О функции управления образовательным учреждением

№94-1,

педагогические науки

В статье освещается вопрос о функции управления в учебном заведения куда входят: аксиологический компонент, технологический компонент и личностно-творческий компонент управленческой культуры директора.

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The axiological component of the management culture (AXIO — values) means that the Director of the OU should know new theories, ideas, management concepts, their pedagogical value and effectively use in their management activities. The technological component of the management culture of the Director of the OU includes methods and techniques of management of the pedagogical process. That is, the head-Manager must possess the skills in the field of pedagogical analysis and planning, organization, control and regulation of the pedagogical process. The personal and creative component of the Director's management culture reveals the management of pedagogical systems as a creative act. Mastering the values and technologies of management, the Manager transforms and interprets them. In management activities, the Director is self-actualized as a person, as a leader, organizer and educator.

Functional duties of officials of educational institutions. Management of OU is carried out by the Director and his deputies, functional duties which order of appointment or election is defined by the Charter of OU.

In General, the functional responsibilities of the school Director identified the model regulations on the General secondary education ("Umumiy RTA e-education Turaida"Ki Hem), approved by the Cabinet of Ministers of 13.05.1998, No. 203. Standard provisions for academic lyceums and vocational colleges ("Akademik litsey VA kasb-UNAR colliery Turaida"Ki Hem) approved by the Cabinet of Ministers 13.05.1998 No. 204. On the basis of the model provision, each DT develops its own Charter. The Director of OU performs the following functional duties: is responsible to the state and society for observance of requirements of protection of the rights of children, plans and organizes educational process, exercises control of its course, is responsible for quality and efficiency of work of educational institution; represents interests of OU in the state and public bodies; carries out selection of Deputy Directors; employs and dismisses pedagogical, administrative, educational, service personnel; organizes the rational use of budget allocations, etc.

Deputy Director for educational work is responsible for the organization of the pedagogical process, for the implementation of educational programs and state educational standards; monitors the quality of students ' knowledge; regulates the teaching load; makes a schedule of classes; manages methodical work at the school, the introduction of pedagogical innovations, etc. Deputy Director for spiritual and educational work-educational work at school, the establishment of links with institutions of additional education — palaces and houses of children's creativity, stations of young naturalists, technicians, clubs; work with class teachers, work with students at the place of residence; assistance to children's public organizations.

In recent years, schools by the decision of the school Council began to introduce the position of Deputy Director for new promising areas of work. For example, the Deputy Director for scientific work establishes contacts with scientists, University professors, research centers, attracts school teachers to participate in experimental work. For example, at school № 107 of Uchtepa district of Tashkent such Deputy Director introduced in the state since 1995 Deputy Director of the school of Commerce establishes communication with sponsors, patrons, determines the source of extrabudgetary funding.

Control function. To implement the management cycle, the head of the OU must perform the following management functions in the process: development and management decision-making; organization; control and accounting; regulation and correction; collection and transformation of information.

The specificity of intra-school management is expressed in the following functions: pedagogical analysis of the educational process; purpose (setting goals) and planning (decision-making); organization; intra-school control; regulation.

What is the role of these functions? This can be seen in the management cycle "academic year".

Pedagogical analysis. One of the functions of pedagogical process management is pedagogical analysis. To understand the mechanism of such a system as the "School year" cycle, it is necessary to start with the end of its implementation, because this is the starting point for a new cycle. Types of pedagogical analysis: parametric, thematic and final. Parametric analysis-the study of daily information about the course and results of the educational process, identifying the causes that violate it. The content of parametric analysis is attendance of lessons and extracurricular activities. Thematic analysis-the study of the system of lessons, the system of extracurricular activities to get an idea of the teacher's work. The content of the thematic analysis are complex problems, such as the optimal combination of teaching methods, the formation of a system of quality of knowledge of students; the system of teachers, class teachers on spiritual, moral, aesthetic, physical education; the system of teachers to improve skills, etc. The final analysis is carried out at the end of the academic quarter, half-year, academic year and is aimed at studying the main results, prerequisites and conditions for their achievement. The final analysis lays the Foundation for the second type of management activity — planning.