Specificity analysis educational institution, goals and objectives
Goals and objectives of the MBOU "Rylskaya Middle comprehensive school No. 4"
The main goals are:
Formation of a common culture of the personality of students based on the assimilation of the mandatory minimum content general education, their adaptation to life in society;
Creation of the basis for a conscious choice and subsequent development of professional programs;
Formation healthy lifestyle life.
The main tasks are to create conditions for:
Guaranteeing the protection and strengthening of the health of students.
For the development of personality, its self-realization and self-determination.
To form a modern level of knowledge among students.
For the education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family.
For an informed choice of profession.
Characteristics of the socio-demographic characteristics of the contingent of families
MBOU "Rylsk Secondary School No. 4" is located in the city of Rylsk, Kursk Region. Classes at the school are held in two shifts, the duration of classes is 45 minutes. Total students 1078 students.
To date:
Complete families - 817;
Incomplete families - 270, of which: single mothers - 27; divorced 203; families of widows and widowers - 40;
Families with disabled children - 8;
Guardian families - 7;
Families where parents are disabled - 16;
Large families - 15;
Families of those killed in peacetime - 2;
Families of refugees, internally displaced persons - 1;
Families registered with the inspection - 2.
The social composition of parents is quite diverse: workers 32%, employees 17%, military personnel 12%, unemployed 20%, private entrepreneurs 18%, pensioners 1%.
Educational level of parents: higher education 40%, specialized secondary 33%, secondary 25%, incomplete secondary 2%.
The main focus of students to gain knowledge is to obtain the basis for admission to Russian universities.
The school has created various sections and electives for the personal, physical and intellectual development of students.
Analysis of the main directions and forms of work of the psychological service
The goals of the psychological service of the school are:
Assistance to the administration and the teaching staff of the school in creating a social situation of development that corresponds to the individuality of students and provides psychological conditions for protecting the health and development of the personality of students, parents, teachers and other participants in the educational process;
Assistance in the acquisition by students of the psychological knowledge, skills and abilities necessary for obtaining a profession, career development, and achieving success in life;
Providing assistance to students in determining their capabilities, based on abilities, inclinations, interests, health status;
Assistance to teachers and parents in the upbringing of students
The tasks of the psychological service are:
Psychological analysis of the social situation of development, identification of the main problems and determination of the causes of their occurrence, ways and means of their resolution;
Promoting personal and intellectual development students, at each age stage of personality development;
Formation of students' ability to self-determination and self-development;
Assistance to the teaching staff in harmonizing the socio-psychological climate in educational institutions;
Psychological support educational programs in order to adapt their content and methods of development to the intellectual and personal capabilities and characteristics of students;
Prevention and overcoming deviations in social and psychological health, as well as the development of those who are promised;
Assistance in providing the activities of teaching staff of educational institutions with scientific and methodological materials and developments in the field of psychology.
The main directions of the psychological service of the school:
Psychological diagnostics;
Correctional and developmental work;
Psychological education;
Psychological counseling.
Within the framework of psychological diagnostics, an in-depth psychological and pedagogical study of schoolchildren takes place throughout the entire period of study, the identification of individual characteristics and inclinations of the individual, its potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in learning, development, social adaptation. Psychological diagnostics is carried out by specialists both individually and with groups of students.
Diagnostic work is aimed at solving the following problems:
Drawing up a socio-psychological portrait of a student;
Determination of ways and forms of assistance to children experiencing difficulties in learning, communication and mental well-being;
The choice of means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication.
The correctional and developmental work of a psychologist includes psychological correction and psychological prevention.
Psychological correction is an active influence on the process of personality formation and the preservation of its individuality, carried out on the basis of the joint activities of educational psychologists, defectologists, speech therapists, doctors, social educators and other specialists.
Psychological prevention - prevention of the occurrence of maladaptation phenomena of students in educational institutions, the development of specific recommendations for teachers, parents to provide assistance in matters of education, training and development.
The goals of correctional and developmental work with students are determined by understanding the patterns of their mental development as an active activity process implemented in cooperation with an adult. On this basis, there are three main areas and areas for setting corrective goals:
1. Optimization of the social situation of development.
2. Development of the child's activities.
3. Formation of age-psychological neoplasms.
Consultative and educational work of a psychologist in schools.
Consultative work of a psychologist is carried out in the following areas:
1. Consulting and education of teachers.
2. Counseling and education of parents.
3. Counseling for schoolchildren.
Counseling can take the form of actual counseling on the issues of learning and mental development of the child, as well as in the form of educational work with all participants. pedagogical process at school.
Psychological education is the formation of students and their parents, teachers in psychological knowledge, the desire to use them in the interests of their own development; creating conditions for a full personal development and self-determination of students at each age stage, as well as in the timely prevention of possible violations in the formation of personality and the development of intelligence.
Advisory activity is the provision of assistance to students, their parents, teachers and other participants in the educational process in matters of development, education and training through psychological counseling.
Work with students begins with the annual diagnosis of school readiness of children aged 6-7 in order to identify the level of development of the cognitive, intellectual, speech and social spheres of each child. Primary diagnostics of school readiness makes it possible to identify children with an insufficient level of functional readiness for schooling to give necessary and timely advice to parents and teachers on further development prerequisites learning activities.
Every year, the psychologist monitors the adaptation of students in the 1st grade, which is carried out in the form of attending lessons, observing the behavior of children outside of school hours, and conducting a survey of parents and teachers. This allows more targeted psychoprophylactic work with parents in the form of individual consultations, conversations, class meetings and contributes, in general, to the removal of anxiety in children of the first year of study.
Work on adaptation during the transition of students from elementary school in the middle is carried out through the following forms and methods:
Diagnostics of the psychological readiness of students for the transition from primary to secondary and the psychological climate in classroom groups;
Student survey;
attending lessons;
Conducting a seminar for teachers;
Conducting parent meetings.
This approach to organization adaptation period at school allows you to identify a number of difficulties in students associated with changes in learning conditions and outline ways to overcome them, as well as to identify a group of students with an insufficient level of psychological readiness for learning in the middle link, to develop recommendations for teachers.
The priority areas of work of the school psychological service include activities aimed at the formation of the psychological culture of all participants in the educational process, the formation mental health. These directions are implemented through the interaction of the psychologist with all participants in the educational process.
In the work of a psychologist, the following documents are used, which were familiarized with:
1. The basis of the working documentation of a psychologist are regulations Ministry of Education Russian Federation: position of service practical psychology in the education system dated October 22, 1999 No. 636; rights and obligations of the school psychologist; ethical code of a psychologist;
2. Job Responsibilities(certified by the seal and signature of the director);
3. Various orders, instructions;
4. Work plan of the psychologist. The main document of the psychologist is the annual work plan approved by the school principal. It specifies:
The main types of work in each area of work;
Time of work;
Contingent.
5. Journal of individual consultations. Separate pages in the magazine are devoted to consultations with teachers, parents and schoolchildren.
6. Results of psychodiagnostic studies. When conducting group psychodiagnostic studies, the psychologist makes a statement on the results of the study. It specifies:
Purpose of the study;
Battery of methods;
Date of work;
Contingent;
Summary table of results (points, characteristics, etc.);
7. Individual psychological map of students. The map indicates students who are under systematic control. Individual psychological cards of students are filled out during their psychological examination when enrolling in a school and when students move from one level to another.
Map sample:
1. Full name students, class, group.
2. Full name class leader, educator.
3. Marital status:
a) the composition of the family;
b) housing conditions;
c) type of family education
4. The state of health of the child ( general development, diseases, deviations).
5. Reasons for placing a child on an individual psychological record.
6. Accounting for testing (with dates).
7. Results of an individual consultation, examination.
8. Plans for group work. When a psychologist conducts this or that group work of a corrective or educational nature, he has a plan of work with this or that group, agreed with the school administration.
9. Psychological conclusion. Issued at the request of the director or higher organizations. The conclusion contains the following points:
On whose initiative the conclusion is issued;
Date, time and place of the study;
Purpose of the study;
The research methods used (the exact scientific names of the methods are given in case of acquaintance with the materials of the conclusion of specialists);
Characteristics of the results (given in a form accessible to a non-specialist, however, all materials of such a study must be kept in case of their possible verification by a specialist);
10. Report on work for the year
The profession of a school psychologist has a number of features. For society, this profession is in its infancy, and requests for it do not always correspond to the capabilities of specialists. It creates serious problems from young professionals. A psychologist who comes to work at a school experiences significant difficulties in professional and personal adaptation and cannot fully put into practice those special knowledge, skills and abilities that are necessary in the educational process. Accordingly, satisfaction with the activity for such a specialist is low, which affects the effectiveness of his work.
Most teachers, parents and students have rigid and not always adequate stereotypical ideas about the activities of psychologists.
A very wide range of areas of psychological work in the absence of clear, well-established algorithms for its organization within the school.
Absence required material to work with participants in the educational process. Same way big problem for the school psychologist is that often the school does not allocate him a separate office. As a result, many difficulties arise. A psychologist must keep literature somewhere, teaching aids, work papers, finally, their personal belongings. He needs a space for conversations and classes. For some classes, the room must meet certain requirements (for example, be spacious for exercise). With all this, the psychologist experiences difficulties. Usually he is allocated the room that is free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is held in one room, and the necessary literature and methods are in another. Due to the large amount of information being processed, it would be desirable for a school psychologist to have a good computer, which the school cannot provide him. This problem concerns not only young specialists.
During the internship, I encountered a difficulty, from what is listed above - this is the lack of a special room for psychological work, as well as the lack of decent computer equipment.
Introspection of activitiesMunicipal budgetary educational institution
Polovinkinskaya secondary school
located at: Tyumen region Khanty-Mansiysk autonomous region– Yugra Kondinsky district, Polovinka settlement, st. Komsomolskaya d. 12.
The analysis of the activities of the educational institution was carried out in the following areas:
organizational - legal support activities of an educational institution;
the right to own, use the material and technical base;
the structure of the educational institution and its management system;
content educational activities;
methodological and research activities;
staffing;
social welfare of students, employees;
the results of the activities of the educational institution;
intraschool control;
prospects for the development of an educational institution.
As a result of introspection, the following results were obtained.
1. Organizational and legal support for the activities of an educational institution.
The municipal budgetary educational institution Polovinkinskaya secondary school operates on the basis of the Law of the Russian Federation "On Education", a model Regulation on educational institution, approved by the Decree of the Government of the Russian Federation of 19.03.01. No. 196, Federal Program for the Development of Education, approved on April 10, 2000. No. 51-FZ, Concepts for the modernization of education for the period up to 2010, the Law of the Khanty-Mansi Autonomous Okrug “On the fundamentals of the education system in the Khanty-Mansiysk autonomous region", approved on November 9, 1999. No. 70-oz, the Program for the Development of the Education System of Khanty-Mansiysk, and other regulatory and methodological documents of the Committee on Education and the Department of Education and Science of the Khanty-Mansi Autonomous Okrug, the School Development Program, the Charter of the school and local acts of the school.
In its activity municipal budgetary educational institution Polovinkinskaya secondary school implements the following articles of the Law of the Russian Federation "On Education":
legal status of a general education school (art. 12, 34);
legal regulation of the educational activities of the school (Art. 2, 8, 9, 10, 11, 14, 15, 16, 17, 19, 26, 27, 32, 57);
organization of school work, financing and material equipment (art. 13);
rights and obligations of participants in the educational process (Art. 5, 6, 16, 50, 51, 52);
legal regulation of the labor of school employees (art. 53, 54, 55, 56);
organization of supervision, control and inspection of the activities of a general education school (Articles 35, 37, 38).
certificate of state accreditation AA 181098. Registration No. 1493 dated May 29, 2006;
certificate of entry in the Unified State Register of Legal Entities. Series 86 No. 000118406 dated December 11, 2002;
certificate of registration of the legal entity with the tax authority at the location in the territory of the Russian Federation. Series 86 No. 001844040; PSRN 1028601395008; TIN/KPP 8616006011/861601001;
the charter of the municipal budgetary educational institution Polovinkinskaya secondary general education school (new edition), approved by order of the Department of Education of the Administration of the Kondinsky District No. 511 dated 02.08.2010; by order of the Committee for Management of Municipal Property of the Administration of the Kondinsky District No. 478 dated 02.08.2010
license (with application) series A No. 318036. Registration number 1496 dated November 10, 2010
Collective agreement
Internal labor regulations
Regulations on the School Council
Regulations on the General Meeting of the labor collective;
Regulations on the Governing Council
Regulations on the Pedagogical Council
Regulations on the expert commission for the examination of the value of documents
Regulations on the All-School Parents' Committee
Regulations on the general school meeting;
Regulations on the commission for certification of teaching staff
Regulations on the expert group for certification of teaching staff
Regulations on the commission on labor disputes
Regulations on the methodological association of teachers
Regulations on the Methodological Council
Regulations on the organization of innovation activity
Regulations on the attestation commission for conducting state (final) attestation of graduates
Regulations on the organization of methodological work
Regulations on the psychological - medical - pedagogical council
Regulations on logopoint
Regulations on the procedure for examination, approval and storage of materials of the state (final) certification of graduates of grades 9.11
Regulations on extracurricular and school-wide events, competitions
Regulations on holding school subject Olympiads
Regulations on the study room
Regulations on the review of cabinets
Regulations on the Crime Prevention Council
Regulations on the procedure for providing paid additional educational services
Regulations on wages
Regulations on the procedure for the distribution of the incentive part of the wage fund
Regulations on the conflict commission during the state (final) certification of graduates
Regulations on the conflict commission for resolving disputes between participants in the educational process
Regulations on student incentives
Regulations on intra-school control
Regulations on the intermediate certification of students and the forms of its implementation
Rules of conduct for students
Regulations on the school library
Regulations on the procedure for creating, updating and using the educational fund
Regulations on the school museum
Regulations on the day camp for children
Regulations on individual learning of students at home
Regulations on compensatory education classes
Regulations on special (correctional) classes
Regulations on elective courses
Regulations on scientific society School students
Regulations on the organization of duty at the School
Regulations on catering in the school cafeteria
Regulations on public children's associations
Regulations on the Council of High School Students;
Regulations on the formation and preservation of the contingent of students and pupils
Regulations on the school competition "Teacher of the Year"
Regulations on the scientific - practical conference
Regulations on obtaining general education in the form of an external student, in absentia, form family education, self-education
Rules for admission of students to the School
Regulations on the extended day group
Regulations on the class teacher
Regulations on school uniform
Regulations on the procedure and grounds for the expulsion of students
Regulations on intra-school registration of students
Regulations on the commission on labor protection
Regulations on the School website
Regulations on short stay groups
Regulations on the School Council on the regulation of access to information on the Internet
Rules for using the Internet
Regulations on the procedure for admitting pupils to the preschool group of the School
Regulations on the organization of work on labor protection, safety and fire safety
2. The right to own, use the material and technical base.
Municipal budgetary educational institution Polovinkinskaya secondary school has documents for the right to use the building:
certificate of state registration of rights (premises of MDOU) 86 AB 054405. Registration number 86-86-17 / 006 / 2010-566 of September 02, 2010;
certificate of state registration of rights (school premises) 86 AB 054404. Registration number 86-72-28/005/2008-272 dated April 25, 2008;
d agreement No. 47/02 on fixing municipal property on the right of operational management dated January 01, 2002
Territorial Department of the Territorial Office of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in Khanty-Mansiysk Autonomous Okrug-Yugra in the Kondinsky District sanitary and epidemiological conclusion dated March 24, 2008 No. 86.KR.04.000.M.000196.03.08 - epidemiological rules and regulations";
State Fire Supervision Main Directorate of the Ministry of the Russian Federation for Civil Defense, emergencies and elimination of consequences of natural disasters in the Khanty-Mansiysk Autonomous Okrug-Yugra conclusion on the possibility of implementation license requirements and conditions dated February 18, 2008 No. 54/5;
The act of checking the readiness of the municipal budgetary educational institution for the 2010-2011 academic year of August 11, 2010, on the basis of the order of the Department of Education of July 21, 2010 No. 490 "On the admission of educational institutions for the 2010-2011 academic year."
The school has sufficient information and technical equipment for the implementation of the educational process.
To organize the educational process, there is required amount classrooms- 19, including 1 cabinet foreign language, 1 computer science room, 1 physics room, 1 chemistry room, 1 biology room, 1 visual arts, 1 room of life safety, equipped workshops for technical and service work. There is a canteen for 60 seats, an assembly hall, a library with a reading room.
Physical education lessons are held in the gym and on the sports ground.
To ensure the educational process, the school has a sufficient list of teaching and visual aids and educational equipment. All classrooms are adequately equipped. Acquired digital laboratories in physics and biology. The school administration is planning to equip the school with technical teaching aids.
The school has:
| List of educational equipment used | Quantity |
| Television | 7 |
| Record player | 3 |
| Video recorder | 5 |
| Computers | 19 |
| laptops | 5 |
| Music Center | 2 |
| Multimedia projector | 5 |
| Video camera | 2 |
| Musical equipment (set) | 2 |
| Xerox | 5 |
| Scanner | 3 |
| Printer | 9 |
| Camera | 2 |
| Fax | 2 |
| Modem | 2 |
| interactive board | 2 |
| A set of equipment for the physics classroom | 1 |
| A set of equipment for the biology room | 1 |
| A set of equipment for a chemistry classroom | available |
| A set of equipment for a geography classroom | available |
| A set of equipment for the OBZh office | available |
| Technology cabinet equipment set | available |
| Gym equipment set | available |
SWOT-analysis of the state of the educational system
MBOU "Gymnasium No. 13"
for 2012-2013 academic year
Assessment of external and internal prospects for the development of the school
All the years MBOU "Gymnasium No. 13" has been developing dynamically, introducing in educational process modern educational technologies and variability curricula. For the full and comprehensive development of the gymnasium, a qualitative analysis of the strengths and weaknesses of the school's potential is necessary.
SWOT-analysis of the work of the gymnasium for the 2012-2013 academic year is the final form of such an analysis.
The SWOT analysis was conducted in the form of an open individual interview with members of the gymnasium administration, as well as heads of subject departments.
SWOT - analysis of the development potential of the gymnasium:
- "New quality of education"
(FSES - updating the content of education,
in-depth study of subjects, educational and methodological complexes)
Assessment of the internal potential of the gymnasium | |||
Weak side | Opportunities | Risks |
|
|
|
Involvement of social partners in solving issues of school development; |
|
- Implementation of the project "Talented Children:
high-quality support and support technologies"
Assessment of school development prospects based on the external environment | |||
Forte | Weak side | Opportunities | Risks |
|
|
| The biggest dangers for the school:
|
- The quality of life of a student: the boundaries and possibilities of the gymnasium.
Assessment of the internal potential of the school | Assessment of school development prospects based on the external environment | ||
Forte | Weak side | Opportunities | Risks |
|
|
|
|
- The quality of the work of the school is a component of the achievements of the teachers working in it.
Assessment of the internal potential of the school | Assessment of school development prospects based on the external environment | ||
Forte | Weak side | Opportunities | Risks |
|
|
|
|
- The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources.
Assessment of the internal potential of the school | Assessment of school development prospects based on the external environment | ||
Forte | Weak side | Opportunities | Risks |
|
|
|
|
Results of the SWOT-analysis of the work of the school
- Teaching staff with high professional level and creativity is ready for approbation and implementation in the educational process of the school of innovative educational programs and technologies that are relevant for the development of the education system.
- The experience of working with social partners in organizing educational and extracurricular activities of students is a significant potential in expanding the conditions for providing affordable quality education to school students in accordance with the needs of the individual.
- Formed system school government, organized work of state-public school management bodies, work public organizations are the basis for expanding the social openness of the school to the surrounding society and creating an effective school management system.
- The school has created conditions for the implementation of the Federal State Educational Standards for Primary General Education, and the foundation is being created for the experimental launch of the Federal State Educational Standard.
- With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student. With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to the school, the requirements, the team.
- A system of work with gifted and talented children has been built. Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, and traveling projects "Talented Children" are held. Participation in competitions and conferences at the city and all-Russian level. There is support and preparation of students by teachers.
- Schedule, classroom and extracurricular activities, classrooms, equipment comply with SanPINs. In-depth medical examination, control and tracking of medical indicators of students. Implementation of the city target program "School milk". Vitaminized nutrition, well-established schedule of the school cafeteria. Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety. Sports work (sports events, relay races, health days, sports days). Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes). Organization of medical examinations for students and teachers of the school. The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
Activity analysis educational organization
Assessment of the internal potential of the schoolAssessment of school development prospects based on the external environment
Forte
Weak side
Opportunities
Risks
Conditions have been created for the implementation of the Federal Educational Standards for Primary General Education and the Federal State Educational Standards LLC;
The school has selected a professional staff of teachers who are able to work according to the requirements of the Federal State Educational Standard and form the knowledge and development of students according to the new standard;
With the introduction of the Federal State Educational Standard of the IEO, there is a constant development of students and the formation of various subject and meta-subject skills in them;
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student;
With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development;
Students quickly adapt to the school, the requirements, the team;
The presence in the gymnasium of an automated workplace for a teacher, modern classroom equipment allows teachers to make the learning process more intense, interesting, motivating, and also covering the full potential of students;
The saturation of classroom and extracurricular activities, potential overload of students, combined with unformed healthy rest outside of school, can cause fatigue in some students;
When updating the content of education, there is no full support from the parent community, partially there is a reduced activity and interest in participating in the life of the school, as well as in the transition to the Federal State Educational Standard;
Not all students are ready to study according to the Federal State Educational Standard (necessary competencies are not available or have not been formed);
Teachers develop a habit of working according to a well-known habitual model for presenting knowledge, there is a fear of joining the GEF LLC experiment;
Introduction of innovative technologies of developmental education;
Introduction of social design technology into the system of educational work of the school;
Creation of a system for raising the level of pedagogical enlightenment of parents;
Inviting parents to participate in school-wide events;
Implementation of the social design method.
Involvement of social partners in solving issues of school development;
There is no significant professional support in the development of the Federal State Educational Standard from external partners, it is necessary to implement the Federal State Educational Standard within the organization, as a result of which there may be threats of errors;
Limitations on the development of the Federal State Educational Standards and in-depth study of subjects are introduced by the physical unwillingness of some students to perceive the updated content of education, there are no or insufficiently formed competencies for their development in some students;
The conservative approach of some teachers in relation to changing the education system can cause difficulties in mastering the GEF LLC;
The risk of increasing the amount of work assigned to members of the administration and teachers;
Implementation of the project "Talented Children:
high-quality support and support technologies"
A system of work with gifted and talented children has been built;Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, traveling projects "Talented Children" are held;
Participation in competitions and conferences at the city and all-Russian level;
There is support and preparation of students by teachers;
Insufficient training of students on the part of involved professionals, consultants, scientists due to the lack of financial resources to pay for the involvement of these specialists;
Lack of time resources, both for the teacher and the student;
There are not enough facilities in the school to maximize the development of children (eg sports training grounds, classrooms);
Insufficient systematic support from the educational part (there are no systematic activities aimed at involving in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Not all teachers are involved in identifying and maintaining talented children; there are teachers who do not pursue this goal in the learning process;
Improving the efficiency of work with gifted and talented children with the involvement of social partners;
Systematization of classroom and extracurricular activities of students;
Involving school teachers to participate in the development and improvement of students' knowledge and talents;
Creation of systematically held events aimed at involving students in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Involvement of students, graduate students of universities, for patronage and the creation of microgroups, for the implementation of project activities;
The biggest dangers for the school:
Decrease in the number of students, or change in the level of enrollment of children due to the distribution of students in schools by districts;
Financing the education system, causing the lack of the possibility of attracting professionals, consultants, scientists for the qualitative and full development of talented children;
Changing the status of the gymnasium.
The quality of life of the student: the boundaries and opportunities of the school.
In-depth medical examination, control and tracking of medical indicators of students;
Implementation of the city target program "School milk";
Vitaminized nutrition, well-established schedule of the school canteen;
Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety;
Sports work (sports events, relay races, health days, sports days);
Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes);
Organization of medical examinations for students and teachers of the school;
The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
Insufficient use of health-saving technologies in the classroom, periodically inappropriate seating of students in the classroom (students with poor eyesight do not always sit in the first desks);
For students in special medical groups do not have special physical education classes with a medical specialist (due to lack of funds);
There are no additional facilities and resources for organized sports activities (for example, a sports field for outdoor sports);
Limited opportunity to attract social partners for swimming, skating, skiing and other sports activities;
Attracting social partners, patrons, sponsors to organize a full-fledged physical sports development for students (creating a platform for outdoor sports, organizing turnstiles on the school grounds, conducting classes in a swimming pool, ice rink, skiing, etc.);
Overloading students with classroom and extracurricular activities;
Inability to expand the area (premises) suitable for health savings;
Unhealthy and uncontrolled lifestyle of families;
The quality of the work of the school is a component of the achievements of the teachers working in it.
Regularly held decades of pedagogical excellence, methodological associations, cathedral meetings;
Teachers lead methodological associations of the city;
The team is professional and creative;
Teachers regularly participate in city and regional competitions "Teacher of the Year", "The Coolest Classroom", receive prizes in these competitions;
The teaching staff regularly attends advanced training courses, there is an exchange of experience;
The team is rarely updated by young specialists;
The work of some class teachers is partially not carried out properly, as a result of which professionalism in general suffers, as well as the behavior of students;
Large physical and financial costs are incurred to participate in various competitions at the city and regional level;
Part of the teaching staff is psychologically unprepared to change to work with students according to new standards, there is conservatism, fear of mastering the FGOS LLC;
Redistribution of duties of team members;
Replacement of personnel, or elimination or struggle with conservative views on the functionality of the gymnasium of some teachers;
The unwillingness to work properly with class teams leads to the collapse of both pedagogical and educational in general;
In connection with the underestimation or omission of educational work in the school, there is a disintegration of educational activity in general;
The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources.
In connection with the involvement and interaction with the NESU, new resources and opportunities for development appear;
Interaction with the library department for conducting training lessons, development and self-development;
Teachers use subject sites, Internet resources to enrich experience, with the help of Internet portals they communicate with teachers from other cities, there is an exchange of experience;
The resource center is not fully or not fully used to enrich the knowledge and experience of teachers;
Limited opportunity for teachers to study abroad at the Center for enrichment and updating of knowledge, acquaintance with teachers from other regions in order to expand professional ties;
Remoteness of our institution from others with whom social partnership is possible (library of A.S. Pushkin, museums, etc.);
Involvement of third-party specialists to enrich experience, activate opportunities, search for new ideas and resources;
Opportunity for on-site training at the Center to enrich experience and update knowledge;
The limitation lies in the geographical remoteness from the CRS, since in this regard it is not always possible to participate in online conferences;
There is no interaction with extra-budgetary organizations, commercial enterprises to activate opportunities and search for new resources;
Results of the SWOT-analysis of the work of the school
The teaching staff with a high professional level and creative potential is ready to test and introduce innovative educational programs and technologies into the educational process of the school that are relevant for the development of the education system.
The experience of working with social partners in organizing educational and extracurricular activities of students is a significant potential in expanding the conditions for providing affordable quality education to school students in accordance with the needs of the individual.
The formed system of school self-government, the organized work of state and public school management bodies, the work of public organizations are the basis for expanding the social openness of the school to the surrounding society and creating an effective school management system.
The school has created conditions for the implementation of the Federal State Educational Standards for Primary General Education, and the foundation is being created for the experimental launch of the Federal State Educational Standard.
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student. With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to the school, the requirements, the team.
A system of work with gifted and talented children has been built. Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, and traveling projects "Talented Children" are held. Participation in competitions and conferences at the city and all-Russian level. There is support and preparation of students by teachers.
Schedule, classroom and extracurricular activities, classrooms, equipment comply with SanPINs. In-depth medical examination, control and tracking of medical indicators of students. Implementation of the city target program "School milk". Vitaminized nutrition, well-established schedule of the school cafeteria. Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety. Sports work (sports events, relay races, health days, sports days). Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes). Organization of medical examinations for students and teachers of the school. The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
