develop a remuneration system, but with his own individual school characteristics. He will definitely create or initiate the emergence of some kind of public governing body (for example, a good parent committee), and find sponsors.

For development innovation activity The school requires the director to have competent, skillful knowledge of new technologies. Only when the director understands from his own experience how important and convenient it is to use modern technologies in their work, then this will become an indispensable condition for changing the attitude in the development of these technologies by the team.

An effective leader of a modern school must keep up with the times: set tasks that are important today and that will become even more important tomorrow, and, most importantly, be able to find ways to solve them.

A modern director knows how to work with a child, with parents and the teaching staff. To do this, he must be a teacher and organizer, possess legal and economic knowledge. Must take care of the role of the teacher in his team, contribute to the improvement of teachers’ qualifications, and create conditions for the development of their creative abilities. To create comfortable learning conditions at school, he needs knowledge of pedagogy, psychology, and various techniques. Teaching work, despite the heavy workload, is necessary because... it helps in strengthening relationships with teachers and students.

The school director must have certain personal qualities that ensure the success of management activities. These are tolerance, tact, good manners, internal harmony, optimism.

It is obligatory for a leader to have his emotional

balance and stress resistance. A leader must control his emotions regardless of his mood and always be positive.

A modern director must care about the prestige of the school. These are various district and regional competitions, conferences, seminars, master classes, connections with society. If possible, enable the school to be an experimental platform in certain areas and organize international student exchanges. Its future depends on how well the school is heard.

The psychological climate at school plays an important role. The director monitors teacher-student interpersonal relationships. Students should consider school a “second home” and teachers as their mentors and friends. The manager should organize a special break room for teachers and children.

Of course, being a modern director is not easy. Only strong, integral, creative, talented, honest, clever man may hold such a position.

Prepared by:

Maksimishina Oksana Sergeevna,

Deputy Director for Educational Work, Geography Teacher of KSU "Incomplete" high school No. 31"

city of Petropavlovsk, North Kazakhstan region

The role of the head (director) in the management of a modern school.

The head of the school (school director) is a key figure in the field of education, determining the success of the implementation of ongoing changes in education. According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who has such qualities as: competence; communication skills; attentive attitude towards subordinates; courage in decision making; ability to solve problems creatively.

An effective school leader (director) is:

creative person capable of overcoming stereotypes and finding unconventional ways to solve problems facing the school, creating and using innovative management technologies;

a person who constantly works on himself, on his professional and personal qualities;

a strategist who sees the development of his school for several years ahead;

a person who inspires the teaching staff with his example.

Director of the Leadership Research Center at the Institute of Education, University of London, Professor Alma Harris, believes that there are many skills and competencies that a modern school leader (principal) must possess, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and assume that he can understand some issues better than him.

IN last years Significant changes are taking place in Kazakhstani schools. The educational process is being saturated with modern educational, technological equipment, teaching aids and educational complexes.

IN educational process Innovative educational technologies are being introduced, not at the level of replacing individual parts, but at the level of conceptual changes, requiring the training of qualified teachers of a new generation.

Schoolchildren of the 21st century are significantly different in development from schoolchildren of the twentieth century. Under these conditions, the functions and role of the school leader (director) change significantly. On the one hand, a school director is an effective manager, since today a school director has to perform a lot of management functions - budget management, interaction with the public, interaction with senior management, etc. The skills of managing an organization are becoming more and more important every day, and the director has no time to deal with pedagogy.

Peter Drucker, the founder of modern management, based on many years of observations, came to a paradoxical conclusion: “strong professionals”, excellent specialists in their field, extremely rarely become good leaders. This is due to the fact that management is completely special kind professional activity, the result of which is directly related to a person’s personal effectiveness.

On the other hand, within the framework of great freedom, the director of a modern school, in addition to management theory, must understand modern educational paradigms, priorities, and promising educational technologies.

Many experts believe that it does not matter what education a school director has, but he must have teaching experience: “Any school director must “stand at the bench”, at the blackboard in the classroom - have teaching experience. Otherwise he will not be able to be an effective school principal. Maybe he will be able to manage the school budget well, but he will not be a school director, in the real sense of the word.”

Professor Alma Harris, director of the Center for Leadership Studies at the Institute of Education, University of London, shares a similar point of view: “Modern principals need to be able to manage their schools effectively, efficiently and intelligently. But for a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of quality teaching practice. The director must be able to do everything himself in this situation.”

In practice, when a director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of educational technologies. According to a number of researchers, today there are four main types of school leaders (directors):

“democratic business executive”;

"democratic leader"

At the same time, two of them are most often encountered: “authoritarian business executive” and “authoritarian leader,” the most popular of which is “authoritarian business executive.”

Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is only possible ideally. Close to it are the original schools, where the director himself is a generator of innovation. According to experts, “the personal example and personal relationships that the director builds are key. Great manager, no loving people, an excellent manager who was not a teacher cannot lead a school.”

For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. At the same time, this can be achieved through self-education. In all cases, appropriate motivation is needed: personal ambitions (I’m no worse than others), the desire to make a career (the soldier who doesn’t want to become a general is bad), school patriotism (my school is better), the desire to earn money (if you work better, you get more).

In modern times, the head (school director) is a coordinator, a social builder, a bearer of everything new, progressive and democratic. Based on various management principles, the manager uses an individual approach to teachers in his work, taking into account a person-centric approach.

One of the options for a human-centric approach to the socio-psychological and cultural-ethical aspects of management is Dale Carnegie’s system, which he outlined in his famous 10 rules:

1. Start with praise and sincere recognition of the dignity of your interlocutor.

2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless because it puts you on the defensive.

3.Talk about your own mistakes first, and then criticize your interlocutor.

4. Ask your interlocutor questions instead of ordering him something.

5.Give people the opportunity to save their prestige.

6. Be generous with praise.

7.Create for people good reputation, which they will strive to preserve and justify.

8. Encourage. Give the impression that mistakes are easy to correct, make everything you encourage people to do seem easy to them.

9. Make sure that people enjoy doing what you want.

10.Give people the opportunity to save face.

“Effective manager” is a conventional concept that denotes an ideal manager who knows the basic principles of management theory, is able to effectively implement them in practice, and is characterized by high professional competence. Effective leader in modern society someone who knows how to correctly pose and solve problems.

There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, you need to learn to manage yourself, because “the ability to manage is different for all people, but those who know how to manage themselves, their actions and decisions successfully manage others.”

References:

Bolshakov A.S. Management. Tutorial. - St. Petersburg: Publishing House "Peter", 2000. - 160 p.

Intra-school management: Issues of theory and practice. Ed. T.I. Shamova. - M., 1991. - p. 352

Isaev I. F. School as a pedagogical system: Fundamentals of management. - M.; Belgorod, 1997. - p. 286

Kustobaeva E. Managerial culture of the director: adequate self-assessment. Public education. - 2002. - No. 1.

Pedagogy. Ed. P.I. Pidkasistogo. - M., 1998. - p. 452

Managing a modern school: A manual for the school director. Ed. M. M. Potashnik. - M., 1992. - p. 298

Polyakova Yulia Vladimirovna

“I believe that the qualities of a manager

must be judged by how well he can

organize a large number of people and

how effectively can he achieve

the best results from each of them,

merging into a single whole."

A. Morita

School in the traditions of all times, different nations was always the center of attention. Its successful operation largely depends on who manages it. Currently, the role of the school director, who must be able not only to organize the educational process, but also to make it cost-effective, is becoming especially relevant. Today, when school principals work in a market economy, they are required to make many important management decisions every day - from finding ways to make money to finding ways to improve the quality of education. The question arises - who is he, an effective leader of a modern school?

Based on materials from the press conference “On the way to a new school. The role of the director in the modernization of general education":

I.I. Kalina, Deputy Minister of Education and Science of the Russian Federation: “the key figure in a school is the school director, who gathers teachers and creates conditions for effective work.”

ME AND. Kuzminov emphasized that “personal example and personal relationships that the director builds are key. An excellent manager who does not love people, an excellent manager who is not a teacher, cannot lead a school.”

N.N. Pryanishnikov: “being a school director is much more difficult than being a leader modern business: fewer resources, more tasks

K.M. Ushakov: one of the main tasks of the director is “to develop the mission of the organization and make it personal matter everyone,” because pedagogical work is not possible without awareness of the mission.

Modern requirements for education are changing the position of the school principal as a manager. Now we need knowledge of financial management and school economics. To do this, you need to have strategic thinking, but also have a good knowledge of the educational process. The combination of these qualities will improve the quality of education, which is the main task of a modern school.

To develop innovative activities in a school, the director needs to have competent, skillful knowledge of new technologies. Only when the director understands from his own experience how important and convenient it is to use modern technologies in his work, then this will become an indispensable condition for changing the attitude in the development of these technologies by the team.

An effective leader of a modern school solves the main task - to ensure the proactive nature of education: to set tasks that are important today and that will become even more important tomorrow, and, most importantly, to be able to find ways to solve them.

School management is necessary not only for effective personnel management, coordinating their activities in achieving goals, objectives, decisions, but also for organizing control and analysis of their implementation. In the context of rapidly implementing changes in education, one must be well aware of their essence and nature, legal support, changes legislative framework regulating education. For effective changes in education, the school principal is a key figure. Fate depends on his ability to accept and implement the basic ideas of modernization Russian education and, ultimately, the future of Russia.

The director manages the child, parents and teaching staff. To do this, he must be a teacher and organizer, possess legal and economic knowledge. Must take care of the role of the teacher in his team, contribute to the improvement of teachers’ qualifications, and create conditions for the development of their creative abilities. To create comfortable learning conditions at school, he needs knowledge of pedagogy, psychology, and various techniques. Teaching work, despite the heavy workload, is necessary because... it helps in strengthening relationships with teachers and students.

Also, any manager must have special personal qualities that ensure the success of management activities. The effectiveness of the school depends on the style of management of the team. The personal qualities of a leader are revealed in the management style. For a manager, by developing and improving his personal qualities, changing his leadership style, he can increase the efficiency of the educational institution.

The professional competence of a school leader today, more than ever before, includes managerial, pedagogical, communication, diagnostic and research qualities; the effectiveness of his work is determined by the level of formation of professional knowledge and skills, the degree of development of professionally significant personal qualities, which are necessary for the implementation of management functions to achieve the intended goals.

One of the essential personality traits of a leader is self-confidence. The leader knows everything, knows everything, can do it! And if he doesn’t know, he’ll find out, find a way out, and be able to. What does a confident leader mean to a subordinate? This is, first of all, that in a difficult situation you can rely on such a leader; with such a leader it is easier to think about tomorrow, it gives a certain psychological comfort, provides and increases motivation to work.

It is obligatory for a leader to have his emotional

balance and stress resistance. A leader must control his emotional manifestations. He is constantly surrounded by people, and with all of them, regardless of his mood and personal disposition, he must be on equal terms, business relationship. In addition, emotional imbalance can reduce a person’s self-confidence, and thereby his business activity.

There are few people who are born leaders, talented leaders. But it is possible to become like this - if only you had the desire, the desire for knowledge, the use of new technologies, the ability to work, and most importantly, tolerance towards others. A wise leader understands that the main thing he has is his subordinates. He gives preference to them over other people. A leader achieves anything only thanks to his subordinates. And therefore, one of the main tasks of a leader’s effectiveness is the ability to understand people, their knowledge, and character traits. “Management is about developing, influencing people,” Lawrence Eppley, president of the American Management Association, said many years ago. There is nothing more to add to this.