Creation of a quality management system for education in a general education school. Management of the quality of education in an educational institution Concepts, goals, tools Moscow Center for the Quality of Education Ivanov D.A.

2 Seminar Topic 2. 2. The system of intra-school management of the quality of education. Issues for discussion: 1. Internal control as a guarantee of creating a quality education system. 2. Designing the structure of intra-school quality management. 3. Functions of intraschool control. Stages of intraschool control. 4. Model of the system of intraschool control. 5. The main directions of intraschool control. 6. Employee incentive system. 7. Objects and methods for evaluating the results of the school. 8. External evaluation of the work of the school. 9. Pattern of influence common functions control over the quality of the end result. Complete the task: 1. Write an essay on the topic "Quality management of education based on information technology", make a presentation and make a presentation at the seminar.

3 For quality management, you need: means (tools) of management and measurement (assessment) of quality; control system (specialized links); management motives (interest); purpose; use of the result of management (recognition of the need and the benefits of its implementation).

4 CONTROL SYSTEM is a set of actions necessary to influence the control object and ensure its movement in the direction of the goal.

51. Forecasting and planning the quality of education, anticipating trends in its change. 2. Organization of the functioning of the education quality management system, specialization of functions, their distribution, consolidation and implementation. 3. Quality control of education in terms of its potential, process and result. 4. Regulation of quality, ensuring the conformity and harmony of its characteristics. 5. Quality assessment, determination of its level and opportunities for improvement. 6. Study of the quality of education in the field of causes and sources of its formation, critical factors, limitations, negative influences, priorities. 7. Motivation for providing and improving the quality of education. The main functions of education quality management E. M. Korotkov

6 Specific functions of education quality management Quality management of teaching staff. Student quality management. Education technology quality management. Management of information and methodological support Quality management of material technical support. Quality management of education infrastructure. Educational program quality management.

7 When forming a quality management system, it is important to take into account four factors: 1. external conditions for quality assurance, 2. the quality potential that the educational institution has, 3. the process of quality formation, 4. the quality of the result of education.

81. Orientation of all activities of the educational institution to the goal of education, reflecting the needs on the satisfaction of which the competitiveness of the university depends. 2. Continuous improvement and quality improvement of all processes educational activities. 3. Ensuring the participation of the entire teaching staff of the educational institution, as well as students in solving problems of the quality of education. 4. Building a quality management system with the centralization of the main functions and tasks of improving the quality of education (principle of the first person). 5. Creation of a system of motivation for the quality of education for both teachers and students. 6. Development and use of modern technologies for the quality of education. 7. Creation of a system for monitoring the quality of education based on objective indicators of the state of quality and assessment of trends in its change. 8. Establishing the conformity of the quality of education with the mission and purpose of education in society. 9. Formation of information support for education quality management. 10. Research and forecasting of trends in the quality of education and the need for a new quality. 11. Unification of the terminological apparatus of the quality of education, which allows for a comparative analysis of the level and characteristics of quality.

9 Intraschool management of the quality of education provides for a combination of program-targeted management with a focus on the development of self-assessment, self-control and self-government in the teaching staff. Intra-school management of the quality of education is a new management approach designed to eliminate the inconsistency, inadequacy of the results of the educational activities of the school with realities information society, the essence of which is to provide all participants in the educational process with objective management information about the quality of school education in order to resolve and overcome the identified contradictions and problems of educational practice. Quality management of education is a special management, organized and aimed at achieving not any, not random, not just better than before, not those that will turn out by themselves, but quite certain, predicted in advance with the possible degree of accuracy, the results of education, and the goals (results) must be predicted operationally in the zone of potential development of the student (graduate), that is, we are always talking about the highest, possible for a particular student, optimal results.

10 The main provisions that make up the theoretical and methodological basis of intra-school management of the quality of education: 1) intra-school management of the quality of education is subordinate in relation to the management of the school as an educational system; 2) the system of intra-school management of the quality of education, being primary, is organizationally and functionally included in a system of a higher order (regional, territorial); 3) the main life cycle, within which intraschool management of the quality of education is effective, is the academic year; 4) management of the quality of education - a modern management approach designed to eliminate the discrepancy between the results of the educational activities of the school and the realities of the information society.

13. You can manage the object that has a purposeful procedural nature. What is the object of control

17 Quality policy Resources that ensure quality Expertise Diagnostics, assessment of the quality of education Preventive and corrective measures to improve the quality Monitoring operations of the quality of education

192 1 43 Planning organization Management management control5 Goal analysis Information Support management decision

21 How do you understand the essence of the concept of “intra-school education quality management” The education quality management system is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of mechanisms for assessing and controlling quality The education quality management system is an organized intra-school control and planning of the school's work on education quality issues The quality management system is a set of organizational structure, methods, processes and resources necessary for the implementation of general quality management

24 Implementation of the mission, goals and objectives of the development program Organizational culture of the educational institution, aimed at supporting the strategy of the educational institution Social partnership New approaches to the system of assessing the quality of education. The essence of the result. Social order: successful graduate control External and internal expertise

15% of deviations in quality depends on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming

27 It is recommended to use in the development of the Educational Quality Management System The principles of the theory of Quality Management by the American Edward Deming

28 Consistency with the capabilities of the MA Evaluation of barriers and failures. Clear distribution of powers and responsibilities The concept of integrated quality management

30 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Overall effect Average value Satisfaction of the student's personally important expectations with the qualitative performance of tasks 1, 13 a space that allows organizing the student's self-education in accordance with his abilities 0.84 Direct influence of the teacher through direct teaching instructions 0.82 Intensification (inclusion of additional programs, increasing the pace of passing programs) 0.72 Domestic factors (living conditions, influence of parents) 0, 67 Presence of feedback and remedial support (learning outcomes that trigger special assistance) 0.65 Paper combining 180,000 studies published by the University of Auckland

31 Studies that determine the effectiveness and quality of impact on education Strength of effect Attitude towards learning 0.61 Classroom environment (favorable atmosphere, support, high degree expectations from the student) 0.56 Formation of goals (goals formed in joint activities with the teacher as the student's own learning objectives) 0.52 Equitable tutoring (successful students help the weak) 0.50 Teacher training (teaching new methods) 0.49 Parental involvement 0.46 Homework 0.43 Survey - exam (with provided that it helps students think about what they are learning) 0,

32 Education quality management is the management of the quality of the educational process and other types of activities that ensure the formation of competencies of trainees of educational institutions. Each educational institution, depending on the goals set in the field of quality and available resources, chooses its own organizational structure of the quality system. Quality Service Functions: planning the quality of account. process, conducting monitoring studies, developing preventive and corrective measures, developing documentation for the IC, etc. The activities of the service are regulated by: the Charter, the position of service, orders and orders of the director, orders and instructive documents of the Ministry of Education and Science of the Russian Federation, etc.

33 Options for building an organizational structure for managing the quality of education of the educational institution Council for the quality of education under the director of the educational institution Deputy director of the educational institution for the quality of education Education quality service of the educational institution Education quality laboratory of the educational institution Education quality department of the educational institution

34 Development of a draft policy of the educational institution in the field of education quality Development and maintenance of documentation of the SC of the educational institution measurement of measurable characteristics of the quality of education and methods for their measurement Organization of work to improve quality: planning, collection and analysis of information, monitoring and control operations, etc.

36 What types of activities are covered by the intra-school education quality management system Analysis of the quality of education (subject, supra-subject results, personal development) Work processes for quality management Information support for management decisions on the problems of improving the quality of education; Implementation of the quality policy: . quality planning educational process; organization of work to improve quality; development of preventive and corrective measures; Examination of a diagnostician, assessment of the quality of education A system for improving the professional competence of teaching staff Material and educational and methodological support for images. process Carrying out various monitoring operations of the quality of education

37 Education quality management work processes Content of work processes Education quality analysis Analysis: — HSC; — Final certification; — External control; - Comparative analysis of external and internal control - Conditions that ensure the educational process (quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions for achieving the planned result, including the use of resources to achieve it

38 Organization of work to ensure the quality of education Creation of conditions necessary to ensure the quality of education (personnel, educational and methodological, material and technical, financial) Activities for studying the personality of the child, identifying the abilities of schoolchildren of all age groups(Individual assessment of the capabilities and abilities of children, diagnostics of professional orientation, etc.), Areas of activity for the development of the professional competence of a teacher (systemic-activity approach, new approaches to assessing educational achievements, etc.) Motivation of all participants in the educational process for its quality Activities for the organization of preventive and corrective measures Creation of a system of measures to track and stimulate improvement Clear distribution of powers and responsibilities in the organization of quality assurance work. Organization of work on quality control Development of criteria and indicators for examination and evaluation. Development of control and measuring materials, etc. Activities for the organization of the HSC Organization of work to determine the measured parameters of the characteristics of the quality of the educational process Preparation of documents reflecting the records of quality assessment Preparation of documents reflecting the records of the assessment of the quality of education Normative consolidation of procedures for assessing, collecting, storing data about the quality of education, etc.

39 Monitoring the quality of education Determine and include in the HQ the necessary types of monitoring for the identified indicators Determine the subjects of monitoring (consumers of information) and possible forms of providing information to them Determine the frequency of monitoring, appoint those responsible for its collection, storage, processing and analysis. Information support of management - the progress of schoolchildren and the level of academic performance; — the competitiveness of schoolchildren in terms of studying at universities, participation in olympiads — satisfaction of schoolchildren with curricula; — teaching effectiveness; - the composition of schoolchildren and its analysis; - available teaching resources and their cost, etc. Management decisions Determination of information flows necessary for making a management decision on the quality of education Determination of a specific object of management influence and certain executors and those responsible for its implementation;

41 Critical factors for improving the quality of education (based on an international study of 25 best school systems) Attracting strong candidates to the teaching profession Candidate selection mechanism Annual professional development courses Each teacher should be provided with all available materials, knowledge, abilities to improve the child's level Implementation of processes that guarantee quality improvement

42 Updating the system of training and advanced training of personnel Development of public participation in the evaluation of the results of the teacher's activities

44 Complete the task and answer the questions: Describe the management system for the development of teachers at school What analytical information do you use at school to assess the quality of education and make managerial decisions Describe the structure, activities and evaluation of the effectiveness of the intra-school education quality management system.

45 literature. Practical recommendations for the choice of a typical model of the education quality management system for universities and digesters St. Petersburg State Electrotechnical University LETI. Electrotechnical University "LETI" .) 2005. Monitoring of general educational achievements of graduates of the basic school Polivanova K. N. Kasprzhak A. G. Venger A. L. M. 2006 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya. Dymarskaya et al. M. 2007

What is the difference between an administrator and a manager? AdministratorManager Supervises the fulfillment of their duties by employees Controls the compliance of actions with the existing norm Manages people and maintains the existing functioning Complies with the established financing scheme Creates a vision for the future product, result Defines the purpose, goals and objectives of the organization Creates an organizational structure to achieve the goals of the organization Motivates staff, etc. Defines strategy, manages processes and their changes Allocates resources to maintain efficient operation Maintains the required workflow

Management is: Management is a kind of professional activity. Management is a kind of professional activity. The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization Objects of management - processes - activities. Control objects - processes - activities.

Management (continued): Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). Today, this understanding of management activities has become the most widespread in the world.

Evolution of the concept of quality in economics Compliance of the result with the standard developed by the manufacturer External control (inspection) of the parameters of the result Disadvantages of the model: 1. Inspection is the enemy of the manufacturer 2. Does the standard (product) satisfy the consumer's expectations?? Model 1 Compliance with the application (expectations, customer needs) Continuous improvement and self-control of each process Feedback from the customer Model 2 Compliance with latent needs - meeting the needs of the customer before he realizes these needs Model 3

Quality is: Orientation to the consumer (products, services, results) Orientation to the consumer (products, services, results) Fairness - equality in access to education Fairness - equality in access to education Leading role of management (quality development strategy) Leading role of management (strategy quality development) Continuous improvement of products, services, results required by the consumer Continuous improvement of products, services, results necessary for the consumer Involvement of all employees in achieving goals in accordance with the development strategy Involving all employees in achieving goals in accordance with the development strategy Continuous improvement of employees' activities to achieve the goals of the organization Continuous improving the activities of employees to achieve the goals of the organization Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effectiveness effective functioning) Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effective functioning) Not external control, but internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them Not external control , and internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them

Quality-summary: Quality is not equal to the standard Quality is not equal to the standard Quality = self-improvement and creation of organizational conditions Quality = self-improvement and creation of organizational conditions Quality - the ability of an organization to achieve the result required by the consumer (society) Quality - the property of an organization to achieve the result required by the consumer (society) Quality - the ability of an organization to determine the development trend and respond to a customer demand that has not yet been formulated Quality is the ability of an organization to determine a development trend and respond to a customer demand that has not yet been formulated

What is the specificity of quality in education? Who and how determines the result? In what form should the result be formulated so that it can satisfy the consumer? Who are the consumers of the educational result? How to determine what consumers need? In what areas can the consumer use the result? Does it matter how you achieve results? In the presentation and application of the educational result (product)

The quality of education is: Social order: An agreement on the requirements for educational results (including the results of research) between: Government Society Employers Academic community of universities Student Parents Development program Transformation of these requirements into the mission, goals and objectives of an educational institution Organization conditions Creation of conditions and their improvement to achieve educational results determined in accordance with the social order - implementation of the Program Internal and external examination of the intra-school quality management system, educational conditions (satisfaction of parents, students and teachers) and educational results

Challenges to human education from the side of modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Focus on basic democratic values Focus on basic democratic values Self-reliance in solving problems, initiative, responsibility for the result Independence in solving problems, initiative, responsibility for the result Tolerant behavior in a multicultural, pluralistic society Tolerant behavior in a multicultural, pluralistic society

Quality management in education - ensuring and developing quality (state level) At the level of state policy - determining the main priorities in achieving the required educational results At the level of state policy - determining the main priorities in achieving the required educational results Independence of schools (budget, changes in the content of education, use means of achieving it, public administration, lack of government inspection) Autonomy of schools (budget, changes in the content of education, use of means to achieve it, public administration, lack of government inspection) Identifying key competencies required young man for his successful socialization in a given society (competence-based graduate model) Determination of the key competencies necessary for a young person for his successful socialization in a given society (competency-based graduate model) is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives . is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives.

US educational policy 1. Access to education for the majority of citizens, regardless of their social position belonging to a racial or ethnic group. 2. Education should contribute to the reform of society. 3. Education should contribute to the preparation of the political, academic and scientific elite. 4. Education should promote self-improvement and finding one's own life path. (Gunnar Mirdal Education. In the book: America: people and country. M., PPP (prose, poetry, journalism), 1993)

Development of the quality of education in educational institutions Quality of education in educational institutions Analysis of the initial state in the field of education quality. Decision on transformations Development of a philosophy, mission in accordance with the social order Coordination of educational goals and priorities (teachers, parents, students) Development of an implementation program and criteria for evaluating results Creating conditions for the implementation of the mission and goals (way of life, pedagogical technologies, organization of the educational etc.) Internal expertise of activities to develop the quality of education

Education quality system in educational institutions General strategy for the implementation of the social order Public and state administration Mission and goals (educational results) Pedagogical principles Pedagogical technologies Methods and procedures for evaluating results Approaches to teaching different categories of children School way (school and class - living space Improving pedagogical competence Cooperation with parents Social partnership Internal and external expertise

What ensures the educational result of a student in the education quality management system? Mission, goals (competency model of the student) General pedagogical principles Educational outcome Teaching, teacher activities (methods) Organization of the educational process Evaluation of educational results Formation of social order Internal and external expertise Improving the competence of the teaching staff School, class as a living space public administration(independence, autonomy of schools) Cooperation with parents external environment)

Public Administration School independent organization on the “educational services market” (excluded inspections) School independent organization on the “educational services market” (excluded inspections) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment”, high school students) Governing councils (administration , parents, representatives of municipalities, teachers, "people from the external environment", high school students) Participation in decision-making on key issues of organization of the educational process Participation in decision-making on key issues of organization of the educational process The idea of an independent, responsible and active school (any organization of education) is the core and strategic direction of the development of education quality assurance systems in developed countries.

Civic School “Only a civic school, in which parents and teachers, on the basis of common fundamental beliefs, within the framework of goals binding on the whole society, form a specific pedagogical program, is able to meet the requirements of education focused on values and learning achievements in a pluralistic society.” Frank Rüdiger Yach

Strategic Change Management Framework for Educational Quality Management Student Achievements What are we? What are we striving for? What else should we try to achieve? Are we starting to change? What are the results? What have we achieved? What are our new activities? What should we do for this? The main issues of internal examination (evaluation)

Concept - development strategy: Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Values (pedagogical philosophy) - the basis for choosing a given final product Values (pedagogical philosophy) - the basis for choosing a given final product Problem - reveals a social contradiction Problem - reveals a social contradiction Goals - specific new educational results of students Goals - specific new educational results of students Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results

Implementation program Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Tasks - actions and intermediate results necessary for effective achievement goals: Tasks - actions and intermediate results necessary for the effective achievement of the goals set: change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, way of school life change in pedagogical principles and technologies, forms of organization of the educational process, motivation system , competence of the teaching staff, the way of school life, changes in the management system of the school ( new structure management; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Stages of achieving goals with their results Stages of achieving goals with their results etc.) Risk assessment (personnel, economic, etc.) The first step in the implementation of the concept The first step in the implementation of the concept

Formation of a social order: Formation of a mechanism for determining a social order: Formation of a mechanism for determining a social order: Determination of trends in the development of a socio-economic system Determination of trends in the development of a socio-economic system Accounting for global trends in the development of education Accounting for global trends in the development of education Determining the needs of consumers in learning outcomes Determining the needs of consumers in learning outcomes Determination of qualities and skills (competences) that meet these needs - results of national and international studies (PISA) Determination of qualities and skills (competences) that meet these needs - results of national and international studies (PISA) "Agreement" between all interested parties regarding requirements for educational outcomes: students and their parents, teachers, employers, the academic community, civil institutions "Agreement" between all stakeholders parties regarding the requirements for educational outcomes: students and their parents, teachers, employers, academia, civic institutions

Mission, key idea Examples - how not to formulate: Creative learning based on the methodology of system dynamics, as a new educational practice, ... Creative learning based on the methodology of system dynamics, as a new educational practice, ... How to formulate: How to formulate: Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) ) To ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Creation of an educational developmental environment that provides independent choice, search for information, problem solving, generation of knowledge, responsibility for the result, setting personally significant goals Creation of an educational developmental environment that provides independent choice, search for information, solving problems, generating knowledge, responsibility for the result, setting personally significant goals Formation of natural scientific thinking as a methodology for scientific explanation Formation of natural scientific thinking as a methodology for scientific explanation

Educational goals How to formulate goals correctly? Informatization of the educational environment Building a new model Building a new model of the educational environment of the educational environment Stimulate motivation Stimulate the motivation of students Frequently used verbs: develop, activate, prepare, provide, increase, continue, organize, improve, etc. The ability to highlight facts, assessments, interpretations in the text Explain the reasons physical phenomenon(describe, put forward hypotheses, use models, etc.) Analyze and summarize information Set goals and formulate tasks (correctly) Harmonious personality Developing personality type Teach physics Develop logic Independent intellectual As a means: Non-specific educational outcome: As a specific educational diagnosable outcome: (wrong)

Pedagogical principles and approaches to learning: Education for life (personal, professional, public) Education for life (personal, professional, public) Teaching based on one's own motivation and responsibility Teaching based on one's own motivation and responsibility based on their experience and meaningful action Not the transfer of knowledge, but its generation to students on the basis of their experience and meaningful action Creation of a developmental environment that encourages students to search, research, problem solving, communication and self-determination Creation of a developmental environment that encourages students to search, explore, solve problems, communication and self-determination Involvement in independent activities that meet the interests of students Inclusion in independent activities that satisfy the interests of students Taking into account the individual interests, abilities and characteristics of students Taking into account the individual interests, abilities and characteristics of the student xia Continuous support for the weak and help them reach the highest possible level Constant support for the weak and help them reach the highest possible level

Positions of an adult in the educational process Teacher Teacher Curator (solution social problems) Curator (solution of social problems) Tutor Tutor Psychologist Psychologist Special teacher (work with those who are lagging behind) Special teacher (work with those who are lagging behind) Assistant (works in the classroom with the teacher) Assistant (works in the classroom with the teacher) Master Master Nurse (health prevention ) Nurse (health prevention)

Improving the competence of a teacher to achieve the stated educational results Organization of the conditions for professional communication of teachers within the framework of methodical work in OU: Organization of conditions for professional communication of teachers within the framework of methodological work in OU: Collective and group forms: Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, school of excellence, practical conference, methodical exhibition, methodical marathon, methodical association, panorama of pedagogical ideas, pedagogical fair, business game, skill competition, teacher conference, experimental groups, young master school Individual forms: Interview, introspection, consultation, self-education, course preparation, author's work, creative portrait, research work, training, presentation of author's pedagogical technology, author's school, mentoring, postgraduate, internship

Key competencies Competent - having the ability to strength, power, skill, knowledge, etc. (to do what is required) Competent - sufficient, adequate (Oxford Dictionary) Competence - Ability Skill Knowledge Necessary to achieve the required result Key competencies - qualities, abilities, skills necessary for every person in his professional, personal and social life in modern society Key competencies are those skills that can be applied in situations that cannot be predicted in advance regarding future tasks and the knowledge and skills necessary to solve them.

Types of key competencies Communication (participation in a discussion, working with information, understanding texts, writing texts, speaking) Communication (participating in a discussion, working with information, understanding texts, writing texts, speaking) Operations with numbers (Regarding the interpretation of numerical information, performing calculations and presentation of conclusions and conclusions.These competencies are needed when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Operations with numbers (Regarding the interpretation of numerical information, making calculations and presenting conclusions and conclusions. These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Information Technology(These competencies will be required when using a computer to find information needed by a client or to implement a project, develop methods for solving a problem, construct tables and graphs, write letters or reports). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Improving Learning Ability and Performance (Related to Human Resources Management, Career Development and Learning Ability) Improving Learning Ability and Performance (Related to Human Resource Management, Career Development and Learning Ability) Problem Solving (These competencies are required in problems at work, in training or in personal life, when various methods of finding solutions are used and the effectiveness of these methods is tested.(Cambridge and RSA Examinations 2000) when various methods of finding solutions are used and the effectiveness of the application of these methods is checked.(Cambridge and RSA Examinations 2000) Oxford - Cambridge model of core competencies (2000):

Types of key competencies (continued) Austrian model: Competences in specific areas of activity - language and communication, creativity and design, people and society, health and movement, nature and technology. Social competencies - the ability and willingness to take responsibility, the ability to communicate, the ability to work in a team, the ability to resolve conflicts, the ability to adapt, the ability to understand others, contact, etc. Personal competence - the development of one's own abilities, knowledge of one's strengths and weaknesses and willingness to learn and test yourself in new situations. German model: Subject competencies Competence of methods (ability to learn) Personal competencies Social competencies By type of activity: Scientific (research) Pedagogical Managerial Expert Engineering, etc.

A new house of learning (the focus of innovative programs, innovative technologies on the development of competencies) Subject competence Competence of methods Social competence Personal competence Work and learning based on one's own motivation and responsibility Possible educational work Organizational forms Work by eras (in the immersion system) Work in groups, by stages Projects, educational research activities Work according to an individual curriculum Work according to weekly plan Production of educational products Reports / Communication Requesting and searching for information from different sources (learning and asking) Training of teaching methods Teamwork Communication training Key competencies

Modern pedagogical technologies Project method - purpose - to teach different types of competencies: Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations with his age) Teach the student to plan and implement work (in accordance with his age) Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently look for ways to achieve goals, implement them and transfer learn how to find ways to achieve goals on your own, implement them and transfer this experience to other situations Learn to develop and test your capabilities and understand their limits Learn to develop and test your capabilities and understand their limits Learn to identify existing tensions and conflicts and look for ways to solve them Learn to identify existing tensions and conflicts and look for ways to solve them Learn to collect the right information, systematize it, critically evaluate it and use it Learn to collect the right information , systematize it, critically evaluate it and use it Teach how to conduct a business discussion in order to be able to express and argue one’s point of view To teach purposefully, individually and in a group, to participate in events and influence them in a decisive way

Teacher Competence What should a teacher be able to do using the design method? 1. Be able to design (know the design methodology) 2. Be able to organize independent design activities of students 3. Be able to organize group work 4. Be able to teach different skills (communicative, research, reflective, etc.) 5. Be able to be a partner, consultant, organizer student activities 6. Be able to appreciate the contribution of each to the final product The teacher must be able to do everything that he teaches students

Competence of the teacher What should the teacher provide in the project form of organization of students' activities? Self-selection students (topics, level of difficulty of the task, forms and methods of work, etc.) Independent choice by students (topics, level of complexity of the task, forms and methods of work, etc.) academic work, planning their activities (independent implementation of various types of work, during which the formation of skills, concepts, ideas takes place); Independent study work, planning one's own activities (independent implementation of various types of work, during which skills, concepts, ideas are formed); Awareness of the purpose of the work and responsibility for the result Awareness of the purpose of the work and responsibility for the result Realization of the individual interests of students Realization of the individual interests of students Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results) reflective discussion of the results) Formation of concepts and organization of one’s actions on their basis Formation of concepts and organization of one’s actions on their basis Use of an assessment system adequate to the required educational results (criteria assessment, portfolio, achievement diary, student’s success map, etc.) Use of an assessment system adequate to the required educational results (criteria-based assessment, portfolio, achievement diary, student success card, etc.) Demonstration of one’s competent behavior Demonstration of one’s competent behavior

Evaluation of educational results - competencies Essay (point score according to levels of achievement - A, B, C, D, E of the required indicators - reasoning, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Essay (point assessment by levels of achievement - A, B, C, D, E of the required indicators - argumentation, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Project protection - report - reflection of the results and work process Protection project - report - reflection of the results and process of work Portfolio (collection of student work - his achievements - evaluated in points) Portfolio (collection of student work - his achievements - evaluated in points) Expert assessments of specific activities and behavior according to known criteria through observation Expert assessments of specific activities and behavior according to known criteria through observation. Test tasks that allow fix the level of achievement of skill (competence) For example, PISA Test tasks that allow you to fix the level of achievement of skill (competence) For example, PISA Different types of exams Different types of exams

Expertise as: Expertise (French Expertise, from Latin Expertus - experienced) - the study by experts of any issues, the solution of which requires special knowledge in the field of science, technology, art, etc. (TSB, 1978, vol. 30, p. 9). “Evaluation is a comparison of the valued with the equivalent as a measure of the valued. The presence of an equivalent as a measure of what is being assessed is the most important factor that distinguishes the process of assessment from the process of cognition. (Gorbunova T.I. Expertise as an assessment human activity and its results.) Study Evaluation

Internal expertise Carried out by an expert group consisting of: teachers, parents, students, administration (on an elective basis) The following main areas of school life are analyzed: The following main areas of school life are analyzed: management - the presence of an idea and strategy, as well as the involvement in its implementation of the majority of members of the teaching staff Content of education - results - social order Content of education - results - social order Evaluation system - corresponds to the results Evaluation system - corresponds to the results Organization of the educational process Organization of the educational process Increasing competence teachers - mastering new methods, forms of professional communication Increasing the competence of teachers - mastering new methods, forms of professional communication Working with parents work with parents Way of life of the school Way of life of the school Social partnership (interaction with the external environment) Social partnership (interaction with the external environment)

Internal expertise (continued) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of parents with what happens to their children at school is analyzed. what happens to their children at school Tools: specially designed questionnaires, interviews, observation

It is also important to measure the quality of education to ensure the satisfaction of the individual with their educational preparation. Moreover, the quality of education makes it possible to ascertain to what extent the rights of a person to receive an education corresponding to the world level are ensured.

Quality is the normative level that the product of education must meet. It is generally accepted that in this category the social order of society for the educational activities of an educational institution is embodied.

It should be noted that the quality of education is not only a RESULT, but also a CONDITION and a PROCESS.

The quality of education includes:

Quality of the final results

The quality of the educational process

Condition quality

The quality of norms and goals

Students in the educational process study the system of knowledge from different scientific fields and the result of this process is the development of scientific knowledge by them. But the level of this development is different, i.e. with different set of properties.

We single out three main qualities of knowledge.

The first quality is systematic knowledge.

(facts → concepts → laws → theory → consequences and applications).

The second quality is the effectiveness of knowledge.

The third quality is the strength of knowledge

Assessment of the quality of the educational process is based on the following criteria:

Criteria for the quality of the content of the educational process;

Quality criterion of educational technologies.

The quality criterion of the content of the educational process can be represented by a number of indicators, which, in turn, are grouped according to the levels of representation of the content of education. These levels are:

Invariant level; (fundamental content,)

Variable level;

Personal level.

Assessment of the quality of conditions

In assessing the quality of education, an important role is played by the assessment of the quality of the conditions of the educational process, among which the leading place is occupied by managerial conditions.

Assessment of management conditions involves tracking the final results of management and identifying the effectiveness of types of management activities: motivational-targeted, information-analytical, planning and prognostic, organizational and executive, control and adjustment and evaluation and performance activities.

In addition, personnel conditions, scientific and methodological conditions, psychological conditions, etc., should be subject to qualitative assessment.

44. Education quality management

Practical experience in the implementation of education quality management systems in developed European countries allows us to identify the main stages of management:

1. Designing school education quality management systems

(ShS UKO) and education quality management planning - the formation of normative, organizational, methodological and instrumental

basis for carrying out activities to achieve the required quality).

2. Education quality management is a process of quality formation, which is a set of systematic actions to study the needs of customers of educational services, develop and implement basic and additional educational programs, provision of resources.

3. Monitoring of processes and correction - the process of assessing and comparing the achieved level of quality with the target, providing feedback from all interested parties, making adjustments to the activities and management system.

Thus, education quality management is a continuous closed process consisting of interrelated and interdependent elements.

The purpose of creating an education quality management system in an educational institution is to provide the necessary conditions for providing quality educational service meeting the needs and expectations of consumers.

In addition, a quality management system is necessary for a modern educational institution for:

 increase the efficiency of the educational process in achieving the requirements set by state educational standards;

 development of a creative and active atmosphere in the institution, activation

professional activities of employees;

 improvements in the overall management system in general educational institution;

 optimization of financial, resource and personnel support of the educational process;

 increase the competitiveness of a general education institution;

 creation of modern safe conditions for educational activities;

 Ensuring broad public participation in the management of the educational institution.

The functions of the UCO loop are:

 determination of the criteria basis for the quality of education in an educational institution;

 preparation of analytical reports and public reports on the quality of education in the EI;

 stimulation of innovative processes in an educational institution

to maintain and continuously improve the quality of education;

 determination of directions for the development of an educational institution, advanced training of teaching staff.

All possible objects of the UCO loop can be conditionally divided into three

The first group includes those objects that must be identified and established by the management of the MA:

 policy in the field of education quality;  organizational structure;

 maintaining contacts with external expert organizations, which include the licensing and accrediting body, institutions that carry out external audit of the quality of education, associations of experts and individual experts, etc.

The second group - objects related to the design, planning, content and organization of educational and work processes:

 educational programs of educational institutions (basic and additional);  curricula and programs;  forms, methods, technologies of teaching;  extracurricular activities.

The third group includes elements related to resources and evaluation of the result:

 keeping records and control of quality documentation;

Provision of educational activities (legal, organizational and administrative, financial, material and technical, personnel, etc.);

 education quality assessment system.

Management of the sample pr-som.1. Theoretical level - an idea of the reverse pr-se as a system, its driving forces and patterns. The role of the hand-la: knows the theory of arr-nogo pr-sa .; Provides assistance to students in the development of knowledge about the obr-nom pr-se. The role of the teacher Masters knowledge in the field of EP theory. The role of the student Gradually accumulates knowledge about the pr-se of his own teaching and the pr-th .2. project level plan and curricula The role of the leader 1. leads the collective activity of teachers in the development of the school component of the account. plan, familiarization with school plan, studying uch. programs, textbooks. The role of the teacher 1. Participates in the development of the school component of the curriculum. 2. Selects and studies curricula. The role of the student Makes a choice of additional. obr-tion, profile. Declares his own needs .3. the level of creation of a project of a specific sample project in the form of its planning for the academic year, topic, separate lesson Supervisor's Role 1. Organizes teachers' planning activities. 2. Encourages teachers for long-term planning of the EP in the form technological map. The role of the teacher Makes plans for a sample project for the academic year, topic, lesson. The role of the student Participates in the planning of the EP in the development of training sessions. Expresses his wishes. 4. real pr-sa level The role of the leader 1. studies the course of the sample project at school. 2. Carries out an analysis of the sample pr-sa, evaluates its results. 3. Plans the development of a sample project at the school. The role of the teacher 1. implements a sample pr-s in the classroom. 2.reflexes its ped. activity. 3. Builds a development program for his ped. activities. The role of the student Actively participates in all stages of the training session. Reflects its educational and cognitive activity.

To date, many countries of the world (Russia is no exception) have formed the main policy directions regarding the assessment of education. They began to create certain standards that should be applied in the process of developing educational programs. Thus, these norms served as the main tool for determining the target areas of education and the formation of an educational space.

The concept of quality

This article fully examines the concept of education quality, its essence and fundamental features. To begin with, it is necessary to define what the concept of quality means in the general sense of the word. The quality of education is what's happened?

The most striking interpretation of this term is the definition of quality as a combination of a number of properties, characteristics, features of products, certain categories of goods, services, materials or works that fully serve as a determining factor in relation to their ability to meet the needs and demands of society and suitability for their own purpose. as well as the requirements. The considered measure of compliance is formed on the basis of specific standards, contracts or agreements. It is important to note that the creation of this measure can also take place in close connection with the needs of the population or its specific segments. How to correlate this concept with the educational category?

The quality of education

The quality of education is the most important component of the social sphere, which absolutely accurately determines the state, as well as the effectiveness of the educational process in society, the degree of its compliance with the needs and even expectations of society (and its various groups, in particular) in terms of the development and creation of both civil and professional competencies of a person as personality. It is important to note that the indicator under consideration, in the process of detailed analysis, is divided into smaller ones, each of which is able to fully characterize one of the aspects of the educational activities of an educational institution. Among these, the main ones are:

The content of the educational process.
Methodology developed in relation to the norms of training.
Forms of education.
Material and technical base.
The composition of the personnel structure.

Absolute and relative concept of quality

It is important to note that the concept of quality ( the quality of education is a very important indicator) are often assigned various, as a rule, contradictory meanings. The fact is that the analysis can be carried out both in absolute and in relative order. Thus, the absolute concept implies a demonstration of superiority and a certain status, which naturally has a beneficial effect on the image of an educational institution.

The relative concept does not perceive quality as an attribute of an educational service and can be considered in two aspects: as compliance with a certain state standard or as compliance with the preferences of service consumers. It should be added that the first aspect reflects the point of view of the manufacturer, and the second is interconnected with consumer views. However, often the opinion of the manufacturer is not equivalent to the opinion of the consumer, therefore, it is customary to consider the issue of the quality of education by one or another educational institution from two sides.

Complex indicator

Monitoring the quality of education indicates that the analyzed indicator is endowed with a complex character. In accordance with this fact, it would be advisable to rewrite its main aspects:

Interrelation of the purpose of training and result.
Ensuring the absolute satisfaction of society with certain educational services.
Decent level of knowledge and skills; beneficial development of the personality - mental, moral and, of course, physical.
Providing all the conditions for a healthy self-esteem of the individual, his self-government, as well as self-certification.
The formation of a variety of cultural environments for education in terms of political culture, spiritual enrichment and, of course, the readiness of a person to fully live in modern society, and so on.

The concept of monitoring

In accordance with the above aspects, it can be defined as a system of continuous collection of information about its most significant properties, its subsequent qualitative processing, analysis and, of course, interpretation, which is necessary to provide the field of education and society as a whole with reliable, complete and classified by levels. application of information on the compliance of processes, as well as the results of educational activities with certain standards, on current changes and relevant forecasts. main goal formation of a monitoring system is to improve the quality of educational services.

Education quality management through monitoring has a number of advantages and disadvantages, but in order to eliminate the latter, it is only necessary to provide all conditions effective implementation this event. The main ones among them are the following:

Applying a systematic approach.
Collection of quantitative and qualitative methods in one set.
Competent interpretation of information obtained as a result of monitoring.
Using only high quality tools.
Assistance from the administrative bodies in the methodological and, of course, material terms.

Monitoring as the main condition for the quality of education and its types

It is important to note that the classification of monitoring can be based on various factors: the purpose of its implementation, key functions, the scope of information use, and others. The most popular is the division of monitoring types in accordance with their functions. In this way, the quality of education (it the most important component of the social sphere) is regulated by monitoring the following types:

Information monitoring.
Diagnostic monitoring.
Comparative monitoring.
predictive monitoring.

It is important to note that the use of the presented types of monitoring in its pure form is quite rare. Thus, today such an event as conducting a comprehensive monitoring, which competently combines all the above elements, has become popular.

Education quality management

The concept of monitoring discussed above is directly related to the management of the quality of education, which should be understood as a certain system of both strategic and operational decisions (and then actions), the implementation of which takes place in a planned manner. It is aimed at full provision, significant improvement, strict control, as well as a competent assessment of the quality of educational processes or services.

It is important to note that in almost every country (Russia is no exception) there is a continuous operation that ensures and controls the implementation of the above operations. This subject of the educational process is engaged in additional questions, among which, for example, the planning of the educational process and the accompanying assessment of factors that reduce the quality of education. Among these factors, some defects of an internal or external nature can be distinguished.

Quality of education and school

To date quality of education at school determined by the following factors:

Mathematization of educational processes.
Creation of historical consciousness.
Continuous teaching of the native language and the history of the state.
Education of the individual as a patriot of his country (in accordance with the national culture and language).
Formation of a real defender of the Fatherland (for guys).
The education of absolute respect for work, because labor itself is the main condition for the growth of the individual in a creative way.
Installation on the harmonious development of man in relation to creativity.
Improving the quality of vocational education.

Quality of education and university

In the system of modern higher education The main indicators of its impeccable quality are:

Absolute compliance of the structure of curricula with the requirements of customers, which can be, for example, the state, business or individual, as well as rooted educational standards.
High degree of satisfaction of interested parties (for example, employers or students) with the quality of education.
A high degree of satisfaction with their activities of employees of a higher educational institution.
A beneficial effect on society, raising the level of culture in the general sense of the word.

Ways to improve the quality of education

Today - the most important task, because the well-being of this or that country depends on the productivity of its implementation. Thus, the most significant conditions for its achievement are the following points:

Activation of educational standards of the state, as well as the basic plan of the learning process.
Optimization various types load of students (psychological, physical and, of course, educational).
If necessary, provide training according to an individual program.
Development of distance education system.
State support for schools for gifted individuals.
Formation state system regarding the assessment of the quality of the educational process.
A significant strengthening of the role of disciplines that can ensure the socialization of students, and so on.

1 Intra-school education quality management system in an educational institution: design, assessment Moscow Center for Education Quality Poroshinskaya L.G year 1

America had war heroes in the 1940s; in the 1960s, astronauts were role models. Nowadays, quality professionals should be considered heroes, since their contribution to future development and prosperity may be even greater than the outstanding personalities of the past. "J. Harrington, 1990" Quality management in American companies» 2

3 Public policy in the field of education should guarantee the necessary conditions for a full-fledged quality education, to take into account the interests and abilities of the individual, to ensure the achievement of a competitive level for all levels of education “The quality of Russian education is a key aspect of its development strategy” -A. Fursenko Quality education is a resource for the sustainable development of society. The quality of life and the quality of education are the main guidelines for the policy of UNESCO and the UN The Berlin Declaration (d) defines what should ensure the national system of education quality assurance

4 TRENDS IN THE SPHERE OF EDUCATIONAL QUALITY ASSURANCE TRENDS IN THE SPHERE OF EDUCATIONAL QUALITY ASSURANCE Development of uniform criteria and standards of education quality Development of uniform criteria and standards of education quality Creation and development of national systems of accreditation of educational programs of European countries Creation and development of national systems of accreditation of educational programs of European countries countries Building quality management systems for the educational process based on the principles of quality management Building quality management systems for the educational process based on the principles of quality management various models quality systems, including the requirements of International Standards Development and implementation of QC OS on the basis of various models of the quality system, including the requirements of International Standards. process and its districts on the basis of the certification and accreditation system for internal. self-assessment of the educational institution The transfer of the center of gravity from the procedures of external quality control will form. process and its districts on the basis of the certification and accreditation system for internal. self-assessment of the educational institution

6 To manage means, first of all, to purposefully influence all components of the managed system in order to achieve predetermined results. In other words, the management of an organization as a process includes people, material, financial and other resources. Administration - the style of activity of any body, official, characterized mainly by the publication of directive acts, orders, orders. Leadership is the impact on people, the purpose of which is for them to do quality work, in accordance with the standard, i.e. to manage people but not resources

7 The purpose of management is to change the existing conditions (processes, mechanisms) to achieve the set goals - new results Objects of management - processes of activity Management goals (idea, idea, mission, strategy) - which set the vision of future results, the purpose of the organization, the content of its activities. The main management functions are: analysis, planning (setting strategic goals, development of a development program, implementation plan), organization (distribution of powers, consolidation of joint activities, staff motivation) and control.

Planning organization Management management control 5 Analysis 5 Goal analysis

13 How do you understand the essence of the concept of “intra-school education quality management” The education quality management system is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of quality assessment and control mechanisms. The education quality management system is an organized intra-school control and planning of the school's work on education quality issues. The quality management system is a set of organizational structure, methods, processes and resources necessary for the implementation of general quality management.

14 Management of the educational process information about the progress of the process Indicators of the educational process Indicators of the educational result Consumer satisfaction Resources Main activity of the process control consumer result Control points of the process correction input Scheme of the educational process

15 What ensures the educational result of a student in the quality management system Organization of the educational process Improving the competence of teachers Educational, methodological and material and technical resources Public administration Independence and openness of the educational institution Implementation of the mission, goals and objectives of the development program Organizational culture of the educational institution aimed at maintaining the strategy Educational institution Social partnership New approaches to the system of assessing the quality of education The essence of the result Social order: a successful graduate control External and internal expertise

16 New accents in the assessment system Transition from assessment as a control tool to assessment as a tool for managing the quality of education Transition from stating assessment to formative, programming self-development of a student, teacher, school

The intra-school education quality management system is a mechanism for internal education quality assurance in general. The requirements for the national education quality system are determined by directives and quality standards in the European Region and can be considered as basic for educational institutions When developing an intra-school quality management model, it is recommended to use: PRACTICAL RECOMMENDATIONS ON THE CHOICE OF A TYPICAL MODEL OF THE QUALITY MANAGEMENT SYSTEM OF EDUCATION FOR HIGHER EDUCATIONAL INSTITUTIONS AND SSUZES" (Federal Agency for Education 15% of deviations in quality depend on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming 15% of the deviations in quality depend on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming 18

19 the concept of total quality management (Totel Quality Control), proposed by Armand Feigenbaum-Methods for improving the quality of a person, proposed by Klaus Möller: Basic principles of AQI: Joseph M. Jurana "Quality Management Handbook" Recommended for use in the development of an Educational Quality Management System Recommended for use in development Quality Management Systems in Education Principles of the Theory of Quality Management by American Edward Deming

20 Process Control Basics Definition desired result measuring the "input" and "output" of the process; Focus on process steps, resources and evaluation Focus on decision-making Consistency with MA capabilities Evaluation of barriers and failures Clear distribution of powers and responsibilities TQM concept

21 Factors determining the success of educational institutions (European Commission studies) Financial independence High level of autonomy of educational institutions High level of competition within the system High level of management in educational institutions High level of education quality control

22 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Overall effect Average value Satisfaction of the student's personally important expectations with the qualitative performance of tasks 1.13 a space that allows organizing the student's self-education in accordance with his capabilities 0.84 The direct influence of the teacher through direct teaching instructions 0.82 Intensification (inclusion of additional programs, increasing the pace of passing programs) 0.72 Domestic factors (living conditions, influence of parents) 0, 67 Presence of feedback and remedial support (performance that triggers special assistance) 0.65 Research paper published by the University of Auckland

23 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Attitude towards learning 0.61 Classroom environment (favorable atmosphere, support, high expectations from the student) 0.56 Formation of goals (goals formed in joint activities with the teacher, as their own learning objectives student) 0.52 Peer-to-peer tutoring (successful students help the weak) 0.50 Teacher development (teaching new methods) 0.49 Parent involvement 0.46 Homework 0.43 Quiz-exam (provided it helps students think studied) 0.41

24 Education quality management is the quality management of the educational process and other types of activities that ensure the formation of competencies of trainees of educational institutions. Each educational institution, depending on the goals set in the field of quality and available resources, chooses its own organizational structure of the quality system. Quality Service Functions: planning the quality of account. process, conducting monitoring studies, developing preventive and corrective measures, developing documentation for the IC, etc. The activities of the service are regulated by: the Charter, the position of service, orders and orders of the director, orders and instructive documents of the Ministry of Education and Science of the Russian Federation, etc.

25 Options for building an organizational structure for managing the quality of education of the educational institution Council for the quality of education under the director of the educational institution Deputy director of the educational institution for the quality of education Educational quality service of the educational institution Educational quality laboratory of the educational institution Educational quality department of the educational institution

26 Tasks of the education quality service of the educational institution Development and implementation of the organizational and functional structure of the SC of the educational institution Conducting internal audits and self-assessment of the educational institution of the SC of the educational institution Preparation of proposals for the administration to improve the quality of education in the educational institution Determination of the measurable characteristics of the quality of education and methods for their measurement Organization of work to improve the quality : planning, collection and analysis of information, monitoring and control operations, etc.

28 What types of activities are covered by the intra-school education quality management system Analysis of the quality of education (subject, supra-subject results, personal development) Work processes for quality management Information support for management decisions on the problems of improving the quality of education; Implementation of the quality policy:. planning the quality of the educational process; organization of work to improve quality; development of preventive and corrective measures; Expertise diagnostics, assessment of the quality of education A system for improving the professional competence of teaching staff Material and educational and methodological support for images. process Carrying out various monitoring operations of the quality of education

29 Education quality management work processes Content of work processes Education quality analysis Analysis: - HSC; - Final certification; - External control; - Comparative analysis of external and internal control - Conditions that ensure the educational process (quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions for achieving the planned result, including the use of resources to achieve it

30 Organization of work to ensure the quality of education Creation of conditions necessary to ensure the quality of education (personnel, educational and methodological, material and technical, financial) Activities for studying the personality of the child, identifying the abilities of schoolchildren of all age groups (Individual assessment of the capabilities and abilities of children, diagnostics of professional orientation, etc.), Directions of activity for the development of the professional competence of the teacher (systematic - activity approach, new approaches to the assessment of educational achievements, etc.) Motivation of all participants in the educational process for its quality Activities for the organization of preventive and corrective measures Creation of a system measures for tracking and stimulating improvement clear distribution of powers, responsibilities in the organization of work to ensure quality. Organization of work on quality control Development of criteria and indicators for examination and evaluation. Development of control and measuring materials, etc. Activities for the organization of the HSC Organization of work to determine the measured parameters of the characteristics of the quality of the educational process Preparation of documents reflecting the records of quality assessment Preparation of documents reflecting the records of the assessment of the quality of education Normative consolidation of procedures for assessing, collecting, storing data about the quality of education, etc.

31 Monitoring the quality of education Determine and include in the HQ the necessary types of monitoring for the identified indicators Determine the subjects of monitoring (consumers of information) and possible forms of providing information to them Determine the frequency of monitoring, appoint those responsible for its collection, storage, processing and analysis. Information support of management - the progress of schoolchildren and the level of academic performance; - competitiveness of schoolchildren in terms of studying at universities, participation in olympiads - satisfaction of schoolchildren with curricula; - teaching effectiveness; - composition of schoolchildren and its analysis; - available teaching resources and their cost, etc. Management decisions Determination of information flows necessary for making a management decision on the quality of education Determination of a specific object of management influence and certain executors and those responsible for its implementation;

32 The quality of the education system cannot be higher than the quality of the teachers working in it! The only way to improve learning outcomes is to improve the quality of teaching! Conditions for improving teaching - a mechanism for improving teaching Results of an international study of the factors of successful schools (McKinsey, 2007) The role of the quality of teacher performance

33 Every child should have access to highly qualified teaching Effective preparation teachers Must be the “right people” Factors critical to improving the quality of education (based on an international survey of 25 best school systems) Attracting strong candidates to the teaching profession Candidate selection mechanism Annual professional development courses Each teacher should be provided with all available materials, knowledge, abilities to improve the child's level Implementation of processes that guarantee quality improvement

34 Areas of activity for the formation of a new formation of teachers Using the mechanisms of the Priority national project“Education” to identify and support the best teachers A new system for confirming the level of teacher professionalism Development of a professional standard for teacher activity in line with a competency-based approach teachers

36 Complete the task and answer the questions: Describe the management system for the development of teachers at school What analytical information do you use at school to assess the quality of education and make managerial decisions Describe the structure, activities and evaluation of the effectiveness of the intra-school education quality management system.

37 Literature Practical recommendations for the choice of a typical model of the education quality management system for universities and custody of St. Petersburg State Electrotechnical University "LETI. St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya. Dymarskaya et al. M. 2007 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya.