Analysis of the activities of an educational institution. Analysis of the activities of an educational organization. The specifics of the work of a specialized correctional educational institution
Analysis of the activities of an educational organization
Assessment of the internal potential of the schoolAssessment of school development prospects based on the external environment
Forte
Weak side
Opportunities
Risks
Conditions have been created for the implementation of the Federal Educational Standards for Primary General Education and the Federal State Educational Standards LLC;
The school has selected a professional staff of teachers who are able to work according to the requirements of the Federal State Educational Standard and form the knowledge and development of students according to the new standard;
With the introduction of the Federal State Educational Standard of the IEO, there is a constant development of students and the formation of various subject and meta-subject skills in them;
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student;
With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development;
Students quickly adapt to the school, the requirements, the team;
The presence in the gymnasium of an automated workplace for a teacher, modern classroom equipment allows teachers to make the learning process more intense, interesting, motivating, and also covering the full potential of students;
The saturation of classroom and extracurricular activities, potential overload of students, combined with unformed healthy rest outside of school, can cause fatigue in some students;
When updating the content of education, there is no full support from the parent community, partially there is a reduced activity and interest in participating in the life of the school, as well as in the transition to the Federal State Educational Standard;
Not all students are ready to study according to the Federal State Educational Standard (necessary competencies are not available or have not been formed);
Teachers develop a habit of working according to a well-known habitual model for presenting knowledge, there is a fear of joining the GEF LLC experiment;
Introduction of innovative technologies of developmental education;
Introduction of social design technology into the system of educational work of the school;
Creation of a system for raising the level of pedagogical enlightenment of parents;
Inviting parents to participate in school-wide events;
Implementation of the social design method.
Involvement of social partners in solving issues of school development;
There is no significant professional support in the development of the Federal State Educational Standard from external partners, it is necessary to implement the Federal State Educational Standard within the organization, as a result of which there may be threats of errors;
Limitations on the development of the Federal State Educational Standards and in-depth study of subjects are introduced by the physical unwillingness of some students to perceive the updated content of education, there are no or insufficiently formed competencies for their development in some students;
The conservative approach of some teachers in relation to changing the education system can cause difficulties in mastering the GEF LLC;
The risk of increasing the amount of work assigned to members of the administration and teachers;
Implementation of the project "Talented Children:
high-quality support and support technologies"
A system of work with gifted and talented children has been built;Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, traveling projects "Talented Children" are held;
Participation in competitions and conferences at the city and all-Russian level;
There is support and preparation of students by teachers;
Insufficient training of students on the part of involved professionals, consultants, scientists due to the lack of financial resources to pay for the involvement of these specialists;
Lack of time resources, both for the teacher and the student;
There are not enough facilities in the school to maximize the development of children (eg sports training grounds, classrooms);
Insufficient systematic support from the educational part (there are no systematic activities aimed at involving in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Not all teachers are involved in identifying and maintaining talented children; there are teachers who do not pursue this goal in the learning process;
Improving the efficiency of work with gifted and talented children with the involvement of social partners;
Systematization of classroom and extracurricular activities of students;
Involving school teachers to participate in the development and improvement of students' knowledge and talents;
Creation of systematically held events aimed at involving students in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Involvement of students, graduate students of universities, for patronage and the creation of microgroups, for the implementation of project activities;
The biggest dangers for the school:
Decrease in the number of students, or change in the level of enrollment of children due to the distribution of students in schools by districts;
Financing the education system, causing the lack of the possibility of attracting professionals, consultants, scientists for the qualitative and full development of talented children;
Changing the status of the gymnasium.
The quality of life of the student: the boundaries and opportunities of the school.
In-depth medical examination, control and tracking of medical indicators of students;
Implementation of the city target program "School milk";
Vitaminized nutrition, well-established schedule of the school canteen;
Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety;
Sports work (sports events, relay races, health days, sports days);
Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes);
Organization of medical examinations for students and teachers of the school;
The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
Insufficient use of health-saving technologies in the classroom, periodically inappropriate seating of students in the classroom (students with poor eyesight do not always sit in the first desks);
For students in special medical groups do not have special physical education classes with a medical specialist (due to lack of funds);
There are no additional facilities and resources for organized sports activities (for example, a sports field for outdoor sports);
Limited opportunity to attract social partners for swimming, skating, skiing and other sports activities;
Attracting social partners, patrons, sponsors to organize a full-fledged physical sports development for students (creating a platform for outdoor sports, organizing turnstiles on the school grounds, conducting classes in a swimming pool, ice rink, skiing, etc.);
Overloading students with classroom and extracurricular activities;
Inability to expand the area (premises) suitable for health savings;
Unhealthy and uncontrolled lifestyle of families;
The quality of the work of the school is a component of the achievements of the teachers working in it.
Regularly held decades of pedagogical excellence, methodological associations, cathedral meetings;
Teachers lead methodological associations of the city;
The team is professional and creative;
Teachers regularly participate in city and regional competitions "Teacher of the Year", "The Coolest Classroom", receive prizes in these competitions;
The teaching staff regularly attends advanced training courses, there is an exchange of experience;
The team is rarely updated by young specialists;
The work of some class teachers is partially not carried out properly, as a result of which professionalism in general suffers, as well as the behavior of students;
Large physical and financial costs are incurred to participate in various competitions at the city and regional level;
Part of the teaching staff is psychologically unprepared to change to work with students according to new standards, there is conservatism, fear of mastering the FGOS LLC;
Redistribution of duties of team members;
Replacement of personnel, or elimination or struggle with conservative views on the functionality of the gymnasium of some teachers;
The unwillingness to work properly with class teams leads to the collapse of both pedagogical and educational in general;
In connection with the underestimation or omission of educational work in the school, there is a disintegration of educational activity in general;
The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources.
In connection with the involvement and interaction with the NESU, new resources and opportunities for development appear;
Interaction with the library department for conducting training lessons, development and self-development;
Teachers use subject sites, Internet resources to enrich experience, with the help of Internet portals they communicate with teachers from other cities, there is an exchange of experience;
The resource center is not fully or not fully used to enrich the knowledge and experience of teachers;
Limited opportunity for teachers to study abroad at the Center for enrichment and updating of knowledge, acquaintance with teachers from other regions in order to expand professional ties;
Remoteness of our institution from others with whom social partnership is possible (library of A.S. Pushkin, museums, etc.);
Involvement of third-party specialists to enrich experience, activate opportunities, search for new ideas and resources;
Opportunity for on-site training at the Center to enrich experience and update knowledge;
The limitation lies in the geographical remoteness from the CRS, since in this regard it is not always possible to participate in online conferences;
There is no interaction with extra-budgetary organizations, commercial enterprises to activate opportunities and search for new resources;
Results of the SWOT-analysis of the work of the school
The teaching staff with a high professional level and creative potential is ready to test and introduce innovative educational programs and technologies into the educational process of the school that are relevant for the development of the education system.
The experience of working with social partners in organizing educational and extracurricular activities of students is a significant potential in expanding the conditions for providing affordable quality education to school students in accordance with the needs of the individual.
The formed system of school self-government, the organized work of state and public school management bodies, the work of public organizations are the basis for expanding the social openness of the school to the surrounding society and creating an effective school management system.
The school has created conditions for the implementation of the Federal State Educational Standards for Primary General Education, and the foundation is being created for the experimental launch of the Federal State Educational Standard.
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student. With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to the school, the requirements, the team.
A system of work with gifted and talented children has been built. Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, and traveling projects "Talented Children" are held. Participation in competitions and conferences at the city and all-Russian level. There is support and preparation of students by teachers.
Schedule, classroom and extracurricular activities, classrooms, equipment comply with SanPINs. In-depth medical examination, control and tracking of medical indicators of students. Implementation of the city target program "School milk". Vitaminized nutrition, well-established schedule of the school cafeteria. Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety. Sports work (sports events, relay races, health days, sports days). Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes). Organization of medical examinations for students and teachers of the school. The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
1.3 The specifics of the work of a specialized correctional educational institution
Specialized (correctional) educational institutions are institutions created for people with disabilities in health and life activities.
Goal: all-round development of the child in accordance with his capabilities, maximum adaptation to the surrounding reality in order to create a basis for further schooling (for preschool educational institutions) and secondary or higher education (for schools).
The purpose of school education: ensuring the constitutional right to receive free education within the specialized educational standard; providing medical and psychological support, social adaptation and integration into society Boryakova, N.Yu. Pedagogical systems for teaching and educating children with developmental disabilities / Boryakova N. Yu. - Moscow: AST, Astrel, 2008. - p. 44-46.
Outlook:
early diagnosis and early comprehensive care. Properly organized early correction can prevent the appearance of secondary deviations in development, ensure the maximum realization of the rehabilitation potential, and for a significant part of the children provide the opportunity to be included in the general educational stream at an earlier stage of age development.
cooperation with family. An important condition for corrective assistance to children is the development of pedagogical and organizational conditions for the inclusion of parents in the implementation of individual programs of corrective developmental education.
There are several approaches to correcting the family situation in the development of abnormal children; important aspects of preventive work with the parents of a problem child are identified, which make it possible to prevent a number of secondary deviations. Directions and organizational forms of work of specialists with families are being developed that contribute to the formation of a positive attitude towards the baby in parents and ensure the development of effective and accessible forms of interaction with the child in everyday, emotional, play situations.
Forms of assistance to parents: "University for Parents", at the laboratory of school education of children with developmental problems, psychological and pedagogical counseling, help of a defectologist, psychologist in rehabilitation centers, visits of special. services - PMPK, PMS centers.
Integrated learning. In the education system, integration means a choice for people with special educational needs: education in a specialized (correctional) educational institution or with equal opportunities in education: a general purpose institution (preschool educational institution, school, etc.).
In the conditions of Russian preschool education, integrated learning is being introduced into practice slowly and carefully, since for its implementation, preschool educational institutions of a general developmental type must have a lot of conditions - special personnel and material and technical support for corrective pedagogical and health-improving work with children. The most realistic is the use of integrated education in relation to children who, despite the presence of one or another deviation in development, have a level of psychophysical development close to the age norm, and psychological readiness for joint learning with children is the norm.
It is easier to create such conditions:
a) in general developmental groups d / s of a combined type, where compensating groups also function;
b) in child development centers, where correctional work is carried out with all preschool educators; The bylaws must first be laid down.
Early comprehensive care is a new rapidly developing area of interdisciplinary knowledge that considers the theoretical and practical foundations of comprehensive care for children in the first months and years of life from groups of medical, genetic and social risk of developmental delays.
Features of the development of a child at an early age: the plasticity of the central nervous system and the ability to compensate for impaired functions determine the importance of early comprehensive care, which allows, through targeted action, to correct primary impaired mental and motor functions with reversible defects and prevent the occurrence of secondary deviations in development Organization of psychological work at school. - M.: Perfection, 1998. - p. 69 .
In recent years, special educational institutions have been created for other categories of children with disabilities in health and life: with autistic personality traits, with Down syndrome. There are also sanatorium (forest schools) for chronically ill and weakened children.
Currently, the types of correctional schools are determined taking into account the primary defect of students. Each of the eight types of general education institutions for children with special educational needs has its own specifics.
A special correctional educational institution of the 1st type accepts deaf children within its walls. The task of teachers is to teach a deaf child to communicate with others, to master several types of speech: oral, written, dactyl, gestural. The curriculum includes courses aimed at hearing compensation through the use of sound amplifying equipment, pronunciation correction, social orientation and others.
Similar work is carried out by a correctional school of the 2nd type, but only for hearing-impaired or late-deaf children. It is aimed at restoring lost hearing abilities, organizing active speech practice, and teaching communication skills.
The first and second types of correctional schools carry out the educational process at three levels of general education. However, deaf students need two more years to complete the primary school curriculum.
The third and fourth types of correctional schools are for children with visual impairments. The teachers of these special educational institutions organize the process of education and upbringing in such a way as to preserve other analyzers, develop corrective and compensatory skills, and ensure the social adaptation of children in society.
Blind children, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness, are sent to the correctional school of the 3rd type. Children with visual acuity from 0.05 to 0.4 with the possibility of correction are admitted to the educational institution of the 4th type. The specificity of the defect involves training using tiflo equipment, as well as special didactic materials that allow you to assimilate incoming information.
A special correctional institution of the 5th type is intended for children with general underdevelopment of speech, as well as severe speech pathology. The main goal of the school is the correction of a speech defect. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. When the speech defect is eliminated, parents have the right to transfer the child to a regular school.
Children with a violation of the musculoskeletal system can study in a correctional school of the 6th type. In a correctional institution, the restoration of motor functions, their development, and the correction of secondary defects are carried out. Particular attention is paid to the social and labor adaptation of pupils.
Correctional school of the 7th type accepts children with mental retardation, and with the possibilities of intellectual development. The school carries out the correction of mental development, the development of cognitive activity and the formation of skills in educational activities. Based on the results of studying in elementary school, pupils can be transferred to a general education school.
Correctional school of the 8th type is needed for children with mental retardation to study according to a special program. The purpose of the training is social and psychological rehabilitation and the possibility of integrating the child into society. In such schools, there are classes with in-depth labor training.
Almost all of the listed types of correctional schools have been teaching children for twelve years and have defectologists, speech therapists, and psychologists on their staff.
There is no doubt that children who have studied for so many years in a boarding school have certain difficulties in social orientation. A large role in the integration of special children into society belongs not only to correctional schools, but also to parents. A family fighting for their child will certainly be able to help him adapt to the world around him.
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Introspection of activityMunicipal budgetary educational institution
Polovinkinskaya secondary school
located at the address: Tyumen region Khanty-Mansi Autonomous Okrug - Yugra Kondinsky district p. Polovinka st. Komsomolskaya d. 12.
The analysis of the activities of the educational institution was carried out in the following areas:
organizational and legal support for the activities of an educational institution;
the right to own, use the material and technical base;
the structure of the educational institution and its management system;
the content of educational activities;
methodological and research activities;
staffing;
social welfare of students, employees;
the results of the activities of the educational institution;
intraschool control;
prospects for the development of an educational institution.
As a result of introspection, the following results were obtained.
1. Organizational and legal support for the activities of an educational institution.
The municipal budgetary educational institution Polovinkinskaya secondary school operates on the basis of the Law of the Russian Federation "On Education", a model Regulation on a general educational institution, approved by the Decree of the Government of the Russian Federation of 19.03.01. No. 196, Federal Program for the Development of Education, approved on April 10, 2000. No. 51-FZ, Concepts for the modernization of education for the period up to 2010, the Law of the Khanty-Mansi Autonomous Okrug "On the fundamentals of the education system in the Khanty-Mansiysk Autonomous Okrug", approved on November 9, 1999. No. 70-oz, the Program for the Development of the Education System of Khanty-Mansiysk, and other regulatory and methodological documents of the Committee on Education and the Department of Education and Science of the Khanty-Mansi Autonomous Okrug, the School Development Program, the Charter of the school and local acts of the school.
In its activity municipal budgetary educational institution Polovinkinskaya secondary school implements the following articles of the Law of the Russian Federation "On Education":
legal status of a general education school (art. 12, 34);
legal regulation of the educational activities of the school (Art. 2, 8, 9, 10, 11, 14, 15, 16, 17, 19, 26, 27, 32, 57);
organization of school work, financing and material equipment (art. 13);
rights and obligations of participants in the educational process (Art. 5, 6, 16, 50, 51, 52);
legal regulation of the labor of school employees (art. 53, 54, 55, 56);
organization of supervision, control and inspection of the activities of a general education school (Articles 35, 37, 38).
certificate of state accreditation AA 181098. Registration No. 1493 dated May 29, 2006;
certificate of entry in the Unified State Register of Legal Entities. Series 86 No. 000118406 dated December 11, 2002;
certificate of registration of the legal entity with the tax authority at the location in the territory of the Russian Federation. Series 86 No. 001844040; PSRN 1028601395008; TIN/KPP 8616006011/861601001;
the charter of the municipal budgetary educational institution Polovinkinskaya secondary school (new edition), approved by order of the Department of Education of the Administration of the Kondinsky District No. 511 dated 02.08.2010; by order of the Committee for Management of Municipal Property of the Administration of the Kondinsky District No. 478 dated 02.08.2010
license (with application) series A No. 318036. Registration number 1496 dated November 10, 2010
Collective agreement
Internal labor regulations
Regulations on the School Council
Regulations on the General Meeting of the labor collective;
Regulations on the Governing Council
Regulations on the Pedagogical Council
Regulations on the expert commission for the examination of the value of documents
Regulations on the All-School Parents' Committee
Regulations on the general school meeting;
Regulations on the commission for certification of teaching staff
Regulations on the expert group for certification of teaching staff
Regulations on the commission on labor disputes
Regulations on the methodological association of teachers
Regulations on the Methodological Council
Regulations on the organization of innovation activity
Regulations on the attestation commission for the state (final) attestation of graduates
Regulations on the organization of methodological work
Regulations on the psychological - medical - pedagogical council
Regulations on logopoint
Regulations on the procedure for examination, approval and storage of materials of the state (final) certification of graduates of grades 9.11
Regulations on extracurricular and school-wide events, competitions
Regulations on holding school subject Olympiads
Regulations on the study room
Regulations on the review of cabinets
Regulations on the Crime Prevention Council
Regulations on the procedure for providing paid additional educational services
Regulations on wages
Regulations on the procedure for the distribution of the incentive part of the wage fund
Regulations on the conflict commission during the state (final) certification of graduates
Regulations on the conflict commission for resolving disputes between participants in the educational process
Regulations on student incentives
Regulations on intra-school control
Regulations on the intermediate certification of students and the forms of its implementation
Rules of conduct for students
Regulations on the school library
Regulations on the procedure for creating, updating and using the educational fund
Regulations on the school museum
Regulations on the day camp for children
Regulations on individual learning of students at home
Regulations on compensatory education classes
Regulations on special (correctional) classes
Regulations on elective courses
Regulations on the scientific society of students of the School
Regulations on the organization of duty at the School
Regulations on catering in the school cafeteria
Regulations on public children's associations
Regulations on the Council of High School Students;
Regulations on the formation and preservation of the contingent of students and pupils
Regulations on the school competition "Teacher of the Year"
Regulations on the scientific - practical conference
Regulations on obtaining general education in the form of external study, correspondence form, form of family education, self-education
Rules for admission of students to the School
Regulations on the extended day group
Regulations on the class teacher
Regulations on school uniform
Regulations on the procedure and grounds for the expulsion of students
Regulations on intra-school registration of students
Regulations on the commission on labor protection
Regulations on the School website
Regulations on short stay groups
Regulations on the School Council on the regulation of access to information on the Internet
Rules for using the Internet
Regulations on the procedure for admitting pupils to the preschool group of the School
Regulations on the organization of work on labor protection, safety and fire safety
2. The right to own, use the material and technical base.
Municipal budgetary educational institution Polovinkinskaya secondary school has documents for the right to use the building:
certificate of state registration of rights (premises of MDOU) 86 AB 054405. Registration number 86-86-17 / 006 / 2010-566 of September 02, 2010;
certificate of state registration of rights (school premises) 86 AB 054404. Registration number 86-72-28/005/2008-272 dated April 25, 2008;
d agreement No. 47/02 on fixing municipal property on the right of operational management dated January 01, 2002
Territorial Department of the Territorial Office of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in Khanty-Mansi Autonomous Okrug-Yugra in the Kondinsky district of the sanitary and epidemiological conclusion of March 24, 2008 No. 86.KR.04.000.M.000196.03.08 "On compliance with state - epidemiological rules and regulations";
State Fire Supervision Main Directorate of the Ministry of the Russian Federation for Civil Defense, Emergencies and Disaster Relief for the Khanty-Mansiysk Autonomous Okrug-Yugra conclusion on the possibility of fulfilling license requirements and conditions dated February 18, 2008 No. 54/5;
The act of checking the readiness of the municipal budgetary educational institution for the 2010-2011 academic year of August 11, 2010, on the basis of the order of the Department of Education of July 21, 2010 No. 490 "On the admission of educational institutions for the 2010-2011 academic year."
The school has sufficient information and technical equipment for the implementation of the educational process.
To organize the educational process, there is the required number of classrooms - 19, including 1 foreign language room, 1 computer science room, 1 physics room, 1 chemistry room, 1 biology room, 1 fine arts room, 1 life safety room, equipped technical workshops. and service labor. There is a canteen for 60 seats, an assembly hall, a library with a reading room.
Physical education lessons are held in the gym and on the sports ground.
To ensure the educational process, the school has a sufficient list of teaching and visual aids and educational equipment. All classrooms are adequately equipped. Acquired digital laboratories in physics and biology. The school administration is planning to equip the school with technical teaching aids.
The school has:
| List of educational equipment used | Quantity |
| TV set | 7 |
| Record player | 3 |
| Video recorder | 5 |
| Computers | 19 |
| laptops | 5 |
| Music Center | 2 |
| Multimedia projector | 5 |
| Camcorder | 2 |
| Musical equipment (set) | 2 |
| Xerox | 5 |
| Scanner | 3 |
| a printer | 9 |
| Camera | 2 |
| Fax | 2 |
| Modem | 2 |
| interactive board | 2 |
| A set of equipment for the physics classroom | 1 |
| A set of equipment for the biology room | 1 |
| A set of equipment for a chemistry classroom | available |
| A set of equipment for a geography classroom | available |
| A set of equipment for the OBZh office | available |
| Technology cabinet equipment set | available |
| Gym equipment set | available |
The mode of operation of an institution may be a mode of operation or a mode of development.
Mode functioning involves the constant maintenance of all areas of activity at the level of “no worse than the previous one”. It is not typical for an institution operating in the operating mode to develop and implement new areas of work. It is clear that in modern conditions such a mode of operation is practically impossible. Given the rapidly changing living conditions, educational institutions are forced to constantly monitor changes in socio-economic life, design changes in all areas of the educational institution.
Mode development assumes that each step in the work of the institution is analyzed and, based on the results of this analysis, further work is carried out, which involves continuous development.
Activity analysis is a school management function aimed at studying the state and development trends, an objective assessment of educational results and developing recommendations on its basis for streamlining the system, optimizing it or moving it to a higher quality level.
In the teaching staff of an educational institution that has chosen the development mode, there is a constant analysis of activities and, based on its results, on the basis of constant communication, obtaining new information, a diagnosis of the current state of affairs is carried out.
Pedagogical analysis solves not only technical problems, but contributes to the development of each teacher individually. Properly organized pedagogical analysis affects the level of teaching and, consequently, the quality of education. Pedagogical analysis is one of the methods of control, where, as a result of observation, the activities of all participants in the educational process are evaluated.
The effectiveness of pedagogical analysis will depend on purposefulness, objectivity, mass character, and systematic character. Maintaining monitoring of pedagogical analysis will directly affect its effectiveness, give the team knowledge about different aspects of the school's activities.
Studying the course and condition of the most important aspects of the educational process;
The study of the final indicators of diagnostic work of students;
Studying the work of teachers;
Studying the work of methodological associations;
Studying the work of creative groups of teachers;
Subject of pedagogical analysis:
Studying the activities of teachers in different areas of their activities (improving their scientific, professional, technological, methodological, cultural level);
The quality of teaching;
The quality of the organization of the educational process;
The quality of subject, over-subject, meta-subject knowledge and skills of students;
Pedagogical analysis can be thematic, current (operational) and final.
Pedagogical analysis is carried out according to the scheme:
Definition of the object of analysis:
Definition of its purpose;
Formation of a working hypothesis, plan;
Organizing the collection of information;
Identification of factors affecting the object of analysis, establishing the causes caused by these factors;
Summarizing the materials of the thematic analysis, formulating conclusions and proposals:
Presentation of the results (in the materials of the analytical report there must be answers to the questions Who, What, When, Where, How and Why).
Final analysis - assessment of the quality of the educational process quarter, trimester, year.
The goal is to evaluate the activities of the school and, based on the findings, develop recommendations for improving further work.
Building a block of goals for the next academic year.
assessment of the quality of teaching;
assessment of the quality of training;
Assessment of abilities, cognitive interests of students;
assessment of the level of upbringing;
Evaluation of the effectiveness of interaction between students and society;
Evaluation of interaction with parents:
Current or operational analysis is aimed at collecting information about the state of the educational process (for a day, for a week, for a month, for a certain subject, also for a certain period of time). Such an analysis is based on attending classes, extracurricular activities, testing, interviews, conversations with teachers, parents, and students.
Current control includes:
Evaluation of student work
Identification of deviations from the study of the standard;
Establishing the reasons for deviation from the state standard.
The results of the current control are recorded in certificates, reports, memos, in some cases in notifications.
It is assumed that the result of the current control will be a prompt reaction of the administration to improve the quality of affairs, the issuance of organizational conclusions.
For those who conduct pedagogical analysis, it is useful to answer the following questions at the end of each stage:
What's happened?
What was new?
How can this new thing be applied in the future?
What learning moments of the analysis can be identified and applied in the following works?
What helped me, what hindered me in this process of analysis?
What obvious shortcomings in the organization of work do I see?
What can be done to intensify pedagogical analysis?
What was important, essential for me? (Problem, discovery, unexpected situation).
What decisions do I need to make about this?
Whom can I train in pedagogical analysis?
Pedagogical analysis is a systematic approach to the study of the educational process, its quality control, compliance with state standards
