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Innovation process in an educational institution: the aspect of management

S.G.Glukhova, Ph.D., Associate Professor of the Department of Education Management

The socio-economic transformations taking place in the country require the modernization of the education system in order to maximally adapt it to the realities of public life. The most important means of updating and modernizing education are the innovative processes taking place in educational institutions.

The purpose of innovative processes is the development of the school as a pedagogical system and a special social organization, the achievement of qualitatively new, higher educational results, and an increase in the competitiveness of educational institutions.

The innovative process in education is the process of improving educational practice, developing educational systems based on innovations (V. I. Zagvyazinsky). It reflects the formation and development of the content and organization of the new (T. I. Shamova).

The innovation process is a complex activity for the creation, development, use and dissemination of modern or modernized innovations (theories, methods, technologies, etc.). This is the process of transforming scientific knowledge into innovation, the process of consistently turning an idea into a product, technology or service; the process is motivated, purposeful, conscious, aiming to transfer the education system to a new qualitative state, to a development mode.

Direction, pace, efficiency of innovation processes depend on the socio-economic environment in which they function and develop, as well as on the quality of management. The management system in modern science is interpreted as a set of human, material, technical, informational, regulatory and other components interconnected in such a way that thanks to this, the entire range of management functions is implemented (V.I. Zagvyazinsky, Yu. A. Konarzhevsky, M .M. Potashnik, G.N. Serikov and others).

Under the management of the innovation process in a general educational institution, one should understand in a certain way the organized interaction of control and managed systems, aimed at optimizing and humanizing the educational process, at improving the result of education, upbringing and development of students by introducing something new into the goals, content and organization of the work carried out by the school. (Sidorov S.V.)

The management process is effective if it corresponds to the logic of the real development process, if the decisions of the subject of management are prompt and adequate to the problem being solved, if the decision-makers of the educational institution have the ability to assess the situation, predict, and manage risks.

The management of the innovation process is influenced by various factors of the external and internal environment, so it should be considered as the total management of the following interrelated processes: the implementation of instructions and recommendations from higher educational authorities; introduction into pedagogical practice of new achievements of pedagogical science and related sciences; development of advanced pedagogical experience; study and generalization of pedagogical experience within the school; studying the educational needs of students, the wishes of parents and the social environment; promotion of innovative ideas, development, examination and implementation of innovations within the school; increasing the innovative potential of the school as the ability of education participants to carry out innovative activities. (9, p. 91)

Innovation management is a complex, multifunctional process that includes a diverse set of actions, including: setting strategic and tactical goals, analyzing the external environment, taking into account uncertainty and risk, analyzing the infrastructure and capabilities of an institution, diagnosing a real situation, predicting the future state of an institution, searching for sources creative ideas and their financing, formation of an innovative portfolio, strategic and operational planning, management of scientific and methodological developments, improvement of organizational structures, analysis and evaluation of the effectiveness of innovations, development of strategies and tactics for innovative marketing, diversification and risk management, etc.

But the main directions and tasks of innovation management, in our opinion, should be considered: the development and implementation of a unified innovation policy; determination of the system of strategies, projects, programs; resource provision and control over the course of innovation activity; staff training and education; the formation of target teams, groups that carry out the solution of innovative projects, the creation of an innovative environment. The management of innovative processes is multivariate, it involves a combination of standards and extraordinary combinations, flexibility and uniqueness of methods of action, based on a specific situation. In innovation management, there are no ready-made recipes and cannot be. But he teaches how, knowing the techniques, methods, ways of solving certain problems, to achieve tangible success in the development of the organization.

Scientists believe (T.I. Shamova, M.M. Potashnik, N.P. Kapustin and others) that the management of the innovation process in the context of the holistic development of the school should be carried out comprehensively and include the following aspects:

Work with teaching staff, aimed at creating prerequisites for innovative and pedagogical activities; work with students, involving the study and consideration of the interests and educational needs of students, the creation of conditions for the adaptation of children to the ongoing transformations; work with parents aimed at creating a positive family attitude to innovations introduced at school and involving parents in participating in the innovation process; improving the work of the aggregate subject of intra-school management in order to maximize the use of resources available at the school; implementation of relations with the school environment to most fully meet the educational needs of the society and attract additional resources to the school; control, analysis and regulation of innovation activities; implementation of information support for innovation activities.

The development of a school based on innovation is a complex and lengthy process, the construction of which inevitably acquires a strategic character and requires the development of an appropriate management strategy.

The choice of an innovation strategy is one of the most important problems of innovation management. The results of numerous studies confirm that the innovation strategies chosen by the organization underlie the success of its activities.

An innovation strategy is a purposeful activity to determine the most important areas, select priorities, prospects for the development of an organization and develop a set of measures required to achieve them. It is determined by the state policy in the field of education, social order, regional and local features and can change depending on the state of the educational system and society (S. A. Repin).

The strategy for transforming the educational space sets out general guidelines that reflect conceptual approaches to managing the development of the educational system. Potashnik M.M., Lazarev V.S. the following main groups of school development strategies are distinguished: The strategy of local changes, which involves the improvement, renewal of certain areas of the school's life, the achievement of particular results (for example, the development of new teaching methods in individual subjects).

A modular change strategy that focuses on the implementation of several complex changes. The totality of changes forms a module in which it may be necessary to coordinate the actions of many performers. This strategy covers many areas of the life of the school, therefore, it involves a significant part of the teaching staff in the innovation process, complicates management, and requires greater resource availability (personnel, material, information) than the previous one.

The strategy of systemic changes, which provides for "a complete reconstruction of the educational institution, affects all components of the activity (goals, content, organization, technologies, etc.), all structures, connections, links, sections." It is carried out either when the status of the school changes, or as a way of radical renewal of the school, which is in a state of deep crisis, stagnation. It allows to carry out profound changes, an integral system of transformations, to streamline the innovation process on the scale of the entire school, to involve the entire teaching staff in systemic changes.

The more powerful strategic and systemic resource an innovation has, the more difficult it is to take into account its consequences in the management of the educational institution. After all, the innovation process is a probabilistic process, and therefore characterized by increased uncertainty and risks, the inapplicability of rigid goal setting, low predictability of results and, consequently, problematic and probabilistic returns. These properties are important to consider in management.

Effective management of the innovation process is realized through the innovation mechanism. Innovation mechanism - a set of organizational, managerial, financial, economic, legal, informational, technical and moral and psychological factors (their relationship and interaction) that contribute to the successful implementation of innovative activities and increase the effectiveness of its results.

Elements (components) of the innovation mechanism: innovation legislation; organizational forms of innovative relations; methods of management, financing and evaluating the effectiveness of innovation results; moral and psychological methods of influencing innovation activity; measures of information technology equipment for the innovation process, etc.

The inconsistency and multidirectional nature of innovation processes in the real conditions of intra-school management necessitate their streamlining. The optimal way to streamline innovation activity is the program-target management of a developing school.

Program-target management is carried out as the implementation of targeted school development programs. The school development program is “a means of integrating the efforts of all subjects of innovative activity and is aimed at a qualitative renewal of the life of the school as an integral pedagogical system” (L. V. Shmelkova).

In the process of transferring an educational institution to the development mode, the following stages are distinguished:

1. Awareness of the importance, necessity and inevitability of future transformations by one of the members of the administrative team of the educational institution, i.e. the presence of a kind of "ideological inspirer" and "generator" of future ideas.
2. The formation of a team, which implies not so much an administrative (management) team, which in itself is an indispensable and necessary condition, as ideological supporters from the teaching staff, methodically and technologically prepared for the implementation of innovation.
3. Motivation of members of the teaching staff and the formation of teachers' readiness for innovative activities.
4. Problematic analysis of the school, building a "problem field" and determining the main (key), today, problem of one's educational institution.
5. Development of a project idea for the development of the school. This is the choice of the object of innovation, which should proceed from the vital necessity of a particular school and be clearly understood by the majority of participants in the educational process.
6. Determination of specific management actions for the implementation of the developed idea, i.e. drawing up a plan or program for its implementation.
7. Tracking the first steps in the implementation of the project idea in order to correct subsequent management actions.

As part of the management of innovative processes, the following set of management actions is required:

Development of a regulatory framework for managing the innovation process, including a description of the functional responsibilities and mechanisms for the interaction of structural units of the management system; determination of the content of innovations that ensure the holistic development of the school based on the integration of the innovative potentials of the school, family and social environment; development of scientific and methodological support for the innovation process; preparation of subdivisions of the innovation process management structure for the performance of their functional duties, teaching staff for innovation activities, students and their parents for participation in the innovation process; updating the structure of intra-school management; creation of an innovative school council, innovative and expert groups, creative associations of teachers, students, parents; renewal and reconstruction of the material and technical equipment of the educational process; introduction of a personally adapted system of continuous education and self-education of teaching staff, aimed at increasing professional and pedagogical competence in the development of innovations; implementation of a system of organizational and procedural mechanisms for the promotion, examination and implementation of innovative ideas; implementation of a management support system for educational initiatives and pedagogical creativity; introduction of methodology for the examination of innovations; development and introduction of standards for evaluating innovative and pedagogical activities; introduction of technology for determining the effectiveness of managing the innovation process at school; introduction of additional educational services. (9, p. 184)

The most important aspect of management, which determines the effectiveness of innovation activities in the school, is the organization of the work of the subjects of the innovation process. The subjects of the innovation process are persons, bodies, organizations involved in the process of updating the school.

Each subject of the management system carries out the entire functional cycle of self-management: introspection, self-goal setting, self-planning (designing and constructing one's activities), self-organization, self-control, self-correction.

T. I. Shamova points out that the teaching staff entering the innovation process, as a rule, goes through the following stages: timidity - hysteria - stabilization - cooperation-maturity.

The stage of "innovative timidity" is characterized by a wary attitude towards the new, uncertainty about the expediency and success of its implementation in the practice of one's work. Members of the team are reserved in assessing innovation, do not have the competence necessary for this innovative activity.

The stage of "innovative hysterics" is associated with the first successes in mastering the new. It is characterized by the desire to quickly declare their achievements, shallow analysis, superficial assessments, the predominance of formal novelty, excessive enthusiasm for external manifestations of innovative activity. The quality of innovative projects during their replication, multiple reproduction at this stage is reduced.

At the stage of “innovative stabilization”, the new is deeply comprehended, internalized, repeated reproduction leads not to a decrease, but to an increase in quality. The stage of "innovative cooperation" in the teaching staff is the stage at which a special innovative environment is formed in the school, including a single information and pedagogical space, a favorable socio-psychological climate, a system of managerial support and stimulation of innovative activities of teachers, etc. At this stage the entire teaching staff of the school is included in the purposeful search and development of the new, the innovation process involves parents and members of the public.

The stage of "innovative maturity" of the team is the stage at which an innovative environment is formed at the school. The continuously ongoing innovation process ensures the continuous development of the school, the improvement of the educational process carried out in it. The teaching staff, which has reached innovative maturity, has a high adaptability, the ability for group self-organization and self-regulation.

In order to successfully manage innovation processes, it is necessary to make a transition from working with homogeneous teams to working with teams with different functions; transition from a diffuse, point type of changes in practice to a systemic design of transformative processes in relation to an integral area of ​​practice; the transition from the subject-object type of relations within the team (distribution and consolidation of the functions of goal-setting, design only for the administration, and execution - only for teachers) to the subject-subject type, involving joint goal-setting and design of transformative actions, implementation and reflection of the activities carried out. (Sidorov V.S.)

Innovative measures should be an integral part of the usual, normal work. To do this, innovation requires the creation of a creative atmosphere in the team. You can't force yourself to work at the highest level. A job well done is a purely voluntary contribution, which is possible only when the employee feels cared for, feels like a co-owner of the organization. As a result, the intangible (trust, care, attention) gives quite tangible results - quality, work efficiency, development of the organization.

The most important condition for the success of innovations is the presence in the school of an innovative environment - a certain system of moral and psychological relations, supported by "a set of organizational, methodological, psychological measures that ensure the introduction of innovations into the educational process of the school." (Skatkin M.N.)

The signs of an innovative environment include: the ability of teachers to be creative, the presence of partnerships and friendships in the team, good feedback (with students, families, society), as well as the integrative characteristics of a highly developed team (common value orientations, interests, goals, etc. .).

Among the organizational and managerial conditions for the creation and development of an innovative environment, scientists distinguish: the implementation of a personally adapted system of continuous improvement of professional and pedagogical competence; managerial support of educational initiatives and pedagogical creativity; creation of a flexible system of organizational and procedural mechanisms for the promotion, examination and implementation of innovative ideas; integration of innovative potentials of the educational environment; the formation of an aggregate subject of management of the innovation process at school.

In management practice, various forms of integrating innovative efforts, increasing the innovative potential of an organization, and involving teachers in innovative activities are known. This is a permanent seminar on topical issues that the school is working on; training, advanced training; pedagogical, methodical councils, round tables, discussions; business, role-playing, heuristic games to generate new pedagogical ideas; creative work of teachers in school, regional MO; self-education, work with scientific and methodological literature; independent research, creative activity on the topic, participation in collective experimental research activities within the framework of a common problem; workshops, trainings; innovative learning technologies, interactive methods of scientific and methodological work; description of innovation as work experience, presentations at scientific and practical conferences, seminars; creative reports of teachers on the generalization of experience, etc.

Management in innovation management is carried out using various methods, which are a system of rules and procedures for performing various tasks of innovation management. Both general management methods used in all areas of managerial activity, and special ones, characteristic of innovative management, are used. Special methods include: methods for identifying opinions (interviews, questioning opinions, sample surveys, expertise); analytical methods (system analysis, script writing, network planning, functional cost analysis, economic analysis); assessment methods (risk, chances, effectiveness of innovations, etc.); ideas generation methods (brainstorming, synectics method, morphological analysis, business games and situations); decision making (decision tables, building decision trees, comparing alternatives); forecasting methods (expert, extrapolation, analogy, Delphi method, simulation models), visual presentation (graphical models, job descriptions and instructions); argumentation methods (presentations, negotiation). (P.N. Zavlin, A.K. Kazantsev, L.E. Mindeli)

In the management of innovative processes in education, the following methods of managing innovative activities have proved their effectiveness: methods of creating (forming) effectively working creative, research groups, an effective communication system; methods of motivation (stimulation, creation of a creative field, motivating control); methods of creating conditions for the professional growth of members of the teaching staff; methods of regulating the socio-psychological climate in the team, the formation of an intra-school culture, integrating the efforts of the subjects of the innovation process in achieving the goals of school development.

The result of innovative activity is concrete changes in the object of transformations, the quality of educational, pedagogical and managerial activities. Pedagogical monitoring allows for continuous scientifically based diagnostic and prognostic monitoring of the state, development of the innovation process, and the quality of its management.

The quality of the educational institution's innovative activity is assessed on the basis of three groups of criteria:

The criterion for the quality of transformations, expressed in the ratio of the real results of the school's activities with the goals of innovation, the model of the school graduate, state educational standards, etc.; efficiency criterion, reflecting the ratio of the results achieved to the time, effort, and other resources spent; criterion of motivation, the so-called criterion of school well-being of students and teachers.

To measure the effectiveness of school development management, V.S. Lazarev proposes the following evaluation criteria:

1. The level of awareness of the members of the teaching staff about innovations that can potentially be mastered by the school (the level of awareness about the possibilities and limitations of the development of the school).
2. The completeness of highlighting the actual problems of the school (understanding by the members of the team of the problems of the school, as well as their cause-and-effect relationships).
3. The rationality of the choice of general and particular goals of innovative activity in the school: the goals set correspond as much as possible to the possibilities of solving the actual problems of the school.
4. The integration of school development goals: the goals of individual innovations are consistent with the overall goal and among themselves.
5. Realistic plans: the degree of validity of statements about the provision of certain areas of innovation activity with the necessary resources.
6. The interest of the teaching staff of the school in learning new things.
7. Controllability of innovative processes at school.

UNESCO defines innovation as an attempt to change the education system, to consciously and deliberately improve the current system. The innovative processes taking place today in education certainly lead to positive changes. Thanks to innovations, author's concepts, new models of schools appear; programs for the development of educational institutions and regions are being developed; the content of education is being actively updated based on the ideas of humanization and humanitarization; there is a restructuring of forms, methods, the process of training and education, taking into account the personality-oriented approach; monitoring systems, diagnostic support of the educational process are being created, the transition of educational institutions from the mode of operation to the mode of development and self-development is carried out.

Literature.

1. Innovative school models: textbook.-method. Allowance: In 3 books. - St. Petersburg, 2003
2. Kotlyarova I. O., Kutan B. A., Serikov G. N. Modernization of education in rural areas: an innovative project: Scientific and methodological manual / Under scientific. ed. G. N. Serikova. - Kurgan - Chelyabinsk: GlavUO, 2001.
3. Lazarev B.C. Systematic development of the school. - M.: Pedagogical Society of Russia, 2002
4. Mazur Z.F. Innovation management: social and educational aspect. - M., 2001
5. Potashnik M. M., Lorensov A. V., Khomeriki O. T. Management of innovation processes in education. - M., 1994.
6. Program-targeted management of the development of education / Ed. A. M. Moiseeva. - M.: Pedagogical Society of Russia, 2001.
7. Rozov N.Kh. Theory and practice of innovative activity in education. - M., 2007
8. Sidorov V.S. Innovations in a rural school: theory and practice of management: monograph. - Shadrinsk, 2006
9. Todosiychuk A.V. Theoretical and methodological problems of the development of innovative processes in education. - M., 2005
10. Management of the development of innovative processes at school / Nauch. ed. T. I. Shamova, P. I. Tretyakov. - M., 1995.
11. School Development Management: A Handbook for Leaders arr. institutions / Ed. M. M. Potashnik, V. S. Lazarev - M .: New school, 1995.
12. Shamova T. I., Tretyakov P. I., Kapustin N. P. Management of educational systems: Proc. allowance for students. higher ped. textbook institutions / Ed. T. I. Shamova. - M.: Humanit. ed. center VLADOS, 2001.
13. Yusufbekova N. R. General foundations of pedagogical innovations: Experience in developing the theory of the innovation process at school. - M: Pedagogy, 1991.

Autonomous non-profit organization of additional professional education

"ORENBURG BUSINESS SCHOOL"

"MANAGEMENT IN EDUCATION"

Final qualifying work on the topic:

Development of an educational institution based on innovation.

Completed by: Ozhereleva G.A.

Supervisor:

Orenburg 2016

Innovations in the Russian educational system have been discussed since the 1980s. It was at this time that the problem of innovation in pedagogy and, accordingly, its conceptual support became the subject of special studies. The terms “innovations in education” and “pedagogical innovations”, used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation - an innovation in pedagogical activity, changes in the content and technology of training and education, with the aim of increasing their effectiveness.

Thus, the innovation process consists in the formation and development of the content and organization of the new. In general, the innovation process is understood as a complex activity for the creation (birth, development), development, use and dissemination of innovations. In the scientific literature, the concepts of “innovation” and “innovation” are distinguished. To identify the essence of these concepts, we will compile a comparative table.

Table 1

The concepts of "novation" and "innovation"

So, innovation is precisely a means (a new method, methodology, technology, program, etc.), and innovation is the process of mastering this means. Innovation is a purposeful change that introduces new stable elements into the environment, causing the system to transition from one state to another.

It is also necessary to distinguish between such concepts as “innovation” and “reform”. The differences between these concepts from each other will be considered in the table.

table 2

The concepts of "reform" and "innovation"

Relationship changes

"Teacher - Student"

Raising the status of education

New sanitary and hygienic requirements

Changes in the structure of the education system

Innovation in this consideration is understood as the result of innovation, and the innovation process is seen as the development of three main stages: generating an idea (in a certain case, a scientific discovery), developing an idea in an applied aspect, and implementing an innovation in practice. In this regard, the innovation process can be viewed as a process of bringing a scientific idea to the stage of practical use and the implementation of the associated changes in the socio-pedagogical environment. An activity that ensures the transformation of ideas into innovation and forms a management system for this process is an innovative activity.

There is another characteristic of the stages of development of the innovation process. It includes the following actions:

determining the need for change;

collection of information and analysis of the situation;

preliminary selection or independent development of innovation;

making a decision on implementation (development);

the implementation itself, including trial use of the innovation;

institutionalization or long-term use of an innovation, during which it becomes an element of everyday practice.

The combination of all these stages forms a single innovation cycle.

Innovations in education are considered to be innovations specially designed, developed or accidentally discovered as a result of pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, a project of effective innovative pedagogical experience, ready for implementation, made in the form of a technological description. Innovations are new qualitative states of the educational process, which are formed when the achievements of pedagogical and psychological sciences are introduced into practice, when advanced pedagogical experience is used.

Innovations are developed and carried out not by state authorities, but by employees and organizations of the education and science system.

There are different types of innovations, depending on the attribute on which they are divided.

6) according to the source of occurrence:

external (outside the educational system);

internal (developed within the educational system).

7) by the scale of use:

single;

diffuse.

8) depending on functionality:

Table 3

innovations-products

organizational and managerial innovations

provide an effective educational process (new content of education, innovative educational environments, socio-cultural conditions, etc.).

pedagogical tools, technological educational projects, etc.

qualitatively new solutions in the structure of educational systems and management procedures that ensure their functioning.

10) on the basis of the intensity of innovative change or the level of innovation:

Table 4

zero order innovation

it is practically the regeneration of the original properties of the system (reproduction of the traditional educational system or its element)

first order innovation

characterized by quantitative changes in the system with its quality unchanged

second order innovation

represent a regrouping of system elements and organizational changes (for example, a new combination of known pedagogical tools, a change in the sequence, rules for their use, etc.)

third order innovation

adaptive changes in the educational system in new conditions without going beyond the old model of education

fourth order innovation

contain a new version of the solution (these are most often the simplest qualitative changes in individual components of the educational system, providing some expansion of its functionality)

fifth order innovation

initiate the creation of “new generation” educational systems (changing all or most of the initial properties of the system)

sixth order innovation

as a result of the implementation, educational systems of a “new type” are created with a qualitative change in the functional properties of the system while maintaining the system-forming functional principle

seventh order innovation

represent the highest, fundamental change in educational systems, during which the basic functional principle of the system changes. This is how a “new kind” of educational (pedagogical) systems appears

11) on reflection before the introduction of innovations:

Table 5

Based on the above, we can formulate the main pattern of innovation design: the higher the rank of innovation, the greater the requirements for science-based management of the innovation process.

For a complete and accurate representation of the specifics of innovative processes taking place in the modern Russian educational space, two types of educational institutions can be distinguished in the education system: traditional and developing. Traditional systems are characterized by stable functioning, aimed at maintaining once established order. Developing systems are characterized by a search mode.

In developing Russian educational systems, innovative processes are implemented in the following areas: the formation of a new content of education, the development and implementation of new pedagogical technologies, the creation of new types of educational institutions. In addition, the teaching staff of a number of Russian educational institutions is implementing innovations into practice that have already become the history of pedagogical thought. For example, alternative educational systems of the early twentieth century by M. Montessori, R. Steiner, etc.

The development of the school cannot be carried out otherwise than through the development of innovations, through the innovation process. In order to effectively manage this process, it must be understood, and therefore known. The latter involves the study of its structure or, as they say in science, its structure.

Any process (especially when it comes to education, and even about its development) is a complex dynamic (mobile, non-static) education - a system. The latter is polystructural, and therefore the innovation process itself (like any system) is polystructural.

The activity structure is a combination of the following components: motives - goal - tasks - content - forms - methods - results. Indeed, everything starts with the motives (incentives) of the subjects of the innovation process (principal, teachers, students, etc.), defining the goals of the innovation, transforming the goals into a “fan” of tasks, developing the content of the innovation, etc. Let's not forget that all these components of activity are implemented under certain conditions (material, financial, hygienic, moral and psychological, temporary, etc.), which, as is known, are not included in the very structure of activity, but if ignored, the innovation process would be paralyzed or would be ineffective.

The subject structure includes the innovative activities of all subjects of school development: the director, his deputies, teachers, students, parents, sponsors, experts, employees of educational authorities, certification service, etc. This structure takes into account the functional and role correlation of all participants in each of the stages of the innovation process. It also reflects the relationship of participants in the planned private innovations. It is enough for the director now to write in a column the functions of each of the above-mentioned subjects and arrange them in order of importance of the roles performed in the innovation process, how immediately weighty, significant this structure will be seen.

The level structure reflects the interconnected innovative activity of subjects at the international, federal, regional, district and school levels. Obviously, the innovation process at school is influenced (both positively and negatively) by innovation activities at higher levels. In order for this influence to be only positive, special activities of managers are needed to coordinate the content of innovations, innovation policy at each level. In addition, we draw the attention of leaders to the fact that managing the development process of a particular school requires consideration of it at least at five levels: individual, small group, whole school, district and regional levels.

The content structure of the innovation process involves the birth, development and development of innovations in education, educational work, organization of the educational process, school management, etc. In turn, each component of this structure has its own complex structure. So, the innovative process in education may involve innovations in methods, forms, techniques, means (that is, in technology), in the content of education or in its goals, conditions, etc.

Life cycle structure. A feature of the innovation process is its cyclic nature, expressed in the following structure of the stages that each innovation goes through: emergence (start) - rapid growth (in the fight against opponents, routineists, conservatives, skeptics) - maturity - development - diffusion (penetration, distribution) - saturation (mastery by many people, penetration into all links, sections, parts of the educational and management processes) - routinization (meaning a fairly long-term use of innovation - as a result of which for many people it becomes a common occurrence, the norm) - crisis (meaning in in view of the exhaustion of opportunities to apply it in new areas) - finish (innovation ceases to be such or is replaced by another, more effective one, or is absorbed by a more general effective system).

Some innovations go through another stage, called irradiation, when, with routinization, the innovation does not disappear as such, but is modernized and reproduced, often having an even more powerful influence on the development of the school. For example, the technology of programmed learning before and after the widespread use of computers in schools (now virtually every school has computer classes, most of them with Internet access).

Academician V.I. Zagvyazinsky, a specialist in the field of pedagogical innovation, who studied, in particular, the life cycles of various innovative processes, notes that very often, having received positive results from the development of innovation, teachers unreasonably seek to universalize it, to extend it to all areas of pedagogical practice, which often ends in failure and leads to disappointment, cooling to innovation.

One more structure can be designated (very close to the one just described). This is the structure of the genesis of innovation, taken from the theory of innovation in the field of material production. But if the reader has a sufficiently developed imagination, it is quite amenable to transfer to innovative processes at school: emergence - development of an idea - design (what is on paper) - production (that is, mastering in practical work) - use by other people.

The management structure involves the interaction of four types of management actions: planning - organization - management - control. As a rule, the innovation process in the school is planned in the form of a concept of a new school or, most fully, in the form of a school development program, then the activities of the school team are organized to implement this program and control its results. Particular attention should be paid to the fact that at some point the innovation process can be spontaneous (unmanaged) and exist due to internal self-regulation (that is, all the elements of the above structure, as it were, do not exist; there may be self-organization, self-regulation, self-control). However, the lack of management of such a complex system as the innovation process at school will quickly lead to its fading. Therefore, the presence of a management structure is a factor stabilizing and supporting this process, which, of course, does not exclude elements of self-government, self-regulation in it.

Each component of this structure has its own structure. Thus, planning (which actually boils down to the preparation of a school development program) includes a problem-oriented analysis of the school's activities, the formation of a concept for a new school and a strategy for its implementation, goal setting and the development of an operational action plan.

For managers who find it difficult to immediately switch to a capacious four-component structure of managerial actions, we can offer its former, more voluminous variety, also called the organizational structure of the innovation process at school. It includes the following stages: diagnostic - prognostic - actually organizational - practical - generalizing - implementation.

In addition to those mentioned, in any innovation process it is easy to see such structures as the creation of innovations and the use (mastering) of innovations; a complex innovation process that underlies the development of the entire school, consisting of interconnected micro-innovation processes.

The more often a leader turns to these structures in his analytical and, in general, managerial activities, the sooner they will be remembered and become self-evident. In any case: if the director fixes a situation when the innovation process at the school is not going on (or is going inefficiently), the reason must be looked for in the underdevelopment of some components of a particular structure.

Knowledge of all structures is necessary for the director also because it is the innovation process that is the object of management in a developing school, and the leader must know the object that he will manage in detail.

All the above structures are organically intertwined with each other not only by horizontal, but also by vertical connections, and moreover: each component of any structure of the innovation process is implemented in the components of other structures, that is, this process is systemic.

The head of any school, and even more so the one that goes into development mode, i.e. The educational institution in which the innovation process is organized is obliged to carry out all transformations on an impeccable legal basis. The legal norm is an important and necessary tool for management activities.

Of course, any norm - legal, administrative-departmental, moral - restricts freedom. But the freedom of action of a modern leader presupposes, first of all, his high legal culture. Without normative regulation, the normal operation of the school is impossible. Reliance on law and morality in a school implementing innovations is one of the most important conditions for ensuring the safety of children and teachers.

In the innovative activities of the school, documents of various levels are used - from acts of international law, federal laws to resolutions of local authorities, decisions of municipal and regional education authorities, governing bodies and officials of the school itself.

The meaning, content and application of any normative legal acts are primarily determined by the rights and freedoms of man and citizen, established by the Constitution of the Russian Federation. Pedagogical innovation should contribute to the fullest realization of the right to education , the right of everyone to freely dispose of their abilities to work, to choose the type of activity, profession , other rights and freedoms disclosed in chapter 2 of the first section of the Constitution of the Russian Federation. The priority of international and federal norms over regional, local, departmental and intraschool norms is obvious.

Federal legislation establishes that generally accepted international norms relating to human rights take precedence over the laws of the Russian Federation and directly give rise to the rights and obligations of citizens of the Russian Federation.

Today, in the conditions of the increased independence of the school, its leader gets the opportunity to rely directly on the norms of the law, including international ones. This kind of management practice is innovative in itself.

For example, the Convention on the Rights of the Child, adopted by the 44th session of the UN General Assembly on December 5, 1989, provides ample opportunities for updating school education.

The central place in the legal framework for the development of the school belongs to the Law of the Russian Federation “On Education”. Only on the basis of the Law, education authorities develop Regulations on the types and types of educational institutions, and the schools themselves develop the Charter and other documents that ensure their functioning and development.

Knowledge of the Law allows the head of the school to defend the interests of his team in all innovative activities, protect them from any and anyone's encroachments, from incompetent interference in the pedagogical and managerial processes independently implemented by the school.

The Law of the Russian Federation "On Education" introduces into the competence of the school not only the choice, but also the development and approval of general education programs, curricula, programs of training courses and disciplines. These powers specify the principle of autonomy of educational institutions.

The increased competence, the implementation of the principle of school autonomy mean at the same time an increase in the responsibility of the teaching staff, the head of the school for the results and consequences of any, but especially innovative activity. The school, in accordance with the procedure established by the legislation of the Russian Federation, is responsible for:

Failure to perform functions within its competence;

Implementation of incomplete educational programs in accordance with the curriculum and schedule of the educational process;

The quality of education of its graduates;

Violation of the rights and freedoms of students, pupils and school employees;

Life and health of students and employees during the educational process .

The impact of innovative changes on the health of students should be carefully monitored by school leaders.

The teaching load, the mode of classes are determined by the Charter of the school on the basis of agreements with the health authorities. The schedule of classes should include a sufficiently long break necessary for the nutrition of schoolchildren. When choosing and independently developing options for new content and technologies of education, the staff and head of the school must take into account the weekly workload of students with lessons.

School innovations always affect the interests of the population, working conditions and employment of teachers. Some schools are moving away from the traditional structure of the academic year: they change the timing of the study of training courses, exams, allocate days and even weeks for self-study, postpone, sometimes extend the holidays. These innovations, related to changes in the “annual calendar academic schedule“, the head of the school is obliged to coordinate with local authorities , as well as - with municipal executive authorities, advisers, specialists of these bodies on education issues.

Other innovations require the same coordination: the introduction of new specialized courses; reduction of time for the study of individual subjects and their integration; differentiation of education; changes in recruitment conditions; creation of elite educational institutions and other new types and kinds of schools.

State educational standards are called upon to guarantee the right to education . A single component of state standards is the federal component of educational programs. Competent management of innovations implies the ability of the head of the school to ensure the high-quality implementation of the federal component by each teacher.

Failure to comply with the minimum requirements for curricula threatens to break, destabilize the unified educational space of Russia, disrupt the continuity in the development of intellectual potential as a condition of national security, and lose the equivalence of documents issued to school graduates.

Schools use various curricula approved by the Ministry of Education of the Russian Federation. But with any choice, the head of the school is obliged to ensure the study of academic subjects in no less volume than is provided for by the invariant part of the exemplary basic curriculum.

It is determined by the degree of compliance of the innovation with the needs of the school, the social order, the possibilities of eliminating some significant shortcomings in the work, as the problems identified as a result of the analysis of the work of the school are solved, the compliance with regional and local policies in the development of education, according to the degree of significance of the problem, on the solution to which innovation is directed.

We are aware that not every new idea, technology, development can be a means of developing a particular school. When evaluating innovation on this basis, one should look at how the proposed innovation, so to speak, is built into the concept of school development. This concept is an important part of the program for the development of a general education institution.

It is evaluated either by analogy with the development of this idea in another place, or by an expert (based on intuition, studying the potential of the idea, etc.).

Of course, it is not at all necessary to solve the actual problems of the school only with the help of radical innovations (the highest degree of creative novelty) that have neither analogues nor prototypes. If there is, although not new, but effective, technology or program, then they should not be rejected just because they are not new. We must always remember: progressive is what is effective, regardless of when it was born - a long time ago or just recently.

It assumes the presence of specific descriptions of the content of the idea, structure, as well as the stages and technology of its development. In the absence of the described developments, methods, technologies, the idea can still be accepted for development in the form of an experiment, during which all these technologies are developed: first in the form of a hypothesis, research project, etc., and then in the form of a proven, substantiated practice .

Opportunities for potential participants in the development of innovation

They are determined by the complexity and accessibility of technology, the nature and strength of participants' motivation, the degree of interest of teachers and leaders in introducing innovations, the degree of need for additional training and retraining of members of the teaching staff, etc.

Balance of interests of teachers.

Balance of interests of different groups of teachers in relation to this or that innovation.

It can arise from those teachers whose proposals did not pass; recent exponents of excellence; those teachers who cannot afford innovation; those for whom innovation turns into anxiety and the disappearance of the conditions of a quiet, serene, lazy existence; those who are doomed by the development of innovation to leave school or change positions that are undesirable for them, etc.

Education, for example, can be given to a child for eleven years, and the situation is such that, due to objective conditions, a school must be redesigned or reformed in a few years, a major overhaul must begin in it, and students will be divided into several schools. This example shows that when planning innovations, teachers should take into account the fact that both the time needed to master an innovation and the number of stages in its development depend on the working conditions of the school. In addition, each innovation requires a different time for its development. For one school, it may be more important to get a not very voluminous, but quick result, for another, just the opposite: you need a full result, and the time spent does not play a big role.

Money is needed not only for the purchase of equipment necessary for the preparation and organization of innovation. They may also be needed for the salaries of teachers (for example, if the innovation involves reducing the size of classes in the interests of better differentiation and individuality of education). They may also be needed to pay for scientific consultations, expertise of developments, school development programs, to invite specialists to provide methodological assistance to teachers in mastering new ideas.

organizational conditions.

The school may not have the structural units or positions necessary to bring innovations to life, it is necessary to create them.

A number of innovations, especially if they involve an experiment, require the permission of the relevant education authority, coordination with other educational institutions, the conclusion of business contracts, labor agreements, medical or other expertise, etc.

attractiveness of the idea.

Correspondence of innovation to the personal interests and tastes of those teachers who will master it.

The novelty of the idea.

Correspondence to the level of the latest achievements of pedagogical science and practice.

It is necessary to think over the entire organizational mechanism for choosing ideas, including collecting suggestions from teachers, children and parents through interviews and questionnaires, identifying the preferences of all groups of people participating in the innovation process, discussing selected innovations at meetings of methodological associations, creative microgroups, and, if necessary, at a meeting teachers' council. To achieve the goal, the leader should not only and not so much from himself, but from others - performers, implementers of future innovations. It is very important that they themselves participate in the search, evaluate and select new ideas for development. Otherwise, their work will not be motivated and there will be no update in the way innovation is managed in the school. At this stage of the work, the leader can use a table in which each teacher determines how he will develop innovation in each specific update object (for example, in the content of mathematical education, a teacher can develop his experience, master someone else's experience, master scientific developments or create your own experience based on an innovative idea, i.e., conduct an experiment.

An analysis of the specialized literature and the experience of schools indicates the insufficient intensity of the application of pedagogical innovations in the practice of educational institutions. There are at least two reasons for the lack of implementation of pedagogical innovations. The first reason is that an innovation, as a rule, does not pass the necessary professional examination and approbation. The second reason is that the introduction of pedagogical innovations has not been previously prepared either organizationally or technically, or, most importantly, in a personal, psychological sense.

A clear understanding of the content and parameters of pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in introducing innovations more than once led the school to the fact that the recommended, more often from above, innovation after some (short) time was forgotten or canceled by order or order.

One of the main reasons for this situation is the lack of an innovative environment in schools - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations in the educational process of the school. The absence of such an innovative environment is manifested in the methodological unpreparedness of teachers, in their poor awareness of the essence of pedagogical innovations. The presence of a favorable innovative environment in the teaching staff reduces the coefficient of "resistance" of teachers to innovations, helps to overcome the stereotypes of professional activity. The innovative environment finds a real reflection in the attitude of teachers towards pedagogical innovations.

CONCLUSION

Based on the above material, it can be said with confidence that the tasks that life sets before us in the field of education will be solved with the help of various pedagogical innovations.

The paper comprehensively considers the issue of innovations in education, reveals the significance of pedagogical innovations, gives their classification, identifies the differences between innovation and reform, innovation and innovation, Identifies the parameters for evaluating innovative ideas, which are basic for education. This is:

Correspondence of each particular new idea proposed for selection with the general idea of ​​the development of the school.

The effectiveness of the innovation.

Creative novelty (innovative potential) of the idea.

Methodical elaboration of the idea.

Opportunities for potential participants in the development of innovation.

Balance of interests of teachers.

Possible resistance to innovation.

Time required to master.

Financial costs for the development of a new idea and its logistics.

organizational conditions.

Regulatory security.

attractiveness of the idea.

The novelty of the idea.

The analysis of domestic experience made it possible to analyze scientific approaches to the management of an innovative educational institution, as well as to determine a strategy for its improvement.

A study of the opinions of leaders and teachers of the educational institution MBOU "Secondary School No. 15 pos. Shtykovo” on the management of innovation processes made it possible to indirectly determine the state of innovation and identify the reasons that do not allow for more efficient management of innovation processes. Among these reasons are:

instability of direct and feedback links in the "manager-team" system;

lack of standardized requirements for innovation and its management at all levels of the educational system.

At the same time, although insignificant, changes were identified that occur under the influence of innovations in pedagogical activity in the following areas:

the quality and content of teacher training;

in the development of the creative initiative of teachers;

in the selection and implementation of new forms and methods of teaching and educating students;

in the growth of the desire of teachers and leaders of educational institutions for self-knowledge and self-improvement, necessary for the implementation of innovative pedagogical activities.

Thus, the tasks set at the beginning of the study have been solved, the research hypothesis confirms that the introduction of innovations in the school contributes to improving the quality of education.

Based on the foregoing, we can conclude that the more pedagogical innovations are used in our country, the more developed the students will be and the managers and teachers will be familiar with the processes of introducing innovations.

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when moving to the "New School"

Dubovik Svetlana Tarasovna

MBOU "Secondary school No. 13", Novokuznetsk

« Modernization and innovative development– the only way that will allow Russia to become a competitive society in the world of the 21st century, to ensure a decent life for all our citizens. In the conditions of solving these strategic tasks, initiative, the ability to think creatively and find non-standard solutions become the most important qualities of a person ... ".

Characteristics of the New School in the 21st century:

an institution that meets the goals of advanced development;

school for all (successful socialization of children with disabilities and those in difficult life situations);

new teachers, open to everything new;

leisure centers;

modern infrastructure;

modern system for assessing the quality of education .

The transition to the New School requires a specially built change management system.The leading strategy is implemented by schoolsly building the educational system of tomorrow.The teaching staff of these schoolsoutcarefully follow all the new ideas and trends in the development of school education, focus not only on the requirements of the current situation, but alsopredict the future.Such innovations are not carried out autonomously, but constitute a single whole and are parts of the implementation.a holistic project for the future of the school.Orientation to trenovationfuture, the concept of a holistic pedagogicalschool system based on modern achievementsin pedagogical and other sciences, consistency in the implementationinnovation activities– main features of schools with operacutting type of strategic behavior.

Is all change a development?Underschool development M. M. Potashnik offers to understandthe process of regular change, transition from one state to a new, more perfect one;implementationplanned, purposeful, directed and managed changes,leading toa significant improvement in the general state of affairs in the school. School development– it is a natural, expedient, evolutionary, controlled (self-managed positive change in the school itself (its goals, content of methods, forms of organization of the pedagogical process) and its control system, leading to the achievement of qualitatively new results in the education, upbringing and development of students; this is the transition of the school from the former qualitative state to a new one (i.e. in the course of the innovation process), both states being evaluated based on the results of the school’s activities, and the transition is carried out at a certain, predetermined time.

The development of the school is carried out in the form of resolving contradictions, it involves the transition of quantitative changes into qualitative ones and the preservation of the positive features of the old one in the new school. At the same time, in the modern interpretation of development, the emphasis is ondevelopment as enrichment, the growth of the diversity of the system and its capabilities.

Managed School Developmentpresupposes the presence of a subject consciously carrying out qualitatively new changes, which takes into accountthe internal logic of the self-development of the school as an active system, the trends of its change. The method and means of practical implementation of the managed development of the school isinnovative process – implementation processinnovationswithin the framework of which its constituent interconnected sub-processes are distinguishedsearch, development, development and use of innovations.

Innovations are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation.

In the scientific literature, the concepts of "innovation" and "innovation" are distinguished.innovation – means (new method, methodology, technology, program, etc.), andinnovation – the process of mastering this means, a purposeful change that introduces new stable elements into the environment, causing the system to transition from one state to another.

Innovations in education are the result of specially designed projects or accidental discoveries in the order of pedagogical initiative.In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.(new ideas, goals, curriculum, teaching method, type of training equipment, process or activity, etc.),aimed at increasing their efficiency [7, p. 37;9, p. 198; 11, p. 492].

The content of innovation there are scientific and theoretical knowledge of a certain novelty, new effective educational technologies, made in the form of a technological description, a project of effective innovative pedagogical experience, ready for implementation. In developing Russian educational systems, innovative processes are being implemented in the direction of forming a new content of education, developing and implementing new pedagogical technologies, and creating new types of educational institutions.

Innovations are included in a specific area of ​​the school system, its functional area, calledthe subject of renewal . The process of introducing a single innovation into the corresponding area of ​​innovation within the school is calleda separate innovation or a separate innovation process.

Each innovation has a specificlife cycle : itshould be discovered, developed, experimentally tested, mastered, effectively used and, after the loss of its novelty and productivity, withdrawn from use.

Innovation in this consideration is understood as the result of innovation, and the innovation process is seen as the development of three main stages: generating an idea, developing an idea in an applied aspect and implementing an innovation in practice. In this regard, the innovation process can be viewed as the process of bringing a scientific idea to the stage of practical use and the implementation of the associated changes in the socio-pedagogical environment. An activity that ensures the transformation of ideas into innovation and forms a management system for this process is an innovative activity.

There is another characteristic of the stages of development of the innovation process, the totality of which forms a single innovation cycle: determination of the need for changes; collection of information and analysis of the situation; preliminary selection or independent development of innovation; making a decision on implementation (development); the implementation itself, including trial use of the innovation; institutionalization or long-term use of an innovation, during which it becomes an element of daily practice.

The development of the school cannot be carried out otherwise than through the development of innovations and the innovative process. Any process in the development of education is a complex dynamic system that is polystructural, and therefore the innovation process itself is polystructural..

Allocate variousstructures of innovation activity :

activity structure - a combination of the following components: motives - goal - tasks - content - forms - methods - results. All components of activity are implemented under certain conditions (material, financial, hygienic, moral and psychological, temporary, etc.), which are not included in the structure of activity itself, but are a necessary factor of efficiency.

subjective the structure includes the innovative activities of all subjects of school development: the director, his deputies, teachers, students, parents, sponsors, methodologists, university professors, consultants, experts, employees of educational authorities, attestation service, etc. This structure takes into account the functional and role ratio of all participants in each from the stages of the innovation process, reflects the relationship of participants in the planned private innovations.

Leveled the structure reflects the interconnected innovative activity of subjects at the international, federal, regional, city and school levels. Obviously, the innovation process at school is influenced (both positively and negatively) by innovation activities at higher levels. In order for this influence to be only positive, special activities of managers are needed to coordinate the content of innovations at each level. Managing the development process of a particular school requires consideration of it at least at five levels: individual, small group, whole school, district and regional levels.

4. Informative the structure of the innovation process involves the birth, development and development of innovations in education, educational work, organization of the educational process, school management, etc. In turn, each component of this structure has its own complex structure. So, the innovative process in education may involve innovations in methods, forms, techniques, means (technology), the content of education or its goals, conditions, etc.

To achieve the same goals, different results, different innovations can be selected, each of which has its own strengths and weaknesses. Therefore, the choice of ideas is inevitable. The choice of ideas is the most difficult task in the practice of educational institutions preparing to become an innovative platform.

Typicalidea selection errors :

the desire to master literally everything that did not exist before, that they heard or saw somewhere;

the desire to try many new things in order to choose the best idea for your school, hence the numerous mistakes;

the desire to master what neighboring schools are mastering in order to withstand competition in the struggle for a contingent of students, to have a good opinion of parents and heads of educational authorities;

the desire to keep up with fashion at any cost, to be on its crest, and therefore they strive for the status of an innovative school and, of course, with an elaborate, complex name;

willingness to accept for implementation any recommendation, any indication of local education authorities regarding the development of a particular new idea.

All this is accompanied by serious costs: colossal overloads of children and teachers, a decrease in academic performance in those subjects that are not covered by “experimental” work, takes all the energy and time from innovative teachers, which inevitably leads to destabilization of the pedagogical process.

The choice of ideas is realized by discussing them, thinking through a group of competent persons - experts. It involves a comparative evaluation of ideas on a number of parameters and is a creative act. Evaluation of ideas can be carried out with the help of mental experimentation or on the basis of the development of projects for the activities of the alleged participants in the transformation.

Options for evaluating ideas :

the relevance of the innovation (the degree of its compliance with the needs of the school, social order, the ability to eliminate shortcomings in work, compliance with regional and local policies in the development of education, according to the degree of importance of the problem being solved in an innovative way);

correspondence of a particular new idea to the general idea of ​​school development (integration into the concept of school development);

the effectiveness of the innovation (analogy of mastering the idea in another place or by expert way);

creative novelty (innovation potential) of the idea;

methodological development of the idea (the presence of specific descriptions of the content of the idea, structure, technology for its development; in the absence of the described developments, the idea is mastered in the form of an experiment);

opportunities for potential participants in the development of innovation (are determined by the complexity and accessibility of technology, the nature and strength of the motivation of participants, the degree of interest of teachers and leaders in the introduction of innovations, the degree of need for additional training and retraining of members of the teaching staff, etc.);

balance of interests of teachers (balance of interests of different groups of teachers in relation to this or that innovation);

possible resistance to innovation;

the time it takes to master an idea;

financial costs for the development of a new idea and its logistics (money is needed not only for the purchase of equipment necessary for the preparation and organization of innovation: for remuneration of teachers, scientific consultations, examination of developments, for inviting specialists to provide methodological assistance to teachers in mastering new ideas);

organizational conditions (creation of structural units or positions necessary for the implementation of innovations);

legal securityinnovation;

attractiveness of the idea (correspondence of the innovation to the personal interests of the teachers-implementers);

novelty of the idea (correspondence to the level of the latest achievements of pedagogical science and practice) .

It is necessary to think over the entire organizational mechanism for choosing ideas, including collecting suggestions from teachers, children and parents through interviews and questionnaires, identifying the preferences of all groups of people involved in the innovation process, discussing selected innovations at meetings of methodological associations, creative microgroups, at a meeting of the pedagogical council. It is important that it is the participants who are in search, evaluate and choose new ideas for development, this contributes to their motivation for innovation.

Mainreasons for the failure to implement pedagogical innovations :

lack of professional expertise and approbation;

the introduction of pedagogical innovations has not been previously prepared either organizationally or technically, or personally, or psychologically.

A clear understanding of the content and parameters of pedagogical innovations, possession of the methodology for their application allow the heads of educational institutions to objectively evaluate and predict their implementation.

Efficient implementation of innovations contributes toinnovation environment - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations in the educational process of the school. The presence of a favorable innovative environment in the teaching staff reduces the "resistance" of teachers to innovation, helps to overcome the stereotypes of professional activity.

Thus, innovation is the basis for the development of the school, the innovation process ensures the formation and development of the content and organization of the new. "Each innovation carried out at school, in organizational and managerial terms, can be singled out as a separate innovative project, involving the allocation of a team of implementers, the organization of management" .

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3. Lazarev, V. S. Management of innovations - the path to the development of the school [Text] / V. S. Lazarev // Rural school. - 2003. - No. 1. - P. 16.

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7. Orlova, A. I. Revival of education or its reform? [Text] / AI Orlova // Teaching history at school. - 2006. - No. 1. - P. 37.

8. Potashnik, M. M. School development management [Text] / M. M. Potashnik, V. S. Lazarev. - M. : New school, 1995. - 464 p.

9. Rapatsevich, E. S. Pedagogy. Great Modern Encyclopedia [Text] / E. S. Rapatsevich. - Minsk: Modern Word, 2005. - P. 198.

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Development of an educational institution based on innovative activities

13.00.01 - General pedagogy, history of pedagogy and education

Nizhny Novgorod - 2010

the work of the vyhtt in y / his “ninyaetodyuy goodagshmy / ingeio1№i^uzhvsh1Sh"ilaADZbRS1 / 1yue"4"

supervisor

doctor of pedagogical sciences, professor Dmitrieva Elena Nikolaevna

Official opponents:

doctor of pedagogical sciences, professor Chervova Albina Alexandrovna

Candidate of Pedagogical Sciences, Associate Professor Perfilyeva Evgenia Ivanovna

Lead organization

GOU VPO "Tatar State Humanitarian and Pedagogical

university"

The defense will take place on December 6, 2010 at 1300 hours. at a meeting of the dissertation council DM 212.162.05 at the Nizhny Novgorod State University of Architecture and Civil Engineering at the address: 603022, Nizhny Novgorod, st. Timiryazeva, 31, room. 215.

The dissertation can be found in the library of the State Educational Institution of Higher Professional Education

"Nizhny Novgorod State University of Architecture and Civil Engineering".

Scientific Secretary of the Dissertation Council Candidate of Pedagogical Sciences,

N.F. Komarova

GENERAL CHARACTERISTICS OF THE STUDY

A new area of ​​scientific knowledge, pedagogical innovation, has received an impetus to development. Innovative pedagogical systems and innovative activities of teachers in the 90s. 20th century have been the subject of many pedagogical studies. During this period, studies were carried out that developed ideas about innovation as a factor in the development of a general education school and the education system as a whole (V.N. Averkin, L.I. Atgaeva, T. N. Demina, N. P. Kornyushkin, N. M. Martynova , S.D. Namsaraev, A.B. Pankin, L.S. Podymova, I.I. Prodanov, N.A. Sadovsky and others). In the dissertation research of these authors, it is noted that the education system can develop through the creativity, innovation of teachers, the introduction of innovations created as a result of an innovative approach to educational activities.

In recent years, in pedagogical innovation, the introduction and dissemination of best practices have been considered as types of innovative processes. A significant place is given to the study of the life cycle of innovative processes, the classification of innovations, the sources of ideas for innovative pedagogy, the importance of regulatory support for innovations is updated (A.N. Boyko, V.I. Gusev, V.I. Zagvyazinsky, M.V. Klarin, V. .S. Lazarev and others). An analysis of scientific publications shows that the provision of innovative activity in

education involves the study of a group of issues, including the identification of socio-cultural and moral and spiritual factors that determine the need to expand innovative activities in a new social type of educational institution that produces and implements pedagogical innovations in the practice of educational activities; development of guidelines for the translation of scientific innovations into mass practice.

The issue of innovation is especially acute in the modern period, as the main ways of modernizing Russian education, and, consequently, of actively reforming this system, have been outlined. Currently, various models for implementing changes in the activities of educational institutions have been proposed (Yu.K. Babansky, V.P. Bespalko, P. Dalin, V. Rust, V.S. Lazarev, M.M. Potashnik, V.A. Serikov); the conceptual apparatus of pedagogical innovation is being formed (K. Angelovsky, G.A. Bordovsky, V.I. Zagvyazinsky, V.A. Izvozchikov, Z.F. Mazur, B.P. Martirosyan, A.M. Moiseev, A.Ya. Nain , S. D. Polyakov, V. A. Slastenin, J. I. C. Podymova, M. M. Potashnik, T. N. Shamova, etc.); the structure of innovation processes is being studied (V.I. Zhuravlev, V.I. Zagvyazinsky, V.S. Lazarev, S.D. Polyakov, T.I. Shamova, etc.); proposed methods for solving various problems of innovation. (A.A. Arlamov, V.S. Lazarev, B.P. Martirosyan, O.G. Khomeriki, etc.). ,

The problem of creating and implementing innovations requires the study of many issues that have not been exhaustive; disclosures in domestic pedagogy - the dependence of the spread of innovations on the characteristics of the environment, the patterns of perception of innovations by teachers, the technology of innovative educational practice, pedagogical mechanisms for the innovative development of educational institutions, etc.

In modern conditions of reforming all levels of education, innovativeness is associated with the idea of ​​the development of an educational institution, leading to an increase in the quality of its educational activities. In the studies of innovative processes, the level of secondary general education is emphasized (from the experience of innovative teachers of the middle of the 20th century to innovative development programs within the framework of the National Project "Education" at the present time) and, in the last 10-15 years, the level of higher education. Innovative development activities - institutions of secondary vocational education in research are represented to a lesser extent and have not yet received a holistic scientific understanding as a factor in its development.

Taking into account the demand for institutions of secondary vocational education in the education system of Russia, as well as the need to study the mechanisms of their innovative development in the context of the modernization of the education system, the study of the development of an educational institution in this study was carried out on the example of a pedagogical college. Considering the education system as a unity of the general, special and individual, we accept, as a general, the initial ideas that have developed in pedagogical science about an educational institution as a complex pedagogical system, distinguished by purposefulness, consistency, integrity, unity of structural and organizational and functional characteristics. The specific features inherent in the educational process of an institution of secondary vocational education with its focus on producing a general and professional culture of an individual, the formation of a system of key and professional competencies that determine the effectiveness of the educational activities of a given educational institution seem to be special. The singular is what is characteristic of a teacher training college as a component of the education system.

The analysis of scientific publications on the topic of research and practice of innovative activity of the pedagogical college revealed a number of contradictions, the main ones of which are:

Between the objective requirements of the modernization of education and insufficiently studied pedagogical mechanisms, the development of an educational institution in modern conditions;

The purpose of the study: theoretical substantiation and experimental verification of the conceptual model of the development of an educational institution based on innovative activities.

A complex of organizational and pedagogical conditions for its development has been identified and implemented in an educational institution, contributing to the progressive transformation of all components of the educational system of the institution;

Research objectives:.

3. Reveal a complex of organizational and pedagogical conditions for the development of an educational institution.

; 5. Determine the criteria and develop indicators for the development of an educational institution.

The theoretical foundations of the study were: a set of general pedagogical provisions on the content and essence of the activities of an educational institution, the socio-cultural determinism of pedagogical phenomena (L.P. Bueva, S.N. Mitin, Yu-ALebedev, L.V. Filippova, etc.); theoretical foundations of pedagogical innovation (E.I.Kazakova, V.M.Kparin, V.S.Lazarev, M.M.Potashnik, A.P.Tryapitsyna); provisions of the system-oriented and program-targeted approaches to the development of educational systems (V.SLazarev, S.N. Mitin, A.P. Tryapitsyna and others); scientific provisions of pedagogical and educational management (I.V. Bestuzhev-Lada, V.P. Vasiliev, B.S. Gertsgunsky, M.M. Potashnik, etc.); the provisions of well-known pedagogical approaches - cultural, personal, active, environmental (B.G. Ananiev, M.N. Berulava, E.V. Bondarevskaya, M.A. Vikulina, E.N. Dmitrieva, I.A. Zimnyaya, I.O. Yakimanskaya, V. A. Yasvin and others)

Organization and stages of the study. The study was conducted between 2005 and 2010. and consisted of three main steps. At the first stage (2005-2006), the scientific literature on the problem was studied and analyzed, the theory and practice of innovation processes, the experience of managing innovation activities were analyzed, the methodological base of the study was determined, the initial hypothesis was put forward and

the scientific apparatus of the research is determined. At the second stage of the study (2007-2009), the conceptual apparatus of the study was refined, the organizational and pedagogical conditions and the conceptual model of development were experimentally tested and implemented; there was a development of criteria and indicators for the development of an educational institution. The third stage (2009-2010) was devoted to the correction and analysis of the results obtained during the testing of the developed conditions, their pedagogical interpretation; formulation of conclusions, design of the text of the dissertation and abstract.

philosophical, psychological-pedagogical, social prerequisites for innovative activity in an educational institution (pedagogical college) have been identified and disclosed;

The essence and content of innovation activity in the pedagogical college are revealed;

A complex of organizational and pedagogical conditions for the development of an educational institution based on innovative activity was revealed;

The practical significance of the study is as follows: the provisions and conclusions of the study indicate a significant increase in the effectiveness of innovative processes in the pedagogical college and, as a result, the effectiveness of the functioning of the educational institution as a whole; introduced organizational and pedagogical conditions for the implementation of innovative activities in the pedagogical college; recommendations for managers on organizing the process of an innovative development of an educational institution have been developed.

Approbation and implementation of the results of the study, its conclusions and

the results were carried out: in the course of an experimental verification of the main provisions on an experimental basis - in the Murom Pedagogical College; in the process of discussing the progress of the study and its materials at the Department of Pedagogy and Psychology of the State Educational Institution of Higher Professional Education “Nizhny Novgorod State Linguistic University named after I.I. N.A. Dobrolyubova "(2006 - 2010, Nizhny Nyvgorbd); - in the form of "speeches and reports at scientific conferences of various levels in the cities: Arzamas (2008), Moscow (2008), Murom (2009 d.); by publishing articles in scientific journals and collections of scientific papers. ; !

1. Theoretical substantiation of organized innovation activity as a factor in the development of an educational institution. ■" "

3. A complex of organizational and pedagogical conditions that contribute to the development of an educational institution, "implementing development mechanisms, including: a targeted pedagogical organization of innovative activities in an institution, leading to the creation of an innovative developing environment of the institution; formation of the readiness of the teaching staff for innovative activities.

Dissertation structure. The work contains an introduction, two chapters, conclusions by chapters, conclusion, bibliographic list, applications.

The Introduction substantiates the relevance of the study, defines the goal, objectives, object and subject of the study, formulates a hypothesis, indicates the methodological, theoretical foundations of the study and its

methods; the scientific novelty, the theoretical and practical significance of the work are disclosed, the provisions submitted for defense are formulated.

In the first chapter, "Theoretical and methodological prerequisites for the development of an educational institution on the basis of innovative activity", innovative activity in an educational institution is substantiated as a factor in its development, the systemic nature of the development of an educational institution is considered, general pedagogical foundations for the development of an educational institution are studied.

The concept of "innovation" appeared in science at the end of the nineteenth century. In the thirties of the 20th century, a special branch of innovation research arose in the West - innovation. It appeared as a reflection of the aggravated need of firms in the development and implementation of new services and ideas in crisis and post-crisis times.

Initially, the subject of innovation was the economic and social patterns of creation and dissemination of scientific and technical innovations. But rather quickly, the interests of the new scientific branch expanded and began to cover social innovations in organizations and enterprises (changing their structure, methods of decision-making, mastering new activities).

Innovation initially emerged as an inter- and multidisciplinary field of research. It got its start from philosophy and sociology, management theory and psychology, economics and cultural studies.

In the works of domestic scientists (N.I. Lapin, A.I. Prigozhin, I.P. Podlasov, etc.), there was an idea of ​​​​innovation as a purposeful change that introduces into a certain social unit - an organization, a settlement, a society, a group, - new, relatively stable elements. On the basis of this definition, the dissertation examines the model of pedagogical innovations by S.D. Polyakov, considers the psychological, pedagogical and sociological aspects in the development of pedagogical innovation.

Considering pedagogical innovation as a process, it is necessary to note its occurrence, development and result. In innovation, this is reflected in the concept of "innovation life cycle" (according to Lapin N.I.). The theoretical study made it possible to state that pedagogical innovation is multidisciplinary; cultural studies, psychology, sociology and other sciences play a significant role in its analysis. This made it possible to analyze the psychological-pedagogical, axiological, culturological and reflexive-creative aspects in the formation

pedagogical innovation, to identify the main approaches to the essential characteristics of innovation and innovation processes. The psychological and pedagogical approach considers innovative processes as a direction of democratization, fundamentalization, humanization and humanization, computerization of education, as well as individualization of learning and educational work of students. The axiological approach interprets innovative educational processes, innovative activities of teachers as a reflection of the value concept of the institution and the value orientations of the individual in professional activities. From the point of view of the culturological approach, innovative educational processes act as a phenomenon of culture, which sets them a social and humanistic program and an electoral orientation. The reflexive-creative approach describes innovative educational processes as processes of creativity, including its highest level - the development and creation of author's pedagogical systems, the setting of teachers for continuous self-knowledge, self-change, self-development. ... .

The study of the theoretical and methodological aspect of the problem under study showed that both objective (social) and subjective components take place in innovation processes. Innovative activity in an educational institution creates a reflective and creative environment that is best conducive to the development of a teacher and teaching staff (N.V. Vishnyakova).

The study of the available scientific publications, revealing the essence of the concept of "innovation" and the characteristics of innovative processes, leads us to the conviction that the need for transformation is brewing in a modern educational institution; ; changes, transformations and implementation of innovative ideas from theory and individual innovation to mass pedagogical consciousness and mass pedagogical activity. The sources of this conversion are:

State order, expressed in the order of the Government of the Russian Federation "On the concept of modernization of Russian education for the period up to 2010", which indicates the transition of the Russian education system to a new content and technological model;

Influence on the perception of new pedagogical ideas of those public moods, ideals, expectations that are a priority in society as a whole, in pedagogy, in regional public opinion;

The activities of interpreters of the new, as well as the adherents of innovations themselves;

Traditions of pedagogical activity, enshrined in the way of life, the atmosphere of a particular educational institution;

Personal characteristics of the members of this pedagogical community, including the teaching staff of the educational institution.

d In the works of modern researchers (V. Slednev, B. T Likhachev, V. A. Polyakov, V. D. Shadrikov, etc.) it is stated that education is not so much a way of enlightening an individual as a mechanism for the development of culture, the appropriation of its values, the formation image of the world and man in it. Accordingly, innovative educational processes should include new value orientations in their content that will help modern and future generations ensure the survival and progress of mankind, overcome negative trends in education, and reflect the relationship of education with other forms of social life, culture, and world development prospects.

An important task of studying innovative processes is to reveal the possibilities of managing the processes of creating and applying pedagogical innovations in the practice of educational institutions. The high dynamism of the activity of modern educational institutions, the variability of external conditions presuppose a purposeful organization of innovative activity. Modernization, conceptualization, modeling and ensuring the effective organization of innovative activities as mechanisms for the development of an educational institution are becoming an important direction in ensuring this development.

In the current situation, educational institutions are beginning to be considered not only as a pedagogical system (V.P. Bespalko, N.V. Kuzmina, V.P. Simonov and others), but also as a socio-pedagogical system (Yu.A. Konarzhevsky and others. ), sociocultural (T.Yu. Bazarov, B.L. Eremina and others), socio-psychological (T.S. Kabachenko, V.A. Rozanova and others), sociotechnical (M.V. Udaltsova and others). ), socio-economic (Law of the Russian Federation "On Education"), a special social business organization (V.S. Lazarev). Such interpretations are explained by the fact that the external environment actively penetrates the internal environment of an educational institution, pushes its boundaries, changes its structure and culture. That is, the educational institution begins to lose its generic concept of "pedagogical

system "acquires many new" characteristics that determine the relevance of innovative transformations.

We proceed from the fact that the innovative process in education is the process of organizing the educational environment, in a blind way, training and education are considered from a cultural position, when the involvement of a teacher in cultural values ​​becomes an important factor in the development of social and national consciousness, as well as an educational institution that implements innovations.

At the heart of the innovation process lies the contradiction between the socially conditioned need to create something new and the lack of conditions and means necessary to satisfy it. For the affirmation of the new, it is necessary to alienate at least a part of the old, traditional. Based on this old and guided by pedagogical values, teachers make a choice in favor of transforming the established educational practice, while they must adhere to the principle of "do no harm". At the next round of innovative activity, a mismatch between what is and what should be, there is dissatisfaction with previously made decisions, a new problem is maturing, requiring new approaches.

In the second chapter, "Experimental study of the development of an educational institution based on innovative activity", a conceptual model of the development process of a pedagogical college is described, organizational and pedagogical conditions are revealed, criteria and indicators of development are presented, the results of an experimental verification of the developed provisions in the practice of pedagogical activity are described. college.

To ensure the purposeful development of an educational institution, the study developed a conceptual model of the development process based on innovation. The creation of the model is based on the provisions of pedagogical modeling (M. Vartofsky, N.V. Kuzmina, I.B. Novik, V.N. Sadovsky), the provisions of a system-oriented and program-targeted approach to organizing the development of an educational institution (V.SLazarev , S.N. Migin, A.P. Tryapitsina and others).

The conceptual basis of the model comes from the transition in time and space to a new state of the educational system and, at the same time, the transfer to the desired state of the educational institution, which marks its development. The logic of the organization of innovation

activities that contribute to the development of an educational institution are built on the basis of a sequence recognized in pedagogical science:

Problem-oriented analysis of the educational system of the college;,.

Formation of a conceptual project of the desired state (future);

Development of a strategy, main directions and objectives of the transition to an updated educational system; > ■

Formulating goals for moving towards an updated system;

Development of an operational plan for the implementation of transformations (action plan);

Examination (assessment) of the program of innovative development.

Problem-based analysis aims to identify

the main "problems that need to be addressed and hinder the development of the institution. For this, the study of the goals and results of education, the state of the educational process and the organizational and pedagogical conditions of educational activities was carried out.

The formation of the conceptual project of the desired state included the following stages: defining the mission of the institution, searching for innovations, the implementation of which allows solving the existing problems, formulating the main idea underlying the renewal of the educational system, and forming a generalized image of the pedagogical college.

The development of a strategy for the transition to an updated educational system includes the following sequence of actions: grouping changes in order of priority; assessment of the duration of each activity of the institution to be transformed; building a generalized schedule for the implementation of transformations; determining the timing of their implementation. In relation to each of the directions, specific prognostic goals were formulated.

Operational planning was carried out in the process of research in each of the areas of renewal and included: determining the scope of specific actions, ensuring their coordination and integrity, resource provision, and systematic monitoring of the implementation of goals.

In the course of the study, organizational and pedagogical conditions for the development of educational

institutions (pedagogical college), including: purposeful pedagogical organization of innovative activities in the institution, leading to the creation of an innovative developmental environment of the institution; formation of the readiness of the teaching staff for innovative activities.

Summing up the positions of researchers on the management of innovation processes, we define a number of fundamental positions (rules) that underlie the organization of innovation activities in college:

The priority of forecasting, planning, stimulating teachers to creative search;

Focus on success, creating a situation of attractiveness of a creative approach to work;

Creating situations of collegiality in solving problems of the internal life of an educational institution and stimulating the initiative of employees in finding solutions;

The phased implementation of the goals;

Creation of a "field" of emotional attractiveness of innovations;

Personal awareness of teachers of the importance of the work undertaken.

The logical scheme of the organization of innovation activities in

college is shown in Figure 1.

Figure 1. Logical diagram of organization of innovative activity in an educational institution This logical diagram demonstrates one cycle of organization of innovative activity in an institution. Achieving a certain positive result marks some intermediate state of development. After stabilization of this state, the next organizational cycle is carried out.

The readiness of the teacher for innovative activity is largely

is determined by the state of the need-motivational sphere of his personality. The formation of the readiness of the teaching staff for innovative activities was carried out through the targeted inclusion of teachers in analytical and project activities in the institution, advanced training in the field of mastering modern educational technologies, stimulating the creative activity of college teachers, and developing the innovative competence of teachers.

Structural characteristics of the conceptual model for the development of an educational institution (pedagogical college) based on innovative activities are shown in Figure 2.

irish pshy orgzyadashzda taryatttsh dezheyatshi with nedsh iyyovshkingog-o razyksh: brazilian institution

Figure 2. Conceptual model of the development process of an educational institution based on innovation college partners). In connection with these, a multidirectional assessment of the effectiveness of the college's innovative activities in terms of achieving a developing effect was used. In the course of the study, the innovation scores recommended by B.C. Lazarev (innovative potential of innovation, reliability of obtaining the expected beneficial effect, prospects).

Based on research in the field of pedagogical diagnostics, as well as on the experience of evaluating the effectiveness of the development of innovative schools in our country, we propose the following criteria:

A - performance criterion or identification of compliance with regulations and standards (indicators: growth or stabilization of results); detection technique: examination and objective data of commissions - examinations, attestations, etc.

B - performance criteria at the level of growth in scientific and methodological support (indicators: growth in the education of teachers, specific scientific and methodological developments); detection technique: empirical analysis.

B - criteria of satisfaction of all subjects of development; identification technique: surveys, conflict analysis.

D - criteria for "deepening development", the presence of a trend towards the development of all school subsystems; detection methods: examination of the state of affairs in all subsystems of the institution.

D - criteria for the growth of achievements of the school as a whole and all its subjects (methods: analysis of the field of achievements);

E - criteria of consistency and compliance with the principles of development of a system of a higher order; detection technique: target examination.

W - criteria for economic and material development (objective indicators of labor resources, etc.)

Criteria A, C, G - evaluate the functioning, the rest reflect the development.

These criteria can be considered as "criteria of fact" and "criteria of quality". The first - help answer the question of the presence of the required correspondences: compliance with the content, volume and nature

educational practice opportunities and conditions of the educational institution; expedient placement of innovations in time: and space; coordination of situations and activities; consistency of programs, plans; connection of educational and extracurricular activities; the presence of rules, traditions; laws; integration of the content and organizational forms of pedagogical work into subsystems (clubs, thematic programs, projects, creative associations, etc.). "Quality criteria" help to determine the achievements of the system, the effectiveness of its development: the adequacy of the goals set, the implementation of the pedagogical concept, the well-being of all subjects of the system, the emotional climate, the style of relationships, etc.

Based on the evidence available in scientific and pedagogical sources about the qualities of development and its indicators, we believe that development is progressive if:

The educational results of students do not decrease, but grow;

There is satisfaction with the state of affairs and their own position in the educational system on the part of the team and each teacher;

The growth of scientific and methodological support of the educational process (including human resources) is guaranteed;

The trend towards the development of all subsystems is clearly expressed;

The material and technical base of the educational process is not deteriorating (perhaps improving);

there is a process of greater coordination of educational activities and the concept of development of the institution with the achievements of the system of a higher order;

There is a pronounced increase in personal and systemic achievements.

We are of the opinion that the dynamics of the above indicators over a number of years can be used to judge the development of the pedagogical system and the educational institution as a whole.

The analysis of the effectiveness of the development of a pedagogical college in the dissertation is based on a comparison of the results obtained, characterizing the achieved and previous state of the educational institution according to different "indicators. The dissertation provides quantitative data for assessing changes in accordance with the above criteria, indicating a positive dynamics in the development of an educational institution under the condition of a purposeful organization innovation activity We characterize these data as the results of a component analysis.

Let us present the data obtained as a result of the implementation of organizational and pedagogical conditions. Table 1 shows quantitative "data on the readiness of college teachers for innovation. 30 teachers of the Murom Pedagogical College took part in the study. The data were obtained from the material of surveys and diagnostic conversations. The fraction (x / y) shows the results before (x) and after ( s) the formative of the experiment in absolute terms.

Table 1

Risks to the Readiness of College Teachers for Innovative Activities

Ready for

Positive use

Levels Ethical Orientation Willingness to innovate

readiness - readiness for perception to accept methods and

KID performance changing conditions technology innovation

id educational

activities

High 4/16 4/10 2/10 0/3 0/3

Medium 16/9 12/14 9/17 5/27 5/25

Low 10/5 14/6 19/3 25/0 25/2

For a generalized characterization of the positive results of the implementation of the conceptual model for the development of an educational institution and the implementation of organizational and pedagogical conditions, the Radar scoring matrix was used, built in the framework of the High Quality Model of the European Foundation for Quality Management (Results - results, Approach - approach (reception), Deployment - deployment (simulation), Assesment and - assessment and Reviw - analysis). The criteria by which the assessment is carried out in the Radar logic relate to the activities of any organization and do not contradict the criteria and indicators used in the dissertation for the component assessment of the development of an educational institution, which allows them to be used for a summary presentation of quantitative research results. In accordance with this matrix of points, at the control stage, a positive dynamics in the development of an educational institution is revealed according to the total indicator (generalized to integers):

For the elements of “result” (achievements of the organization), “approach” and “deployment” (modeling) - from 25% at the ascertaining stage to 75% at the control stage;

For the element "assessment and analysis" - from 15% at the ascertaining stage to 75% at the control stage.

The results obtained show the significant achievements of the educational institution in; in terms of development and improvement, in general, the quality of educational activities as a result of the purposeful organization of innovative activities and confirm the validity of the hypothesis put forward.

The Conclusion presents the main conclusions of the study.

1. The essence, structure and characteristics of innovative activity in education are clarified in terms of their impact on the integral development of an educational institution; justified the natural dialectical relationship between the process of "development of an educational institution and innovative processes in the educational system of the college. It is proved that innovative activity in an educational institution in terms of the quality and effectiveness of teaching, educating and developing impact allows you to get ahead of the available opportunities of the educational system of the institution and lead to a qualitative transformation of its components and structures (that is, to development).

2. The mechanisms for the development of an educational institution are identified as a set of requirements, programs, recommendations that ensure the resolution of internal contradictions in the educational system of the college and external "contradictions that arise in the interaction of the educational institution and the education system, which allow the development process of the educational institution to be practically carried out and determine the cyclical nature of this process.

3. A complex of organizational and pedagogical conditions for the development of an educational institution has been identified and meaningfully developed, including the following components: a targeted pedagogical organization of innovative activities in an institution, leading to the creation of an innovative developing environment of the institution and the formation of the readiness of the teaching staff for innovative activities. The study substantiates: the logical scheme of the organization of innovation activity, which determines the sequence of implementation of its substantive components, and the content of the work to form the readiness of the teaching staff for innovation activity.

5. Criteria defined and development indicators developed

educational institution, allowing for a comprehensive analysis and evaluation of the results of innovative activities.

The main provisions of the study are reflected in the following publications:

1. Volchenkova, T. V. Formation of college teachers' readiness for innovative pedagogical activity as a condition for achieving a new quality of education / T. V. Volchenkova!! Secondary vocational education. - 2009. - No. 12. - S. 2-4.

Articles and abstracts of reports -

2. Volchenkova, T. V. The use of a computer in teaching a foreign language in a pedagogical college / T. V. Volchenkova, A. B. Borisova // Bulletin of the Vladimir State Pedagogical University. - Vladimir, 2007. - No. 14. - S. 109-110.

3. Volchenkova, T.V. Development of personality and encouragement of productive self-realization of the student based on the use of the project method in the educational process / T.V. Volchenkova I Bulletin of the VGPU. - 2007. - No. 15. - Vladimir: Nerl. - S. 12 - 13.

4. Volchenkova, T. V. Organization of research activities of students - a necessary component of innovative activity in an educational institution / T. V. Volchenkova // Development of children's giftedness in the modern educational environment: materials of the all-Russian scientific-practical. conf. with international participation (Arzamas, May 22-24, 2008): Sat. Art. / Arzamas, state. ped. in-t. - M.; Arzamas, 2008. - S. 332.

5. Volchenkova, T. V. The need for innovative activity in education / T. V. Volchenkova // Science and education in the development of industrial, social and economic spheres of Russian regions: Sat. abstract and report. Vreros. interuniversity scientific conf. (Murom, February 6, 2009): in 3 volumes / Murom, Institute of Vladgalir., go?. un-ta (MIVGU). - Murom, 2009. - T. 3. - S. 27.

d b. Volchenkova, T. V. Activities of the scientific society of students in college / T. V. Volchenkova // Innovations in education: a human-like perspective:: Sat. scientific tr. all-Russian conf. (Moscow, November 6-8, 2008) / ed. A. V. Khutorsky, g-M., 2009.-S. 115-116.

7. Volchenkova, TV, Social and pedagogical foundations of development

innovation processes in domestic education / T.V.Volchenkova // Problems of theory and practice of training a modern specialist: interuniversity. Sat. scientific works / otv. ed. M.A. Vikulin. - Nizhny Novgorod: Nizhny Novgorod. state linguistic un-t, 2009. - Issue. 10. - S. 75 - 79.

8. Volchenkova, T.V. Reflexive-creative approach to the analysis of innovative processes in education / T.V. Volchenkova // Problems of theory and practice of training a modern specialist: interuniversity. Sat. scientific works / Responsible. ed. M.A. Vikulin. - Nizhny Novgorod: Nizhny Novgorod. state linguistic un-t, 2010. - Issue. 11. - S. 71 - 75.

9. Volchenkova, T.V. Theoretical and methodological prerequisites for innovative activity in education / T.V. Volchenkova // Actual problems of science and humanitarian education: interuniversity. Sat. scientific works / Responsible. ed. V.V. Ryzhov - M.: Ros. - Amerik, in-t, 2010. - Issue. 15. - S. 60 - 68.

Volchenkova Tamara Vladimirovna

Development of an educational institution based on innovative activities

Signed for publication on November 4, 2010. Format 60x84/16. Printing risography. Paper for plural technology. Conv. oven l. 1.16 Circulation 100 copies. Order 34. Printing house IP Spiridonov V.V. 607102, Nizhny Novgorod region, Navashino, st. Kalinina, 27.

Dissertation content author of the scientific article: candidate of pedagogical sciences, Volchenkova, Tamara Vladimirovna, 2010

INTRODUCTION

CHAPTER I. THEORETICAL AND METHODOLOGICAL PREREQUISITES FOR THE DEVELOPMENT OF AN EDUCATIONAL INSTITUTION ON THE BASIS OF INNOVATIVE ACTIVITIES.

1.1. Innovative activity as a factor in the development of an educational institution.

1.2. The systemic nature of the development of an educational institution. 1.3. General pedagogical foundations for the development of an educational institution. CONCLUSIONS on the first chapter.

CHAPTER II. EXPERIMENTAL STUDY OF THE DEVELOPMENT OF AN EDUCATIONAL INSTITUTION ON THE BASIS OF INNOVATIVE ACTIVITIES. II. 1. Conceptual model of the process of development of an educational institution (on the example of a pedagogical college). P.2. Organizational and pedagogical conditions of innovation activity in the college. P.Z. Analysis of the development of an educational institution based on innovation. CONCLUSIONS on the second chapter.

Dissertation Introduction in Pedagogy, on the topic "Development of an educational institution based on innovative activities"

The relevance of research. The concept of "innovation" was firmly established in pedagogy in the mid-80s of the XX century. to indicate the beginning processes of restructuring the domestic education system. At this time, in our country, the study of innovative processes began to take shape in an independent direction of scientific activity. But the innovative processes themselves in the practice of the work of educational institutions and individual teachers have been going on before.

Radical transformations in society at the end of the 20th century, the introduction in 1992 of the Law of the Russian Federation "On Education" created real prerequisites for the democratization and humanization of the school, for updating the education management system. The mechanism of self-development of the school came into action, it turned out that its sources are in the creativity of teachers, in their innovative activity, which was reflected in the creation of schools of a new type, in the development and introduction of elements of a new content of education, new educational technologies, strengthening the ties between the school and science , in appeal to the world pedagogical experience.

A new area of ​​scientific knowledge, pedagogical innovation, has received an impetus to development. Innovative pedagogical systems and innovative activities of teachers in the 90s. 20th century have been the subject of many pedagogical studies. During this period, studies were carried out that developed ideas about innovation as a factor in the development of a general education school and the education system as a whole (V.N. Averkin, L.I. Attaeva, T.N. Demina, N.P. Kornyushkin, N.M. .Martynova, S.D.Namsaraev, A.B.Panyshn, L.S. Podymova, I.I.Prodanov, N.A.Sadovsky and others). In the dissertation research of these authors, it is noted that the education system can develop through the creativity, innovation of teachers, the introduction of innovations created as a result of an innovative approach to educational activities.

In recent years, in pedagogical innovation, the introduction and dissemination of best practices have been considered as types of innovative processes. A significant place is given to the study of the life cycle of innovative processes, the classification of innovations, the sources of ideas for innovative pedagogy, the importance of regulatory support for innovations is updated (A.N. Boyko, V.I. Gusev, V.I. Zagvyazinsky, M.V. Klarin, V. .S. Lazarev and others). The analysis of scientific publications shows that the provision of innovative activities in education involves the study of a group of issues, including the identification of socio-cultural and moral and spiritual factors that determine the need to expand innovative activities in a new social type of educational institution that produces and implements pedagogical innovations in the practice of educational activities ; development of guidelines for the translation of scientific innovations into mass practice.

The issue of innovation is especially acute in the modern period, as the main ways of modernizing Russian education, and, consequently, of actively reforming this system, have been outlined. Currently, various models for implementing changes in the activities of educational institutions have been proposed (Yu.K. Babansky, V.P. Bespalko, P. Dalin, V. Rust, V.S. Lazarev, M.M. Potashnik, V.A. Serikov); the conceptual apparatus of pedagogical innovation is being formed (K. Angelovsky, G.A. Bordovsky, V.I. Zagvyazinsky, V.A. Izvozchikov, Z.F. Mazur, B.P. Martirosyan, A.M. Moiseev, A.Ya. Nain, S. D. Polyakov, V. A. Slastenin, L. S. Podymova, M. M. Potashnik, T. I. Shamova, etc.); the structure of innovation processes is being studied (V.I. Zhuravlev, V.I. Zagvyazinsky, V.S. Lazarev, S.D. Polyakov, T.I. Shamova, etc.); proposed methods for solving various problems of innovation. (A.A. Arlamov, V.S. Lazarev, B.P. Martirosyan, O.G. Khomeriki, etc.).

The problem of creating and implementing innovations requires the study of many issues that have not received an exhaustive disclosure in domestic pedagogy - the dependence of the spread of innovations on the characteristics of the environment, the patterns of perception of innovations by teachers, the technology of innovative educational practice, pedagogical mechanisms for the innovative development of educational institutions, etc.

In modern conditions of reforming all levels of education, innovativeness is associated with the idea of ​​the development of an educational institution, leading to an increase in the quality of its educational activities. In the studies of innovative processes, the level of secondary general education is emphasized (from the experience of innovative teachers of the mid-20th century to innovative development programs within the framework of the National Education Project at the present time) and, in the last 10-15 years, the level of higher education. Innovative development activities of institutions of secondary vocational education in research are presented to a lesser extent and have not yet received a holistic scientific understanding as a factor in its development.

It should be noted that, despite the growing interest in innovation processes and the breadth of the concept of "innovation", so far neither a general theory of innovation processes nor a special pedagogical innovation related to specific types of pedagogical systems (educational institutions) has been developed.

Taking into account the demand for institutions of secondary vocational education in the education system of Russia, as well as the need to study the mechanisms of their innovative development in the context of the modernization of the education system, the study of the development of an educational institution in this study was carried out on the example of a pedagogical college. Considering the education system as a unity of the general, special and individual, we accept, as a general, the initial ideas that have developed in pedagogical science about an educational institution as a complex pedagogical system, distinguished by purposefulness, consistency, integrity, unity of structural and organizational and functional characteristics. The specific features inherent in the educational process of an institution of secondary vocational education with its focus on producing a general and professional culture of an individual, the formation of a system of key and professional competencies that determine the effectiveness of the educational activities of a given educational institution seem to be special. The singular is something that is characteristic of a teacher training college as a component of the education system.

The need for scientific and pedagogical support for solving the problems of innovative development of educational institutions determines the relevance of research in this direction.

The analysis of scientific publications on the topic of research and practice of innovative activities of the Pedagogical College revealed a number of contradictions, the main of which are:

Between the objective requirements of the modernization of education and insufficiently studied pedagogical mechanisms for the development of an educational institution in modern conditions;

Between the theoretical basis of pedagogical innovation and insufficient development of organizational and pedagogical conditions for the development of an educational institution based on innovation.

The need to resolve these contradictions determines the relevance of studying the problem of constructing a conceptual model of the development process of an educational institution based on innovation.

The purpose of the study: theoretical substantiation and experimental verification of the conceptual model of the development of an educational institution based on innovative activities.

Object of research: systemic development of an educational institution based on innovative activities.

Subject of study: organizational and pedagogical conditions for the development of an educational institution based on innovative activities.

The study is based on the hypothesis that the purposeful development of an educational institution based on innovative activity is possible if:

Innovative activity in an institution is substantiated as a factor in its development and is of a systematic, organized nature;

A complex of organizational and pedagogical conditions for its development has been identified and implemented in an educational institution, contributing to the progressive transformation of all components of the educational system of the institution;

A conceptual model of the process of development of an educational institution based on innovative activity was created and implemented;

The criteria and indicators of the development of an educational institution are determined.

Research objectives:

1. Reveal the essence and content of innovative activity in an educational institution, justify its developmental impact.

2. To identify external and internal mechanisms for the development of an educational institution.

3. To identify a set of organizational and pedagogical conditions for the development of an educational institution.

4. Develop a conceptual model for the development of an educational institution based on innovative activities and test it in a pedagogical college.

5. Determine the criteria and develop indicators for the development of an educational institution.

6. Conduct an experimental verification of the developed provisions in the practice of the pedagogical college.

The methodological foundations of the study were: the provisions of the general theory of systems in relation to the analysis of the educational system; general scientific provisions on the connection between methodology, theory and practice; principles of consistency, integrity, historicism, interconnection and interdependence of social phenomena; general scientific provisions that reveal the concepts of "innovation" and "development"; positions of philosophical and pedagogical anthropology about the creative nature of pedagogical systems and personality development.

The theoretical foundations of the study were: a set of general pedagogical provisions on the content and essence of the activities of an educational institution, the socio-cultural determinism of pedagogical phenomena (L.P. Bueva, S.N. Mitin, Yu.A. Lebedev, L.V. Filippova, etc.) ; theoretical foundations of pedagogical innovation (E.I.Kazakova, V.M.Klarin, V.S.Lazarev, M.M.Potashnik, A.P.Tryapitsyna); provisions of the system-oriented and program-targeted approaches to the development of educational systems (V.S. Lazarev, S.N. Mitin, A.P. Tryapitsyna and others); scientific provisions of pedagogical and educational management (I.V. Bestuzhev-Lada, V.P. Vasiliev, B.S. Gershunsky, M.M. Potashnik, etc.); the provisions of well-known pedagogical approaches - cultural, personal, activity, environmental (B.G. Ananiev, M.N. Berulava, E.V. Bondarevskaya, M.A. Vikulina, E.N. Dmitrieva, I.A. Zimnyaya, I.O. Yakimanskaya, V.A. Yasvin and others)

Research methods. To test the hypothesis and solve the tasks set, a set of research methods was applied: analysis of scientific sources on the research problem; modeling; generalization of innovative work experience of school teachers; observation; monitoring the state of the educational process in the college; natural pedagogical experiment.

Experimental research base: Murom Pedagogical College.

Organization and stages of the study. The study was conducted between 2005 and 2010. and consisted of three main steps. At the first stage (2005-2006), the scientific literature on the problem was studied and analyzed, the theory and practice of innovation processes, the experience of managing innovation activities were analyzed, the methodological base of the study was determined, the initial hypothesis was put forward and the scientific apparatus of the study was determined. At the second stage of the study (2007-2009), the conceptual apparatus of the study was refined, the organizational and pedagogical conditions and the conceptual model of development were experimentally tested and implemented; there was a development of criteria and indicators for the development of an educational institution. The third stage (2009-2010) was devoted to the correction and analysis of the results obtained during the testing of the developed conditions, their pedagogical interpretation; formulation of conclusions, design of the text of the dissertation and abstract.

The scientific novelty of the research is as follows:

Philosophical, psychological-pedagogical, social prerequisites for innovative activity in an educational institution (pedagogical college) have been identified and disclosed;

The essence and content of innovation activity in the pedagogical college are revealed; a complex of organizational and pedagogical conditions for the development of an educational institution based on innovative activity was identified;

A conceptual model for the development of an educational institution based on innovative activities has been developed;

The criteria and indicators for the development of an educational institution based on innovative activities are determined.

The theoretical significance of the study lies in the fact that it: poses and solves a scientific problem that is important for the development of pedagogical innovation and scientific ideas about the patterns of development of an educational institution; the essential characteristics of the innovative development of an educational institution are clarified; the pedagogical principles of organization of innovative activity in an educational institution are formulated.

The practical significance of the study is as follows: the provisions and conclusions of the study indicate a significant increase in the effectiveness of innovative processes in the pedagogical college and, as a result, the effectiveness of the functioning of the educational institution as a whole; introduced organizational and pedagogical conditions for the implementation of innovative activities in the pedagogical college; recommendations were developed for managers on organizing the process of innovative development of an educational institution.

Approbation and implementation of the results of the study, its conclusions and results were carried out: in the course of an experimental verification of the main provisions on an experimental basis - in the Murom Pedagogical College; in the process of discussing the progress of the study and its materials at the Department of Pedagogy and Psychology of the State Educational Institution of Higher Professional Education “Nizhny Novgorod State Linguistic University named after I.I. N.A. Dobrolyubov" (2006 - 2010, Nizhny Novgorod); in the form of speeches and reports at scientific conferences of various levels in the cities: Arzamas (2008), Moscow (2008), Murom (2009); by publishing articles in scientific journals and collections of scientific papers.

The reliability and validity of the results of the study is achieved by relying on fundamental psychological and pedagogical approaches and leading pedagogical concepts; using a complex of research methods; pilot testing on the basis of the Murom Pedagogical College.

The main provisions for defense:

1. Theoretical substantiation of organized innovation activity as a factor in the development of an educational institution.

2. A conceptual model of the process of development of an educational institution based on innovative activity, which implements the consistent unity of the system-oriented and program-targeted approaches to the development of the educational system of the institution, which makes it possible to purposefully organize the process of innovative development, providing links between the innovative system of the educational institution and its educational system.

3. A complex of organizational and pedagogical conditions that contribute to the development of an educational institution, implementing development mechanisms, including: a targeted pedagogical organization of innovative activities in an institution, leading to the creation of an innovative developmental environment of the institution; formation of the readiness of the teaching staff for innovative activities.

The structure of the dissertation contains an introduction, two chapters, conclusions by chapters, conclusion, bibliographic list, applications.

Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"

CONCLUSIONS ON THE SECOND CHAPTER

Our pilot study allows us to draw a number of conclusions.

Understanding an educational institution as an integral social organism, which is built according to the algorithm: idea - concept - program - implementation mechanism - practice, helps to consistently provide practical steps to change the nature of the educational process in the direction of its cultural conformity and achieve the greatest developmental effect. Conceptualization of all aspects of the school's innovative pedagogical system makes it possible to create a basis for finding common value priorities and their implementation in an educational institution.

2. The presence of a common idea, symbolically declared and supported by the content of innovative activity, contributes to the rallying of a team of like-minded people, which are not only teachers, but also students, parents, and members of the public. Common value attitudes form common features of the worldview and a sense of belonging and belonging to some developing pedagogical community - an innovative developmental environment is being formed in an educational institution, in which the formation of teachers' readiness for innovative activity and its organization is carried out.

3. The most important means of realizing the task of developing an educational institution is the organization of innovative activities and the inclusion of subjects of the pedagogical system in it.

4. The mechanism for implementing the task of developing the college on the basis of innovation is the development of a program for the development of an educational institution and the implementation of individual and group projects and innovative programs within the framework of this program.

CONCLUSION

1. The essence, structure and characteristics of innovative activity in education are clarified in terms of their impact on the integral development of an educational institution; the natural dialectical interrelation of the process of development of an educational institution and innovative processes in the educational system of the college is substantiated. It is proved that innovative activity in an educational institution in terms of the quality and effectiveness of teaching, educating and developmental impact allows to get ahead of the existing opportunities of the educational system of the institution and lead to a qualitative transformation of its components and structure (that is, to development).

2. The mechanisms for the development of an educational institution are identified as a set of requirements, programs, recommendations that ensure the resolution of internal contradictions in the educational system of the college and external contradictions that arise in the interaction of the educational institution and the education system, which allow the process of development of the educational institution to be practically carried out and determine the cyclical nature of this process. .

3. A complex of organizational and pedagogical conditions for the development of an educational institution has been identified and meaningfully developed, including the following components: a targeted pedagogical organization of innovative activities in an institution, leading to the creation of an innovative developing environment of the institution and the formation of the readiness of the teaching staff for innovative activities. The study substantiates: the logical scheme of the organization of innovation activity, which determines the sequence of implementation of its substantive components, and the content of the work to form the readiness of the teaching staff for innovation activity.

4. A conceptual model of the process of development of an educational institution based on innovative activity has been developed, structured by the following components: target, theoretical, organizational-pedagogical, innovative-environmental, and productive.

5. Criteria are defined and indicators of the development of an educational institution are developed, allowing for a comprehensive analysis and evaluation of the results of innovative activity.

6. The effectiveness of organizational and pedagogical conditions has been proved experimentally. The empirical data obtained testify to the positive dynamics of the development of an educational institution based on innovative activities.

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152. The pioneering traditions of the pilot school were inherited by subsequent teams of teachers.

153. The transition to the status of a college gave new opportunities for the development of the personality of a student and a lyceum student in the process of professional training.

154. At present, the Murom Pedagogical College is a modern educational institution with an established and efficient creative team.

155. The joint activity of the administration, teachers and students of the college is aimed at creating a developing educational environment of the educational institution as a condition for achieving a new quality of education.

156. From 2000 to 2005, 4 new specialties were opened at the IPC: “Foreign Language”, “Physical Education”, “State and Municipal Administration”, “Design”. Since 2005, a new form of external education has been introduced.

157. Thus, the following departments and specialties function in the Murom Pedagogical College.

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Pedagogical innovations and development trends of a modern educational institution

Completed by: Mustafin Albert Maratovich,

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Head: Utkin Alexey Valerievich,

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Introduction

Conclusion

Bibliography

Introduction

In pedagogical science, a fundamentally new and important direction has arisen and is developing - the theory of innovations and innovative processes.

In general terms, innovations in education are a system of innovations aimed at fundamentally transforming and improving the functioning, development and self-development of educational systems and education in general.

In modern pedagogical literature, the topic of innovations and innovations is widely represented. Of particular note are the works of Khutorsky A.V., (Khutorskoy A.V ... 2010), Yusufbekova N.R. (Yusufbekova N.R...1991), Polyakova S.D. (Polyakov S.D ... 2007). The topic of pedagogical innovations is also presented in modern educational literature (Pidcasty P.I ... 2009), (Bordovskaya N.V ... 2014), (Slastenin, V. A ... 2013).

The need and priorities for the innovative development of education are reflected in new regulatory documents (Concept of the Federal Target Program ... 2014), (On the Federal Target Program, ... 2015), (Law on Education ... 2012), (Strategy ... 2011), (On the Concept of the Long-term development …2009).

Innovative activities in the field of education should be carried out in order to ensure the modernization and development of the education system, taking into account the main directions of the socio-economic development of the Russian Federation, as well as the implementation of priority areas of the state policy of the Russian Federation in the field of education. Innovative and experimental activities “…should be aimed at the development, testing and implementation of new educational technologies, educational resources. Innovative activity is focused on improving the scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, logistics support of the education system and is carried out in the form of implementing innovative projects and programs” (Law on Education 2012).

A necessary condition for the formation of an innovative economy is the modernization of the education system, which is the basis for dynamic economic growth and social development of society, a factor in the well-being of citizens and the country's security. The strategic goal of the state policy in the field of education is to increase the availability of quality education that meets the requirements of the innovative development of the economy, the modern needs of society and every citizen. (On the concept of long-term ... 2009).

Long-term guidelines for the development of innovation activities are reflected in the Strategy for Innovative Development (Strategy…2011), which sets and defines the guidelines for financing the sector of fundamental and applied science, and support for the commercialization of developments. The strategy is designed to respond to the challenges and threats facing Russia in the field of innovative development, to determine the goals, priorities and instruments of the state innovation policy. The strategy is based on the results of a comprehensive assessment of the innovative potential and a long-term scientific and technological forecast. The provisions of the Strategy should be taken into account when developing concepts and programs for the socio-economic development of Russia. The education system at all stages, starting with preschool, in terms of content and in terms of methods and technologies of training (teaching) should be focused on the formation and development of skills and competencies necessary for innovative activity.

As can be seen from the above documents, the concepts of "innovation", "innovation" and "innovative activity" are key to understanding the main trends in the development of education at the present stage.

The ambiguity in the understanding and application of these terms in the practice of teachers creates a certain problem and the need to identify the essence of the concepts described, their classification and use in the development of modern innovative educational space.

Another problem is to find out how the ongoing innovation processes affect the development of educational institutions - what development trends prevail, how innovative processes fit into the educational practice of institutions.

The purpose of the work: To reveal the essence of the concept of "pedagogical innovation" and identify trends in the development of a modern educational institution.

Work tasks:

To reveal the essence of the concept of "pedagogical innovation".

Give a modern classification of pedagogical innovations.

To identify the success factors for the introduction of pedagogical innovations.

Designate the main trends in the development of modern educational institutions.

Chapter I. The essence of the concept of "pedagogical innovation"

1.1 The essence of the concept of "pedagogical innovation

Innovations and innovations are characteristic of any professional activity of a person and therefore can naturally be the subject of study, analysis and implementation. Innovations do not arise on their own, they are the result of scientific research, as well as advanced pedagogical experience of individual teachers and entire teaching teams. The term "innovation" is consonant with such terms as "new", "innovation".

With regard to the term "new" dictionary S.I. Ozhegova (Ozhegov S. I Dictionary, 1990) gives the following definition: “new” - first created or made, appeared or appeared recently, instead of the former, newly discovered, related to the near past or to the present, insufficiently familiar, little known. It is easy to see that in the interpretation of the term nothing is said about the progressiveness and effectiveness of the new.

The concept of "innovation" in Latin means "update", "innovation" or "change" (Ozhegov S. I Dictionary, 1990). This concept first appeared in research in the 19th century and meant the introduction of some elements of one culture into another.

Pedagogical innovation (innovation) is a purposeful change that introduces certain stable elements into the educational environment - innovations that improve the characteristics of individual parts, components and the educational system itself as a whole. The process of mastering innovation - a new means, method, methodology, technology, program - goes through the search for ideal new methods and programs, their introduction into the educational process and their creative rethinking (Glossary of FOP "Russian Education" ... 2015).

At the beginning of the 20th century, a new field of knowledge arose, "innovation" - the science of innovation, within which the laws of technical innovation in the field of material production began to be studied. Pedagogical innovation processes have become the subject of special study in the West since about the 50s, in the Russian educational system, innovations have been discussed since the 80s of the XX century - in the last twenty years. In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student (Polonsky V.M ... 2007). It was at this time that the problem of innovation in pedagogy and, accordingly, its concepts and terminology became the subject of special studies. The terms "innovations in education" and "pedagogical innovations", used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

There are socio-economic, organizational and managerial, technical and technological innovations. Pedagogical innovations are considered as one of the varieties of social innovations. (General and professional pedagogy ... 2003). Pedagogical innovations can be carried out both at the expense of the educational system's own resources - an intensive development path, and by attracting additional capacities - investments: new funds, equipment, technologies, capital investments - this is the so-called extensive development path. The combination of these ways of developing pedagogical systems allows for the so-called "integrated innovations", which can be built at the junction of diverse, multi-level pedagogical subsystems and their components. With this approach, innovations will not look like contrived activities, they will become conscious transformations coming from the depths of the needs and knowledge of the system. It is proposed to reinforce the so-called. "bottleneck" the latest technology, and improve the overall efficiency of the pedagogical system. (General and professional pedagogy ... 2003).

In modern pedagogical science, the interpretation, concept and acceptance of the term "innovation" affects the problem of the effectiveness of innovative activity - which manifests itself in misunderstanding, distortion of the essence of the very term "innovation". “Innovation is a new one, designed to ensure the gradual development, improvement of the system, its transition to a qualitatively new state in the existing conditions. Innovations are carried out at the expense of the resources of the system itself and are aimed at its complete change - this is their fundamental importance. They are not limited only to the denial of the old, generally accepted, conservative, assuming the purposeful nature of innovations and their orientation towards stability. Innovations in education are being introduced directly into the organization of the educational process, into curricula and methods. Changes may affect the nature of pedagogical activity, the system of financing and assessing the quality of educational services ”(Makova T. I., Ponomareva S. A ... 2012).

Analyzing the scientific literature, one can see that the concepts of "innovation" and "innovation" are not identical, and have differences. To identify the essence of these concepts, a comparative table is proposed, where the differences under consideration are well presented (Table 1).

Table 1. Differences between the concepts of "innovation" and "innovation"

Criteria		Innovation
Scale of goals and objectives of innovation		Systemic
Methodological support innovation	Within the existing theories	Goes beyond existing theories
Scientific context innovation	Relatively easy to fit into existing "norms" of understanding and explanation	Can cause a situation of misunderstanding, rupture and conflict, because it contradicts the accepted "norms" of science
Nature of action (quality of innovation)	Experimental (testing private innovations)	Purposeful search and the most complete desire to get a new result
Nature of action (number of innovations)	Limited in scope and time	Holistic, lasting
Type of innovation action	Informing the subjects of practice, transfer "from hand to hand" of local innovation	Designing a new system of activity in this practice
Implementation of innovations	Approbation, implementation as a management move (from above or by agreement with the administration)	Germination, cultivation (from the inside), organization of conditions and space for relevant activities
Result, product of innovation	Changing individual elements in an existing system	Full update of the position of subjects of practice, recycling of connections in the system and the system itself
Novelty of innovation	Initiative in actions, rationalization, updating of methods, invention of a new method	Opening new areas of activity, creating new technologies, acquiring a new quality of performance results
Consequences of innovation	Improvement of the old system, rationalization of its functional connections	Perhaps the birth of a new practice or a new R&D paradigm

The table clearly shows that the concepts of "innovation" and "innovation" carry a different semantic load. Analyzing the material of the table, it is easy to establish that "innovation" is a means - a new method, methodology, technology, program, and "innovation" is the process of mastering this tool, introducing innovations into practice. Summarizing, we can say that "innovation" is a purposeful change that introduces new stable elements into the environment that cause the system to transition from one state to a qualitatively different one.

According to many educators, first of all, innovations in education should be aimed at “... creating a personality tuned for success in any area of ​​application of its capabilities. Pedagogical innovations should be understood as a purposeful, meaningful, change in pedagogical activity through the development and implementation of a new content of education, upbringing, management; new ways of working, new organizational forms. Accordingly, the development of innovative processes can be considered as a way to ensure the modernization of education, improve its quality, efficiency and accessibility” (Innovations in Education…2015).

The main feature of innovations in education is innovations, specially designed, developed, or accidentally discovered as a pedagogical initiative. The main thing is that innovations are developed and carried out not by state authorities, but by really working practicing teachers. Innovations in pedagogy are distinguished by the fact that the “object” of their influence, the subject of activity is a living, developing person with a unique “I” (Innovative pedagogical activity, Gorovaya V.I., Petrova N.F. ... 2009).

1.2 Classification of pedagogical innovations

Pedagogical innovation, like any scientific concept, needs a certain classification. Pedagogical innovations can be classified by type of activity - pedagogical, providing the pedagogical process; managerial; by the nature of the changes introduced - radical, based on fundamentally new ideas and approaches, combinatorial - as a new combination of known elements and improving and supplementing existing patterns and forms; by the scale of the changes made - local - independent of each other changes in individual sections or components, modular - interconnected groups of several local ones; systemic - a complete reconstruction of the system as a whole is underway; according to the scale of use - single and diffuse, according to the source of occurrence - external - implemented outside the educational system; internal - are developed within the educational system (Glossary of FOP "Russian Education" ... 2015).

Another classification of innovations is proposed by Golubtsov et al. (Golubtsov N.V., Kozhin V.A., 2012): they distinguish the following types of innovations in educational activities:

Intra-subject innovations are innovations implemented within the subject, which is due to the specifics of its teaching. As an example - the transition to new educational and methodological complexes and the development of author's methodological technologies;

General methodological innovations, these include: the introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area. As an example - the development of creative tasks for students, project activities;

Administrative innovations: decisions made by leaders at various levels, which ultimately contribute to the effective functioning of all subjects of educational activity;

Ideological innovations: these innovations are caused by the renewal of public consciousness, the trends of the times and are the fundamental basis of all other innovations, since without realizing the need and importance of priority updates, it is impossible to proceed directly to the renewal itself.

Another option for classifying pedagogical innovations is according to the level of innovation and the intensity of the changes that have taken place in the system.

On the basis of the intensity of innovative change or the level of innovativeness of innovation, the following classification is proposed (Table 2.).

Table 2. Classification of pedagogical innovations according to the intensity of innovative changes or the level of innovativeness

innovation	Characteristics of innovation
Innovation 0 order	Reproduction of the traditional educational system or its elements - regeneration of the original properties of the system:
Innovation 1 order	Quantitative changes in the system with its unchanged quality
Innovation 2 orders	A new combination of well-known pedagogical means, a change in the sequence, rules for their use - a regrouping of the elements of the system
Innovation 3 orders	Adaptive changes are taking place in the educational system in the new conditions, but without going beyond the old model of education.
Innovation 4 orders	There is a new solution: more often - the simplest qualitative changes in the individual components of the educational system, there is some expansion of its functionality
Innovation 5th order	Initiation and creation of educational systems of the "new generation": changing most of the initial properties of the system
Innovation 6th order	Educational systems of a “new type” are being created with a qualitative change in the functional properties of the system while maintaining the system-forming functional principle
Innovation 7th order	A radical change in educational systems, during which the main functional principle of the system changes, a “new kind” of educational pedagogical systems appears

The structure shown in the table allows us to see the main pattern of innovation design: the higher the rank of innovations, the greater the requirements for science-based management of the innovation process.

The next variant of the classification of innovations is based on reflection before introducing innovations into practice (Table 3.):

Table 3. Classification of pedagogical innovations for understanding before putting into practice

Pedagogical innovations
Random	Useful	Systemic
Innovations are “contrived”, introduced from outside, not arising from the logic of the development of the educational system. More often they are implemented by the "order" of the higher management and are doomed to failure.	Innovations that correspond to the mission of an educational institution, but unprepared, with vague goals and criteria, do not form a single whole with the system of an educational institution	Innovations, taken out of the problematic field with clearly defined goals and objectives, built on the basis of taking into account the interests of students and teachers, are in the nature of continuity with traditions. They are carefully prepared, exported and provided with the necessary means (personnel, material, scientific and methodological)

As you can see, innovations can be accidental, or far-fetched, or come in an administrative manner, often they are not “survivable”, not systemic, not supported by the teaching staff, and do not correspond to the goals of the institution.

So-called "beneficial" innovations have vague goals and are narrowly focused on achieving results.

Systemic innovations are problematic in their genesis, they are built on the real interest of all participants in the pedagogical process, they are well prepared methodically and organizationally. (Erofeeva, N.I ... 2002.). By the nature of the contribution to science and practice, innovations can be divided into theoretical and practical (Table 4). It is important to distinguish new knowledge from innovations in the field of education and upbringing. In one case, the formation of a new idea, new knowledge takes place, in the other, the process of its application is carried out.

Table 4. Classification of innovations by the nature of their contribution to science and practice

The above classifications show the depth and ambiguity of all concepts that describe innovation processes. Any specialist in education needs to take into account the typology of innovations when creating innovative educational projects. As practice shows, the systematization of concepts is very useful at the initial stage of acquaintance with new concepts and approaches, which make it possible to avoid mistakes in the future when creating projects and programs. This is especially true for pedagogical theory and practice, where the unambiguous interpretation of the term often leads to misunderstandings.

1.3 Criteria for pedagogical innovation

The effectiveness of innovations, the formation of an innovative direction in the development of pedagogical systems at any level involves an assessment of the development of the innovation process using certain tools, a system of criteria. Based on the experience of some researchers (M.S. Burgin…2009), the following criteria for pedagogical innovations and their sequence are distinguished: novelty, optimality, high performance, the possibility of creative application of innovation in mass experience.

The main criterion for innovation is "novelty", which makes it possible to evaluate both scientific pedagogical research and advanced pedagogical experience. In this regard, for a teacher who wants to be involved in the innovation process, it is very important to determine what the essence of the proposed new is, what is the level of its novelty. For one it may be really new, for another it may not. Therefore, it is necessary to approach the inclusion of teachers in innovative activities, taking into account voluntariness, taking into account the characteristics of personal, individual psychological characteristics. There are several levels of novelty: absolute, local-absolute, conditional, subjective, differing in the degree of fame and scope

The next criterion - "optimality" determines the expenditure of effort and resources of teachers and students to achieve results. Different teachers can achieve equally high results with different intensity of their own work and the work of students. The introduction of pedagogical innovation into the educational process and the achievement of high results at the lowest physical, mental and time costs indicate the optimality of innovation.

The criterion of "effectiveness" means a certain stability and achievability of positive results in the activities of teachers. The components of the criterion: manufacturability in measurement, observability and fixability of results, unambiguity in understanding and presentation allow this criterion to be used in assessing the significance of new techniques, methods of training and education

The criterion "the possibility of creative application of innovation in mass experience" is interpreted as a criterion for evaluating pedagogical innovations. In fact, if a valuable pedagogical idea or technology remains within the framework of a narrow, limited application, due to the peculiarities and complexity of the technical support or the specifics of the teacher's activity, then in this case one can hardly speak of a pedagogical innovation.

At the initial stage of implementation, the possibility of applying innovations in mass pedagogical experience is first confirmed in the activities of individual teachers, and after testing and objective assessment, they can be recommended for mass implementation. Knowledge of the criteria listed above and the ability to use them in assessing pedagogical innovations form the basis for pedagogical creativity.

An analysis of the specialized literature and the experience of the activities of educational institutions indicates the insufficient intensity of the introduction of pedagogical innovations in the practice of pedagogical activity. There are at least two reasons for unrealized pedagogical innovations:

The first reason is that innovations, as a rule, do not undergo the necessary professional examination and approbation;

The second reason is that the introduction of pedagogical innovations was not previously prepared either organizationally or technically, and most importantly, in a personal, psychological sense.

A clear understanding of the content and criteria of pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in the introduction of innovations has repeatedly led to the fact that the recommended, often from above, innovation after a short time has been forgotten or canceled by an administrative order and order (Slastenin V.A ... 2013). One of the main reasons for this situation is “... the lack of an innovative environment in schools - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations in the educational process of the school. The absence of such an innovative environment is manifested in the methodological unpreparedness of teachers, in their poor awareness of the essence of pedagogical innovations.

The presence of a favorable innovative environment in the teaching staff reduces the “resistance coefficient” of teachers to innovations, helps to overcome the stereotypes of professional activity. The innovative environment finds a real reflection in the attitude of teachers to pedagogical innovations (Slastenin V.A. and others ... 2002).

Chapter II. Trends in the development of a modern educational institution

2.1 Problems of innovative development of educational institutions

The effectiveness of innovative activity in an educational institution depends on many factors: objective, subjective, external, internal, economic, managerial. The effectiveness of the institution's activities is the correspondence of the achieved quality of the result to the level of costs for ensuring this activity.

The effectiveness of innovative activity is largely determined by the innovative infrastructure of the organization, which is a set of interrelated, complementary production and technical systems, relevant organizational and control systems, necessary and sufficient for the effective implementation of innovative activities and the implementation of innovations.

The innovative activity of a modern educational institution is “... this is a process that includes strategic marketing, scientific research, organizational and technological preparation for creating and designing innovations in the practice of teaching and educating, disseminating and exchanging pedagogical experience, mastering new forms of interaction with society, their implementation and dissemination in other areas, aimed at meeting any educational need ”(Belova N.E ... 2013).

A kind of "engine" for the development of a modern educational institution is innovative activity aimed at solving existing problems, the end result of which can be innovations or innovations. Effective management of the development of innovative activities in a modern educational institution is becoming especially important in modern conditions, as it is a condition for the "survival" of an educational institution and ensuring social security for both its pupils and all members of the teaching staff (ibid., p. 7). It is the effective development of innovative activity that allows an educational institution to become competitive in today's difficult conditions. When managing an organization in a rapidly changing environment, the conditions of its development, the head of an educational institution performs a new type of activity - innovative, therefore, a new management subsystem appears - an innovative subsystem of an educational institution, which involves making changes through the search, development and implementation of innovations in a specific part of the entire system . Effective management of innovation activities in a modern educational institution can either promote innovation or hinder its development.

From the above positions, there are functioning - passive-adaptive and innovative - developing types of development of the institution, in which managerial decisions are made on the basis of taking into account possible social and pedagogical changes. Based on the published provision, some educational institutions operate in the mode of operation, others - in the mode of development. It is the latter that can be attributed to innovative educational institutions, because their pedagogical systems are in development, constantly approaching the satisfaction of the ever-increasing demands of the individual and society (Pidkastisty. P.I., ... 2009).

Perhaps the whole "trouble" in the classical approach, which traditionally considers management as a system of planning, organization, coordination, motivation and control functions, attaches great importance to the role of the leader's personal characteristics, which are a synthesis of innate and acquired qualities and abilities. Obviously, it is necessary to rethink the traditional management in the field of education from the standpoint of the constant development of one of the main resources of a self-learning organization of any educational institution - an intellectual resource.

Modern management in the field of education aims to create new conditions conducive to the development of intellectual resources. Innovative activity should be singled out as a special “subject of education management”, immersion in innovative activity aimed at creating an open educational space. The concept of "open educational space" reflects "the dynamic relationship of educational concepts - value and semantic guidelines, goals, norms of educational activities, ways of organizing and implementing them in specific educational institutions, projects, strategies and practices.

2.2 Trends in the development of a modern educational institution

2.2.1 The success of the innovative development of the educational institution

A modern, dynamically developing society is characterized by rapid and continuous changes taking place in various areas of life. Increasingly, they talk about the formation of an information and technogenic civilization, which imposes higher educational requirements on a modern person. At the same time, the emphasis is shifted to the formation of value orientations of a humanistic order, the development of productive thinking, creativity, and not only to the assimilation of an ever-increasing flow of information and raising the level of subject training.

The objects of innovative activity in education can be educational institutions, systems of education and training, relations between students and teachers, as well as organizational and pedagogical and necessary psychological and pedagogical conditions.

The effectiveness of a modern educational institution and its any structural unit is directly related to “... the operational development of the necessary innovative activities by administrative and pedagogical personnel, which consists in the development and implementation of innovative strategic documents: development programs and activities of the institution, concepts of the educational system, additional educational programs, programs of scientific -experimental sites, innovative projects, programs for the development of scientific and methodological services ”(Khisametdinova L.Kh., 2015). Any innovative activity at the present stage requires special management techniques, new methods, means and forms of organization of the educational process, as well as monitoring of introduced and ongoing innovations.

The development of an institution based on innovation is a complex and lengthy process. As a condition for the success of the innovative development of an educational institution is the development of an appropriate management strategy. The choice of an innovation strategy is one of the most important problems of innovation management. The results of numerous studies confirm that the chosen innovation strategies underlie the success of the organization's pedagogical activity.

An innovation strategy is a purposeful activity to determine the most important directions, priorities, prospects for the development of an organization and develop a set of measures required to achieve them. It is determined by the state policy in the field of education, social order, regional and local characteristics and may vary depending on the state of the educational system and society.

The strategy sets out general guidelines, which should reflect the conceptual approaches to managing the development of the educational system of the institution. It is well known that “... an educational institution, being in the “innovation field”, acquires a certain immunity of social security, security for both students and teaching staff. According to sociological research, more than 90% of institutions of additional education for children in the Russian Federation are actively looking for new forms, methods and means of organizing educational and upbringing activities. However, a qualitative analysis indicates that innovative processes in education are almost uncontrollable, fragmented and unprepared” (Khisametdinova L.Kh., 2015).

The most important condition for the successful introduction of innovations is the presence in the educational institution of an innovative environment - a certain system of moral and psychological relations, supported by "a set of organizational, methodological, psychological measures that ensure the introduction of innovations into the educational process of the school."

The signs of an innovative environment include: the ability of teachers to be creative, the presence of partnerships and friendships in the team, good feedback - with students, families, society, as well as the integral characteristics of a highly developed team - a commonality of value orientations, interests, goals.

As experience shows, one of the main conditions for increasing the innovative potential of an organization is the involvement of teachers in innovative activities. The participation of teachers in innovative processes can take place through: participation in collective experimental research activities within the framework of a common problem, the use of interactive methods of scientific and methodological work; participation in permanent seminars on topical issues, advanced training; participation in pedagogical and methodological councils, in the organization of round tables, participation in business, role-playing, heuristic games to generate new pedagogical ideas; creative work in school and regional methodical associations; self-education, work with scientific and methodological literature; description and presentation of innovations as work experience, presentations at scientific and practical conferences and seminars (Innovations in education…2015), (Trail of discoveries…2011).

The result of innovative activity can be specific changes in the object of transformation, the quality of educational, pedagogical and managerial activities. Organized pedagogical monitoring (Khisametdinova L.Kh., 2015), (Trail of discoveries ... 2011) allows to carry out continuous scientifically based diagnostic and prognostic monitoring of the state, development of the innovation process, the quality of its management.

2.2.2 Trends in innovative development of educational institutions

In the new state documents, the solution of issues of comprehensive modernization of education is considered through the introduction of a project-targeted approach in the practice of managing education systems at all levels, instead of a program-targeted approach. The proposed new approach provides for the implementation of educational projects on a competitive basis, which will allow achieving a significantly higher level of motivation and responsibility of customers and developers of planned projects.

The project-target approach will allow using the possibilities of project management, as well as the advantages of software design of the educational process and educational technologies. Without the use of the project-target method, it will be impossible to achieve the goals and solve the problems provided for in these strategic documents for domestic education. The implementation of the project-target approach will create a mechanism for irreversible progressive positive systemic changes in the education of the Russian Federation (On the Federal Target Program ... 2015). This change in methodological approaches can be considered as the main trend in the innovative development of educational systems at the present stage.

Among the private and main trends in the development of innovations in education, the following can be distinguished:

The first is the awareness of each level of education as an organic component of the system of continuous public education. This trend involves solving the problem of continuity not only between the school and the university, but also, given the task of improving the professional training of students - between the university and the future production activities of students.

The second is the industrialization of education - its computerization and the accompanying technologization, which makes it possible to qualitatively enhance the intellectual activity of modern society.

The third is the transition from predominantly information and demonstration forms to active methods and forms of education with the inclusion of elements of problematic, scientific research, the widespread use of reserves for independent work of students.

The fourth - correlates with the search for psychological and didactic conditions for the transition from strictly regulated, controlling, algorithmic methods of organizing the educational process and managing this process - to developing, activating, intensifying, playing. This involves stimulation, development, organization of creative, independent activities of students.

Fifth - refers to the organization of a fundamentally new interaction between the student and the teacher: the need to organize learning as a collective, joint activity of students, where the emphasis is shifted from the teaching activity of the teacher to the cognitive activity of the student.

The general trends listed above are typical both for the entire education system as a whole and for an individual educational institution.

Analyzing the experience of real educational institutions, and relying on scientific and pedagogical literature (Kovaleva U.Yu ... 2012), we can identify more "narrow" priority trends in the development of modern educational institutions for children:

Calling the essence of the child's right to free self-determination and self-realization, the inalienable right to freedom of choice for himself and for himself.

Development of the individuality of each person in the practice of the educational process.

Conscious system organization of management of the educational process based on the strategy of innovative learning.

Affirmation of the unity and integrity of education, where training and education are its components, two subsystems of personality development.

Lifelong education as a principle of planning and organizing the educational development of a person.

Creative cooperation or change in the personal attitudes of the participants in the educational process in a jointly productively divided activity.

Promotion in its development and renewal of a modern educational institution.

The process of managing the development of an institution of additional education for children basically has different approaches to management.

As a general result: the trends in the general situation of education coincide with the general principles of its reform in the world and in Russia:

This is the integration of all the educational forces of society, the organic unity of the school and other special institutions with the aim of educating the younger generations;

Humanization - increased attention to the personality of each child as the highest social value of society,

Installation on the formation of a citizen with high intellectual, moral and physical qualities;

Differentiation and individualization, creation of conditions for the full manifestation and development of the abilities of each student;

Democratization, creation of prerequisites for the development of activity, initiative and creativity of students and teachers, interested interaction between teachers and students,

Broad public participation in education management.

pedagogical innovation educational

Conclusion

The given brief review devoted to the problems of interpretation and use of the concepts "innovation", "innovation", "innovation process" showed the depth and ambiguity of the use of these concepts in pedagogical theory and practice. Despite a long history, pedagogical innovations at the present stage of development of education are experiencing a “second birth”. These concepts have been introduced into new regulatory and legal state documents, are widely discussed in the pedagogical literature, are given in textbooks, and are key in the development of pedagogical innovative projects.

In general, pedagogical innovations should be understood as the end result of the introduction of "innovations" or innovations into educational practice: new forms, means, methods, techniques, technologies. The main goal of pedagogical innovations is qualitatively new positive approaches in teaching and educating schoolchildren. Pedagogical innovations have their own evaluation criteria and a classification system that allows the teacher to meaningfully design innovations and implement them in pedagogical projects. The success of pedagogical innovations depends on many factors - external, internal, objective and subjective - all of which must be taken into account when developing innovative pedagogical projects.

Trends in the innovative development of modern educational systems are reflected in the practice of educational institutions: changes in concepts and approaches are manifested in regulations, development programs, and educational programs of the institution.

The main trends in the development of modern educational institutions are: the humanization of education, manifested in increased attention to the personality of each child as the highest social value of society, the emphasis on the formation of a new type of citizen - an intellectual with high moral and physical qualities, the democratization of education, the unification of the initiative of students and teachers, differentiation and individualization of education - broad public participation in the management of education as the integration of all the educational forces of society, the organic unity of the school and other special institutions with the aim of educating the younger generations.

Bibliography

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