Basic scientific principles formulated by the author based on the research:
1. The concept of a subject-oriented system for advanced training of education workers includes the following main provisions: a) the subject-oriented system of advanced training for education workers is focused on specific subjects, i.e. takes into account a specific educational request; b) the process of advanced training is carried out in conditions of freedom of choice by the teacher or head of the school of his educational route, the student has the right to formulate his own individual educational program; c) modern technologies and problem-based learning methods are used in the educational process, and the share of students’ independent work is increasing; d) learning situations are created that maximally simulate current practical problems that students solve in the workplace at school, students participate in creating cases of such learning situations; e) subject knowledge is complemented by skills in the use of modern pedagogical and management technologies mastered during advanced training; f) during the training process, the quality of the advanced training program is monitored; g) network models for organizing advanced training are used, internship (network) platforms are used - which are examples of innovative practices.
2. Model of a subject-oriented system for advanced training of educators is based on network interaction between federal and regional centers for advanced training as equal partners. The structures that ensure the network nature of the interaction of all subjects of the educational process (students, tutors, organizers) are internship (network) platforms, which gives students the opportunity not only to get acquainted with the best educational and management practices, but also to carry out innovative tests. The modular educational program, implemented in a network model of advanced training, allows students to create their own individual educational route. The modern technologies and problem-based learning methods used contribute to the internalization of the values of education modernization in the field of personal values of educators. The tactics of a polysubjective approach in interaction with students ensures the enrichment of the subjective experience of a specialist and has a positive effect on motivation for professional development.
3. Subject-oriented system of advanced training for educators represents a holistic and consistent set of the following basic elements:
Goals of professional development, the formulation of which is based on the study of the educational request of a particular subject and the state-public order for the system of advanced training.
Additional higher professional educational programqualifications, the design of which is a set of training modules that ensure the advancement of students in the areas of development of their specific professional competencies.
Educational, methodological and tutor support advanced training programs through the use of specially developed educational and methodological complexes by students and specially trained tutors.
Network implementation model advanced training programs that ensure professional interaction of students with the best educational practices.
Managing a Subject-Oriented System advanced training, including jointly with students designing the content of the advanced training program and assessing its effectiveness.
Results of advanced training, embodied in the successful professional implementation of a program participant in the workplace in an educational institution.
Quality monitoring implementation of a professional development program, the indicator of which is meaningful changes in the professional competence of an educator in the field of innovation.
The leading idea of the subject-oriented system of advanced training is the task of transforming the professional subjective experience of an educator into his innovative subjective experience. The transformation of subjective experience is the driving force behind the professional development of teachers and school principals in its fundamental incompleteness. Thus, the subject-oriented system of advanced training ensures the training of professional personnel to solve pressing problems of modernization of general education. The methodological basis for its construction are the ideas and principles of person-oriented, acmeological, axiological, practice-oriented, modular, personalized, system-activity and competency-based approaches.
4. Technology for developing a modular program for advanced training of educators is a specially organized activity aimed at decomposing the content of a holistic program subordinated to a general educational goal. The main technological stages of developing a modular program are:
I. analytical and prognostic(an analysis of the educational request and the state order for advanced training (training) of an education worker in a specific area is carried out, the goals and objectives of the program are set, and results are expected);
II. structural-compositional(content corresponding to the goals is selected and structured by modules and topics, the overall composition of the program is clarified);
III. methodical(didactic methods and means are selected that are maximally aimed at developing the subjectivity of the educator, educational and methodological support is developed for each module);
IV. evaluative(control and assessment materials are being developed for each module).
5. The criteria for the effectiveness of the implementation of a modular program are higherimproving the qualifications of education workers in the subject-oriented system of advanced training are derived from the components of the professional competence of the school director in the field of innovative activities in education and represent:
- axiological: a system of value-target settings in professional activities that does not contradict the goals and value foundations of the concept of modernization of the Russian school; the desire for self-development and professional career as a personal value; perception of their subordinates not only as a teaching staff, but also as individual subjects
- cognitive: knowledge of the main directions of state policy in education, knowledge of the legal foundations of management, knowledge of the basics of innovative, personnel, financial management and the basics of expert evaluation activities in managing the quality of education at school
- activity-technological: the ability to apply acquired knowledge to make optimal decisions in non-standard school management situations.
I. Monographs
1. Rytov, A. I. Advanced training of teaching staff: traditions and innovations [Text] / A. I. Rytov: monograph. – M.: Moscow Center for Educational Quality, 2012. – 140 p.
2. Rytov, A.I. Design of a subject-oriented system for advanced training of teaching staff in the context of modernization of education [Text] / A. I. Rytov: monograph. – M.: Academy of Social Management, 2013.
3. Rytov, A. I. New guidelines for the system of advanced training of teaching staff: federal-regional approach [Text] / A. I. Rytov // Standards and monitoring in education. – 2011. – No. 2. – P. 46 – 49.
4. Rytov, A. I. Conceptual approaches to improving the qualifications of teaching staff in the conditions of innovative transformations / A. I. Rytov // New technologies. – Maykop: MSTU, 2011. – P. 179 – 183.
5. Rytov, A. I. Educational network for advanced training of teachers [Text] / A. I. Rytov // Public education. – 2011. – No. 9. – P. 153 – 159.
6. Rytov, A. I. Professional personnel as the key to the success of innovative development of Russia [Text] / A. I. Rytov // Professional education in Russia and abroad. – 2012. – No. 1. – P. 30 – 32
7. Rytov, A. I. Network model of advanced training for education workers [Text] / A. I. Rytov // Bulletin of Maykop State University. - 2012. - No. 4 - P.97-103
8. Rytov, A. I. Professional pedagogical communities as an innovative resource of the education system [Text] / A. I. Rytov, T. F. Sergeeva // World of science, culture, education. – 2012. – No. 5. – P. 128 – 130.
9. Rytov, A. I. The problem of assessing the professional competence of the director of a comprehensive school [Text] / A. I. Rytov // Bulletin of the Moscow State Pedagogical University. Series “Pedagogy and Psychology”. – 2012. – No. 4. – P. 21 – 29.
10. Rytov, A. I. Network model of advanced training [Text] / A. I. Rytov / /Public education 2013. – No. 1 – P. 127-131.
11. Rytov, A. I. Marketing of educational services in the field of vocational education [Text] / A. I. Rytov // Pedagogical Bulletin of the Orenburg Region. – 1993. – No. 2. – P. 7 – 11.
12. Rytov, A. I. On the prospects of vocational technology [Text] / A. I. Rytov // Pedagogical Bulletin - Orenburg Region. – 1993. – No. 2. – P. 19 – 23
13. Rytov, A. I. Some aspects of the activities of municipal vocational education associations [Text] / A. I. Rytov // Ways of reforming vocational education: abstracts of the international scientific and practical conference (October 3 – 4, 1996). – Orenburg, 1996. – P. 24 – 26.
14. Rytov, A. I. Is decentralization of management advisable?! [Text] / A. I. Rytov // Materials of the scientific-practical conference of OGTU. – Orenburg, 1997. – P. 64 – 67.
15. Rytov, A. I. Innovative approach to managing the municipal education system [Text] / A. I. Rytov // Credo (Orenburg). – 1998. – No. 4. – P. 65 – 74.
16. Rytov, A. I. Creating conditions for the sustainable development of educational institutions - an organizing component of municipal government [Text] / A. I. Rytov // Contents and technologies for monitoring the quality of education: abstracts of the regional scientific and practical conference (April 15 - 16 1998). – Orsk, 1998. pp. 17 – 18.
17. Rytov, A. I. Approbation of the new structure and content of general education training in UNPO of the Moscow region [Text] / A. I. Rytov // Professional education. – 2005. – No. 12. – P. 30 – 31.
18. Rytov, A. I. Standardization of professional education in the Russian practice of educational services [Text] / A. I. Rytov // Materials of the scientific and practical conference of faculty and students of ASOU (March - April 2006). – M.: ASOU, 2006. – P. 241 – 245.
19. Rytov, A. I. Adult education in the process of advanced training [Text] / A. I. Rytov // Methodological work in the structure of adult education: collection. articles. – M.: APKiPPRO, 2008. – P. 12 – 16.
20. Rytov, A.I. Modernization of the advanced training system is a key factor in the implementation of state educational policy [Text] / A.I. Rytov // Collection of scientific articles “Development of professional skills of teachers in the system of continuing education M.: APK and PPRO, 2009.- P.3 – 7.
21. Rytov, A. I. Conceptual justification for the model of continuous education (advanced training) of school principals in the general education system of the Russian Federation based on the use of modular programs [Text] / A. I. Rytov // Bulletin of Education. – 2009. – No. 2. – P. 21 – 28.
22. Rytov, A. I. Vertically integrated model of advanced training for school principals - the path from the school director to the education manager [Text] / A. I. Rytov // Scientific problems of the development of education in the 21st century: methodology, theory, experiment, practice. – M.: APK and PPRO, 2010. – P. 35 – 38.
23. Rytov, A. I. Advanced training of school principals using modular programs [Text] / A. I. Rytov // Directory of the head of an educational institution. – 2010. – No. 5. – M.: MCFR, 2010. – P. 11 – 17.
24. Rytov, A. I. The role of network interaction in the process of advanced training of heads of educational institutions [Text] / A. I. Rytov // Collection. scientific works based on the results of the scientific and practical conference of students and graduate students held at the University of RAO as part of the “University Science Week - 2010”. – M.: URAO, 2010. – P. 160 – 162.
25. Rytov, A.I. Capital experience in the field of assessing the quality of education [Text] / A. I. Rytov // Directory of the head of an educational institution. – 2011. – No. 11. – M.: MCFR. pp. 10 – 13.
26. Rytov, A.I. Moscow register of quality of education as a tool for ensuring continuity of preschool and primary education [Text] / A. I. Rytov // Modern preschool education. Theory and practice – 2012. – No. 4. P. 26 – 27.
27. Rytov, A. I. Target guidelines for modernizing the system of advanced training of teaching staff [Text] / A. I. Rytov // Profile school. – 2012. – No. 6. P. 11 – 15.
28. Rytov, A. I. Advanced training of teachers using the educational network [Text] / A. I. Rytov // Education Management. – 2012. – No. 2. – P. 72 – 78.
29. Rytov, A. I. Innovative development of the economy and target guidelines for the system of advanced training of teaching staff [Text] / A. I. Rytov // Municipal education: innovations and experiment. – 2012. – No. 6. – P. 36 – 40.
30. Rytov, A.I. Unified State Exam: a second chance [Text] / A. I. Rytov // Journal of Schoolchildren’s Health Publisher: JSC “MCFER” - 2013. - No. 4. P. 32.
31. Rytov, A. I. Model of educational network and mechanisms of interaction [Text] / A. I. Rytov // Education Management. – 2013. – No. 2.
32. Rytov, A. I. Mechanism for managing the quality of training in resource centers of primary vocational education [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2005. P. 3 – 25.
33. Rytov, A.I. Effective functioning of the resource center for primary vocational education [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2005. P. 4-17.
34. Rytov, A. I. Effective functioning of the resource center for primary vocational education [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2005. – P. 4 – 17.
35. Rytov, A.I. Restructuring the vocational education system in the Moscow region [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2006. – P. 33 – 42.
36. Rytov, A. I. Modernization of the vocational education system [Text] / A. I. Rytov. – M.: ASOU, 2006. – P. 3 – 18/
37. Rytov, A. I. Optimization of the vocational education system of the Moscow region [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2006. – P. 19 – 22; 32 – 55.
38. Rytov, A. I. Development of cooperation between institutions of primary vocational education in the Moscow region and employers [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2006. – P. 7 – 22. –
39. Rytov, A. I. Restructuring of the vocational education system in the Moscow region [Text] / A. I. Rytov: collection. materials. – M.: ASOU, 2006. – P. 5 – 33.
40. Rytov, A. I. Resource center as a structural unit in the system of vocational education of the Moscow region [Text] / A. I. Rytov: methodological recommendations. – M: ASOU, 2006. – P. 3 – 12.
41. Rytov, A. I. Introduction of new general education programs in institutions of primary vocational education in the conditions of specialized training [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2006. – P. 27 – 70.
42. Rytov, A. I. Development of resource centers for primary vocational education in the Moscow region [Text] / A. I. Rytov: methodological recommendations. – M.: ASOU, 2006. – P. 3 – 39.
43. Rytov, A. I. The quality of professional training is the main condition for the competitiveness of vocational education institutions and its graduates: Comp. A.I. Rytov Sat. materials. – M.: ASOU, 2007. – P. 14-18.
44. Rytov, A.I. Test tools for the development of professional standards for NPO professions [Text] / A. I. Rytov, T. A. Vasilkova. - M.: ASOU, 2007. – P. 4-43
45. Rytov, A.I. Development of adaptation strategies of UNPO graduates of the Moscow region as the main condition for their successful integration into work Comp. A.I. Rytov Sat. materials. – M.: ASOU, 2007. – P. 3-32.
46. Rytov, A.I. Identification of the degree of compliance of the current and predicted state of the NPO system of the Moscow region with the priorities of its development Auth. comp. O.I. Proskurkina, A.I. Rytov, I.V. Rytova, M.F. Friedman. – M.: ASOU, 2007. – P.23-36.
47. Rytov, A.I. Development of a multi-level system of social partnership of employers and the system of primary vocational education in the Moscow region Auth. comp. A.I. Rytov, O.I. Proskurkina, I.V. Rytova. - M.: ASOU, 2008. – P. 24-56.
48. Rytov, A.I. Multi-vector model of a system of continuous professional development for school principals in the general education system of the Russian Federation using modular programs [Text] / Comp. O.E. Krutova, T.G. Novikova, A.I. Rytov Sat. materials. – M.: APK and PPRO, 2011. – P. 4-25.
49. Rytov, A.I. Network interaction of educational institutions of vocational education at the vocational training level in the field of training workers and technical specialists. [Text] /Methodological recommendations by T.G. Novikova, A.E. Novikov, A.I. Rytov. – M.: APK and PPRO, 2012. – P. 5-39.
50. Rytov, A. I. Approaches to the creation of educational complexes that implement multi-level integrated programs of vocational education in the professions of secondary vocational education of a technical profile [Text] / A. I. Rytov, T. G. Novikova. M.: APK and PPRO, 2012. – P. 5-43.
51. Rytov, A.I. Assessing the quality of the educational process in the context of the implementation of new Federal State Educational Standards. [Text] / Sat. methodological materials A.O. Tatur, A.I. Rytov. – M.: Moscow Center for Quality Education, 2013. – P. 4-23.
52. Rytov, A.I. Moscow register of quality of education as a tool for ensuring continuity of preschool and primary general education / Methodological recommendations A. I. Rytov, T. A. Nikitina M.: Moscow Center for Quality of Education, 2013. – P. 3-6.
53. Rytov, A.I. Quality of education in a preschool educational institution [Text] / Coll. methodological materials A.I. Rytov M.: Moscow Center for Educational Quality, 2013. – P. 3-10.
54. Rytov, A.I. Additional education in the context of creating educational complexes [Text] / Coll. materials by A.I. Rytov M.: Moscow Center for Educational Quality, 2013. – P. 3-4.
Since the end of last year, I began to be interested in what was happening at school.
It's really interesting.
After all, he was once a teacher, he even worked in the school administration.
We tried to make a new school then.
Every time, with every visit, I suddenly discover that I have a very vague idea of how a modern school lives.
And what are its leaders doing?
And what do the city’s education department want from them?
In this sense, public opinion for some reason settled on the idea that there was a school in the USSR, yes.
And now there is nothing, the authorities are busy with only one thing - cutting budgets for education.
After this conclusion, public opinion stalled.
Moreover, with some kind of internal denial: I don’t know what’s really happening, and I don’t want to know.
I want to live with the myth of paradise lost.
Meanwhile, the school is changing.
I don’t know how it is in other cities, but the Moscow school is definitely there.
Here is the management project “Effective Leader”, the classes of which I attended.
Here are the directors of Moscow schools listening to a lecture on a beautiful Saturday morning with the terrible title “Managing the purchasing activities of the head of an educational organization.”
Do you know, for example, that the school is now being built as a holding company?
When is the director the head of not one, but several educational institutions - schools, kindergartens and creative centers, collected under a single management?
Are you aware that a school is an autonomous enterprise with its own budget?
And that this budget is closely related to the number of students?
And, what is very important, parents’ satisfaction with the quality of education?
Money is now allocated not just for the school, but for the students who attend or come to this school.
Or they don't come.
If you as a parent don't really like what the principal and teachers are offering, you can choose another school and the money will go with you.
And you certainly are not aware of the fact that the Moscow Department of Education is now simply hyper-focused not on abstract education in general, but on effective education, which provides the student with the means to implement further life plans.
And the department is very seriously concerned not only about the level of its teachers, but also about the quality of educational leaders.
Hence the “Effective Leader” project, launched by the Moscow Institute of Open Education on October 14, 2015.
MIOO Rector Alexey Ivanovich Rytov (here he is sitting on the stage) told me about this project in a very interesting and enthusiastic way.
If the head has ceased to be the director of the school in the traditional sense of the word, and under his supervision is not only a school, but also a kindergarten, and an institution of additional education, then he must work differently.
We need different skills, different knowledge, different management culture, different competencies.
As part of the Effective Leader project, participants are offered from 7 to 13 interactive modules.
New competencies are related to the correct selection, placement and rotation of personnel, financial management mechanisms, business etiquette, image, and the ability to speak in public.
Here are the names of the modules:
- Basic management skills
- Personal effectiveness of the leader. Skills of a modern leader
- Emotional intellect
- Business Etiquette. Leader's image
- Managing conflicts, changes, stress
- Public speaking skills
- Effective solutions
- Corporate communications
- Skills in working with the blogosphere and the media
- Financial mechanisms for ensuring the quality of education
- Adaptive education for children with disabilities.
But the main thing for a modern leader, says Alexey Ivanovich, is to learn to make non-standard and effective decisions in the face of constant change.
Although no, there is something even more important.
The manager must not only attend a certain number of classes and traditionally report on the material learned within the framework of the project.
The head must develop and implement a specific management project in the school he heads.
Moreover, these projects are accompanied by mentors - school directors with unique experience.
It turns out that the Institute of Mentoring is aimed at effective project exchange of experience.
On Saturday, school principals first listened to a lecture.
And they tormented the lecturer on the sidelines.
Then they left for classes.
During a lesson with a heavy, boring title, “Information support for educational organizations,” they talked about brands.
In another class there was a discussion on the topic "Basic Management Skills."
School leaders were active, the skills were there.
Good afternoon, colleagues. We are pleased to welcome you to the traditional press conference of the Department of Education, which takes place in this hall every Thursday at three o'clock in the afternoon. The theme of our press conference is “New opportunities for Moscow school directors and teachers.” You will learn how the activities of Moscow schools will change as a result of the development of management projects by directors. I would like to introduce our speakers who will cover this topic. The rector of the Moscow Institute of Open Education, Alexey Ivanovich Rytov, takes part in our event; director of school No. 814 Maxim Nikolaevich Ivantsov; Deputy Chairman of the United Independent Association of Moscow Teachers Tatyana Anatolyevna Rogoznaya; Vice-Rector of the Moscow Institute of Open Education Tatyana Vladimirovna Rastoshanskaya and member of the Commission on Science and Education of the Public Chamber of the Russian Federation Roman Anatolyevich Doshchinsky. Alexey Ivanovich, you have the floor.
A.I. RYTOV
Good afternoon, dear colleagues. Today we will talk about the product of the retraining program for Moscow directors. The product remained with us as a dry residue. These are management projects that our Moscow directors develop at the end of their training. Management projects are research, non-scientific projects. Directors of Moscow schools are looking for points of growth, that is, weak points where the school is failing, and are developing mechanisms to make progress in indicators. The projects are very diverse: they include additional education and the development of vocational education. If this is a project for the development of human resources, it is very pleasant that our Moscow directors, although not in high ranking positions, understand that the root is that it was he, as a manager, who paid little attention to the development of human resources. There are a lot of projects aimed at this. A group of consultants and a group of mentors constantly work with the directors. They receive continuous support. The interactive sessions they conduct with directors also contribute to the development of management projects. Design workshops spend a lot of time on this. Speaking about the management project, I must say that a fairly convenient, unique form has been created. Our directors develop Moscow management projects interactively. A designer has been developed in which they see all stages of the development and implementation of the project. It is important that this is in the public domain, it is transparent. Everyone can see how the management project of the Moscow school director is being implemented. It is important when developing management projects that the Department of Education introduced the institution of mentoring, where particularly effective directors who have demonstrated their effectiveness accompany the development of management projects, which significantly influenced the quality of these projects. The director puts an end to the development of the project, speaking publicly via video recording to the governing council, parents, schoolchildren, and experts. Anyone can come, as advertisements are publicly available on the website.
Anyone can ask why this project is for, how the director is going to implement it, what parents will get, what children will get from the director’s implementation of a management project at school. Such public defenses have already taken place throughout the city. A total of 337 defenses. Some choose additional education as the direction of the project, some choose the development of talent and victory in Olympiads, some choose the creation of conditions for children with disabilities and a number of other projects. Here's a brief summary of management projects, colleagues. Maxim Nikolaevich, the director who was the first to defend the public project, who was probably the most worried about this, will talk about this in detail, because this has never happened in the city before, for the school director to publicly and openly say what he will do and take on obligations .
M.N. IVANTSOV
Good afternoon, dear colleagues! The topic of my speech is “The management project of the school director - a factor in the development of the microdistrict.” This is exactly how I propose to consider the management project of the director of a Moscow school. Because the management project is no longer the business of the school itself for a long time. To talk about what a management project is, you need to understand what a metropolitan school is. A modern school is more than just a school. A modern school is a school-district. Our school also coincides with its borders with the microdistrict. We understand that the school is not in a vacuum, it is designed to contribute to the development of the society in which it is located, to quickly and confidently respond to the growing needs of Muscovites and satisfy their ever-growing educational demands. For us, this was not a theoretical, but a practical story. After we conducted a large-scale survey, we identified growth points and risks that arose for our specific school and for specific people who live in our neighborhood. In order to solve the problem that both time itself and the population of our neighborhood set before us. We decided to take the path of building an early profiling system. In our case, there is some difference in understanding the early profiling system. We always talk about profiles as in-depth systems for studying any individual subjects. However, you and I understand that profiling, as an in-depth study of some subjects, has a downside - a more narrow study of other subjects. Being the only school in the neighborhood, we could not afford this. We decided that in our case, early profiling means providing all our young residents of the neighborhood with the maximum number of opportunities to meet their educational needs. A kind of scattering of possible projects in which every child can take part, by trial and error, choosing what is interesting to him. There are quality indicators and indicators that are also publicly available. Our achievements can be tracked. We understand perfectly well that the school itself cannot achieve its goals. We must resort, among other things, to resources. Resources outside the school's human and educational resources. In particular, relying on the resources of the city of Moscow. Early profiling in grades 5-9, as we see it, is, of course, divided into several substages, which are based on the resources of the school in combination with the resources of Moscow. Considering the volume and scale of the resources of the metropolitan metropolis, the school is no longer able to simply respond to the demands of society, but even set a system of meanings for its environment, gradually changing this very environment. For example, the implementation at the initial stage of our management project is a fairly structured system of actions. However, in addition to solving the general educational problems that we see before ourselves: creating a developing educational environment, mastering research skills, increasing the general cultural level, we also understand that our task in grades 5-6 is to keep students busy in the afternoon. In this way, we solve the most important social problem of preventing child neglect in the afternoon. We address the challenge of disruptive behavior prevention as our children engage in a wide variety of student projects in the afternoon, while increasing their academic achievement through increased overall instructional hours. Seventh grade is also a special point for us, because every parent can tell better than any teacher about the characteristics of children of this particular age. At this stage, precisely through participation in project activities, we help our children develop a positive social orientation. Orientation towards success and confident development. Moreover, by attracting such resources of Moscow education as the projects of the City Methodological Center, including “Lesson in Moscow,” we perform another very important social function, which is in the interests of not only the school and not so much the school, but the city as a whole. It’s no secret to you and me that there are a large number of children in the metropolitan metropolis who are not native residents of our city and many do not perceive Russian as their native language. However, by participating in projects provided by the Moscow Department of Education and visiting museums, parks, estates, lessons in Moscow, and so on, we also achieve a huge social task - we involve children and integrate them into the environment, thereby reducing possible negative consequences, which always exist during the interaction of different sociocultural environments. In grades 8-9, upon completion of basic school, our student already looks confidently into the future and perceives himself as a socially active, positively oriented member of society. He accumulates his first baggage of social usefulness. The management project of a school goes far beyond the boundaries of the school and, perhaps even beyond the boundaries of the microdistrict in which the school is located. Yes, of course, we look from the perspective of implementing the project in our specific environment, but at the same time, we already see the school as new, updated. The school as we see it is a school that you don’t want to leave, that you want to constantly develop. This is a school with great opportunities that are within walking distance. Of course, such a school sets the pace of life for the entire neighborhood. A school that becomes the core of the formation of the sociocultural image of our city. When we talk about the implementation of a management project, it ceases to be an internal matter of the school. It becomes the key to the successful development of the entire microdistrict. Considering the number of schools and management projects that Alexey Ivanovich spoke about, you and I understand that we can confidently attribute the implemented capital education projects to a factor in the development of the entire metropolitan metropolis. Because a successful school is a successful city. Thank you.
A.I. RYTOV
Colleagues, developing this topic, working with management personnel, the Department instructed the Moscow Institute of Open Education to work with deputy directors of Moscow schools. Here I would like to emphasize once again, an idea appeared... Maxim Nikolaevich’s presentation was called “The management project of the school director - a factor in the development of the microdistrict.” I also believe that the Department’s project to train managers – effective leaders and develop management projects is very serious. The Moscow Institute of Open Education has begun a project to train deputy directors of Moscow schools. Just as the final point of advanced training and training for directors, which is the management project, for deputy directors the final point is the development of convergent programs. Management projects of Moscow school directors are aimed, first of all, at the development of educational organizations themselves. At the same time, we understand that the world around the school is changing very rapidly. Education should no longer only reproduce the experience accumulated by previous generations. The task of the Moscow school today is to prepare graduates for life and work in a convergent world in the era of convergence of sciences and technologies. The Moscow Institute of Open Education offers students in the professional retraining program for modern deputy educational organizations as a final work the convergent-oriented educational program of the school that it represents. The objective of this project is the implementation of the state program of capital education. Solving problems will help prepare Moscow schoolchildren for life, work and socialization in the society of the future. Recently a very interesting article appeared in one of the publications, making it clear that in 15 years most highly prestigious professions will no longer exist. The focus on the convergence of programs is aimed at ensuring that a Moscow school student, leaving school, is ready for changes in life, is ready to apply the knowledge that he received at school at the intersection of sciences, at the intersection of disciplines. How does such a program differ from the usual ones that previously existed in the advanced training system? First of all, this is an interdisciplinary approach designed to ensure the interpenetration of sciences in school subjects and courses. Then there is the advanced nature of learning, when, for example, already at the primary education level, schoolchildren carry out science projects that were previously intended for students starting in the seventh grade. Next is the use of high technology (Moscow schools are highly equipped schools). Finally, creating a community of interested people is very important. It is the community of students, parents, teachers, scientists. The program implements active interaction between students and teachers in modern formats. Just like with directors, we develop project workshops and strategic sessions for deputy directors. I talked about professions that will change. The program has a separate module – “Working with the atlas of professions”. We build educational practice, build models of a convergent-oriented educational program and manage this implementation. This is all in the know. The result is the convergent program itself. The program also involves the creation of a bank of best practices of educational organizations. This will allow Moscow schools to exchange experiences and expand the field of interaction between educational and other organizations in the city of Moscow.
HOST
Thank you, Alexey Ivanovich, I give the floor to the deputy chairman of the United Independent Association of Moscow Teachers, Tatyana Anatolyevna Ragoznaya.
T.A. RAGOSNAYA
I would like to note that over the past few years, very interesting and serious changes have taken place in Moscow education. In order to implement all the new directions that we have today, including the federal educational standard of the new generation, a teacher of a new generation is required. Accordingly, Moscow teachers need support. The Association of Moscow City Teachers and Teachers provides comprehensive assistance, solving all sorts of pressing problems through debates and seminars. We hold a festival of methodological ideas every year. For my part, I would also like to say that Moscow teachers have serious support from the Moscow Institute of Open Education. There are a huge number of budgetary and extra-budgetary courses for all categories of teaching staff. Today I would also like to say that Moscow teachers are experiencing certain difficulties and therefore express my wishes on behalf of the Teachers Association. It is necessary that courses on working with the Moscow electronic school appear, in accordance with new directions. It is also necessary that new directions appear in these courses in the form of teaching our students chess. In light of all the new decisions, teachers need theoretical support such as organizing work with children with disabilities. I have extensive experience working both in the regions and abroad, and I want to say that it is very interesting to work in Moscow education today.
HOST
Thank you. Alexey Ivanovich, did you want to add something?
A.I. RYTOV
I was a little upset when I heard your wishes. They say that the system of advanced training does not work quickly and well enough. I heard a desire to increase the number of advanced training courses. Today, the Moscow Electronic School project is already functioning. On our portal we have 38 advanced training programs for working with electronic resources and for developing electronic lesson scripts. More than 500 chess teachers have already been trained at MIO; we trained them together with the Moscow Chess Federation. But this is clearly not enough. If the representatives of the United Independent Association of Moscow Teachers themselves say that more chess should be taught.
HOST
The floor is given to the vice-rector of the Moscow Institute of Open Education, Tatyana Vladimirovna Rastashanskaya.
T.V. RASTASHANSKAYA
Dear colleagues. Today is a kind of anniversary in the capital's education system. The examination procedure for additional professional programs is three years old. These are the advanced training programs that are developed by various metropolitan organizations for Moscow teachers. If we talk about some results, the expert council of the Department of Education on Additional Professional Education has been working since 2014. Over the course of three years, we have reviewed a large number of programs, more than 3,500 of them. This Council includes representatives of the professional Association, subject teachers, representatives of central city institutions and higher education organizations. This year, the expert council included directors of Moscow schools. The purpose of the work of this Council is, first of all, to ensure the quality of the advanced training programs themselves. Providing not just a quality product, but also a recommendation or non-recommendation of this product for training Moscow teachers. Today we can say that during this time, about 70 organizations submitted 3,500 programs for examination. These organizations include central city institutions and educational organizations, such as colleges and the Moscow educational complex. About 13 of these organizations provide advanced training programs. Non-state educational organizations - 25. And capital universities. 31 capital universities present their advanced training programs and the programs of all 70 organizations are openly presented on the portal of additional professional education. You can not only see the name, topic and everything related to the advanced training program from an information point of view, the text of the program itself is also posted there. This system is as open as possible so that the teacher can make a meaningful and conscious choice. Of course, experts help in this choice in the work of the Expert Council. The experts are represented by a fairly large number of the best teachers in all subject areas. Among the 221 experts, 138 are subject teachers. Today they participate in the selection, verification and examination of advanced training programs. Supporting the deputy chairman of the United Independent Association, I would like to say that the portal shows which programs are in great demand among Moscow teachers. We also see programs that are not very popular. We can say that today there is great interest in all programs that are associated with the Moscow Electronic School. These are programs for working with an electronic journal, an electronic diary, and an electronic textbook. They are very popular and have a consistently high record. Also traditionally in demand is a course for training experts for state final certification. Chess at school. Based on the entry on the portal, we see that there is special interest in chess programs. It is demonstrated not only by primary school teachers and subject teachers. Teachers have the opportunity to gain additional knowledge not only to teach children, but also for themselves. All this is connected with logical thinking, interest in this game and transmission of learning to children. Traditionally, all programs that are related to psychological and pedagogical topics remain in the top. Here we can also include programs on methods and features of teaching children with disabilities. Everything related to modern teaching methods and technologies in general. Thank you.
HOST
The floor is given to Roman Anatolyevich Doshchinsky, member of the commission on science and education of the Public Chamber of the Russian Federation.
R.A. DOSCHINSKY
Dear friends, you know that the Unified State Exam campaign is carried out year after year by the Moscow Institute of Open Education. It takes place twice a year. On March 17-18, 2017, the action was held for the seventh time. About 2,500 people from 283 educational organizations: graduates, parents, teachers, attended various events of this action. These included public lectures by leading experts, group and individual consultations. Every year we receive statistics that we always look closely at. This statistics requires some reflection, because the number of teachers who attend the event increases every year. 10 percent of the event's visitors were teaching staff. The age of the participants is decreasing. If initially only eleventh-graders participated, today ninth-graders and tenth-graders are participating, who are preparing for the future, to complete their studies in the general education system. What are the main questions asked of experts? We tried to rank them. Issues of a procedural and technical nature, rather than substantive ones, come first. Pay attention to this. We always think about whether this is good or bad. Most likely - good. This means that the Moscow teacher teaches the subject, but does not prepare for the Unified State Exam, does not teach how to put a tick on the form. These questions can be answered by the action and the people who annually encounter typical mistakes. The action is not important to us, as such. It is important from a professional point of view. We get a snapshot of the problem points in preparing for the Unified State Exam. Thanks to this kind of monitoring, we are constantly trying to adjust our programs. Many children are confused about the evaluation criteria for the Unified State Exam, Unified State Exam, and final essay. They all have their own criteria-based assessment system. We have the following program on our portal: “Teaching written language to schoolchildren in Part C of the Unified State Exam in the Russian language.” Obviously, this program needs to be changed, because the field needs to be expanded. If we teach teachers to work only in one criterion-based system for assessing the writing of our graduates, this is wrong. We are now trying to update and give some weight to the program “Formative and motivating assessment of student educational achievements”. Through this program, we want to once again show that, in general, assessment is not only a control system. Assessment also performs a powerful educational and motivating function. Often at protests, students ask questions about oral exams. They are interested in what will happen there and how to prepare. We immediately looked at our portal and saw that there was not a single program that focused on the oral form of the exam. We react quickly and are now creating such a program. It will be in demand and will arouse interest among teachers. Listening is one of the control tools from the next school year. The Moscow Institute of Advanced Training has recently completed the training of experts for state final certification. There are almost no educational organizations in the capital where there is not a single expert of the Unified State Exam. These people bring first-hand information to the school. This is a very important category in any educational organization, because it is such a unique connection with the outside world. Currently, we have amazing statistics on trained state final certification experts. This year, GIA 9 trained 3,680 experts and GIA 11, 3,796. This is one and a half times more than last year. This is due to the fact that we set out to improve the quality of expert work and expert assessment. The Institute has done a lot to optimize the qualification testing procedure. You know that our experts are ranked. We allocate senior experts, leading experts and core experts depending on the result of their qualification test. We have done a lot of work and our experts are now differentiated. Now we need to track the quality of their work. We are confident that the qualifying exams were conducted objectively. The work that will be done by our experts until July, right up to the deadline for checking the work of the state final certification. We hope to get good statistics on the quality of testing. Thus, we can talk about a completed one-year cycle of advanced training for expert teachers. This cycle includes course training, for which the Moscow Institute of Open Education is responsible, and a number of informal professional development activities: action, expert work within the framework of the activities of the Moscow Center for Quality Education, participation in seminars of the City Methodological Center. I would like to wish our team of experts every blessing. The fate of our children is in their hands. Therefore, the professionalism that we demand from our experts is important for our common goal - advanced training. Thank you.
HOST
Thank you, Roman Anatolyevich. I propose moving on to the second part of our press conference. Dear colleagues, do you have any questions?
V. GLYANTSEVA – website of the Western District
I have a question for Maxim Nikolaevich. I would like to ask him to tell us a little more about the program. Is it already being implemented at school or has it just been adopted and is being discussed? Tell us more about the stages. You mentioned the standard, clubs and projects. I would like to know more about this. Are there any new projects on pre-vocational training? Are you participating in the “Engineering class in a Moscow school” project?
M.N. IVANTSOV
Thanks for the question. I will try to tell you everything briefly but in detail. As for the management project, it is indeed already being implemented at the school. Despite the fact that his defense took place only in November 2016. We moved on to implementation when there was no protection. While still studying for the Effective Leader program, I began to implement certain aspects. Today we have the first cross-sectional results. For example, we have set ourselves the task of increasing the enrollment of students in additional education programs. If at the start of the project we had 2,200 children involved in additional education, today 2,866 children are involved. We see a noticeable increase. For seventh, eighth and ninth grades, we are already in the process of implementing the program. Starting next year, fifth graders will also begin to implement the gymnasium standard. The seventh grade is taught according to modular programs. What does it mean? The first half of the day is the same as in the general education program; in the second half of the day, each child has the opportunity to try his hand at a student project, which is aimed at implementing a practice-oriented task. The topics of student projects are very diverse. Our seventh graders measure the force of wind, the strength of electric current, and are involved in the prevention of flat feet and scoliosis. They try themselves in projects of three main directions: humanitarian, technical and natural science. By participating in each new project, the child tries out a new role. Not only by area of interest, but also by who he can be within the project team. Each student can try himself as a project designer, as a project engineer, and as a presenter. Each child gets the opportunity to understand not only where he will be interested in studying further, in what area of pre-vocational education, but also by whom and in what capacity he is ready to realize this area of his interests. As we promised during the defense of our project, in a year we will definitely meet at our school and will be able to see what we have come to.
M. Morozova – “Information Center”
Question to Alexey Ivanovich. I would like to clarify about the payment for advanced training courses for teachers. If paid, how much do they cost?
A.I. RYTOV
I would like to correct my colleague who said about the huge number of free courses. It's not that huge. Now all the money for advanced training, as a subsidy, is allocated by Moscow to schools. The advanced training program costs approximately 13,500 rubles for 72 hours. Payment is primarily related to the quality of the programs. The Moscow Institute of Open Education is the first of the advanced training organizations that we refuse advance payment for advanced training until the educational organization is convinced that the qualifications have been improved. If this does not happen, payment for courses will not be made. We reported this at an open selector and are informing all directors. I think other organizations will follow our example. Since the organization will look quite ridiculous if it does not submit its program for examination. All programs for which the examination was carried out are posted on the DPO portal. There are organizations that offer programs, but they are not listed on the DPO website. This means they are afraid to conduct an examination. In such organizations, they first require payment, then provide training. We first teach, then the Moscow school is convinced of this, and only after that the money is paid. I hope the directors will support this system. Many people are already supporting it. The Moscow school will not pay in advance for advanced training without being convinced of the quality of the product.
QUESTION FROM THE AUDIENCE
Alexey Ivanovich, please tell me, is it possible to change the topic of the management project?
A.I. RYTOV
Principals initially look for problem areas in their school. The theme of the project is formulated during this search. A sufficient number of directors, having stated the topic, changed it later. There were quite a lot of similar changes. Once the project has been approved and has already been publicly defended, it is no longer possible to change the topic.
HOST
How many directors have already submitted management projects and for what period?
A.I. RYTOV
Since November, 367 projects have been presented, leaving about a hundred directors who will defend management projects.
HOST
Thank you all for your participation. The press conference is over.
The Moscow Center for Quality Education was created in 2004 by order of the Moscow Government dated October 20
2004 No. 2090-RP. The founder of the Center on behalf of the city government was the Moscow Department of Education. Olga Nikolaevna Derzhitskaya, Honored Teacher of Russia, Honorary Worker of General Education of the Russian Federation, laureate of the Presidential Prize of Russia, was appointed director. Before that, for many years she headed one of the most important departments of the Moscow Department of Education - the Department of Preschool and General Education. Olga Nikolaevna was the author of many projects that moved Moscow education forward, including, with her active participation in the capital, the beginning of the practical application of the system of pedagogical measurements was laid.
Initially, the main areas of the Center’s work were: monitoring and diagnosing the educational achievements of students, organizing and conducting competitions of educational institutions and teachers within the framework of the Priority National Project “Education”, accreditation examination of educational institutions, advanced training of heads of educational institutions, development of school health care, monitoring of medical and pedagogical problems of the educational environment, development of methodological recommendations and publication of methodological collections on problems of quality of education.
A large number of experimental sites were opened at the Center. The Moscow Center for Quality Education participated in the development of regulatory and legal documents that ensure the organization and conduct of federal and regional competitions.
In the period from 2005 to 2010, many research projects were implemented on the basis of the Center, city experimental sites operated, in which teachers from many Moscow schools took part, the concept of the Moscow Register of Education Quality (MRQE) was formed, the foundations of a regional system for assessing the quality of education were laid, and much more. .
Since 2005, MCED has been diagnosing students’ educational achievements three times a school year: starting work (in September-October), milestone work (in January-February) and final work (in April). At the same time, together with the Institute for Educational Development Strategy, the Russian Academy of Education is developing tools for monitoring the educational achievements of primary school students.
Photo 1: E.S. Zozulya, photo 2: E.S. Zozulya and P.M. Skvortsov, photo 3: A.O. Tatur, photo 4: P.V. Skvortsov and I.Yu. Izmailova
Since 2006, when conducting international comparative studies of the quality of education - PIRLS, TIMSS, TIMSS-Ad, PISA, ICCS, ICILS - the Moscow Center for Quality of Education has acted as a regional organizer and coordinator of projects, providing research support at all stages of implementation.
Also, since 2006, the Moscow Center for Educational Quality has been participating in the traditional state exhibition “Days of Moscow Education at the All-Russian Exhibition Center” and taking part in testing control measurement materials for the State Final Certification of 9th and 11th grade graduates.
In the fall of 2006, the Center's publishing activities began. Methodological recommendations, lectures, results of experimental sites and other literature were very popular among representatives of the teaching community from Yakutia to Kaliningrad. The materials were published in different series: “Education and Expertise”, “Diagnostics of Students’ Educational Achievements”, “Schoolchildren’s Health”.
In addition, the Moscow Center for Educational Quality conducted testing (extended examination) of new school textbooks and teaching and learning kits in educational organizations of the city. Educational and methodological kits in foreign languages, mathematics, biology, history, literature, and MHC have been tested.
In 2007, Moscow joined the State Final Certification (SFA) of 9th grade students (in a new form) in algebra, and since 2008 – in the Russian language. GIA-9 in Moscow in 2007-2010 was carried out using technology developed by the Center’s specialists.
In the photo: S.A. Ladygina and A.O. Tatur
In September 2008, the MCED developed and used a toolkit for general academic skills to assess the readiness of fifth- and tenth-graders for learning at the next level. This toolkit marked the beginning of a new direction in diagnostics - the assessment of meta-subject skills, the achievement of which is one of the most important requirements of the Federal State Educational Standard.
At the same time, the involvement of senior students of pedagogical universities began to work as independent observers during diagnostics.
From 2011 to 2015, the development of the Moscow Center for Education took place under the leadership of Alexey Ivanovich Rytov, who is now the rector of the Moscow Institute of Open Education. He paid great attention to the Moscow Register of Educational Quality, which became one of the most important elements of the city’s education system. Under Alexey Ivanovich, the system for diagnosing educational achievements of students has changed significantly. From representative samples of diagnostic participants, there was a transition to voluntary participation of schools based on applications submitted by educational organizations through MRKO. Over the years, schools' interest in objective assessment of educational achievements has increased significantly. Thus, from 36 thousand students who took part in diagnostics in the 2009/2010 academic year, the number of participants in the 2014/2015 academic year increased to 900 thousand. During these same years, the life of the School included the Federal State Educational Standards (FSES). A new direction in the work of the Moscow Center for Educational Quality has become the conduct of diagnostics to assess the achievements of the requirements of the Federal State Educational Standard both in elementary school, and in the basic one, and in the senior school (for those who have begun to introduce the Federal State Educational Standard).
Gradually, new directions appeared in the work of the Moscow Center for Education: licensing of educational activities, certification of teaching staff, testing of migrants for knowledge of the Russian language and history of Russia.
In 2013, the Moscow Center for Quality Education included the Regional Information Processing Center for the Unified State Examination in 11th grades and the State Final Certification in 9th grades.
Since 2015, Pavel Vladimirovich Kuzmin, Candidate of Pedagogical Sciences, Honorary Worker of General Education of the Russian Federation, laureate of the Moscow City Prize in the field of education, was appointed director of the Moscow Center for Quality Education.
Today, the list of diagnostic measures has expanded significantly. Schoolchildren can take part in both subject and meta-subject diagnostics, take trial exams in the format of the Unified State Examination and the Unified State Examination, and take career guidance testing.
For the first time, thematic diagnostics were carried out: in October - “History of the Russian State” (grade 10), in January - “Healthy Lifestyle” (grade 8), which was held in a new format. When developing diagnostic materials, their content was assessed by experts from the Moscow Institute of Open Education, the City Methodological Center, the Moscow City Pedagogical University, the Institute of Russian History of the Russian Academy of Sciences, the Center for Sports Innovative Technologies and the Training of National Teams of Moskomsport.
Over the years of its existence, MCED has more than once received education management delegations from other regions of Russia and foreign countries, presenting their experience in organizing a system for assessing the quality of education.
In September 2015, the Center for Independent Diagnostics began operating on the basis of the Moscow Center for Quality Education. Throughout the year, schoolchildren can receive an independent assessment of the quality of knowledge in each subject and try their hand at passing exams in conditions as close as possible to the Unified State Exam and the Unified State Exam. The Center will also organize trainings for parents and students.
In October 2015, the Central Medical-Psychological-Pedagogical Commission of Moscow joined the Moscow Central Educational Center.
Since its creation, the Moscow Center for Educational Quality has been staffed by highly professional specialists - candidates of pedagogical sciences, doctors of sciences, honored teachers of Russia. Many of them are authors of textbooks, scientific monographs, developers of educational programs, technologies and methods.
Olga Nikolaevna Derzhitskaya, Honored Teacher of Russia, Honorary Worker of General Education of the Russian Federation, laureate of the Presidential Prize of Russia. She was the director of the Moscow Central Educational Center from 2004 to 2011, before which she headed the Department of Preschool and General Education of the Moscow Department of Education for many years. Olga Nikolaevna was the author of many projects that moved Moscow education forward, including, with her active participation in the capital, the beginning of the practical application of the system of pedagogical measurements was laid. She created the MCCO from scratch, laid down and developed the main directions of the Center’s activities, and formed a “team”, many of whose members are still working today.
Alexey Ivanovich Rytov, Doctor of Pedagogical Sciences, Honorary Worker of General Education of the Russian Federation, from 2011 to 2015 he headed the Moscow Center for Quality Education. Currently, he is the rector of the Moscow Institute of Open Education. Under Alexey Ivanovich, the system for diagnosing educational achievements of students has changed significantly. From representative samples of diagnostic participants, there was a transition to voluntary participation of schools based on applications submitted by educational organizations through MRKO. A new direction in the work of the Moscow Center for the Quality of Education was the conduct of diagnostics to assess the achievements of the requirements of the Federal State Educational Standard both in elementary school, and in the basic one, and in the senior school (for those who began to introduce the Federal State Educational Standard), certification of teaching staff, the Regional Information Processing Center became part of the Moscow Center for Educational Education.
Pavel Vladimirovich Kuzmin, Candidate of Pedagogical Sciences, Honorary Worker of General Education of the Russian Federation, laureate of the Moscow City Prize in the field of education, director of the Moscow Center for Educational Sciences from 2015 to the present. With him, the list of diagnostic measures has expanded significantly. For the first time, thematic diagnostics were carried out: in October - “History of the Russian State” (grade 10), in January - “Healthy Lifestyle” (grade 8), which was held in a new format. Also, on the basis of the Moscow Center for Quality Education, the Center for Independent Diagnostics began to operate, and later the Central Medical-Psychological-Pedagogical Commission of Moscow joined the Moscow Center for Education.
Alexander Olegovich Tatur, candidate of physical and mathematical sciences, head of the department for the development of tools for assessing the quality of education of the Moscow Center for Education, Honorary Worker of General Education of Russia, chief scientific consultant and member of the academic council of the Federal Institute of Pedagogical Measurements, awarded diplomas and letters of gratitude from the Moscow and federal levels for his great contribution to the development of the urban system education. She has been working at the Moscow Center for Quality Education since the Center's founding. He stood at the origins of the development of the system of pedagogical measurements in Russia, participated in the development and improvement of the technology of assessment procedures of the state assessment test and in diagnostics, and created a bank of measuring materials. He turned 70 in 2015 and continues to work in the education system.
Marina Yurievna Demidova, Doctor of Pedagogical Sciences, methodologist of the expert-analytical department of the Moscow Center for the Quality of Education, head of the Center for Pedagogical Measurements and member of the academic council of the Federal Institute of Pedagogical Measurements, head of the Federal Commission for the development of test measuring materials for the Unified State Exam in physics.
Marina Yuryevna Demidova, Alexander Olegovich Tatur, Valentina Vasilievna Margolina and Elena Stanislavovna Zozulya were the first to create tools for assessing general scientific skills and abilities, and then meta-subject learning outcomes.
Valentina Vasilievna Margolina, Excellence in education, since 1994 he has the title “Honored Teacher”. He has been working at MCED since its founding, working in the area of “Monitoring and Diagnostics”, accompanying all procedures of international and national studies of the quality of education conducted in the city.
Valentina Vasilievna Margolina and Elena Stanislavovna Zozulya developed recommendations for analyzing diagnostic results for school administrations and teachers.
Elena Evgenievna Kamzeeva, Candidate of Physical and Mathematical Sciences, Honorary Worker of General Education of the Russian Federation, Deputy Chairman of the Federal Subject Commission of the OGE in Physics, Head of the Federal Subject Group of Developers of Test Measuring Materials of the State Academy of Sciences in Physics. She is engaged in the development, examination and popularization of the content of meta-subject diagnostics; her scientific articles are published in thematic educational publications (magazines).