There are various approaches to describing the principles of constructing education quality management systems, but in general they are united by one idea - such a description should be based on a general conceptual management model.

Management in a broad sense is understood as the function of complexly organized systems (biological, technical, social), ensuring the preservation of their structure, maintenance of the mode of functioning and sustainable development, the implementation of the goals of the system. Management is an attribute of exclusively social systems; it exists only in organizations.

Management in the narrow sense is called the organizational structures and administrative bodies that carry out management functions. In the interests of effective management, it is necessary to clearly define the structure of the management system and the interconnection of its links. In the general case, the solution to this problem is assigned to the so-called structural management. In addition, it is necessary to define and form such characteristics of the system and its subsystems so that they are able to perform their target functions. This is achieved through parametric control. The solution of situational management tasks associated with the system's reactions to changes in the external and internal environment lies in the zone of the so-called situational management. When management is built taking into account the development trends of the system and its environment and (or) is aimed at eliminating (compensating) possible adverse consequences, then it can be called proactive, anticipatory.

The general control scheme can be presented in the following form (Fig. 6.2).

Rice. 6.2.

Any control can be considered as the interaction of the control (subject of control) and controlled (control object) subsystems, as a result of which the control object passes from some initial state to the desired final state. Each of the states of the control object is described by a specific set of measured characteristics (indicators), and the control task can be described by changing the states of the object - the values ​​of these indicators or the formation of new characteristics of the control object (giving it new qualitative properties). Moreover, even if the initial and final states of the object coincide, this can be considered as a special case of control aimed at maintaining a stable state of the object. Thus, the management always has control object which is described by some set of properties(characteristics) defining it condition(initial, final, intermediate), management program as a way of transferring an object from one state to another and subject of management, which forms and implements this program. The nature of any control system remains unchanged. relationship: the control subsystem has a purposeful effect on the controlled subsystem, and these influences are received (perceived) by the latter. This conclusion is in good agreement with the well-known statement of the "father" of cybernetics, Norbert Wiener, who argued that control is the sending of messages that effectively influence the behavior of their recipient.

It is possible to formulate a list of conditions, in the absence of which there can be no talk at all about any management, including the management of the quality of education.

• 1. This is the presence of a clearly formulated management goal and the criteria for achieving it, determined before the start of the management process.
• 2. Availability of reliable information about the state of the control object at any stage of the management cycle.
• 3. The ability to measure indicators of the state of the control object at any stage of the management cycle.
• 4. Availability of a certain list of alternative options for achieving management goals - methods of implementing a management program and a formalized method for constructing and enumerating these alternatives.
• 5. The possibility of a sufficiently complete assessment of the consequences of the implementation of each of the alternatives, including from the point of view of its compliance or non-compliance with the goals and existing restrictions.

Transfer from general definition management to the concept of quality management implies the identification of the specifics of the control and controlled systems, as well as the control impact.

This is how GOST 150 9000: 2011 defines the concepts of "management" and "quality management".

Management: The coordinated activity of directing and directing an organization.

Quality management: The coordinated activity of directing and controlling an organization in relation to quality.

Management system: A system for developing policies and objectives, and achieving these objectives.

Quality management system: A management system for the direction and control of an organization in relation to quality.

The ISO 9000 series also distinguishes between quality planning, quality assurance, quality management and quality improvement.

Quality planning: part of quality management, aimed at setting quality objectives and defining the necessary operational processes life cycle products and related resources to achieve quality objectives.

In fact, quality planning is a description of the desired result (the final state of the control object), which is the goal of control, as well as all fixed intermediate states and resources necessary for the transition. A typical example of planning the quality of education is the development of the Federal State Educational Standard, and at the level of an educational organization - development programs, road maps, etc.

Quality Assurance: The part of quality management aimed at creating confidence that quality requirements will be met.

Quality assurance refers to all types of activities planned for implementation within the framework of the quality management system (management program), which determine the possibility and conditions for imparting the required quality characteristics to the management object. Quality assurance in relation to education is the development of a set of necessary measures to achieve education quality indicators at the level of requirements established in educational standards, other regulatory documents, as well as consumer requirements. The elements of the quality assurance system are the development of educational programs, qualification requirements to teachers, the content of certification procedures, the distribution of responsibility and authority, the organization of interaction, etc.

Quality management: The part of quality management focused on fulfilling quality requirements.

Quality management is methods and activities of an operational nature aimed at the successful implementation of an educational program, regulation and control educational process, timely elimination of inconsistencies and deviations of the process.

The main difference between quality management and quality assurance is that the latter means building an expedient management system, and the first is its effective functioning. Quality management involves the active influence of the control subsystem on the control object, leading to a change in its state. Therefore, it can be considered an active way of influencing quality.

Thus, education quality management should be understood as a purposeful and continuous impact on the processes and conditions of educational activity, ensuring the achievement of educational results that best meet the needs of various groups of consumers.

Quality improvement: Part of quality management that aims to increase the ability to meet quality requirements.

In fact, these are all actions for planning, ensuring and managing quality, performed at a new stage (cycle) of management to achieve higher values ​​of quality indicators of processes and (or) results of educational activities, increase customer satisfaction, reduce costs (increase efficiency) and elimination of the causes of the identified inconsistencies.

It is impossible to achieve perfection in such a complex kind of activity as education at once. This can only be achieved through a long series of improvements spanning all stages of the process. The principle of continuous improvement - whether a product, a service, a technology, or an employee's behavior - has become so firmly established in the daily practice of the best organizations today that some researchers, with good reason, write about the need to develop a "habit of improvement" in staff.

For the effective organization of the process of managing the quality of education, it is necessary that the main categories of management are clearly defined, which make it possible to better understand and organize the whole process.

The goal of management is to achieve the required level of education quality. It is about what set of properties and what level of quality should be set, and then achieved so that this set and this level meet the established requirements to the maximum extent.

The subject of management is the governing bodies of all levels and persons designed to ensure the achievement and maintenance of a given level of education quality.

The object of management is the quality of the education system, the quality of the educational process and the quality of the results of education. The control object can be either the entire set of properties of the system (process, result), or some part of them or a separate property. In particular, the object of management can be determined by the competitiveness of a graduate of an educational organization, the level of his competence or some other indicator, a characteristic of educational activity, in particular, the proportion of teachers with a scientific degree. For a lecture, for example, the objects of quality management can be: the level of its problematicity, accessibility of presentation, clarity, student activity, consistency and structuredness of the material, etc.

The object of quality management in accordance with international standards and SO 9000 can be:

• - activity or process;
• - the result of activities or processes, which, in turn, can be material (for example, a textbook written by a teacher), intangible (for example, information assimilated while reading it), or a combination of them;
• - an organization, system or individual;
• - any combination of them.

Quality management functions are classified actions to manage the quality of education, corresponding to the characteristics of the object and subject of management and management objectives.

Management methods are the ways in which the subjects of management influence the elements of the education system and the educational process, ensuring the achievement of the planned result. Traditionally, the following groups of methods are distinguished:

• - economic, ensuring the creation of economic conditions that encourage educational workers to study the needs of consumers, organize and carry out educational activities that meet these needs and requirements;
• - socio-psychological influencing the motivation of participants in the educational process to achieve high quality education, as well as providing, on the one hand, encouraging teachers for achieving high quality, and on the other, a system of sanctions for poor-quality education;

organizational and administrative, carried out by means of mandatory standards, directives, orders, directives of managers;

- pedagogical, including all stages of creating the quality of education from pedagogical design to pedagogical analysis and ensuring optimal interaction between teachers and students.

Management relations, i.e. relations of subordination (subordination) and coordination (cooperation).

Management principles. The main principles of quality management are the following.

1. Consumer orientation. Organizations depend on their customers, therefore must understand their current and future needs, fulfill their requirements and strive to exceed their expectations .

The wording does not seem to contain anything new. As a child, we heard that “the buyer is always right,” but who took it seriously? Especially in the education system. The teacher was always right. For centuries, in the minds of the student, the public, a stereotype about the infallibility of the teacher has been created and maintained. But today we are seriously starting to talk about the transition from a teacher-centered model to a person-centered education. And not only to speak, but also to put this principle into practice. Today, the focus is on marketing research, market analysis, which serve as a mechanism for regulating educational activities. The task of implementing the principle of individualization of learning in the context of mass education is extremely difficult, but it is one of the most important areas of modernization of educational systems.

Another reason for the relevance of this principle is globalization education markets. The emerging common European and world educational space has led to the emergence of such a concept as "cross-border education". Globalization sharply intensifies competition, and we must be prepared for the fact that tomorrow we will have to fight for every student and teacher not only with domestic, but also with foreign universities.

Applying the principle of customer orientation requires:

• determination of external and internal consumers, interested parties, identification of their needs and expectations;
• ensuring a balanced approach to the needs of consumers and the needs of other interested parties (state, society as a whole, regions, labor market, etc.);
• communicating these needs and expectations to the entire staff of the educational organization;
• establishing the degree of fulfillment of customer requirements, measuring the level of their satisfaction;
• customer relationship management.
• 2. Leadership leadership. Leaders ensure the unity of the direction and direction of the organization. They should create and maintain an internal environment, in which employees can be fully involved in solving the problems of the organization. "

Today it is obvious that in order to lead your organization to success, it is not enough to be a knowledgeable leader, you need to become a leader. Effective organization management, project management, implementation of a quality system are areas of activity that cannot exist without leadership. A completely different function is replacing administration and total control. The leader becomes a mentor, advisor, assistant, even a coach. These roles are unusual for a leader, which is why leadership training is an acute issue.

Applying the principle requires:

• demonstrating commitment to quality by example;
• understanding and responding to external changes;
• a clear forecast of the future of your educational organization;
• creating an atmosphere of trust;
• providing personnel with the necessary resources and freedom of action within the framework of responsibility and authority;
• initiating, recognizing and rewarding people's contributions;
• maintaining open and honest relationships;
• training and "growing" employees;
• motivating staff to improve quality;
• providing supportive control.
• 3. Involvement of personnel. Workers at all levels form the backbone of the organization, and their full involvement enables the organization to benefit from their capabilities.

The success of a modern educational organization is determined, first of all, by the "leader-team" relationship. This means that the educational organization should be a system of interacting teams, and not a rigid hierarchical structure. The principles of the team organization of the educational process, project teams, temporary creative teams are designed to combine the advantages of a small organization with the advantages of a large one. In this case, the following is usually used organizational form, how project management. The engagement of the team members is enhanced by the use of the principles participatory governance, i.e. while providing all team members with a real opportunity to participate in managerial decision-making. Such an organization creates a sense of belonging in people, which increases the motivation for creative work.

Applying the principle requires:

• employees' initiatives and responsibilities:
• actively seeking opportunities for improvement;
• striving for continuous improvement of their competence;
• exchange of experience and knowledge;
• focus on creating additional value for consumers;
• creating a positive image of your educational organization;

Management is required to ensure that the staff will:

• get job satisfaction;
• feel a sense of pride in belonging to this organization;
• be encouraged for suggestions for quality improvement.
• 4. Process approach. The desired result is achieved more efficiently, when activities and related resources are managed as a process .

Most professionals in the field of quality management believe that all activities carried out in the organization, it makes sense to consider as processes. We are talking not only about a different organization of activities, but also about the phenomenon of process thinking, in which the understanding of the role and place of the employee in the organization changes.

Applying the principle requires:

• defining organizational processes;
• identification and measurement of process inputs and outputs;
• determining the interaction of processes;
• assessing the impact of the process on consumers;
• establishing clear rights, powers and responsibilities for managing the process;
• identifying internal and external customers, suppliers and other interested parties;
• designing the process at each stage, their resource provision;
• measurement and correction of processes.
• 5. A systematic approach to management. Identifying, understanding and managing interrelated processes as a system contributes to the organization's effectiveness and efficiency in achieving its objectives.

A systems approach requires the coordination of all aspects of the organization's activities. First of all, this leads to the coordination of tasks arising in quality management with the mission of the organization, its vision, strategic goals, etc.

Applying the principle requires:

• defining the system by establishing and developing a set of interrelated processes that ensure the achievement of the goals of the organization;
• designing a system in which goals are achieved in the most affective way;
• understanding the interconnections of elements in the system;
• continuous improvement of the system through measurement and evaluation;
• documenting procedures.
• 6. Continuous improvement (continuous improvement). Continuous improvement of the organization as a whole should be seen as its permanent goal. .

Any improvement begins with a person, with a change in his worldview, value system, improvement of knowledge, skills, abilities, personal qualities. The next step is to improve the team's work, first of all, by creating a friendly atmosphere. This is followed by the improvement of the "living environment", workplace, working conditions.

Applying the principle requires:

• the formation of a need for each employee of an educational organization for continuous improvement of their activities and their results;
• applying the basic concepts of continual improvement;
• periodically assessing compliance with established criteria for excellence to identify areas for potential improvement;
• continuous improvement of the efficiency of all processes;
• training employees in methods and means of continuous improvement;
• defining measures and goals for improvement;
• recognition of improvements.
• 7. Making decisions based on facts. Effective decisions are based on the analysis of data and information.

The system of indicators describing the activities of an educational organization includes: financial and economic indicators, indicators of performance and customer satisfaction, characteristics of processes, indicators of opportunities for training and staff growth. The totality of these sets constitutes the so-called balanced scorecard. They combine the mission, vision and strategy of the organization with assessments of the results of current activities, allowing you to make competent management decisions.

By making decisions based on facts, we reduce losses from ineffective management decisions and at the same time accumulate information that gradually turns into organizational knowledge.

Applying the principle requires:

• measuring and collecting data and information related to quality indicators;
• providing confidence in the reliability and accuracy of data and information;
• using proven methods to analyze data and information;
• understanding the value of appropriate statistical methods;
• making decisions and performing actions based on a balance of analysis results, facts, experience and intuition.
• 8. Build mutually beneficial supplier relationships. An organization and its suppliers are interdependent, and a mutually beneficial relationship enhances the ability of both parties to create value.

Today we are talking about building long-term strategic partnerships with the social environment, which are based on the pursuit of quality and excellence.

Applying the principle requires:

• identification of major suppliers;
• establishing relationships with suppliers based on a balance of short-term and long-term goals;
• openness;
• initiating joint developments and improving the quality of processes;
• working together to create value for the consumer;
• exchange of information and plans for the future;
• recognition of the supplier's achievements and improvements.

The application of the general principles of control theory is possible to any

object, including the quality of education, under some initial conditions. One of the leading Russian experts in the field of quality A.V. Glichev calls these conditions:

• - the presence of the given (probable) values ​​of the characteristics (parameters) of the state of the controlled object and the functions of their change (programs of the object's behavior);
• - instability of the object in relation to the program (the presence of the probability of deviations of the parameters from the specified values);
• - availability of methods and means for detecting and measuring deviations of an object from a given program or parameter values;
• - the presence of the ability to influence the controlled object in order to eliminate the emerging deviations.

Let us consider these conditions in relation to the quality of education.

The presence of the specified values ​​of the parameters of the state of the controlled object. As noted earlier, the requirements for the quality of education are determined taking into account the various needs of the state and its institutions, society and the individual, are established and recorded in state educational standards, a list of accreditation indicators, qualification characteristics of a specialist, etc. The parameters of the quality of education with the establishment of fairly clear boundaries and values ​​of indicators are included in the programs for monitoring the effectiveness of the activities of educational organizations, various ratings, etc. The same monitoring and ratings, as management tools, are intended to stimulate the management of educational organizations to change the values ​​of performance indicators (for the better, of course), i.e. to a change in the state (rating position, for example) of the object they manage. It follows from what has been said that the first control condition in the case of the quality of education is satisfied.

GOST 150 9000: 2011. Quality management systems. Fundamentals and vocabulary.

Glichev L.V. Fundamentals of product quality management. M .: AMN, 1998.

1 Intraschool education quality management system in educational institution: design, evaluation Moscow Center for Education Quality Poroshinskaya L.G year 1

America had war heroes in the 1940s; in the 1960s, astronauts were role models. Today, 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 State policy in the field of education should guarantee the necessary conditions for full-fledged high-quality education, take into account the interests and abilities of the individual, ensure the achievement of a competitive level for all levels of education The main task of the Moscow educational policy is to ensure high quality education based on maintaining its fundamental nature and compliance with current and future needs individual, society and state. “The quality of Russian education is a key aspect of its development strategy” -A. Fursenko High-quality education is a resource for sustainable development of society ”. The quality of life and the quality of education are the main guidelines of the policy of UNESCO and the United Nations The Berlin Declaration (d) defines what should ensure the national system of guaranteeing the quality of education

4 TRENDS IN THE SPHERE OF ENSURING THE QUALITY OF EDUCATION TRENDS IN THE SPHERE OF ENSURING THE QUALITY OF EDUCATION Development of uniform criteria and standards for the quality of education Development of uniform criteria and standards for the quality of education Creation and development of national accreditation systems for educational programs in European countries Creation and development of national accreditation systems for educational programs in European countries countries Construction of quality management systems of the educational process on the principles of quality management Construction of quality management systems of the educational process on the principles of quality management Development and implementation of educational institutions on the basis of different models quality systems, including the requirements of International Standards. Development and implementation of the OS QS based on various models of the quality system, including the requirements of International Standards. Transfer of the center of gravity from external quality control procedures. process and its districts based on the system of attestation and accreditation for int. self-assessment of the MA Shifting the center of gravity from external quality control procedures will educate. process and its districts based on the system of attestation and accreditation for int. self-assessment op

6 To manage means, first of all, to purposefully influence all components of a controlled system to achieve pre-planned 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 issuance of directives, orders, orders. Leadership is an impact on people, the purpose of which is to ensure that they perform work efficiently, in accordance with the standard, i.e. to lead people but not resources.

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

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Planning Organization Management Leadership Control 5 Analysis 5 Purpose Analysis Purpose Purpose Information Support management Management solution

13 How do you understand the essence of the concept of "intraschool 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 graduates of the school. Education quality management is the management of quality assessment and control mechanisms. Education quality management system is organized intra-school control and planning of the school's work on the quality of education. 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 The main activity of the process control consumer result Checkpoints of the process correction input Diagram of the educational process

15 What ensures the educational result of the student in the quality management system Organization of the educational process Improving the competence of teachers Teaching and 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 supporting the educational institution's strategy Social partnership New approaches to the education quality assessment system The essence of the result Social order: 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 ascertaining assessment to formative, programming self-development of a student, teacher, school Transition from an assessment of exclusively subject learning to an assessment of educational results in general

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

19 the concept of integrated quality management (Totel Quality Control), proposed by Armand Feigenbaum - Methods for improving the quality of personality, proposed by Klaus Möller: Basic principles of AQI: Joseph M. Jurana "Guide to Quality Management" Quality management systems in education Principles of the theory of quality management by American Edward Deming

20 Basics of Process Control Determining the desired outcome measuring the “input” and “output” of the process; Attention at the stages of the process, its resources and assessment Attention on the decision-making process Alignment with the MA capabilities Assessment of barriers and failures Clear distribution of powers and responsibilities Concept of integrated quality management

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

22 Studies that determine the effectiveness and quality of impact on education Strength of effect Overall effect Average value Satisfaction of personally important student expectations quality execution tasks 1.13 Motivation of a student (value orientations towards achievement) 1.04 Educational effectiveness of elements of education (educational process) 1.00 Educational space that allows organizing self-education of a student in accordance with his capabilities 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 Availability of feedback and corrective support (academic performance, which initiates special assistance) 0.65 Work that combined research , published by the University of Auckland

23 Research that determines the effectiveness and quality of impact on education Effect strength 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 own learning objectives student) 0.52 Equal tutoring (advanced students help the weak) 0.50 Teacher development (teaching new methods) 0.49 Parental involvement 0.46 Homework 0.43 Questioning - exam (provided it helps students think studied) 0.41

24 Education quality management is the management of the quality of the educational process and other types of activities that ensure the formation of the competencies of the learners of the educational institution. Each educational institution, depending on the goals set in the field of quality and the available resources, chooses its own organizational structure of the quality system. process, monitoring studies, development of preventive and corrective measures, development of IC documentation, etc. The activities of the service are regulated by: the Charter, regulations on the 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 an educational institution Council for the quality of education under the director of an educational institution Deputy director of an educational institution for quality of education Education quality service of an educational institution Laboratory of educational quality of an educational institution Department of educational quality of an educational institution

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

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

29 Work processes for managing the quality of education Content of work processes Analysis of the quality of education Analysis: - MSC; - Final certification; - External control; - Comparative analysis of external and internal control - Conditions that ensure the educational process (quality of lessons, professional competence, teaching 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, methodological, material and technical, financial) Areas of activity for studying the personality of the child, identifying the abilities of schoolchildren of all age groups orientation, etc.), Areas of activities for the development of the teacher's professional competence (system-activity approach, new approaches to the assessment of educational achievements, etc.) Motivation of all participants in the educational process for its quality Activities to organize preventive and corrective measures Creation of a system measures to track and stimulate improvement; clear distribution of authority, responsibility in organizing quality assurance work. Organization of work on quality control. Development of criteria and indicators for examination and assessment. Development of control and measuring materials, etc. Activities for organizing the MSC Organization of work to determine the measured parameters of the quality characteristics of the educational process Preparation of documents reflecting records for assessing quality Preparation of documents reflecting records for assessing 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 Define and include in the MSC required types monitoring for the identified indicators. Determine the subjects of monitoring (information consumers) and possible forms of providing them with information. Determine the frequency of monitoring, appoint persons 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 education in universities, participation in olympiads; - satisfaction of schoolchildren with educational programs; - teaching efficiency; - the composition of schoolchildren and its analysis; - available training resources and their cost, etc. Management decisions Determination of information flows necessary for making managerial decisions on the quality of education Determination of a specific object of managerial influence and certain performers 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 successfully functioning schools (McKinsey, 2007) The role of the quality of teacher performance

33 Every child should have access to highly qualified teaching Effective preparation Teachers Teachers Must Be “The Right People” Factors Critical to Improving the Quality of Education (Based on an International Survey of Top 25 School Systems) Attracting Strong Candidates to the Teaching Profession Candidate Selection Mechanism Increasing Academic Requirements for Education Acquisition Annual courses of professional development Each teacher should be provided with all available materials, knowledge, abilities to improve the level of the child Implement 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 New system confirmation of the level of professionalism of the teacher Development of a professional standard of teacher activity in line with the competence-based approach Renewal of the system of training and advanced training of personnel Development of public participation in the assessment of teacher performance

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36 Complete the assignment and answer the questions: Describe the system for managing the development of teachers in the school What analytical information do you use in the school to assess the quality of education and make managerial decisions? Describe the structure, directions of activity and assess the effectiveness of the in-school system for managing the quality of education.

Literature 37 PRACTICAL GUIDE TO SELECTION OF MODEL MODEL OF QUALITY MANAGEMENT SYSTEM FOR EDUCATION universities and colleges of St. Petersburg State Electrotechnical University "LETI".) GUIDELINES FOR THE ORGANIZATION AND FUNCTIONING OF CONDUCT SELF-EFFICIENCY OF CONTROL SYSTEMS OF QUALITY MANAGEMENT BASED ON THE MODEL OF IMPROVING PERFORMANCE (St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. A.L. Venger M. 2006 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. A.L. Venger M. 2006 Quality monitoring: statistics and sociology of education ML Agranovich O.Ya.Dymarskaya et al. M. 2007 Quality monitoring: statistics and sociology of education ML Agranovich O.Ya.Dymarskaya et al. M. 2007

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The article is devoted to the analysis of the interpretation of the concept of "quality of education", the generalization of its structure. The structure and interconnection of the components of the quality of education is considered. Criteria and indicators of the quality of the educational process are proposed, which can be applied in assessing the quality in an educational institution. The main issue considered in this article is the definition of the role of quality, which has a significant impact on ensuring the quality of education. Therefore, first of all, it is of research interest to clarify the content of this concept in the context of the concepts of "education", "quality", the characteristics of its constituent components.

education

quality

quality components

educational process

result of education

criteria and indicators of the quality of the educational process

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Quality is becoming one of the main goals of education development. Any reform of education aims to improve the quality of education. It is one of the main issues of modern pedagogy and society as a whole. In this regard, the concept of "quality of education" is widely interpreted in modern pedagogical literature. It is viewed in the context of many concepts. This concept is becoming the subject of discussion by many scientists and methodologists, including teachers. Despite an intensive search to identify the essence of the concept of "quality of education", other questions often arise concerning certain aspects of this concept. The main issue considered in this article is the definition of the role of quality, which has a significant impact on ensuring the quality of education. Therefore, first of all, it is of research interest to clarify the content of this concept in the context of the concepts of "education", "quality", the characteristics of its constituent components.

Education as a system

Depending on the circumstances, the concept of "education" can have different meanings. Education can mean: a social phenomenon, process, result, system, product (service).

Employees of the education system: teachers, teachers, teachers - consider education as a process and a result of this process. This point of view is confirmed in the textbook of pedagogy: “Education should be understood as the mastery by students of scientific knowledge, practical skills and abilities, the development of their mental and cognitive and creativity, as well as worldview and moral and aesthetic culture, as a result of which they acquire a certain personal appearance (image) and individual originality. "

In modern pedagogical science, education is considered as a system where the educational process takes place. Education as a system is characterized by integrity, internal interconnectedness, organization, openness and dynamism. Education is independent system, whose function is to train and educate members of society, focused on mastering certain knowledge (first of all, scientific), ideological and moral values, abilities, skills, norms of behavior.

Education as a system is reflected in the Law of the Kyrgyz Republic "On Education", where it is defined in a set of interrelated structures:

● state educational standards different levels and directions and educational programs;

● educational institutions implementing these standards and programs;

● governing bodies and their subordinate institutions.

Based on the data, it would be possible to define the concept of "quality of education" as a structure consisting of the following elements: "quality of knowledge, skills, and aesthetic culture ", etc.

However, such an approach is inappropriate, since any quality is an essential certainty that depends on the regular connections of the set of constituent components and expresses the essence of the object precisely in these connections. Therefore, before considering the concept of "quality of education", one should consider the category "quality".

Analysis of the concept of "quality"

Aristotle understood quality as a stable and transient property. Democritus, then Galileo, the qualities were divided into subjective (depending on the understanding of a person) and objective (related to things). English philosopher J. Locke called objective qualities primary, subjective - secondary. Kant developed the concept of the category “quality” with the help of the concepts “thing in itself” and “thing for us”.

The development of the category "quality" in connection with the category "quantity" was studied by Hegel, who affirms the primacy of quality over quantity. It was he who formulated the law of the transition from quantity to quality, using the concept of measure, where measure appears as a border between one quality and another in quantitative terms. Quality, according to Hegel, is a certainty, with the loss of which a thing ceases to be what it is, when it loses quality, that is, it is identified with being. The quality is not standardized, there is a limit to the transition to another quality.

In modern pedagogical science, researchers are also trying to define the concept of "quality". So I. Ya. Lerner defines "quality" as a property of an object, which constitutes its stability, constancy and reveals its essential characteristics.

S.E. Shishov and V.A. Kalnei consider two types of quality: absolute and relative. Absolute quality is the highest standard an item possesses and cannot be improved upon. Relative quality is, firstly, compliance with the standards that can be determined by the manufacturer or in accordance with the requirements for a specific object, and, secondly, compliance with consumer demands, that is, meeting real needs.

L.N. Davydova defines "quality" as a set of certain properties that characterize the essence of an object and its difference from others.

In connection with the requirements of modern methodology, the category "quality" requires its development and addition. Today, the international organization for standardization ISO gives the following definition: "Quality is the conformity of inherent characteristics to requirements."

Analysis of the concept of "quality of education"

Based on the concepts of "education" and "quality", one can understand that the quality of education is considered as a social, economic, pedagogical category. The definition of "quality of education" in the methodological aspect should be approached as a characteristic of the educational process and the result, which is important not only in the education system, but also in the development of society as a whole. In this regard, the concept of "quality of education" can be defined as a complex education, taking into account all objective and subjective characteristics.

The set of indicators of an educational institution (content of education, forms and methods of teaching, material and technical base, etc.), ensuring the development of the competence of students, is defined as the quality of education in S.E. Shishov and V.A. Calnea.

A.S. Zapesotsky in his work considers the quality of education as:

1) the result, where the quality of education is a system of knowledge, skills and abilities of a specialist that are in demand in the professional environment and in society as a whole;

2) a process in which the quality of education is a set of properties and characteristics of the educational process that ensure its ability to meet the needs of not only citizens, but also organizations, society and the state.

MM. Potashnik defines the quality of education as the ratio of goal and result, as a measure of achieving goals that are set operationally and predicted in the area of ​​potential development of the student.

G.A. Bordovskiy, A.A. Nesterov, S.Yu. Trapitsyn define the quality of education as a property that can satisfy the needs of consumers of different levels.

The generalization of approaches to determining the quality of education is considered by L.N. Davydov, who proposes to consider the quality of education as a set of characteristics of the educational process, including the implementation of its goals, modern technologies, and the conditions necessary to achieve positive results.

A.I. Subetto forms the principle of isomorphism between the quality of a person and the quality of education, since the quality of education turns into the quality of a person, which is quite relevant, since the goals of education are set in documents based on the requirements for the individual.

Consequently, the concept of “quality of education” can be considered as a set of many components, of which the most significant are the properties that determine the level of knowledge, skills, abilities, competencies of students, the level of development of their personal properties, psychological comfort of learning. At the state level, the quality of education is the compliance of the adopted educational doctrine with social requirements and norms (standards).

In this regard, it becomes necessary to study these components of the quality of education, which is a collection of many elements.

V.P. Panasyuk singles out the following components as education:

1) procedural (administrative and organizational structure of an educational institution, methodological and psychological and pedagogical training of teachers, educational program, curricula and program, material and technical base, etc.);

2) resulting (education, consisting of the following blocks: informational, cultural, value-motivational, resource).

This point of view is characterized by the fact that the procedural component of the quality of education contains the quality of conditions and the quality of the process, which indicates their closer relationship.

A.E. Bakhmutsky in the quality of education includes:

● the level of educational achievements of students;

● the level of development of students' thinking;

● motivation to learn;

● psychological comfort of the educational process;

● the quality of the content of the educational programs used;

● quality of implementation of educational programs.

At the same time, it is emphasized that the concept of "quality of education" is continuously updated in conjunction with social changes.

MM. Potashnik et al. To assess the quality of education, they mainly consider the quality of results, the elements of which are:

● knowledge, abilities, skills;

● negative consequences of education;

● changes in the professional competence of the teacher and his attitude to work.

Components of education quality

V.V. Laptev in the concept of "quality of education" proposes to break all data into three interrelated parts:

1) related to the quality of the structure;

2) the quality of the process;

3) to the quality of the result.

Taking these three components into account, the concept of the quality of education is integrated, although definitions are given that partially cover these components.

In the study of S.V. Khokhlova, the quality of education is presented as a hierarchical system consisting of the quality of results, the quality of functioning, and the quality of conditions. The quality of the result is at the top of the hierarchy, since it is determined by the quality of the process and the quality of the conditions.

If we talk about the quality of education, at the top of which is the quality of the result, then the quality of the process and the quality of conditions are assigned a secondary role. Also, to determine the quality of education, many researchers study the quality of results, choosing from its components those that are most optimal for specific educational institutions. Others approach the quality of education in its broad sense, which includes: the quality of results, process and conditions, although it is much more difficult to distinguish the components of these three components. But the main components that affect the quality of education to a greater extent can be identified and studied, despite the fact that the dynamism of the components makes it difficult to clearly separate one component from another.

The dynamism of the quality of education is due to the fact that the requirements of society, the labor market, consumers, the goals of education are changing, that is, conditions are changing, depending on these conditions, the process itself is being rebuilt. In this regard, and because of the structure and interconnectedness of the education quality system, it is more acceptable to consider it according to a different scheme.

Components of education quality and their relationship

We consider the quality of education as an interconnected structure of three main components: the quality of the result, the quality of the process, and the quality of the conditions. Since the assessment of the quality of the result determines the change in the quality of the conditions and the quality of the process, or the assessment of the quality of the process determines the development of the quality of conditions and affects the quality of the results. Consequently, the quality of one component affects the quality of the other components. Thus, there is a reciprocal process (spiral-like development process) in order to improve the quality of the entire education system.

The quality of conditions includes the following elements (properties):

● level of material and technical base;

● quality of teachers' activities;

● activity of governing bodies;

● personal qualities students;

● the level of educational and methodological provision;

● quality of internal and external assessment.

The main components of the quality of the process are:

● quality of educational content of educational programs;

● management of the educational process;

● quality of educational, methodological and material and technical provision;

● technology of the educational process;

● quality staff of teachers;

● quality of students.

The quality of the result can be viewed as a system consisting of the following elements:

● the quality of the student's knowledge;

● the quality of the student's educational and cognitive activity;

● development of the student's personality;

● the level of preparedness of the graduate;

● the competence of the graduate;

● competitiveness and employment of graduates;

● achievements and career dynamics of graduates;

● development of the student's personality.

This division of the components and elements of the quality of education can be considered conditional, since they are all interconnected and intertwined.

The interconnection of the elements is determined by the nature of the interconnection of the components of the quality of education themselves. At the same time, these elements are interdependent. Some elements, having a significant impact on others, contribute in a certain respect to the formation of the quality of these elements.

The components of the quality of education have a peculiar structure, influencing the formation of subsequent components. Thus, the quality of knowledge, the quality of educational and cognitive activities and the development of the student's personality have an impact on the formation of a high-quality level of preparedness and competence of a graduate, and the competence and level of preparedness of a graduate increases competitiveness and affects the employment of graduates. Achievements and further career growth of graduates show the quality of the result and, at the same time, the quality of education.

The quality of the educational process

The methodological statement on the relationship and interdependence of the components and elements of the quality of education allows us to identify the role of the quality of the educational process. The question of studying one of the components of the quality of education - the quality of the educational process - is important in the structure of studying the concept of "quality of education". The educational process is a complex, at the same time, multicomponent process. It carries out the interaction of a student with a teacher, a student with a student, a student with the outside world, various types of activities (educational, creative, intellectual, etc.), the conditions for organizing the process, feedback, various factors, etc. This concept is broader than the concept of "learning process". Therefore A.V. Khutorskoy defines the educational process as a pedagogically grounded, consistent, continuous change in the state of subjects of learning in a specially organized environment in order to achieve their educational results. The subjects of training are teachers and students, therefore, the following definition can be considered more correct, in our opinion: the educational process is a system of teaching and educational activities of a teacher in unity with educational, cognitive and self-educational activities of students, aimed at achieving the goals and objectives.

The educational process is the central link of the pedagogical system, where the process of assimilation of knowledge, development and education of students takes place. The educational process has its own components. A.V. Khutorskoy highlights the following:

● target component;

● activity component;

● organizational component;

● technological component;

● time component.

However, the characteristics of the quality of the educational process include other components that affect the efficiency of the process. They, in parallel with the components of the educational process, constitute the components of the quality of the educational process. Such components of the quality of the educational process can be:

3. Educational-methodical and material-technical provision of the educational process.

4. Technology of the educational process.

5. Qualitative composition of teachers.

6. The quality of the learners.

These components of the quality of the educational process can become objects of monitoring. However, these objects have their own levels, criteria and indicators by which you can track the state of the object and its change.

Each component of the quality of the educational process has different manifestations, therefore, in most cases, it does not lend itself to continuous monitoring and evaluation in its integral form, but only in the form of specific indicators. A criterion is a sign on the basis of which an assessment is made, which is concretized in indicators and indicators - a set of characteristics that reflect the level of achievement of the criterion.

Criteria and indicators of the quality of the educational process

The problem of selection of criteria, indicators is one of the essential in the preparation and organization of monitoring the quality of the educational process. In studies on the problem of the quality of education, various criteria and indicators for monitoring and evaluation are given. In the work of M.M. Potashnik as criteria and indicators of the quality of education are given:

● knowledge, skills and abilities;

● indicators of personal development;

● changing the professional competence of the teacher and his attitude to work;

● growth of the school's prestige in society.

IN AND. Zvereva has developed a whole system of indicators of the quality of education, which reflects the quality of the results and the quality of the process. She suggests to consider as indicators of the quality of the educational process:

● the quality of teaching and the level of professional development of teachers;

● quality educational work and the level of professional: development of educators;

● the level of organization and effectiveness of teaching and student work in an educational institution, etc.

In addition, we have analyzed the work related to the selection of criteria and indicators of the quality of education. The analysis of the works shows that in the issue of determining the criteria and indicators of the quality of the educational process, the following points should be taken into account. The first point: indicators and criteria of quality can be determined by educational results. In this case, the quality of the educational process is monitored by the quality of the results. The second point: in determining the quality of the educational process, criteria and indicators can be used that characterize both the result and the process, and the conditions for the functioning of the educational process. This second point, in our opinion, can lead to an accurate and versatile assessment of the quality of the educational process.

With this in mind, we have developed criteria and indicators of the quality of the educational process.

Components, criteria and indicators of the quality of the educational process

Components	Criteria	Indicators
	Normative base	● Availability of documents from higher management structures ● Quality of curricula ● Availability and nature of educational programs
	Purpose of educational programs	● Ability to set a goal ● Ability to plan ● Ability to reflect results for ● Goal reachability
	Priority directions	● Having a plan ● Priorities in the educational program ● The effectiveness of the plans
	Curriculum quality	● Availability and quality of basic curricula ● Availability and quality of variable curricula
	Set of programs additional education	● Number of additional education programs ● Implementation mechanisms
2. Management of the educational process	School structure	● Management staff ● Services, departments, commissions ● Classes, shifts
	Quality of management personnel	● Ability to develop a long-term plan ● Ability to communicate the plan to the structures ● Ability to implement and control the educational process
	Manual documentation	● Availability of functional responsibilities ● Availability of regulations of activity ● Leadership style
2. Management of the educational process	Feedback	● The presence of a system of intraschool control ● The mechanism and nature of the information received about the educational process ● Availability of corrective actions
3. Educational-methodical and material-technical provision	Description of the educational and methodological base	● Availability of books, manuals, measuring instruments, audio and video materials, software ● Internet resources ● Efficiency
	Description of the material and technical base	● Availability of laboratories, computer labs, classrooms, etc. ● Effectiveness of their use
4. Technology of the educational process	The quality of the teacher outline	● The nature of the goal ● Methodological components ● Control system ● Planning teaching methods
	Modern teaching methods	● Availability of used modern methods learning ● Their effectiveness
	Grading system	● Monitoring and diagnostics in the educational process ● Availability of measuring instruments ● Knowledge Assessment Mechanism ● Mechanism for correcting students' knowledge
	Mechanism for the analysis of results and correction of the educational process	● Summing up the diagnosis ● Mechanism for correcting the educational process ● Existence of plans for further action
5. Qualitative composition of teachers	Professional level of teachers	● Education, qualifications ● Degree of mastery of teaching methods ● Degree of mastery of learning technology
	Motivation of teachers	● Attitude to own activities ● Incentive system
	Availability of a professional development system	● Plans for continuing education ● Number of teachers who improved their qualifications
	Competence in innovative techniques	● Knowledge of innovative teaching methods ● Ability to use innovative techniques in the educational process
	Staffing	● Number of staff ● Quality
6. Quality of learners	Achieving an educational result	● Levels of knowledge ● Skills and skills achieved ● Participation in Olympiads
	Value orientations	● Compliance with generally accepted human standards ● Ability to assess situations, express your point of view ● Level of class and family relationships
	Good manners of students	● Behavior and activities of the educated ● Educational influence of school, community and environment

These criteria and indicators are not perfect. They can be supplemented with new contents and components. The content of some criteria and indicators can be changed in accordance with the tasks and conditions.

Bibliographic reference

Kaldybaev S.K., Beishenaliev A.B. THE QUALITY OF THE EDUCATIONAL PROCESS IN THE STRUCTURE OF THE QUALITY OF EDUCATION // Successes of modern natural science. - 2015. - No. 7. - P. 90-97;
URL: http://natural-sciences.ru/ru/article/view?id=35495 (date accessed: 03/31/2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

Education quality management model

Quality management is the methods and activities of an operational nature used in an educational institution to meet quality requirements.

The system of requirements for the quality of Russian education is formed at the level of the national education quality system and is regulated by the requirements for licensing and accreditation of an educational institution.

Monitoring the quality of education is based on three aspects. The social is determined by the socio-economic conditions of society (the standard of living, the economic potential of the country), the social - the correspondence of educational services to the real request of the customer (parent), pedagogical - can mean the implementation of the principle of variability in education, the transition to personality-oriented interaction of the teacher with children.

The quality of education is assessed in the form of licensing of state accreditation of educational institutions, control and supervision activities, certification of teaching and management personnel, monitoring. This system is focused primarily on the assessment of educational conditions, and not on the effectiveness of preschool education, determined by the level and dynamics of the child's development. The quality criteria are federal state requirements for the content of education (programs and pedagogical technologies), the professional competence of the teacher in terms of his personality-oriented interaction with the child, as well as for the organization of the subject-developing environment in the preschool educational institution.

The quality of preschool education is determined by the organization of the pedagogical process, in which the level of education and development of each child increases in accordance with his personal, age and physical features in the process of education and training. The quality of education depends on: the quality of the teacher's work; relations established in the teaching staff; conditions created by the leader for creative search; an objective assessment of the performance of each employee. This means that the quality of preschool education in an institution is a controlled process. Therefore, two approaches to quality management can be distinguished: one - through the management of the pedagogical process and its components, the other - through personal subjective aspects in the management system (formation of a team and regulation of the moral and psychological climate in it). Consequently, the management of the quality of education in a preschool educational institution requires special approaches, non-standard solutions that could fully take into account the peculiarities of the educational and educational environment, the requests and needs of parents and other social partners of the educational institution.

The model for managing the quality of education includes the goals, content, organizational structure, pedagogical mechanisms of systemic correction of the educational and educational process, which make it possible to implement the normative and marketing goals of the preschool educational institution in partnership between all subjects. However, for the implementation of this model in preschool educational institutions of various types, it is necessary to supplement it with systemic and process approaches in management. It is these conditions that will ensure, to a greater extent, an increase in the quality of education.

The first stage of the implementation of the quality management model preschool education based on the process approach - studying the demand and needs of customers of educational services. At this stage, not only actual, but also promising needs of parents are identified, primary school as the main social partners of the preschool educational institution.

The result of this stage is a formulated list of requirements of service consumers, i.e. social order.

In the second stage the choice of the mission, the main goals and directions of the preschool educational institution is carried out, based on the requirements of the social order of the parents.

In accordance with the chosen mission and main goals in the third stage educational programs and technologies are planned and selected. The development and education program is a necessary pivot in the work of the preschool educational institution.

In the fourth stage the problem of ensuring the educational and educational process (financial, material and technical, educational and methodological, regulatory and legal) is being solved. The solution to the problems of creating a subject-developing environment is facilitated by new approaches to the formation of the structure of premises, their free planning.

Selection of qualified personnel, improvement of their qualifications - fifth stage quality management systems for education in preschool educational institutions. It is assessed both by formal indicators (the absence or presence of a shortage of teaching staff in terms of nomenclature, diploma qualifications, certification level, etc.), and by qualitative and quantitative indicators of the effectiveness of training and education in comparison with the initial level of training and development of children. The dynamics of the professionalism of teachers is especially important, since the kindergarten itself plays an important role in increasing the personnel resource, using various forms of methodological and organizational work: methodological associations, creative, problem groups, interaction of colleagues, participation in methodological seminars of the city, pedagogical workshops, etc. etc.

Sixth stage- primary diagnostics of the individual educational and educational capabilities of the pupil, his interests, inclinations, needs, level physical development required to determine his skills and abilities. The primary diagnosis of the level of development is carried out by a professional psychologist, attracting preschool teachers to it.

The work on assessing the physical development of children is carried out by the head of physical education and the medical staff of the preschool educational institution. The data of primary diagnostics are used in the future to determine the dynamics of the results of the upbringing and educational process.

Basic, seventh stage quality management models for preschool
education - the organization of the educational process. Already
noted that the quality management system is aimed at organizing
developing, student-centered education. Target

developmental education focused on every child - not in
assimilation of knowledge, skills and abilities in a strictly specified volume, and development
child. Given this feature of the content of preschool
education, as the absence of a rigidly delineated objectivity,
it is advisable to rely on an integrated approach to building
educational process. Used such

regularity, as the mutual "penetration" of various types of children's activities.

In the proposed model, this component is the main one. All previous and subsequent actions are aimed at preparing, providing, implementing and adjusting the content of the educational process.

Eighth stage- current control of the educational process. In order to manage not formally, but in reality, to make the correct scientifically grounded decisions, the administration of the preschool educational institution needs to have factual data of this process. Such feedback is carried out by control in various forms and methods (ways, means), which ensures the continuity and cyclicality of the management of the educational system and the prevention of losses, inconsistencies and irrational actions.

After identifying the reasons for the shortcomings, corrective measures are developed to eliminate them, which are aimed at improving the provision of the educational process, improving the training of pedagogical personnel, forms and methods of education and training.

At the end of the educational process, the final diagnostics of the pupils is carried out, i.e. ninth stage models. The effectiveness of the pedagogical process can be judged by the results of the final diagnostics of pupils: tracking social, cognitive and physical development. By comparing the data of the final diagnostics with the predicted results, the degree of achievement of the goals of the pedagogical process is determined.

Analyzing the compliance of the desired and achieved results, you can determine the reasons that impede the implementation of the planned. At this stage, these activities are aimed at correcting programs and technologies.

The final, tenth, stage- tracking the life of graduates. This is possible through establishing strong relationships with the school and parents. At the same time, attention is focused on the level of academic performance, communication culture, etc.

This information is necessary to assess the activities of the preschool educational institution for the compliance of the stated goals with the requirements of social customers.

The proposed model provides an improvement in the quality of education based on the preservation of its fundamentality and compliance with the current and future needs of the individual and society as a whole, which

corresponds to the tasks of modern politics.

For each preschool institution, indicators of the quality of education are always specific, since they correspond to a management model that determines the goals, objectives, content of the educational and educational process of a given institution, its personnel potential, scientific and methodological support and conditions for the upbringing, training and development of children in it.

But at the same time, quality indicators can be common to all. These are the levels: the level of education of children; development of learning skills; creative activity; good breeding; personality development in mental, social aspects; life security, social adaptation of the individual.

In this regard, we can distinguish criteria, used in measuring the quality of education:

1. Quality of teaching (quality of teaching material and actions
teachers, rationality and consistency, the development of educational
schedules, time, space and placement optimization
pupils and teachers, the development of a curriculum and educational
software documentation).

2. Search, selection and implementation of innovative forms and methods
work, including experimental activities.

Parameters of educational outcomes, performance assessment, productivity, visible result.

The most promising for the formation of a preschool educational institution management system seems to be a program-target structure. All the work of the preschool educational institution on the organization of the educational process is considered from the point of view of achieving the goal stipulated by the project. °

Subdivisions are permanent elements in the organizational structure:

· Board of Trustees, called upon to resolve issues of material and technical equipment of the educational process;

· The Council of Teachers, the main organizing body for the approval of curricula, work programs, generalization of pedagogical experience, the solution of strategic tasks of the educational process in preschool educational institutions, the development of work programs;

The methodological council solves the issues of renewal, structure and
content of education in the light of the concept of modernization of education,
active participant in the organization of monitoring work, identifies
parental requests for educational services;

· The meeting of the labor collective resolves issues related to the life and activities of the preschool educational institution, solves production issues related to regulatory law, solving pedagogical problems, strengthening and preserving people's health;

· Meetings at the head, designed to solve current issues of the activities of the preschool educational institution.

A new element in management is the creation of temporary creative, initiative groups, methodological associations on the basis of preschool educational institutions to solve specific and urgent problems. Such an organizational structure of management contributes to the creation of a team of like-minded people and ensures the responsibility of everyone for solving the assigned tasks. Management will be carried out on the basis of co-management based on the initiative and creativity of preschool teachers. To determine the effectiveness of the preschool educational institution management system at any level, it is envisaged to develop priorities, indicators in the form of regulations, local acts.

The managerial staff in a preschool institution operating in the development mode are people who know how to work with goals and themselves have clear and conscious goals. It is about understanding the goals of the functioning and development of a preschool institution, about understanding the goals of the management system and personal individual management activities.

Speaking about the role of a modern senior educator in management activities, it should be noted that he must:

Understand the motives of teachers' behavior;

· To encourage teachers to productive work, to stimulate their professional growth;

· Create in the team relationships that are as favorable as possible for productive work;

· Give assignments to teachers so that they understand what is expected of them and strive to fulfill it;

· Effectively control the work of teachers;

· Adequately assess new teachers, their capabilities and interests;

Build business relationships with educators in accordance with their
individual characteristics and situations.

The senior educator of a developing preschool educational institution must have certain personal qualities that characterize his managerial activity. These include: the ability to manage oneself; personal values; personal ideas; self-development; problem solving skills; skills of a creative approach; understanding of managerial work; leadership skills; the ability to form a team.

The problem of the quality of education is one of the central problems of the modern school. The quality of human life in society depends on the solution of this problem.

In the book "Management of the quality of education at school" edited by M. Potashnik, the quality of education is the ratio of goal and result, a measure of achieving goals, while goals are set only operationally and are predicted in the area of ​​potential development of a student. And the results of education must necessarily include an assessment of the price at which these results were achieved.

In the theory of social management, the concept of "quality" is usually considered in a narrow and broad sense. Quality in the narrower sense is the quality of the results. Quality in a broad sense is not only product quality, but also the quality of the production process and the conditions in which it is carried out: the quality of personnel training, the quality of technology, the quality of financial and material conditions, the quality of labor morality, and the quality of management.

Schoolchildren training;

The level of education;

Personality development level;

-

Quality of management;

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"Quality management of education in OO"

LLC "Publishing house" Uchitel "

Quality management of education in OO

VOLGOGRAD2018

Introduction 3

1. Factors affecting the quality of education. 6

2. Model of education quality management. 7

3. Intraschool control. eight

FRONTAL SURVEY CONTROL. 10

PRELIMINARY CONTROL. eleven

PERSONAL CONTROL. eleven

THEME CONTROL. thirteen

FRONT CONTROL. 14

CLASS-GENERAL CONTROL. 15

4. Education quality management program. 15

First stage. sixteen

Second phase. 17

5. Monitoring the educational process in secondary school. eighteen

CONCLUSION. 22

LIST OF USED SOURCES AND REFERENCES. 23

I am a supporter of management

quality based on

faith in people and their good qualities.

Ishikawa Kaoru

Introduction

The problem of the quality of education is one of the central problems of the modern school. The quality of human life in society depends on the solution of this problem.

That is why this problem should be considered from the standpoint, first of all, of the human and social value of education.

Today this problem has again become the subject of heated discussions. And this is not accidental, since reforms in education always sharpen the problems of the quality of teaching and upbringing.

The urgency of this problem is also related to the fact that the school was "swept over" by a wave of innovative transformations: new content, new textbooks, pedagogical technologies that strictly regulate the educational process. The practice of variative education and differentiated education, the range of educational services and a number of other innovations have expanded that have significantly changed the traditional school. All these processes require serious coordination, and the results of the school's activities require deep analysis and comprehension, which is not possible without appropriate management. It is it, on the one hand, that is called upon to coordinate the work of all substructures of the school, to take into account the influence of various factors (both objective and subjective), to create conditions and evaluate the results of activities.

The work of V.I. Bespalko, G.V. Gutnik, V.A. Kalnei, I. Ya. Lerner, V.P. Panasyuk, M. Potashnik, S.I. Shishova and others. There are a large number of publications by foreign scholars investigating the problem of improving the quality of education (L. Lingart, E. Hunt and others).

So G. Gutnik considers the quality of education at several levels (region, sub-region, school, teaching and learning) and defines it as a kind of phenomenon that meets a number of indicators and levels indicated in the normative documents. In particular, by "the quality of education at the student's level" - G. Gutnik understands - a certain level of mastering the content of education of physical, mental, moral and civic development, which he achieves at different stages educational process in accordance with individual capabilities, aspirations and goals of education and training (G. Gutnik. Quality of education. J. "Standards and monitoring in education", 1999, No. 1, p.30).

In the book "Management of the quality of education at school" edited by M. Potashnik, the quality of education is the ratio of goal and result, a measure of achieving goals, while goals are set only operationally and are predicted in the area of ​​potential development of a student. And the results of education must necessarily include an assessment of the price at which these results were achieved.

A review of these definitions allows us to clarify the concept under consideration and enables us to determine the interpretation of the concept of "quality of education".

In the theory of social management, the concept of "quality" is usually considered in a narrow and broad sense. Quality in the narrower sense is the quality of the results. Quality in a broad sense is not only product quality, but also the quality of the production process and the conditions in which it is carried out: the quality of personnel training, the quality of technology, the quality of financial and material conditions, the quality of labor morality, and the quality of management.

For each school, indicators of the quality of education in the narrow sense are always specific, they correspond to the model of the graduate, which is determined by the goals, objectives, and content of education in a given school. Nevertheless, there are indicators of the quality of education in a narrow sense, which determine the quality of results at the level of state standards and state orders (the law of the Russian Federation "On Education"), so they can be common for all schools:

Schoolchildren training;

The level of formation of general educational skills and abilities;

The level of proficiency in creative activity;

The level of education;

Personality development level;

The level of security in life, social adaptation.

Education quality indicators are broadly universal for all schools:

- the quality of education in the narrow sense;

Quality of management;

The quality of the implementation of the educational process;

The quality of compliance with state educational standards;

The quality of meeting the needs of students and their parents;

The quality of compliance with the needs of public institutions;

The image of the school, which guarantees the high quality of education.

To manage the quality of education means to carry out all management functions in order to achieve the specified indicators both in the narrow and in the broad sense, to have a guaranteed result.

1. Factors affecting the quality of education.

The quality of education is the most effective means of meeting the educational needs of society, family, child, and individual. Everyone working in the field of education can immediately say that the main indicators of the quality of education in a particular institution are the indicators of ZUN, the results of admission of graduates to universities, the results of subject Olympiads of a particular level. But do these parameters alone determine the quality of education?

I believe that the most relevant is the child we work with and his relationship with the teacher.

The modern paradigm of education orients the school towards the implementation of student-centered learning, which involves:

Recognition of the child as a subject of development, education and upbringing, realizing their aspirations in relation to the outside world in the process of educational influences.

Recognition of the child's ability to self-development and his rights to an individual trajectory of the development of educational areas.

Change of the teacher's position in relation to the student's activities.

Nowadays, much attention is paid to the essence of personality-oriented pedagogy. I completely agree with the opinion of most teachers that it is necessary to educate and teach, develop and correct behavior without violence, respecting the free personality of the child, carefully and sensitively identifying, supporting and developing the child's abilities and inclinations.

But we must especially talk about the health of the children with whom we have to work. We often work with children, forgetting that only a small number of children are born practically healthy. Therefore, many of our children do not withstand the mental and mental stress that we give them in the classroom and lessons. Every teacher needs to remember this every minute.

The modern child has come under the pressure of unfavorable factors. Many children live and are raised in single-parent families. On television, children watch films replete with scenes of massacres, action films. Computers in which children “disappear” are entering our lives faster and faster. Games drag them out, and it becomes a disease. Children’s books interest less and less. Their cognitive activity decreases.

Many children have great developmental potential. There are children who do not learn the standard, but there are gifted children among our pupils. I believe that our task is to notice the own uniqueness of each child.

And so, the fundamental basis of the mechanism for managing the quality of education is psychological, pedagogical, medical social monitoring.

Innovative educational directions in the education system require a new type of teacher, a teacher who not only knows his subject and is able to explain the material to students and organize his activities, but also knows how to competently manage the educational activities of students.

And this is far from all the parameters affecting the quality of education.

2. Model of education quality management.

The school develops its educational program based on the basic curriculum and state standards in subjects. The educational program of the school is an educational model of the school, where the main components of the activity are highlighted (curricula, programs, graduate models at each stage of education, a teaching and education strategy, various services designed to assist teachers and students, taking into account the specific conditions of the school, as well as opportunities students and their parents).

The whole model of education quality management looks like this: CONDITIONS-PROCESS-RESULT.

The conditions of the educational process include: the type of school, the level of skill of the teaching staff, the contingent of students, educational and methodological support, regulatory and legal framework, material and technical support, financial support of the school.

The results of the educational process include: the results of attestation, the creative achievements of students, ensuring the continuation of education, health status, satisfaction with the educational order of students and parents.

3. Intraschool control.

The pedagogical press often raises the question of the goals and objectives of intraschool control. What does the head of the school need to do in order to organize control that corresponds to our time, i.e. control that is analytical, effective, useful, and imperative?

First of all, the very basis of leadership and control should be the observance of continuity in the scientific and methodological growth of the entire teaching staff of the school. The new academic year should be a continuation of the past in improving the pedagogical skills of each member of the team and, consequently, in improving the quality of the entire educational process at school.

Intraschool control includes administrative control, collective control, and self-control.

Collective control is understood as control exercised by the teaching staff, and has not as strict forms as administrative control. It is carried out in the form of professional discussions, creative reports on work, mutual visits, etc. We meet with collective control when new textbooks, methods, means and technologies of teaching are introduced, or when the results of the experiment are tracked. Its purpose is to obtain information about the state of affairs in the school, allowing to evaluate the work of the teaching staff by the efforts of the team itself and its individual members, to provide operational assistance and encourage the team to work productively. Such control is effective when a broad expert assessment of the work of a group of teachers or one teacher is required, for example, when certifying personnel.

Self-control as part of the MSC means working on trust. Trust is given to the best teachers in the school as a reward for high results in teaching. “It is in the trust in the teacher that the person-centered approach is manifested in pedagogical management,” declare the authors of the book “Management in School Management”.

Frontal overview;

Preliminary;

Personal;

Thematic;

Frontal;

Cool generalizing.

Each of these forms complements the other, and they are all interconnected. For example, frontal survey control helps the leader to find out at what professional level each member of the team starts the school year. Preliminary control allows the leader to see in the lesson plan the course of a lesson or a series of lessons from a particular teacher, to discuss in advance to what extent these lessons meet the requirements today, and provide assistance if necessary. Frontal control allows you to get acquainted with the work system of one teacher or a group of teachers.

Personal control allows the leader to work with an individual teacher in order to improve his teaching skills. Class-generalizing control makes it possible to find out the impact of a group of teachers on students in the same class.

When checking the quality of teaching academic disciplines all forms of control must be used. One cannot count on a deep pedagogical analysis given its monotonous forms. A variety of forms will help the leader obtain broader information about the state of affairs in the school and, on this basis, make a comprehensive analysis, outline the right paths to further improve the quality of the educational process.

Let's consider what each form of control is, what are its features and what is the methodology of its organization.

FRONTAL SURVEY CONTROL.

This control is necessary for general acquaintance (for a short period) with the professional level of the work of the entire team of teachers or part of it. This form is used in practice in two cases. Consider, for example, during the past academic year, the team was solving a set of tasks to improve the educational process at school, and in this regard, various methods and forms of work were jointly developed and implemented:

Rational forms and methods of instilling in students a responsible attitude to learning in the classroom.

The use of TCO and visualization in teaching as one of the methods of forming students' interest in knowledge.

Forms and methods of working with difficult and weak students in the classroom.

Kinds independent work students in the lesson and the methodology for organizing this work.

Methodological techniques for repetition of educational material.

The results of the annual activity of the teaching staff were discussed at the final teachers' council. It was noted what the team managed to solve, and what still needs to be worked on.

PRELIMINARY CONTROL.

The purpose of preliminary control is to warn possible mistakes in the work of a teacher either on a specific topic or section of the program, or in solving some pedagogical or methodological tasks before a lesson or a series of lessons in the classroom, as well as in the classroom, during an excursion, etc. Usually preliminary control is designed to solve current or immediate problems.

With this form of control, the leader not only seeks to prevent possible mistakes, but also to influence the effectiveness of the teacher's work, i.e. help build a lesson rationally. After all, the main thing in control is its teaching function, and not a statement of certain shortcomings in the teacher's work.

This form of control is used successfully and in extracurricular activities... For example, the plan of an excursion, school evening, dispute, etc. is discussed in advance.

PERSONAL CONTROL.

Such control presupposes an assessment of the performance of an individual teacher. It is mainly used to provide effective assistance to the teacher in his work, especially the beginner or inexperienced.

Consider the methodology for organizing personal control. For example, literature lessons of an inexperienced teacher are rather sluggish, especially lessons of the generalizing-repetitive type. He does not know how to involve the whole class in an active conversation. What is the reason? The leader attends several lessons in a row and himself attracts an experienced teacher to help him. Analyzing the lessons attended, studying the lesson plans, the leader comes to the conclusion that the teacher's questions, which he puts before the class, direct the student to work in a narrative sense. Therefore, the students' answers are more reduced to retelling the content of a particular work, and hence - a sluggish and uninteresting lesson, and most importantly - it does not awaken the student's thoughts.

So the reason has been established. But how to provide effective assistance to a teacher if the leader is not a specialist in the given subject? Of course, establishing the cause is already help, but still insufficient. In this case, you can do the following: either invite the teacher to figure out how to activate the student's thinking in the lesson, or attach him to an experienced teacher and ask for the necessary help: develop together several lesson plans, invite him to lessons. The first stage of work with a teacher ends with the topic. That he is offered a certain period of time to correct shortcomings in his work and a specific date is set re-check... The leader must include this date in his schedule of attending lessons, and the teacher must also remember this date. Only in this case will control be effective. And its planning is conditioned by necessity.

The personal form of control can be used not only to provide the necessary assistance to the teacher, but also in order to ensure the proper exactingness of his work. For example, control is established over checking student notebooks, working on errors in them, questioning students, using TCO, dosage of homework, etc. In this case, the purpose of personal control is to focus the teacher's attention on where his obvious flaw is observed due to negligence or low exactingness.

The importance of personal control can hardly be overestimated. After all, the success of the work of the entire team depends on the quality of the work of each of its members. For example, the failure of primary school teachers will result in a double burden on the middle-level teacher, and the failure of teachers at this level will inevitably complicate the activities of senior teachers.

THEME CONTROL.

The purpose of thematic control is to work out and approve in practical activities each teacher, the main components of a modern lesson, to find and implement more rational forms and methods that meet modern learning objectives.

The peculiarities of the modern lesson are the individualization of teaching in combination with the classroom - lesson form, the ability of students to apply the knowledge gained in practice. The peculiarity of the modern lesson is also in the fact that teaching involves not only the assimilation of knowledge already acquired by mankind, but also familiarization with those problems that still have to be solved by the society, the participants of which will be today's students.

Basically, thematic control is used to control individual links in the current work of the teaching staff. For example, the control is organized on the topic "The use of TCO and visibility in teaching in the lessons of the humanitarian cycle." The terms of verification were determined - 8-10 days. The inspection plan could be as follows:

What is the state of TCO and means of visualization on a particular subject?

Has the teacher compiled a catalog of visual aids for their subject?

What kind of visual aids are not available and have you taken measures to acquire them?

Are visual aids and TCO systematically used in the learning process?

The effectiveness of the use of screen guides and other tools in the learning process.

The commission summarizes the results of its examinations in a final certificate, and then reports to the pedagogical council.

So, the purpose and purpose of thematic control is to mobilize the efforts of the entire team or individual methodological associations to solve certain problems. Problems that are important for improving the quality of the educational process. Such control is planned in advance, i.e. when drawing up a school-wide annual work plan.

FRONT CONTROL.

Frontal control is a form in which the work of either one teacher or the entire methodological association is checked in full. What does full verification mean? If we check the work of one teacher, then in this case we start the check by preparing him for lessons and end extracurricular activities, which he conducts (work of the circle, work with weak and lagging students in extracurricular hours). If the entire methodological association is being checked, then here we also start with planning, organizational work and end with extracurricular and extracurricular activities.

The whole point of frontal control is a deep and comprehensive analysis of the entire educational and pedagogical process. In terms of duration, this form of control takes approximately 10 to 20 days. Usually, for its implementation, a verification group is created in the amount of 6-8 people, headed by the school director or his deputy for teaching and educational work.

It should be borne in mind that this form of control can only be effective if it is carefully prepared and if a plan for its implementation is previously developed.

CLASS-GENERAL CONTROL.

This is a form of control in which the head of the school is present at all lessons in the same class for one or several school days. This is a peculiar form of control, which includes elements of both personal and thematic and frontal control. But at the same time, it has its own specifics. Firstly, it is multifaceted, and secondly, it allows you to control the pedagogical impact of a group of teachers on students of the same class and, by comparison, determine the depth and nature of this impact. The facts of positive impact are especially visible here, as well as individual shortcomings of each are noticeable. Using the comparison method, the leader clearly sees how to help one teacher, what to demand from the other, what strengths of the third should be developed and how to make them the property of the whole team, in what exactly it is necessary to achieve unity of actions of teachers working in a given class.

So, the considered forms of control are, in my opinion, an important pedagogical arsenal in the activities of school leaders.

Education Quality Management Program.

G.Ch. Takhtamysheva in the book "Assessment of the quality of education in a general education school" indicates that the goal of managing a modern school should be to create conditions for the implementation of a full-fledged educational process, taking into account the potential field of the student. A full-fledged educational process is associated with high-quality education and upbringing of the younger generation, and quality management of education is designed to track the results of training, upbringing and regulate this process.

Let's consider the main provisions of the education quality management program.

First stage.

Preparation of the program.

It should start with the creation of an analytical group. The composition, which should include the most experienced, extraordinary thinking teachers. The group is headed by the school director or deputy director for OIA.

At the beginning, the group at least general outline determines for himself the actual indicators of the quality of knowledge, the level of upbringing, the level of development of general educational skills and abilities, links of continuity. Then, relying on the existing pedagogical literature, it is necessary to classify these indicators at least by level (primary, secondary and senior) and by subject.

The group can then begin drawing up a plan to analyze the state of the school. There is no need to rush here. In the course of the analysis, it is necessary to find out the flaws in the methodology of each teacher and the problems associated with them in the knowledge of students. This is very important because the conclusions from the analysis should then form the basis of the school's program of work.

After carrying out the analysis, its data are summarized in the report of the head of the school. The task of such a report is to reveal the true state of affairs with the quality of the pedagogical process. The work of such a pedagogical council should end with a decision on the development of the "Quality" program, the approval of its goals and objectives.

Simultaneously with such work, conduct educational and agitational work: turn the teacher to face the task of quality. Further, this work should be carried out constantly and gain momentum as the process is implemented. As leaders, we must convince our teachers that they can do much better.

Second phase.

Program design. This stage includes three sections.

1 section- work with personnel. It is considered in the following positions.

Developing from each teacher the correct attitude to the quality of their work, constant information from the team about how the school works and what its position is among other schools in the region. Informing the team about the state of improvement in teaching and the quality of knowledge. Conducting permanent conferences, methodological seminars, reviews of the quality of knowledge in subjects, etc.

Planning a system of measures to improve the professional level of teachers. Here it is necessary, on an extremely concrete basis, based on the diagnosis of the low quality of teaching certain sections of the program to specific teachers, to organize through methodological associations his studies, work to eliminate these bottlenecks in the methodology of his teaching, the process of his self-improvement.

Section 2- organizational. Includes:

The timing of analytical cuts to identify the nature and level of education of students;

The deadlines for the delivery of teacher's work plans to improve the quality of knowledge on the subject in general and individual students in particular, in which the reasons for the low quality of students' knowledge on the topics and sections of the program should be formulated and measures to eliminate them should be outlined. Here, the specific goals of the teacher's work to improve the quality of knowledge should be outlined and the stages of his work to achieve them should be justified. It is very important that, in the preamble to such a plan, the teacher should single out the most difficult topics for mastering his subject and plan work to improve the quality of teaching methods;

Schedule for the joint review of these plans by the school principal and teachers;

Schedule for self-report of teachers on the quality of teaching and the quality of student knowledge;

In order to prevent teachers from artificially inflating students' knowledge, plan testing of students at the entrance (at the beginning of the year) and at the exit (at the end of the school year);

Organizational measures for parents to work together with the school on the problem of the quality of knowledge of their children;

Measures for moral and material incentives for the implementation of the "Quality" program;

Section 3. Implementation of management influences. It is not designed for the usual tough control measures. Its task is related to measures to motivate teachers for high quality teaching through the correct use of factors such as the possibility of expecting achievements and rewards, recognition of success, increasing the prestige in the team, etc. It should be aimed at individual work with each teacher according to the goals that he outlined in his individual quality plan. The challenge is to create collective quality management in which teachers and students themselves play an active role.

So, work to improve the quality of education should be viewed as joint activities leader, teachers, parents and students.

Monitoring of the educational process in secondary school.

Currently, various monitoring systems are proposed for continuous monitoring of the state of the educational process. In our practice, we use the virtual monitoring system, which was developed by scientists from St. Petersburg.

Virtual monitoring allows for continuous monitoring of students 'knowledge and diagnostics of teachers' professional skills.

The main task of monitoring is continuous monitoring of the state of the educational process. During the monitoring process, the following main issues are clarified:

Is the goal of the educational process being achieved;

Is there a positive dynamics in the development of the student in comparison with the results of previous diagnostic studies;

Are there prerequisites for improving the teacher's work;

Is there a level of complexity of the training material by the capabilities of the student.

This task is solved by conducting the zero, intermediate and final slices and analyzing their results.

Prediction (jointly by students) of the possibility of successful learning at this stage.

Develop, in conjunction with the class, a course of action to overcome learning difficulties.

Coordination of subject requirements during the transition of the educational process from one subject to another.

Assessment of the presence of integrated connections in learning.

Assessment of methodological preparedness through expert assessment of the results of the cut

The zero cut is carried out in writing or using computer technology according to assignments drawn up by the teacher and agreed with the deputy for OIA. The results of the section, analysis with conclusions and suggestions are discussed with the students and at the pedagogical council.

The organization of the cut is carried out by the teachers who teach the lessons in the subject, and are supervised by the educational services of the school. Zero slice is carried out in all grades in accordance with the tasks facing the school.

Analyzing Zero Slice Results enables the teacher to:

Choose an adequate teaching methodology;

Build student motivation;

Assign extra classes for students who are not doing well;

Conduct a training correction of the training schedule.

Objectives of the intermediate cut:

- Evaluation of the success of the advancement of students in the subject area;

Summing up the intermediate results of training.

Staging tasks:

The teacher's assessment of the success of the choice of teaching methods;

Correction of the educational process, selected approaches and teaching methods.

The intermediate cut, like the zero cut, is carried out in writing or on a computer. The intermediate slice results are analyzed and discussed with students and at MO meetings.

Students with excellent marks are offered creative work. These can be elements of research work, the study of additional sections of the subject, or work on a free topic.

The purpose of the final cut is summing up the results of the ending year of study.

Tasks to be solved during the final cut:

Analysis of learning outcomes;

Assessment of the success of students mastering the subject;

Analysis of the teacher's actions at this stage of training;

Assessment and conclusion on the success of the students in the curriculum.

The final cuts are held two to three weeks before the end of the school year. Slicer results are presented in summary tables.

According to the developed methodology, the results of shear work are analyzed as follows:

To assess the dynamics of the learning process from the initial diagnosis to the current and then to the final one, the data for each class are compared for these control points within the established estimated range.

To assess the strength of knowledge assimilation, the results of the final section are compared with the results of the additional section at the end of training.

CONCLUSION.

The problem of managing the quality of education remains a problem and will remain so until we learn to be critical of the results obtained. I agree with the opinion that education forms society: its values, goals, spiritual and creative potential... Therefore, the outlook on education should fundamentally change: its goal is not only the mastery of ZUN, but also the formation of a person, finding himself, his human image, a unique individuality. And this can be provided by the school if the quality of education as a systemic phenomenon becomes the essential aspect of its activity.

LIST OF USED SOURCES AND REFERENCES

Basharina L.A. Monitoring of the educational process in secondary school. // Head teacher, 2001, №5.

E.V. Butylina The quality of education. // Head teacher, 2005, №7.

Galeeva N.L. Technologies for monitoring the effectiveness of the educational process. // Head teacher, 2003, №2.

Girba E.Yu. The quality of education - from the idea of ​​developing a general education school to reality. // Head teacher, 2006, №7.

Gutnik G. The quality of education as a system-forming factor of regional policy. - M., 1999.

Dudina M.N. Forms and methods of control over the quality of teaching. // Head teacher, 2001, №2.

Konarzhevsky Yu.A. Lesson analysis. - M., 2000.

E.A. Kosheleva On some ways to improve the quality of education. // Head teacher, 2005, №8.

Kustabayeva E.K. A systematic approach to the analysis of a modern lesson. - Kazan, 1999.

Takhtamysheva G.Ch. Assessment of the quality of education in a general education school. - Kazan, 2001.

Takhtamysheva G.Ch. We manage the quality of education at school. - Kazan, 2004.

Management of the quality of education // ed. M.M. Potashnik. - M., 2000.

Kharisov T.B. Modern analysis of the educational process. - Kazan, 2004.