Modern approaches to managing the innovation process
The innovation 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).
Let's define basic concepts, taking place in publications devoted to educational management.
"Innovation- an idea that is new to a specific person. It doesn't matter whether an idea is objectively new or not, we define it in terms of the time that has passed since its discovery or first use." EM. Rogers) .
Innovation - a special new, special change from which we expect effectiveness in the implementation of systematic goals" (J. Miles).
"Innovation" (lat. novus - new). " Innovation(innovation) is a purposeful change that introduces new, relatively stable elements into a certain social unit - an organization, a settlement, a society, a group.” (S.D. Polyakov).
"Innovation process- comprehensive activities for the creation, birth, development, development, use and dissemination of innovations" ( O. G. Khomeriki, M. M. Potashnik, L. V. Lorensov).
"Pedagogical innovations, as well as innovations in general, must be linked to the socio-economic features of the country’s development, public relations and the culture of the people" (M. M. Potashnik).
Pedagogical innovation– new in the practice of training, education, management of pedagogical processes.
Novation- the first full implementation of innovation in an educational institution.
Innovation- an innovation introduced in a given school, college, or locality, focused on an already existing innovation as a model.
Innovation activity- a set of measures taken to ensure the innovation process at a particular level of education, as well as this process itself.
Innovation process in education is the process of managing change in education.
Scientists believe (T.I. Shamova, M.M. Potashnik, N.P. Kapustin, etc.) that 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 teaching activities;
Working with students, which involves studying and taking into account the interests and educational needs of students, creating conditions for children to adapt to the ongoing changes;
Work with parents aimed at developing a positive family attitude towards innovations introduced at school and involving parents in participating in the innovation process;
Improving the work of the overall subject of intra-school management in order to maximize the use of resources available at the school;
Establishing connections with the school environment to most fully meet the educational needs of society and attract additional resources to the school;
Monitoring, analyzing and regulating innovation activities;
Implementation of information support for innovation activities.
School development based on innovation is a complex and lengthy process, the construction of which inevitably acquires a strategic nature and requires an appropriate management strategy.
The choice of an innovation strategy is a purposeful activity to determine the most important directions, select priorities, prospects for the development of the organization and develop the set of measures required to achieve them. It is determined by state policy in the field of education, social order, regional and local characteristics and can change depending on the state of the educational system and society (S.A. Repin).
In the transformation strategy educational space are set out general settings, which 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:
1. A strategy of local changes, which involves improving and updating certain areas of the school’s life and achieving specific results
(for example, mastering new teaching methods in individual subjects).
2. A modular change strategy, which focuses on implementing several complex changes. This strategy forms a module in which there may be a need to coordinate the actions of many performers. This strategy covers many areas of the school’s life, therefore, it involves a significant part of the teaching staff in the innovation process, and complicates the process of resource provision (personnel, material, information) than the previous one.
3. The strategy of systemic changes, which provides for a complete reconstruction of an educational institution, affects all components of activity (goals, content, organization, technology, etc.), all structures, connections, links, areas. 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 and stagnation. This strategy makes it possible to implement profound changes, a holistic system of transformations, streamline the innovation process throughout the school, and involve the entire teaching staff in systemic changes.
There are two types of innovation processes in the education system:
The first type is innovation that occurs largely spontaneously, without an exact link to the generating need itself or without the participants in innovation fully understanding the system of conditions, means and ways of implementing the innovation process.
The second type is innovation in the education system, which is the product of scientifically based, targeted activities that are interdisciplinary in nature. As a rule, the developers and organizers of such innovations are various specialists in the field of education - scientists, experts, heads of educational institutions, etc.
A feature of the innovation process is its cyclical nature, expressed in a certain structure of stages that the innovation goes through.
The full life cycle of innovations includes the following stages:
completion.
emergence,
maturity,
development,
spreading,
saturation,
routinization,
Sometimes the structure of the innovation process is depicted in a collapsed form, for example, including four stages, each of which consists of substages (V.S. Lazarev, etc.)
1. Creation of innovations:
Analysis educational activities and identifying the need for change;
Innovation design;
Experimental testing of innovations;
Expertise of innovations.
2. Dissemination of innovations:
Preparation for distribution;
Informing about innovations;
Support for the development of innovations;
Analysis of the spread and adoption of innovations.
3. Mastering innovations:
Analysis of educational activities and identification of needs for changes;
Search for innovations;
Evaluation and selection of innovations;
Designing the desired future of the educational system;
Introduction of innovations;
Analysis and evaluation of the results of changes;
Institutionalization of innovations.
4. Educational activities.
Effective management of the innovation process is implemented through the innovation mechanism. An innovation mechanism is a set of organizational, managerial, financial and economic, legal, informational, technical and moral-psychological factors (their relationship and interaction) that contribute to the successful implementation of innovative activities and increasing the efficiency of its results.
Elements (components) of the innovation mechanism: innovation legislation; organizational forms of innovative relations; methods of management, financing and evaluation of the effectiveness of innovation results; moral and psychological methods of influencing innovative activity; measures of information technology equipment for the innovation process, etc.
As part of management innovation processes The following set of management actions is required:
Development of a regulatory framework for managing the innovation process, including a description of functional responsibilities and interaction mechanisms structural divisions control system;
Determining the content of innovations that ensure the holistic development of the school based on the integration of the innovative potential of the school, family and social environment;
Development of scientific and methodological support for the innovation process;
Preparation of units of the innovation process management structure to fulfill their functional responsibilities, teaching staff for innovation activities, students and their parents to participate in the innovation process;
Updating the internal school management structure;
Creation of an innovative school council, innovative expert groups, creative associations of teachers, students, parents;
Updating and reconstruction of 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 mastering innovations;
Implementation of a system of organizational and procedural mechanisms for the promotion, examination and implementation of innovative ideas;
Implementation of a system of management support for educational initiatives and pedagogical creativity;
Introduction of innovation examination methodology;
Development and introduction of standards for assessing innovative pedagogical activities;
Introduction of technology for determining the effectiveness of innovation process management at school. (10, p184)
The most important aspect management, which determines the effectiveness of innovation activities in schools, is the organization of work of subjects of the innovation process. Subjects of the innovation process are individuals, bodies, organizations involved in the process of school renewal. Each subject of the management system carries out the entire functional cycle of self-government: self-analysis, self-goal-setting, self-planning (designing and constructing one’s activities), self-organization, self-control, self-analysis.
T.I. Shamova points out that the teaching staff entering the innovation process, as a rule, goes through the following stages: timidity - clique - stabilization - cooperation - maturity.
The stage of “innovative timidity” is characterized by a wary attitude towards the new, uncertainty about the feasibility and success of its implementation in the practice of one’s work. Team members are reserved in their assessments of innovation and do not have the competence for this innovative activity.
The stage of “innovation hype” is associated with the first successes in mastering something new. It is characterized by the desire to quickly declare one’s achievements, shallow analysis, superficial assessments, the predominance of formal novelty, and excessive enthusiasm. external manifestations innovation activity. The quality of innovative projects when they are replicated and reproduced many times at this stage decreases.
At the stage of “innovative stabilization,” the new is deeply comprehended. Repeated reproduction does not lead to a decrease in quality, but to an increase.
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 unified information and pedagogical space, a favorable socio-psychological climate, a system of management support and stimulation of innovative activities of teachers, etc. At this stage, the entire teaching staff of the school is included in the targeted search and development of new things; the innovation process includes parents and members of the public.
The stage of “innovative maturity” of the team is the stage at which an innovative environment has been created at the school. The continuously ongoing innovation process ensures the constant development of the school and the improvement of the educational process carried out in it. A teaching staff that has reached innovation maturity has high adaptability, the ability for group self-organization and self-regulation.
The result of innovative activity is specific changes in the object of transformation, the quality of educational, pedagogical and management 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 innovative activities of educational institutions is assessed based on three groups of criteria:
A criterion for the quality of transformations, expressed in the relationship between the actual results of the school’s activities and the set goals of innovation, the model of a school graduate, state educational standards, etc.;
Efficiency criterion, reflecting the ratio of achieved results to the expenditure of time, effort, and other resources;
The 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 offers the following evaluation criteria:
The level of awareness of 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 school’s development).
Completeness of selection current problems school (understanding by team members of the problems of the school, as well as their cause-and-effect relationships).
The rationality of choosing the general and specific goals of innovative activities in the school: the goals set are as close as possible to the possibilities of solving the current problems of the school.
Integration of school development goals: the goals of individual innovations are consistent with common goal and among themselves.
Realism of plans: the degree of validity of statements about the provision of certain areas of innovation activity with the necessary resources.
Pedagogical interest school staff in mastering new things.
Controllability of innovation processes in school.
UNESCO defines innovation as an attempt to change the education system, to consciously and intentionally improve the current system.
Conclusion.
Management of the innovation process is multivariate, involves a combination of standards and originality of combinations, flexibility and uniqueness of methods of action, based on specific situation. In innovation management ready-made recipes no and cannot be. But he teaches how, knowing the techniques, methods, ways of solving certain problems, achieve tangible success in the development of the organization. May with with good reason to say that innovation is the core task of an organization’s survival, the key to its success in the struggle for profit.
the innovative processes taking place in education today certainly lead to positive changes. Thanks to innovation, original concepts and new school models appear; development programs for educational institutions 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 and diagnostic support of the educational process are being created, the educational institution is transitioning from a functioning mode to a development and self-development mode.
Literature
Abchuk V.A., Trapitsyn S.Yu., Timchenko V.V. Management/ V.A. Abchuk, V.V. Timchenko, S.Yu. Trapicin. Textbook. – 2nd ed. – St. Petersburg: Book House LLC, 2008. – 483 p.
Gerasimov G.I., Ilyukhina L.V. Innovations in education: essence and social mechanisms. – Rostov-on-Don: NMD “Logos”, 1999. – 136 p.
Korznikova G.G. Management in education: practical course: textbook aid for students higher textbook establishments/ G.G. Korznikova. – M.: Publishing Center “Academy”, 2008. – 288 p.
Lazarev V.S. Systemic development of the school. – M.: Pedagogical Society of Russia, 2002.
Polyakov S.D. In search of pedagogical innovation. M.: Pedagogical Search, 1993.
Polyakov S.D. Pedagogical innovation: from idea to practice. – M.: Pedagogical Search, 2007, 167 p.
Potashnik M.M. Innovative schools in Russia: formation and development. Experience in program-targeted management: A manual for managers educational institutions/ Will enter. Art. V.S. Lazarev. – M.: New School, 1996. - 320 p.
Prigozhy A.I. Innovations: incentives and obstacles (Social problems of innovation). – M., 1989. – P.39-48
Slastenin V.A., Podymova L.S. Pedagogy: Innovative activities. – M.: Master, 1997. – 224 p.
Todosiychuk A.V. Theoretical and methodological problems of the development of innovative processes in education. - M., 2005.
Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems: textbook. aid for students higher textbook institutions / Ed. T.I. Shamova. - M.: Humanite. ed. VLADOS center, 2001. - 285 p.
Innovation Process Management
The term "innovation" means innovation, change, introduction of something new. In relation to the pedagogical process, this concept is understood as the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.
Innovations are carriers of innovation, means of delivering changes to an updated system. Innovation without innovation is meaningless. But innovation without innovation is only an abstract, purely theoretical opportunity to improve the state of affairs. Management innovations and innovations involve different life cycles and logical structures. Innovations in their development cycle have certain stages: the emergence of an idea, goal setting, development of a new idea, implementation of a new one, distribution and routinization (withering away). The life stages of innovation are closely related to the stages of development of the team mastering new things.
The set of individual management innovations forms a general innovation process in school management, which in turn is integral part an even broader innovation process in the system general education territory, region, country, etc.
Innovation process- is a set of individual innovations (innovations), each (each) of which is understood as a separate, private innovation process. And it is precisely this process that the school leader needs to manage.
In the conditions of the innovation regime, there is an active process of personal self-determination for both students and teachers. This is reflected in the nature of people's relationships. The result of innovation processes is the use of both theoretical and practical innovations. The teacher can act as an author, developer, researcher, user and promoter of innovation processes. Their management ensures the targeted selection, evaluation and use in professional activities of new concepts, theories, ideas, technologies, methods, and advanced pedagogical experience.
The need for an innovative focus on teaching activities in modern conditions The development of society, culture and education is determined by a number of circumstances:
Updating the education system, methodology and technology for organizing the educational process in educational institutions various types;
Strengthening the humanitarization of the content of education;
Continuous changes in the volume of academic disciplines;
The introduction of new educational subjects that require constant search for new ones organizational forms and educational technologies;
Changing the nature of teachers’ attitude towards the very fact of mastering and applying pedagogical innovations;
The entry of general education institutions into market relations;
The creation of new types of educational institutions, including non-state ones.
In actual practice, the nature of innovation processes is determined by the content of the expected results, the degree of complexity and novelty of the proposed proposals, as well as the degree of readiness of practicing teachers for innovative activities.
When managing innovation processes in a school, taking into account the forecast of final results, the main part of these actions is discussed collectively. The largest program innovation activities are developed using a group method.
In a specific program they determine starting position activities of each member of the team (or school unit), predict the final result of the activity, determine the time to achieve the intended goal, and ensure the improvement of existing conditions.
When managing innovation processes important place takes control of the results. The purpose and objectives of control are:
Analytical assessment of the results achieved, relevant conclusions for carrying out work to regulate the process of educational activities;
Assessment of the activities of all participants in the innovation process, their specific results and corresponding conclusions for correcting the behavior and activities of the team;
Assessment of the results of innovation management in accordance with a comprehensive target program and corresponding conclusions on the regulation of control influences;
Formation of direct and feedback to inform and stimulate participants in the innovation process.
School management influences the outcome of its functioning.
19.2. Innovations in school management: main trends
The process of updating intra-school management systems in a particular educational institution largely depends on the intensity, focus, and content of innovative processes in it, as well as in other educational institutions.
The following trends are considered the most significant for the development of intra-school management:
Objective complication of the needs of the social environment and the schools themselves in the new nature of management;
Increasing requirements for the quality of management activities in schools;
The emergence of new favorable opportunities for implementation effective management schools;
Development of intra-school management systems.
The above trends lead to innovative processes in intra-school management systems. The following are listed:
Transition to student-centered learning;
Inclusion of national and religious values among the grounds for constructing models of educational institutions;
Understanding the role and place of education and school in the process of developing the personality of students;
Orientation towards democratic, humanistic management;
Understanding the role of the intra-school management system as a carrier and implementer of certain significant values;
Accounting for specific social order;
Preparation of programs and concepts for school development, etc.
Significant changes in legal status educational institutions, the state of the management object, its tasks led to the emergence of new management functions. These changes include:
Expanding the competence of the school and the associated expansion of the boundaries of the management object;
Reflection of this process in managerial consciousness;
Enriching the image of the managed object;
The emergence or need for the emergence of new integral management objects (new types, types, models of schools) or their new elements, aspects, connections, relationships;
Significant qualitative changes in the external environment of the school as a source of social order and receipt of necessary resources;
In mastering strategic and long-term planning;
The emergence of new processes, types of activities in the facility (research and development, experiment, examination);
Mastering new types of management.
Management of innovative processes in education
graduate work
1.1 Theoretical and methodological foundations of innovative processes in education
The concept of “innovation” translated from Latin language means “renewal, innovation or change.” This concept first appeared in research in the 19th century and meant the introduction of certain elements of one culture into another. At the beginning of the 20th century there arose new area knowledge, innovation - the science of innovation, within the framework of which the patterns of technical innovations 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 and in the last twenty years in our country
Innovation is defined as an increase in the existing body of knowledge, entailing changes in current technology and management that bring economic benefit. Thus, innovation as a result of the creative process manifests itself in the form of new value.
Innovation is implemented in the period between the beginning of the creation of the concept of a new product and the preparation of justification for the decision to launch mass production, organize a sales system and after-sales service.
Innovation is a product of collective intellectual work that allows the use of everything new (ideas, inventions, technologies, management methods) to dramatically increase the efficiency of existing or form promising areas of human economic and social activity.
Innovation activities cover the creation and implementation of:
New products;
New technological processes and forms of production organization;
New Market;
New management processes and solving socio-economic problems corresponding to them financial instruments and organizational structures;
New human preferences in the spiritual sphere.
The emergence of innovation has two starting points:
1. Market need, that is, the existing demand for a certain product (product, service). It can also be called evolutionary. Naturally, evolutionary changes also include various changes in products (goods, services) available on the market. For example, changes leading to lower production costs or making products more marketable.
2. “Invention”, that is, human intellectual activity to create a new product aimed at satisfying a demand that is not on the market, but may appear with the advent of this new product. This is a radical, revolutionary path.
The concept of innovative activity includes: scientific and technical activity, organizational, financial and commercial and is the most important component of promoting innovations to consumers. Scientific research and development, being a source of new ideas, is carried out at various stages of the innovation process.
Sources of funding for science and innovation in Russia are own funds organizations (enterprises) carrying out research and development or carrying out innovations; funds from budgets of all levels; funds from extra-budgetary funds; foreign sources.
The innovation process is the process of creating, disseminating and using an innovation (i.e. a set of new ideas and proposals that can potentially be implemented and, subject to the scale of their use and the effectiveness of the results, can become the basis of any innovation). This is the transformation of new types and methods of human life (innovations) into socio-cultural norms and patterns that ensure their institutionalization, integration and consolidation in the culture of society.
The innovation process occurs in several stages. In most cases, innovation is a combination of many factors that are introduced partly simultaneously and partly sequentially. Therefore, innovation is not an isolated event, but rather a trajectory consisting of many small events. Therefore, when analyzing an innovation, it is difficult to indicate the exact moment when it arose or to indicate its sole cause. To understand the essence of the process of developing and implementing an innovation, it is impossible to study the various bases, participating organizations and stakeholders separately, but it is necessary to analyze the situation in its entirety.
Thus, all the elements that make up the content of innovation activity do not simply flow from each other, but are closely interrelated and mutually influence each other. As a result of a change in one of the elements, a change occurs in the rest, and ultimately in the entire organization. This requires a comprehensive solution to any of its problems: large and small, simple and complex, current and future. Therefore, a systematic approach is needed here.
F. Jansen, using a systematic approach to the organization and the innovative processes occurring in it, presents it as a living organism with complex connections and reactions, arguing that “... life, consciousness, innovation are phenomena top level hierarchies arising from the behavior of many molecules, cells or, respectively, producers and consumers"
The following factors encourage an organization to innovate: the surrounding (external) environment, its changes that force a person to innovate; the state, through its policies, gives or takes away incentives for innovation; scientific and technological progress, encouraging enterprises to keep track of new products to effectively combat competitors. Internal factors driving innovation for an enterprise are the creative abilities of employees, their intra-company competition, as well as the preferences of the owners, managers of the organization and its informal leaders.
Issues of scientific support for innovative activities in education belong to the field of pedagogical innovation.
Pedagogical innovation is a young science; people started talking about it in Russia only in the late 80s. last century, i.e. a little over 15 years ago. Today, both pedagogical innovation itself and its methodology are at the stage scientific development and construction. Let us consider the conceptual apparatus and theoretical foundations of innovative processes in education.
Innovations in education represent the creative development of new ideas, principles, technologies, in some cases bringing them to standard projects, containing the conditions for their adaptation and application.
It is necessary to distinguish between innovations and innovations. If we understand a pedagogical innovation as a certain idea, method, tool, technology or system, then innovation in this case will be the process of introducing and mastering this innovation. We consider the concept of “innovation” to be synonymous with the concept of “innovation”.
With the help of designing innovations, it is possible to manage the development of educational systems: both at the level of an educational institution and at the level of a region or country. Justification of the typology of pedagogical innovations allows us to study the specifics and patterns of development of innovations, identify and analyze factors that promote and hinder innovations.
The key concept in innovation is the innovation process. Innovative processes in education are considered in three main aspects: socio-economic, psychological-pedagogical and organizational-managerial. The general climate and conditions in which innovation processes occur depend on these aspects. Existing conditions can facilitate or hinder the innovation process. The innovation process can be either spontaneous or consciously controlled. The introduction of innovations is, first of all, a function of managing artificial and natural processes of change.
Let us emphasize the unity of the three components of the innovation process: creation, development and application of innovations. It is precisely this three-part innovation process that is most often the object of study in pedagogical innovation, in contrast, for example, to didactics, where the object scientific research is the learning process.
Another systemic concept is innovation activity - a set of measures taken to ensure the innovation process at a particular level of education, as well as the process itself. The main functions of innovation include changes in components pedagogical process: meaning, goals, content of education, forms, methods, technologies, teaching aids, management systems, etc.
Innovation came to pedagogy from cultural studies, linguistics, and economics. Innovation is based on the implementation vector, which characterizes the traditional and often criticized relationship between science and practice (science develops and implements into practice). This understanding contradicts the student-oriented pedagogical paradigm that has developed in recent years, which determines the increasing role of the subject in designing his education.
It is considered inappropriate to mechanically transfer into the field of pedagogy the apparatus of innovation that operates in economics, entrepreneurship or production. Taking into account the human-oriented essence of pedagogy, we define the object and subject of pedagogical innovation not in the traditional sense of “external influences” on students, but from the position of the conditions for updating their education, which occurs with their participation. This is the main principle that is used as a guideline for constructing theoretical methodological foundations of pedagogical innovation.
Based on the above, by pedagogical innovation we will understand the science that studies the nature, patterns of emergence and development of pedagogical innovations, their connections with the traditions of the past and future in relation to the subjects of education.
Let us formulate the object and subject of pedagogical innovation as follows.
The object of pedagogical innovation is the process of emergence, development and mastery of innovations in education. Innovation here refers to innovations - purposeful changes that introduce new elements into education and cause its transition from one state to another. Education is considered as a socially, culturally and personally determined educational activity, in the process of change (updating) of which the subject of this activity is included.
The subject of pedagogical innovation is a system of relationships that arise in innovative educational activities aimed at developing the personality of educational subjects (students, teachers, administrators).
Innovative changes are taking place today in such areas as the formation of new educational content; development and implementation of new teaching technologies; application of methods, techniques, means of mastering new programs; creating conditions for individual self-determination in the learning process; changes in the way of activity and style of thinking of both teachers and students, changes in the relationship between them, the creation and development of creative innovative teams, schools, and universities.
Research on innovation processes in education has revealed a number of theoretical and methodological problems: the relationship between traditions and innovations, the content and stages of the innovation cycle, the attitude of different subjects of education to innovations, innovation management, personnel training, the basis for criteria for assessing what is new in education, etc. These problems require understanding at a different level - methodological. Justification of the methodological foundations of pedagogical innovation is no less important than the creation of innovation itself. Pedagogical innovation is a special area of methodological research.
To develop scientific support for educational innovations, we will need to rely on the existing methodological base.
The scope of the methodology of pedagogical innovation includes a system of knowledge and corresponding activities that study, explain, justify pedagogical innovation, its own principles, patterns, conceptual apparatus, means, limits of applicability and other scientific attributes characteristic of theoretical teachings.
Pedagogical innovation and its methodological apparatus can be effective means analysis, justification and design of education modernization. Scientific support for this global innovation process needs to be developed. Many innovations such as educational standards general secondary education, new structure schools, specialized training, unified state examination, etc. have not yet been developed in an innovative and pedagogical sense; there is no integrity and consistency in the processes of mastering and applying the declared innovations.
There is a growing need for a new theoretical understanding of the essence of managing innovation processes in an educational institution, and the development of pedagogical conditions that ensure continuous innovation movement. It is also important that innovative processes require special training of personnel - teachers, administrators, education managers, competent in the field of pedagogical innovations.
As part of the ways to solve the listed problems, we will consider the problem of the typology of pedagogical innovations.
The taxonomy of pedagogical innovations consists of 10 blocks, each block is formed on a separate basis and differentiated into its own set of subtypes. The list of grounds was compiled taking into account the need to cover the following parameters of pedagogical innovations: attitude to the structure of science, attitude to subjects of education, attitude to the conditions of implementation and characteristics of innovations.
Pedagogical innovations are divided into the following types and subtypes:
1. In relation to the structural elements of educational systems: innovations in goal setting, in tasks, in the content of education and upbringing, in forms, in methods, in techniques, in teaching technologies, in teaching and educational means, in the diagnostic system, in control, in evaluation of results, etc.
2. In relation to the personal development of subjects of education: in the field of developing certain abilities of students and teachers, in the field of developing their knowledge, abilities, skills, methods of activity, competencies, etc.
3. In the area of pedagogical application: in the educational process, in training course, in the educational field, at the level of the education system, at the level of the education system, in education management.
4. By types of interaction between participants in the pedagogical process: in collective learning, in group learning, in tutoring, in tutoring, in family learning, etc.
5. By functionality: innovations-conditions (provide updating of the educational environment, sociocultural conditions, etc.), innovations-products (pedagogical tools, projects, technologies, etc.), management innovations (new solutions in the structure of educational systems and management procedures that ensure their functioning).
6. By methods of implementation: planned, systematic, periodic, spontaneous, spontaneous, random.
7. By scale of distribution: in the activities of one teacher, methodological unification teachers, at school, in a group of schools, in the region, at the federal level, at the international level, etc.
8. According to social and pedagogical significance: in educational institutions of a certain type, for specific professional and typological groups of teachers.
9. By volume of innovative events: local, mass, global, etc.
10. According to the degree of proposed transformations: corrective, modifying, modernizing, radical, revolutionary.
In the proposed taxonomy, one and the same innovation can simultaneously have several characteristics and take its place in different blocks. For example, such an innovation as the educational reflection of students can act as an innovation in relation to the system of diagnostics of learning, the development of methods of student activity, in the educational process, in collective learning, an innovation-condition, a periodic innovation in a senior specialized school, a local, radical innovation.
From the point of view of strategic management, innovation serves as a tool for adaptive adaptation to changing conditions external environment, as well as a means of continuous improvement of processes in the organization, aimed at increasing the efficiency of its activities. Solving the strategic problems facing a company is possible in two ways: on the basis of already mastered, traditional processes or on the basis of changing existing ones and creating new processes (innovation). Thus, in a strategic decision-making system, innovation is one of two options for responding to likely future changes in the situation. The success of the company’s activities and the achievement of goals in the long term depends on the choice of this option.
The innovation strategy must define the framework within which the organization operates. The delimiters here are environmental factors (technological, political and legal, economic and social). They also provide the organization with certain boundaries for functioning. Therefore, the basis of strategic innovation planning is the analysis of the life cycle of technologies, products and markets. An innovative enterprise can concentrate its efforts on identifying technological opportunities for itself within the framework of existing technologies on the market or develop something radically new. Having found innovative opportunities, you can begin strategic planning for innovation activities in the organization.
Therefore, for an organization that strives to successfully achieve its goals and achieve survival in long term, it is necessary to exercise strategic management.
Depending on the chosen object of strategic management, the following are distinguished:
· strategy of the organization as a whole;
· strategy of individual strategic divisions of the organization;
· functional strategy, i.e. strategy functional area management
Now many scientists and practitioners consider innovation management as part of strategic management and include the innovative orientation of the enterprise in the corporate strategy. However, we can already talk about separating innovative strategic management into a separate science.
According to V.G. Medynsky, strategic innovation management is “ component innovation management solving issues of management, planning and implementation of innovative projects, deals with the process of anticipating changes in the economic situation, searching and implementing large-scale solutions that ensure its survival and sustainable development through identified future success factors.”
Strategic management of innovation activities is the management of an organization that, based on scientific and technical potential, orients its innovation activities to consumer needs.
The process of forming innovation strategies is the most critical stage in developing an innovation management mechanism. However, to date this process has not been sufficiently developed either methodologically or practically.
The methodology of innovation is a system of methods by which an innovation strategy is developed, including a system of necessary factors, conditions, techniques, levers, and mechanisms.
A typical model of the innovation process consists of three stages (the decision-making process is key here):
I. Innovation development (creation of a concept and documentary description of the innovation);
II. Decision making: 1) development of alternatives: 2) forecasting the consequences of each alternative: 3) clarification of the criteria for selecting an alternative: 4) selection of the alternative that best satisfies the minimum efficiency standards among other alternatives;
III. Implementation of the solution (overcoming resistance and routinization of innovation). The characteristics of innovation are variables of management decisions - those factors that can be manipulated organizational system management and depend on the history of the organization - its successful or unsuccessful activities in the past.
Innovative pedagogical technologies
Based on the analysis of theoretical literature, as well as the results of the research conducted in the previous chapter of the course work...
The use of innovative teaching technologies in higher education when studying the discipline "Regional Economics"
Innovation (innovation) is the process of introducing new transformations in various areas activities, as well as in production and industry. The result of such transformations is innovation. Any innovations are inevitable...
The role of interactive learning in the early childhood education system language education
Systemic-functional formation of theoretical and literary concepts
To study the composition and properties of alkalis, it is necessary to show experiments, or better yet, ask students to perform laboratory work, as indicated in the textbook (on page 101, work 14). Based on a comparison of the composition of the studied hydroxides of sodium, calcium, copper...
1.1 The concept of innovations in education, their classification Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation...
Characteristics of innovative technologies in educational institutions of Kazakhstan
3.characterize innovative technologies in educational institutions of the Republic of Kazakhstan. Hypothesis: the quality of education can be significantly improved if innovative teaching technologies are introduced into the educational process. 1...
Characteristics of innovative technologies in educational institutions of Kazakhstan
The most important condition for the socio-economic development of any state is an effective innovation policy, the ultimate goal of which is the introduction of new, advanced technologies based on the achievements of scientific and technological progress...
Modular test in psychology
Question 1. Basics of managing innovation processes in school
Question 2. Describe the ideal, in your opinion, education system in a modern Ukrainian school
List of sources used
Question 1. Basics of managing innovation processes in school
The word innovation (from the Latin in - in and novus - new) translated means “update, novelty, change.” Innovation is the content and organization of the new, while innovation is only the organization of the new. Innovation is understood as a phenomenon that carries the essence of the method, methodology, technology of organization and content of the new, while the innovation process reflects the formation and development of the content and organization of the new.
Any school goes through three stages of renewal: formation (when created new school and a new team); functioning (the educational process is organized on the basis of traditional stable programs, pedagogical technologies, textbooks); development (the previous content of education, pedagogical technologies of teaching and upbringing come into conflict with new goals, school conditions, and the needs of the student’s individual and society).
IN modern period development of the national school, innovative research is carried out in the following directions:
- formation of new content of education;
- development and implementation of new pedagogical technologies, methods, systems for the development of children and adolescents;
- creation of new types of educational institutions (gymnasium, lyceum, college, etc.).
Students become the object of almost any innovation process. The task of researchers and school leaders is to reduce deviations from the predicted result to a minimum. Therefore, every innovation process in a school is subject to management.
Innovations, innovations and novelties in the cycle of their development have certain life stages: the emergence of an idea, goal setting, development of a new idea, implementation of a new one, dissemination and, after a certain period, routinization (withering away). The life stages of innovation are closely related to the stages of development of the team mastering new things.
In the conditions of the innovation regime, there is an active process of personal self-determination for both students and teachers. This is reflected in the nature of relationships between people. A team entering the innovation process, as a rule, goes through several stages of its development: timidity - clique - stabilization - cooperation - mature team. The last two stages are the stages of high awareness of the innovation process by the team. They are characterized by each person going through all stages of reflection. The development of a team from the stage of timidity to the stage of a mature team depends on the speed of change of innovation cycles.
Once the school’s innovative activity program has been determined and key results have been predicted, school leaders, together with the initiative group, begin to develop a comprehensive targeted program, which consists of stages of organizing and implementing innovation.
Goals and objectives program activities teams are built on the basis of a thorough analysis of the current situation in the school, on the one hand, and from forecasts of its development, on the other.
The intended goals and objectives in a comprehensive target program must be agreed upon at all levels, approved by the majority of the team, realistic, adapted to new conditions, must increase the level of motivation and stimulation, and provide control.
When managing innovation processes in a school, taking into account the forecast of final results, the main part of these actions is discussed collectively. The largest program innovation activities are developed using a group method.
In a specific program you should define:
· the starting position of the activities of each member of the team (or school unit);
· the final result of the activity;
· the time required to achieve the intended results;
· ensure improvement of existing conditions.
The goals and objectives of program activities always reflect the desire of each part of the school to achieve certain results. Set on the basis of an analysis of what has been achieved, they reflect the specification and individualization of the result, a specific object of activity, time and resource frames, limitations, and the level of goal achievement (low, acceptable, optimal).
To manage innovation, it is necessary to form an innovation bank. For this purpose, for each innovation of a class or school, the innovator creates a special card. It is best to do this at the beginning of the school year.
When managing innovation processes, the main place is control over results. Its purpose and tasks:
- statement, expert analytical assessment of the results achieved and corresponding conclusions for carrying out work to regulate the process of educational activity;
- assessment of all participants in the innovation process, their specific results and corresponding conclusions for correcting the behavior and activities of the team;
- assessment of the results of innovation management in accordance with a comprehensive target program and corresponding conclusions on the regulation of control influences;
- formation of direct and feedback channels to inform and stimulate participants in the innovation process.
The head of any school, and especially one that is moving 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. Legal norm is important and necessary tool management activities.
Of course, any norm - legal, administrative-departmental, moral - limits freedom. But the freedom of action of a modern leader presupposes, first of all, his high legal culture. Without normative regulation, normal school activities are impossible. Reliance on law and morality in a school that implements innovations is one of the most important conditions 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 before the decisions local authorities authorities, decisions of municipal and regional educational authorities, governing bodies and officials of the school itself.
The choice of ideas is implemented through their discussion and thinking through by a group of competent expert persons (these are the most mature and progressive school employees, invited specialists). It involves a comparative assessment of ideas according to a number of parameters and is a creative act. The evaluation of ideas can be carried out both through thought experimentation and on the basis of developing projects for the activities of the proposed participants in the transformation.
It is necessary to think through the entire organizational mechanism for selecting ideas, including collecting proposals 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, departments, and, if necessary, at a meeting of the teachers' council. In achieving the goal, the leader must move not only and not so much from himself, but from others - the 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 have the necessary motivation and there will be no update in the way innovation is managed in the school.
Question 2. Describe the ideal, in your opinion, education system in a modern Ukrainian school
school innovative educational team
The origin, formation and development of the educational system of a school are stages of a long and complex process, taking place under the influence of many objective and subjective factors and introducing significant changes in life. educational institution and the surrounding society. The success of its implementation largely depends on the ability to determine what, how and when to change in the developing organism of the school.
The teaching staff of the school sees its graduate as a physically and mentally healthy person, responsible for behavior in society and nature, a cultural citizen, ready for self-realization in life, or the personality of a harmoniously developed person.
One of the most effective forms educational work is personality-oriented and collective-creative education.
The goal of the educational system is the maximum development of the student’s personality, capable of spiritual and physical self-development, self-improvement and self-realization.
The main tasks of educational work:
Creating conditions for preserving and strengthening the health of children (the need to be healthy).
Creation of security conditions for everyone (need for security, safety).
Organization of diverse, creative personal and socially significant activities of children (the need for creative activity).
Creating conditions for self-affirmation of each child (the need for respect, recognition).
Creating conditions and providing assistance in searching and acquiring moral values and the meaning of life (the need for meaning in life).
Psychological and pedagogical education of pupils, teaching them how to do right choice, methods of self-regulation, self-government and self-education (the need for self-realization).
Education of feelings. Instilling an optimistic worldview, teaching joyful, highly moral living of life, every minute of it. Make the school a “school of joy” (according to Sukhomlinsky) (need for pleasure, pleasure, joy).
In my opinion, in an ideal school there is no need to stuff a child with an excessive amount of knowledge. Parents themselves can teach him the exact sciences, humanities and social subjects within the scope of the school curriculum. Where they can’t cope, they will invite tutors.
The school should teach the child the right attitude towards life. At the right time, re-educate, help overcome promiscuity. A person needs discipline - a framework within which he will keep himself. An inner core that will help him not to be dissipated by laziness and craving for pleasure and not to lose himself in the impulses of passion that awakens in youth.
Unfortunately, discipline is often understood as simple submission to teachers and the rules of the charter, which is necessary only for the teachers themselves for the sake of their personal convenience. The child's free spirit naturally rebels against such discipline, and is then either suppressed or labeled a “disobedient bully,” thereby pushing him into anti-social behavior.
Also, the school should teach the child how to properly interact with people, because this is the most important skill that determines a person’s life. Let him see in people not threat and competition, but understanding and support, and he can understand and support others. School should not kill his sincere childhood belief that the world is beautiful and kind, and full of opportunities to rejoice and bring joy to others. A person must know that in himself and in others there is both good and evil, and be able to accept the world as it is. But the belief that he and the world around him can be better must remain in the child and become a motivation for action.
One can learn this, in my opinion, only among people, among people like himself, because it is in relation to others that a person’s personality with all its positive and negative qualities is revealed. For this you need school. A children's team is needed, organized by teachers in such a way as to unite the unique individualities of each into a single community. It is known that children quickly adopt the behavior patterns of their peers and their values and react much worse to direct instructions from adults. Therefore, it is the atmosphere in the children's team that should be the main concern of teachers. And if the school educates children through positive example submitted by high school students and teachers, then such a school can be trusted.
However, any influence on the child should come not only from the school, but also from relatives and people close to him. Parents should take part in school events, organize homework children wisely, with creative approach, help teachers conduct extracurricular activities(hikes, visits to museums, theaters, etc.).
I believe that for more effective learning, you should alternate mental work with classes in various clubs and sections, give a full time for a good lunch, and not the usual 15 minutes. It would also be necessary to divide classes into smaller groups, 10-12 people, for better learning.
Unfortunately, such a picture in modern schools almost impossible to see. Classes are overcrowded, there are not enough new young teachers, the child is not nurtured as an individual, but is suppressed. Many teachers do not pay any attention to the condition of their students and consider their subject, be it mathematics, drawing or physical education, to be the most important and most necessary for the child.
For many teachers, it is simply contraindicated to have contact with children, since they do not know how to restrain their emotions and convey their bad mood by shouting and swearing.
It goes without saying that not all teachers are always like this. Many are brought down by the children themselves with their behavior, disobedience and disrespect.
The situation in modern schools, in my opinion, is quite contradictory and complex. It is difficult to determine the source from which the main problems arise, since everyone has their own opinion about it, their own view of the situation.
I would really like my ideal school to become a reality, but unfortunately our society is not ready for this yet. Everyone is accustomed to authoritarian power in education and in the near future everything will remain in its place.
List of sources used
1. Alekseeva, L.N. Innovative technologies as a resource of experiment / L. N. Alekseeva // Teacher. - 2004. - No. 3. - p. 28
Submit your application indicating the topic right now to find out about the possibility of receiving a consultation.
On the issue of innovation management in educational process- page No. 1/1
Kosolapova Olga Ivanovna
director
UNPO Vocational School No. 21
Novgorod district
On the issue of innovation management in the educational process
What is innovation?
Innovation – this is the content and organization of the new.“Innovation is the end result of creative activity, embodied in the form of new or improved products sold on the market, or new or improved technological process, used in practical activities."
Innovation- this phenomenon carries in itself the essence of the method, methodology, technology and organization and content of the new.
Innovation– this is only the organization of something new.
Innovation process reflects the formation and development of the content and organization of the new.
In relation to education, innovation means the introduction of something new in the purpose, content, methods and forms of teaching and upbringing, the organization of joint activities of a teacher and a student in the economics of education, in the organization of the educational process and management.
Innovative activities in education
The main characteristic of the global processes taking place in modern education is its modernization, the main goal of which is to achieve the highest quality of mass education.Russian education is developing in line with global trends. Documentation recent years: Concept of modernization of Russian education for the period until 2010 (2002), Federal target program development of education for 2006-2010 (2005), which determine state policy for the near future, are aimed at modernizing training and education, the goal of which is the sustainable development of the education system.
Ongoing changes in the system preschool education are caused by the objective need for changes that are adequate to the development of society and the educational system as a whole.
The main mechanism for such changes is the search and development of innovations that contribute to qualitative changes in the activities of preschool institutions.
Currently, a number of social trends can be identified that can lead to the birth of innovation.
requirement for humanization of the educational process
high level of requirements for the quality of education and development of children
orientation towards cultural and moral values
competitive relations between educational institutions
Innovation management in an educational institution
Any educational institution goes through three stages of updating:
formation (when creating a new educational institution, and a new team, or when updating most of the team)
functioning (the educational process is organized on the basis of traditional stable programs, pedagogical technologies)
development (the previous content of education, pedagogical technologies of training and education come into conflict with new goals, conditions of the educational institution, the needs of the individual students and society).
a certain imprint on the entire management system. Pedagogical technologies that give positive results in the usual mode of operation do not allow achieving new desired results when working in an innovative mode.
The main subject of innovative activities carried out by educational institutions is the teacher.
The object of management in the educational institution is the educational process. In a developing educational institution, the subject of management becomes its goals, content, methods and forms.
Children become the object of almost any innovation process. The task of researchers and managers of educational institutions is to reduce deviations from the predicted result to a minimum. Therefore, every innovation process in an educational institution is subject to management.
Innovations, innovations and innovations in their development cycle have certain life stages:
the birth of an idea;
goal setting;
developing new ideas;
implementation of new things;
spreading;
routinization (dying out).
Potashnik identifies five ways for innovation to emerge in an educational institution:
Development own experience.
Using other people's experience.
Approbation of scientific developments.
Experiment.
The path of trial and error.
The development of a team from the stage of timidity to the stage of a mature team depends on the speed of change of innovation cycles.
The first task of a manager when managing the innovation process is to determine attitudes towards innovation and collect alternative opinions about it. The process of birth and development of innovations is always characterized by the presence of a complex system of relationships to it.
According to selective statistical data, at the stages of the emergence of a new idea and goal setting, members of the educational institution team according to the degree of motivation for innovation are divided approximately as follows (in percentage): 1st group - leaders - 1-3, 2nd group - positivists - 50, 3rd group - neutrals - 30, group 4 - negativists - 10-20.
People who are poorly motivated to master and implement an innovation may resist it in different shapes. Practice shows that positive results change people’s attitudes towards innovation. In addition, the attitude towards innovation depends on the individual characteristics of the individual, type nervous system, degree of reflection, anxiety, creativity, competence, self-esteem, etc.
The task of the process manager is to transfer people from groups 3 and 4 to a zone of increased motivation. Therefore, transparency and instruction during innovation take a leading place so that every person understands their mission. And if a person realizes his mission, self-determination, self-expression, self-realization begin, his stereotype changes, and self-development occurs.
Management consulting acts as the dominant one. It carries goal setting, analysis, systematic steps, pedagogical technologies, organization of new things, expert control, i.e. all controls. At the same time, it is necessary to ensure that self-control and self-correction occupy more space than regulation from the outside. By managing the innovation process, you can manage the development of the team.
Any innovation process is probabilistic in nature, and not all of its consequences can be predicted. Drawing up an analytical justification and an innovative testing program will help you avoid many mistakes and omissions even at the project or model level. This program is compiled by the experimenter. It needs to be subjected to expert analysis. In a review of an innovation, they should at least be equipped with following positions: integrity of program content; structural relationships of its parts and blocks, their sequence, logic, constructiveness; errors, shortcomings, shortcomings; substantiated proposals and additions to the program, expert opinion (recommended for implementation or modification is necessary based on the noted comments).
Once the educational institution's innovative activity program has been determined and key results have been predicted, the educational institution's managers, together with the initiative group, begin to develop a comprehensive targeted program, which consists of stages of organizing and implementing innovation.
Comprehensive-targeted program “Management of innovation processes in educational institutions (stage of organizing Innovation)”
Goal: to identify and create conditions for the formation and development of innovative processes in educational institutions, to develop a model and technology for the system of operation of educational institutions in the conditions of innovation.system of appropriate forms and measures of organization:
1.Organization of work with personnel
1.1.Meetings with the manager. Goal: development of strategy and tactics for innovation implementation
1.2.Pedagogical council. Goal: making a decision to organize an experiment, motivating team members to create conditions for the development of innovations.
1.3. Production meeting
1.4. Creative group meetings
1.5. Self-education work
2. Work with parents. Purpose: to familiarize with the goals and content of the experiment, to attract working together on its organization and conduct.
3. Council of the educational institution. Goal: adopt a resolution to begin experiments.
4. Liaison with basic institutions and organizations
5. Control, analysis and regulation. Purpose: collection of information and initial analysis of the progress of the experiment program.
6. Information support. Goal: collecting information to manage the process of introducing innovations.
Comprehensive-targeted program “Management of innovation processes in educational institutions (stage of innovation implementation)”
Goal: formation and development of an integrated management system for the educational institution in the mode of introducing innovations.1.Organization of work with personnel.
1.1.Meetings with the manager. Goal: strategy and tactics to ensure the implementation of innovation.
1.2.Meeting of creative groups. Goal: coordination and correction of the activities of specialists in the implementation of new programs and complexes; diagnostics of diagnostic equipment based on innovations
1.3. Teachers' council. Goal: development of tactics and strategies for introducing innovations into work practice in educational institutions. Generalization and regulation of the results of work on innovations
1.4.Production meetings. Goal: encouraging the teaching staff to innovate, protecting the rights of teachers to introduce innovations
1.5.Other forms of advanced training. Goal: to create conditions for each participant in innovation to master the content and technology of the experiment
2.Organization of work with parents, the public and the board of the educational institution. Goal: work with parents based on the results of the experiment. Creating conditions for the introduction of new pedagogical technologies with the participation of parents
3.Organization of work with base enterprises and sponsors. Goal: development of educational and material base for the implementation of innovations
4.Control, regulation. Purpose: collection of information, analysis and regulation of innovation processes.
5. Information support. Goal: collecting the necessary information to manage the innovation process.
The goals and objectives of the team’s program activities are based on a thorough analysis of the current situation in the educational institution, on the one hand, and from forecasts of its development, on the other.
The selected goals and objectives in a comprehensive target program must be agreed upon at all levels, approved by the majority of the team, realistic, adapted to new conditions, increase the level of motivation and stimulation, and ensure control.
When managing innovation processes in an educational institution, taking into account the forecast of final results, the main part of these actions is discussed collectively.
Formation of an innovation bank
To manage innovation, it is necessary to form an innovation bank. To do this, the innovator creates a special card for each innovation. It is best to do this at the beginning of the school year.Card points:
1. Problem
It is necessary to think about what contradictions in the practice of education and training force one to abandon the traditional path and start searching for a new one, or from what needs the need for this innovation arises.
2. The purpose of innovation, innovation
To cope with the formulation of the goal, you need to pay attention to the second part of the problem and answer the question: what is it desirable to create as a result of the work? (develop and master)
3. The essence of innovation
The essence of innovation is a detailed goal, a set of interrelated tasks that need to be solved. (Develop and implement)
4. Predicted result of innovation
The predicted result must contain indicators of achievability; the following are predicted: possible positive results; possible losses, negative consequences; compensatory measures to eliminate them
5. Classification of innovations by area of application of knowledge
It is necessary to emphasize which areas of knowledge correspond to the issues addressed by the innovation.
6. Innovator
Information is entered about who introduces this innovation. It is necessary to emphasize who he is in relation to this innovation (developer, user, distributor)
7. The innovation has gone through stages (1. idea formation; 2. goal setting; 3. development; 4. development at the stage of pilot implementation or experiment; 5. dissemination; 6. routinization (implementation in established structural units)
8.The innovation has been experimentally tested
Indicate the frequency of inspections after completing the full cycle of the academic year.
9. Innovation experiment
Ascertainer - tracking the process, stating the results.
Clarifying – adjusting the hypothesis in accordance with the results.
Formative – design and description of pedagogical technology and expected results.
An active experiment is of a laboratory, industrial nature.
Passive experiment - pedagogical observation.
10. Obstacles to development and implementation.
These are the problems that hinder the implementation of innovation.
11. Experimental control is carried out...
Experimenters can be specialist teachers – colleagues, experienced leaders of other educational institutions, methodologists, scientists, etc.
12. Evaluation of innovation.
13. What other problems remain to be solved?
14. Special notes on the meaning of innovation.
Filled out based on the results of the examination of the innovation and innovation program.
After creating an innovation bank, a thorough analysis of the results is required. Only in this case will it be possible for managers to implement a program to regulate and correct innovation
Expertise of innovation activities
Expertise of innovations in education is a mechanism for managing the development of education, teaching practice and pedagogical initiative.“...expertise in education is understood as a mechanism for the manifestation and support of abnormality”, “in special cases of pedagogical precedent”, it is “a manifestation of the differences between initiative and standard educational spaces”...
Expertise in education is a set of procedures necessary for research and evaluation of all components of education, to obtain a professional conclusion about the possibility and prognosis effective organization educational process.
The objectives of the examination of innovative developments in the field of education are:
assessment of the degree of compliance of the materials under consideration with certain normative models (or existing traditions) according to a set of general, special or particular criteria;
clarification of the author's intention and project idea: its worldview context, target orientations and its value-semantic foundations;
assessment of designers based on the degree of development of the innovative project, their professionalism (the potential of the participants) and the degree of project implementation.
Experts in innovation activities in education assess the state, identify the social significance of innovation, its potential, and the peculiarities of incorporating innovation into practice.
The following areas can be the subject of examination of innovative activities:
education management (organizational and managerial activities);
material and technical base of education;
personnel;
educational and methodological support;
educational technologies;
educational institution environment.
Control, analysis and regulation of innovation processes
When managing innovation processes, the main place is control over results. Its purpose and tasks: statement, expert analytical assessment of the results achieved and corresponding conclusions for carrying out work to regulate the process of educational activity; assessment of all participants in the educational process, their specific results and corresponding conclusions for correcting the behavior and activities of the team; assessment of the results of innovation management in accordance with a comprehensive target program and corresponding conclusions on the regulation of control influences; formation of direct and feedback channels to inform and stimulate participants in the innovation process.The teaching staff and each innovator individually, focused on the final result of innovations and innovations, are able to quickly determine the cause of deviations from the programmed result when analyzing the data obtained.
Control over the results of innovations is carried out across borders. As a rule, this is a selective control based on the results of the half-year or a holistic control based on the results of the academic year. It is very important to evaluate correctly achieved result and draw appropriate conclusions. To monitor the results of innovation, a map is proposed in which two blocks of indicators are highlighted:
1. Reflecting the results of the educational process.
2. Reflecting the management process.
Expert assessment is carried out according to a point system: 0 - critical level, 1 - low level, 2 - permissible level, 3 is the optimal level. The average variable score for all indicators is calculated, then all scores are summed up and divided by the number of indicators for each block. An indicator of 75% and above is the optimal value, 50% and above is an acceptable value; 40% and above is a critical level. To analyze the results of innovation activities, diagrams are constructed based on indicators. Trends are identified from the diagram and accepted management decisions by correction.
Based on the results of expert control and analysis, a meeting of the pedagogical or methodological advice OU. It should adopt a program to regulate and correct innovation.
Conditions for the development of the innovative potential of the teaching staff
Psychological - pedagogical conditions.
lack of strict regulation of activities, unnecessary instructions to teachers, strictly defined standards;
providing them with freedom to choose the content and forms of professional activity in accordance with their personal needs and capabilities;
teacher orientation towards cooperation rather than competition; the formation of relationships in them that presuppose the availability of their own experience for others and the openness of their experience for themselves;
creating situations of professional success for teachers.
Organizational and pedagogical:
the presence of a worthy, interesting, socially significant goal, which becomes the core of the creative activity of the team;
diagnostics of innovative activities of teachers both in terms of process and result, emphasis on positive intermediate results;
creating a group of like-minded people: students, teachers, administration, parents, connected by common goals, interests, attitudes.
attracting the potential of scientific personnel from higher institutions to the organization of the educational process;
effective organization and continuous improvement of the system of scientific and methodological work;
organization of management activities that motivate and optimize the creativity of teachers: involving them in joint activities to plan the educational process, guarantees of freedom of creative activity, generalization and dissemination of advanced pedagogical experience, material incentives, the presence of democratic principles in management and social protection of members of the teaching staff.