Intraschool control. Intraschool monitoring of the academic work. In-school control plan

In-school supervision in 2014/2015 is a comprehensive study and analysis of the educational process. It is necessary to coordinate the activities of teachers in accordance with the tasks assigned.

Relevance of the issue

The effectiveness of the management of educational and educational processes depends to a large extent on how well the head of the institution knows the real state of affairs. Coordination of the activities of the participants in the process is carried out by the director. Intra-school monitoring by GEF is aimed primarily at ensuring high quality education, comprehensive development of the younger generation. In the course of it, the verification and accounting of the execution of the instructions of the manager, the effectiveness of the measures taken, the causes of certain shortcomings are identified. In-school monitoring of educational work and the educational process includes an analysis of the achieved indicators. It acts as a starting point for a new management cycle, presupposes the setting of new tasks.

general characteristics

In-school supervision of academic work is a multifaceted and complex process. It is distinguished by a certain regular order, the presence of interrelated elements, each of which is endowed with specific functions. In-school monitoring of academic work and extra-curricular activities in the methods and form of the organization will be different. Unlike the inspection, it is carried out by the subjects of the educational institution. Its goal is to form a general picture of the situation in the institution, identify shortcomings and their causes, provide practical and methodological assistance to teachers. In-school supervision at school can take various forms:

• Administrative.
• Mutual.
• Collective.

Structure

The work plan for intraschool control presupposes a systematic study of the life activity of an educational institution, the work of a teacher, extra-curricular activities. All aspects of the activity are subject to analysis :

1. A variety of homework.
2. Individual work with students.
3. Check and evaluate the knowledge gained.
4. Planning.
5. Technical and didactic preparation for the lesson.

Principles

In-school supervision in primary and high school must be:

1. Strategically focused.
2. Relevant case (methods should be adequate to the situation and the object).
3. Normative.
4. Timely.
5. Effective.
6. Affordable.

Objectives

On their basis, a plan of in-school control for a year is being built. The main objectives are:

1. Achievement of conformity of development and functioning of the pedagogical process to the requirements of the state standard.
2. The subsequent improvement of educational and educational work, taking into account the individual characteristics of children, their interests, opportunities, health status.

Tasks

The in-school control plan should clearly reflect the activities that will be undertaken to achieve the goals. The main tasks are:

1. Periodic verification of the fulfillment of the requirements of state standards in different subjects.
2. Formation in the younger generation of a responsible attitude to the process of obtaining knowledge, skills, skills.
3. Systematic control of the quality of the teaching of disciplines, the observance by the teacher of scientifically validated standards, requirements for content, methods and forms of educational and extracurricular activities.
4. Step-by-step analysis of the process of learning by children, the level of their development, ownership of methods of independent education.
5. Assisting teachers in the educational and extra-curricular activities, improving their skills.
6. A study of the experience of teachers.
7. Continuous verification of program performance and management decisions.
8. Formation of communication of extracurricular and educational activities.
9. Diagnosis of the state of the pedagogical process, detection of deviations from the programmed results in the work of the teaching staff in general and its individual members in particular, the creation of conditions for the manifestation of interest and the establishment of trust, joint creativity.
10. Development of the most effective techniques for presenting the material.
11. Strengthening the responsibility of teachers, the introduction of new techniques and techniques into practice.
12. Improving the control of the maintenance and status of documentation.

Functions

The regulation on in-school supervision is adopted at the senior level. The activities included in the program should ensure achievement of the set goals in the implementation of the following functions:

1. Feedback. Without complete and unbiased information coming continuously to the head and reflecting the process of execution of tasks, the director will not be able to implement effective management and make motivated decisions.
2. Diagnostics. This function assumes an analytical cut and an estimation of a condition of an investigated object on the basis of comparison with in advance chosen indicators of improvement of quality and efficiency of work. The teacher should have a full and clear idea of the evaluation criteria, the level of requirements for the development of the child.
3. Stimulating function. It assumes the transformation of control into a mechanism for the development of the creative principle in the work of the teacher.

Modernization of the process

It involves changing the existing organizational and legal aspects of management activities. This process, in turn, concerns the procedures for regulating and evaluating the work of the educational institution. Licensing and attestation of the institution allows users to receive complete and reliable information about the conformity of results and conditions in a particular institution to accepted state standards. In this case, the institution itself must conduct in-school supervision, which acts as the first and most important stage of management activity.

Basic component

In-school supervision should be minimized to the objects of study. In this case, it is necessary to select the priority areas of analytical activity. This minimum is called the base component. His presence allows preparing the institution for certification, preserving the integrity of all educational and extra-curricular processes, and guaranteeing graduates' standards. Together with this institution can follow the program documentation for the modernization of the system. For this purpose, the in-school control plan can be expanded through a variant part.

Study of pedagogical staff

In-school monitoring involves an assessment of the quality of execution of normative documents, decisions of teachers' councils, recommendations of scientific and practical conferences and production meetings. The activity of methodical associations, the process of improving the qualifications of teachers, self-education is studied. The educational and material base is subject to verification by such criteria as:

• Storage and use of TSS and visual aids.
• Perfection of the cabinet system.
• Documentation, records management.
• Activities of educational and training staff and so on.

Thematic Testing

When characterizing in-school supervision, special attention should be paid to the examination of its methods, types and forms. At present, the issue of their classification is the subject of numerous discussions. Currently, there are several main types of control. Thematic testing is aimed at an in-depth study of a specific issue:

• In the activities of the collective or a separate group of teachers, as well as one teacher;
• At the junior or senior level of education;
• In the system of aesthetic or moral education of children.

The content of such an analysis, therefore, is formed by different directions of the educational process, private problems, studied purposefully and deeply.

Frontal check

It is aimed at a comprehensive study of the activities of both the individual teacher, and the group or the whole team. Frontal in-school supervision is a rather labor-intensive process. In this regard, it is often not possible to conduct it. It is recommended to carry out such a check no more than 2-3 times a year. In the process of studying the activities of a particular teacher, all activities that he conducts in a particular sphere (managerial, educational, extracurricular, public, etc.) are examined. Frontal in-school supervision of the institution involves an analysis of all aspects of its functioning. In particular, it checks financial and economic activities, activities conducted with parents, the organization of the educational process itself and so on.

Personal verification

Such intraschool control is established for the activities of a particular teacher, class teacher, another employee involved in the educational and extracurricular process. This check can be either thematic or frontal. Since the activity of the whole team is made up of the work of each of its particular members, personal control is quite justified and necessary. For an individual teacher, such a check acts as a means of self-evaluation, a stimulating factor in further professional development. There are cases when the results of the monitoring reflect a low level of training, incompetence, lack of growth, and in some cases the employee's incompetence.

Generalizing forms

In-school monitoring can be directed to the study of a complex of factors that influence the formation of a classroom in the course of educational and non-educational activities. The subject of the study in this case - the activities that are conducted by teachers in one class. The system of work on the differentiation and individualization of instruction, development of motivations and cognitive needs of children is investigated. It also evaluates the dynamics of academic performance for several periods or for one specific period, the state of the discipline, the culture of behavior, and so on. The subject-general form is applied when the study is aimed at the state and quality of presentation of knowledge in a particular discipline in one or parallel classes, as well as throughout the institution as a whole. Such intraschool control involves involvement of both the administration and representatives of methodological associations. The thematic-generalizing form as the main goal is to study the activities of various teachers in different classes in specific areas of the process. For example, the application of local history material in the course of training is tested or the formation of a basis for the aesthetic culture of children in natural classes, etc. A complex-generalizing form is used in the course of monitoring the organization of the study of several subjects of several teachers in one or more classes.

Methods

In the process of in-school supervision, management should receive complete and reliable information about the state of affairs. To achieve this goal, various methods are used. Among the most popular and effective it is worth noting:

• Observation.
• Written and oral verification.
• Conversations.
• Questioning.
• Study of advanced teaching experience.
• Diagnosis.
• Timing.

All the methods used complement each other.

Validation objects

Within the framework of in-school supervision, the following are investigated:

Educational process. In it objects of verification are:

• Implementation of training programs.
• Productivity of the teacher.
• Level of skills and knowledge of students.
• Individual activity with gifted children.
• Skills of methods of students self-knowledge.
• Efficiency of extracurricular subject activity.

Educational process:

• Effectiveness of classroom leaders.
• Level of education and social activity of children.
• Participation of parents in the process.
• Quality of conducting school-wide events.
• The level of physical training and health of children.
• The quality of prevention with pedagogically neglected students.

This method of control is used in many institutions. Pedagogical documentation includes:

• Alphabet book of children.
• Personal files of students.
• Journals of optional activities.
• Accounting books issued by the certificates.
• Classroom magazines.
• Minutes of meetings of pedagogical and other councils.
• Magazines by groups of the extended day.
• The book of accounting of gold and silver medals.
• Journal of substitution lessons.
• Book of orders and so on.

The school documentation reflects the qualitative and quantitative characteristics of educational and educational processes. The very fact of the presence of various documents in the institution indicates the wealth of information that employees receive when using it. If necessary, you can go to the archive to get information from previous periods. This will allow for a comparative analysis of particular value for prognostic activity.