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Plan analysis

1 Brief analysis of the implementation of the school work plan for the 2000-2001 academic year

2. Activities of an educational institution aimed at obtaining free basic and secondary education

3 Analysis of the state of teaching, quality of knowledge, abilities and skills of students in social disciplines

4. Analysis of the state of teaching, quality of knowledge, abilities and skills of students in the Russian language and literature

5. Analysis of the passage of program material

6. Analysis of work with students who need individual treatment

7. Analysis of work with “difficult” students

8. In-school leadership and control

9. Analysis of educational work

10. Analysis of strengthening the educational and material base of the school, its financing

1 Brief analysis of the implementation of the work planschools for the 2000-2001 academic year

The school's work plan was carried out in accordance with the school's purpose and the tasks set for 2000-2001.

Indicators of successful work were:

1. Implementation of the Law “On Education”

2. Updating the school charter.

3. Certification and accreditation of an educational institution.

4. Strengthening the material and technical base of the institution.

5. The success of aesthetic classes: in groups with early learning of English and German; in the physics and mathematics class.

The important components ensuring the productivity of the school were:

1. Systematic approach to analysis and planning of school activities.

2. Purposeful work of the teaching staff on the school’s methodological theme: “Formation and activation of students’ cognitive activity as one of the ways to increase learning effectiveness.”

3. The effectiveness of the conducted pedagogical councils:

Analysis of school work for the 2000-2001 academic year. Approval of the work plan for the 2001-2002 academic year.

Optimization of the learning process for schoolchildren in order to prevent academic failure and improve the quality of students’ knowledge.

Development of leading educational skills. Education education. Results of work on advanced level programs in primary school, middle school and pre-police classes.

4. Professional development of teachers. (9 people).

5. Successful certification of school teaching staff (9 people)

6. Working with parents. Scheduled meetings were held on the following topics:

Responsibility of parents for raising children. Crime situation in the school district."

- "Final and intermediate certification of students."

7. The work of the school of a young teacher and the school of excellence.

8. Painstaking work with children with learning difficulties and deviant behavior.

2. Activities of an educational institution aimed at obtaining free basic and secondary education

The curriculum for the 2001/2002 academic year was drawn up on the basis of order of the Ministry of General and Professional Education of the Russian Federation No. 322 dated 02/09/98 "0 basic curriculum of general education institutions of the Russian Federation" and order of the Education Department of the Ulyanovsk Region Administration No. 375 dated 08/13/98 " 0 basic curriculum of general education institutions of the Ulyanovsk region."

School No. 57 solved the problem of variability in education, including components of basic, in-depth study of a number of subjects in aesthetic, physics and mathematics, and the study of foreign languages ​​(English, German) at an advanced level.

The school operated on a 6-day school week. Primary education was implemented according to the model of a 4-year primary school (program “1-4” and in two 1st grades education was continued according to the program “1-3”). The educational process at the school was built taking into account the different levels of learning ability of students; based on this, parallel hours were allocated for conducting group classes with students in order to provide the opportunity to master educational material at different paces, with strict adherence to the maximum load requirement. In order to enhance the development of students’ general skills, the variable part of the curriculum included special hours from the 2nd grade (2-B) for studying a foreign language at school of 1st and 2nd levels, and introduced an optional course “The World Around Us” (1-G class), which contains the principle of greening.

Students 2-A, 2-B, 3-A, 3-D were offered a course on developing children's creative thinking. The choice of subjects acted as an expansion of opportunities for personal development. Studying the course "Civics" in grades 5-8 was aimed at expanding children's understanding of society. Geographical local history was studied as a regional component in 7th grade.

The need to satisfy the requests of students and parents in terms of providing educational services and developing students’ abilities, hours were allocated for studying subjects of the artistic and aesthetic cycle: the basics of choreography and rhythm, solfeggio, art history, vocal singing in grades 5-8, fine arts (the basics of visual literacy in 1-3 grades, drawing in 5-8 grades), artistic work in 1-8 grades, artistic design in 5-8 grades. (in the educational field "Technology"). Profile classes 8 and 9 were opened at USTU with in-depth study of subjects in the physics and mathematics cycle.

To support the main courses and to carry out ministerial programs, additional hours were allocated from the elective part: Russian language, foreign language in grades 10-11, astronomy, ecology in grades 10.

In connection with the transition to a set of textbooks by Guzei L.S. in chemistry, 3 teaching hours are allocated for studying the subject in grades 8-9.

In order to form an individual who realizes his own cognitive and professional capabilities, a MHC course was introduced in 10 grades.

An increase in the level of computer literacy of students was achieved by the introduction of programming technology in grades 9, 10, 11, which allowed students to acquire practical computer skills, knowledge of modern software, and the ability to use new work technology.

In order to develop the content of education, special courses were conducted in general education grades 10 and 11: humanities, physics and mathematics, natural biology:

Solving problems of increased complexity (grades 10-11)

Physics in problems with elements of theory (grades 10-11)

- "Traditions and innovation in Russian literature of the last 10 years of the 20th century" (grades 10-11)

Theory and practice of essays of different genres (10th grade).

3 Aanalysis of the state of teaching,quality of knowledge, skills and abilities of students in social disciplines

The activities of the Ministry of Education of history and geography teachers of school No. 57 in the 2001-2002 academic year were carried out according to a work plan drawn up taking into account approximate recommendations.

The main areas of work of teachers were:

Introducing students to the most important events and significant personalities of world and social history;

Developing abilities to comprehend historical events and phenomena;

Formation of personal value guidelines;

Development of a sense of humanism and patriotism;

Introducing students to the brightest achievements of world and domestic culture.

Scientific and methodological updating of the content of education continued. New technologies of the educational process (testing, interactive learning) were mastered and implemented.

However, over the past year there has been a slight decline in the level of students' learning proficiency. If in history at the 2nd level the quality of knowledge in the 2000-2001 academic year was 85%, then in the 2001-2002 academic year it was 73%, in civics 80% and 76%, respectively. This is explained by the weak level of development of a number of classes and low motivation for educational activities (10B, 11B, 9E, 9D, 7B, 5D).

The increase in indicators for the 3rd level is due to the fact that quite strong 11th graders entered the senior level. And yet, the problem of a decrease in the level of learning skills forces teachers to improve the quality of work, primarily with weak students, and an individual approach to those lagging behind. The problem of organizing diagnostics and determining the level of development of students and streamlining their educational activities comes to the fore. MO teachers carry out this work, relying on the understanding and assistance of the administration and parents.

In order to improve the quality of teaching, the Ministry of Education is working on the topic “Activation of students’ cognitive activity in social studies lessons.” The result of work on the topic is speeches at meetings of the Moscow Region (Laevskaya L.M.), teachers' councils (Koltsova S.G.).

During the year, the qualifications of a number of teachers were improved. Koltsova S.G. became a member of the expert group of the Moscow Region history teachers of the Leninsky district, Pavlova T.L. and Koltsova S.G. were invited to serve on the jury at regional subject Olympiads. Dubrovskaya O.V. participated in the “Teacher of the Year” competition, increasing category (1). Laevskoy L.M. Based on the results of certification, category 2 was assigned. During the academic year Koltsova S.G. and Parkhutina O.V. completed advanced training courses for subsequent certification. In addition, Smirnova S.V., Pavlova T.L., Koltsova S.G. took an active part in the PIER program.

S.G. Koltsova’s lessons were given at a high professional level. in history in the 10th grade (Culture of the Eastern Slavs), Dubrovskaya O.V. in 5th grade (Ancient Greece).

During the year, work was carried out to monitor the quality of students' learning. In the 9th grade, practical work was carried out on the IPC PRO course in the course "History of Ukraine in the 20th century." The quality was 52.5%. The quality of knowledge demonstrated by 8th grade students during transfer certification (teacher Laevskaya L.M.) was 68%. This indicates that students have mastered the program material well.

Students in grades 10 and 11 took an active part in regional Olympiads. In the local history Olympiad, Maslova E. (11-A) took 2nd place, Urmancheeva E. (11-A) took 3rd place.

It should be noted that there is sufficient reserve in improving the quality of education, which is illustrated by the following data. Thus, the quality of knowledge in history in 11th grade before the exams was 58.6%, according to the exam results - 62%. The quality of knowledge in geography in 9th grade is 84% ​​and 87%, respectively.

At the end of the school year, the quality of student knowledge among history and geography teachers was: Poletaev V.S. -74%, Koltsova S.G. -69%, Chikhalova N.V. -75.5%, Laevskaya L.M. -74 %, Smirnova S.V.-81%, Dubrovskaya O.V.-76%, Pavlova T.L.-74%, Parkhutina O.V.-70%.

4. Analysis of the state of teaching, quality of knowledge, abilities and skills of students in the Russian language and literature

The work of the educational organization of teachers of the Russian language and literature over the past period was structured and carried out in accordance with the approved plan. Based on the analysis of the activities of teachers of Russian language and literature for the 2000-2001 academic year, the following tasks were identified for the new academic year:

Continue working on using active learning methods,

Improve the quality of teaching by enhancing the cognitive activity of students,

Improve the teacher's pedagogical skills,

Master theoretically and practically the modern concept of literary education.

Member of the Ministry of Defense in the 2001-2002 academic year. included 12 teachers. Of these, there are 2 teachers of the highest category (Saushkina T.P. and Teryokhina O.V.), teachers of the 1st category - 1 (Kolomatskaya G.V.). Vukolova G.N. , Khramova S.V., Smolyakova I.V. during the school year were certified for category 2, teachers Semenova I.V. and Khramova S.V. completed advanced training courses at IPC PRO.

The state of teaching the Russian language and literature was determined by the degree of mastery of basic knowledge. In order to control and evaluate the educational activities of students during the learning process, administrative sections and tests were carried out along the lines of educational and educational programs, IPK in grades 5, 6, 7, 9, 11 in the Russian language, in grades 7, 11 in literature.

In the 2nd quarter, a test was carried out in the Russian language in 11 grades through the IPC. 28% of students failed to analyze the proposed text. The largest number of errors were made in the spelling of unstressed unchecked vowels (78%), in the spelling of NOT or NI with different parts of speech (33%), in the spelling of conjunctions (25%); as well as in the punctuation of homogeneous definitions (58%), introductory words (66%). All these mistakes of high school students are a consequence of students’ poor assimilation of educational material during their education at the secondary level. According to the results of the test, academic performance was 72%, quality of knowledge - 9%.

In the 3rd quarter, according to the school plan, control vocabulary dictations were carried out in the 5th, 6th and 7th grades.

The results of these works showed a satisfactory level of formation of literate writing of words with untestable spellings. In 5th grades, the quality of knowledge was 53.5%, in 6th grades - 40.1%, in 7th grades - 45.8%.

The results of the analysis of control vocabulary dictations showed that in grades 6B and 6G (teacher Klyuzova M.E.), insufficient attention is given to vocabulary and spelling work in Russian language lessons, because the quality of knowledge of the correct spelling of words with untestable spellings was 36.8% and 39.1%, respectively. In these classes there is a low percentage of academic performance: 6B - 52.65, 6G - 65.2. Such low quality cannot be explained by the selection of students, because these are classes for in-depth study of a foreign language.

Through the school administration, a test on literature in the 7th grade on the theory of literature was carried out. Students successfully coped with determining the theme and main idea of ​​the proposed work (84%), but, unfortunately, they made many mistakes in determining the genre of the work; 37% of those who completed the work did not cope with this task. This indicates that students have insufficient mastery of literary theory. The students of classes 7D (teacher G.N. Vukolova) and 7B (teacher Smolyakova I.V.) did the job better than others. The low level of knowledge of students in the 9th general education classes, according to the results of the pre-examination presentation (19%), can be explained by the heterogeneity of the student population. So, after the formation of the pre-police 9G class, the best students of this parallel expressed a desire to study in it. In it, despite the fact that this class is physics and mathematics, the quality of knowledge was 60%.

According to the results of the school year, the level of knowledge in parallels was: in Russian in 5th grades 49.1%, in 6th grades 60.1%, in 7th grades 50.3%, in 8th grades 40, 9%, in 9th grades 46.8%, in 10th grades 29.3%. The rate of PLN according to the literature was 84.0%, 87.5%, 69.0%, 56.6%, 56.1% and 33.4%, respectively (Appendix).

In the 11th grade, the quality of students' learning in general: in the Russian language - 50.7%. according to literature - 47.8%.

But the assimilation of educational material took place at different levels: 11A - 58% and 62%, 11B - 76% and 64%, 11B - 16% and 15%, 11D - 53% and 50%. Class 11B, due to the heterogeneity of its composition, turned out to be quite weak and therefore was subject to additional control by the school administration. In this class, at the end of the first half of the year, an administrative test on literature was carried out, which consisted of two tasks. 7 students failed both tasks, 3 students failed one task.

In the final examination paper for a secondary school course in literature in the 2001/2002 academic year, graduates demonstrated mastery of the mandatory skills and abilities of teaching literature at a level corresponding to accepted educational standards. The works of graduates are characterized by the disclosure of the topic of the essay, the logic of reasoning, the depth of conclusions, and the accuracy of their design. Students demonstrated the ability to competently use quotations from literary works in the text of an essay and a conscious grasp of theoretical concepts.

5 . Aanalysis of the passage of program material

The main program material in all subjects, except for literature in 10th grades and mathematics in 8A, 8B, 8D grades, was completed, despite the flu quarantine, absence of lessons due to teacher illness, due to the revision of thematic planning, compaction of educational material, optimization educational process, additional lessons.

Literature program in 10th grade by teacher O.V. Teryokhina. for the fourth quarter was not completed due to her illness and quarantine. The program will be implemented in the 1st quarter of the 2002-2003 academic year due to the compaction of educational material.

Mathematics program in grades 8A, 8B, 8D by teacher T.I. Viktorova. was not completed due to quarantine, long May holidays and three-week teacher courses at IPK PRO. The program will be completed in the 2002-2003 academic year using reserve hours.

Program material on social studies for the basic school course on some topics is given in overview due to the absence of a teacher for a good reason (Koltsova S.G.).

The school administration and the heads of the Moscow Region carried out systematic control over the implementation of the curriculum. On this issue, interviews were conducted with teachers, class registers were studied, and a record of missed lessons and their replacement was kept. At the pedagogical councils at the end of the quarters, the passage of program material was discussed.

At MO meetings, it is necessary to consider thematic planning, the number of practical and creative works, and their topics more carefully and in detail, because During the school year, there was a discrepancy between the names of practical work topics and their number, for example, in geography with teacher O.V. Parkhutina. (see certificate based on the results of the audit).

6. Analysis of work with students who need individual treatment

By the end of the 2001-2002 school year, there was a person in individual study at the school. people have chronic diseases, people have complications after injury.

Classes with students were organized at home and at school, a schedule convenient for students was drawn up, agreed with parents.

Thanks to the conscientious work of all teachers working with students in individual education, all students are progressing in the subjects they studied.

I would especially like to note the attentive attitude towards sick children by G.V. Galochkina.

7. Analysis of working with “difficult” students

During the reporting period (2001 - 2002 academic year), 4 people were registered with the OPPN ROVD of the Leninsky district.

1. Kazakov Nikolay Mikhailovich - 11B - consumption of alcoholic beverages

2. Kurganova Maria Aleksandrovna - 9E - drinking alcoholic beverages

3. Sotnikov Dmitry Dmitrievich - 9B - evasion of studies

4. Martsimova Oksana Nikolaevna - 6E - evasion of studies

During the school year, at the request of the teaching staff and school administration, Kazakov N.M., Kurganova M.A. were removed from the preventive register and are characterized positively.

The school administration has information on the further employment of graduates from among the “difficult” - Nikolay Kazakov - USTU, Maria Kurganova -, Dmitry Sotnikov -

The school has compiled a file of students who require increased attention from the school administration and teaching staff.

During the 2001-2002 school year, 14 students were included in it, of this number 6 were retained again from last year, 8 were registered internally at the request of class teachers for the first time. The majority of students are registered for serious disciplinary violations, evasion of studies and poor academic performance.

An individual card for a “risk group” student has been developed, in which the social teacher and class teacher enter information about the student and his parents, the date and reason for registration, employment outside school hours, attendance and progress are monitored, and there are recommendations from the class teacher. Conversations with the student are also noted on the card; dates, reasons and results of home visits, information about conversations with parents, results of checking diaries, etc. The school psychologist in these cards points out character traits and gives his recommendations for correcting his behavior.

Children with deviant behavior are under the close attention of class teachers and school administration.

An administrative commission has been created at the school. Every second Monday of the month, meetings of this commission are held, to which students and parents are invited. Issues of working with “at-risk” children are brought up at meetings of the pedagogical council and meetings with the director.

The Department for the Prevention of Juvenile Delinquency (PDPD) plays a major role in the system of working with “difficult” students. Every Monday at school, OPPN inspector I.S. Zhiboedova Conducts preventive conversations with “at-risk” students and analyzes each disciplinary offense.

Together with the OPPN inspector and members of the parent committee, raids are carried out on the families of children who are on preventive and in-school registration. The purpose of these raids is to find out the living conditions of students, employment outside of school hours, and to prevent child neglect and crime.

Based on the results of these raids and in cases of special need, children and their parents are invited to meetings of the public council at strong point No. 2, which are held on Wednesdays in OP No. 2.

During the 2001-2002 school year, 12 families were invited to these meetings.

The result of all the work carried out with particularly malicious truants and violators of the school charter is registration with the OPPN and an invitation to the commission on juvenile affairs under the administration of the Leninsky district. This year, materials for 6 students were sent to the commission. This method of work has shown its effectiveness and brought tangible results in working with “difficult” children, with the exception of 6E grade student Oksana Martsymova. Despite the large amount of work carried out with the girl and her family, no results were obtained. Oksana Martsymova does not attend school and was left for the second year.

Punishment is not a method of working with children with deviant behavior. Teenagers often respond to punishment by worsening their behavior or withdrawing.

Therefore, individual work mainly involves preventive, confidential conversations. Children willingly make contact with a social teacher. Consultations are conducted with psychologists and social educators with single-parent, disadvantaged, low-income and cared-for families at the request of class teachers, teachers, parents and the students themselves.

In addition, one of the effective methods of working with “difficult” students is to involve teenagers in participation in intra-class and school-wide events.

For example, the children gladly participated in the preparation and holding of the 30th anniversary of the school, KVNs, New Year's holidays, labor landings to clean classrooms, schools and school grounds.

The realization that you are trusted, that you are needed, makes the child pull himself up. Participation in school-wide events allows you to show your best side in front of your peers and to assert yourself.

In order to prevent crime and neglect among students, specialist discussions are held at the school within the framework of the legal lecture hall. A special role in this work belongs to OPPN inspector I.S. Zhiboyedova. She conducted 21 lectures and conversations with class groups on legal topics.

Both classroom parent meetings and school-wide meetings are held regularly on the prevention of negative manifestations in adolescents with the involvement of interested departments, whose representatives carried out explanatory work with parents on regulatory and legal issues.

It should be noted that over the past 4 years there has been a steady decrease in the number of offenses committed by students, both in terms of overall indicators and in the number of students registered with the OPPS and internal school records.

The school administration managed to stabilize the crime situation in the neighborhood:

Through close cooperation with law enforcement agencies;

Through the organization of a permanent school security post;

Through working with parents;

Through the work of the gym.

Considering the effectiveness of teenagers’ employment outside school hours in preventing neglect and crime, it is necessary to plan for the next year more active work of the gym in the evenings and holidays by increasing the number of sports sections.

A special direction in the social and pedagogical work of the school is working with families who are not involved in raising their children and are in a socially dangerous situation. Identifying such families is not always possible. Despite this, the school monitors disadvantaged families.

During the 2001-2002 academic year, such families were identified. For each family, a card is created that reflects the socio-economic status of the family: information about the parents, their personal qualities, role in raising the child, relationships in the family, financial situation. These cards record the work carried out by the school with this family:

Individual conversations;

Home visit;

Summons to the administrative council;

Message at the place of work of parents;

Call to KPDN, etc.

Based on the above, when planning work for the next year, it is necessary to note and take into account the following:

Actively use the school’s psychological service to work with students who require special control from the teaching staff and parents;

To intensify the work of the gym after school hours and on holidays by increasing the number of sports clubs and sections;

Organize the familiarization of class teachers with recommendations and methods for identifying and working with “at-risk” minors;

Organize the work of the teaching staff with underachieving “difficult” students;

organize strict monitoring and recording of attendance at classes in order to identify students who shirk their studies.

8. In-school leadership and control

The basis for intra-school control in the 2001-2002 academic year was the principles of democratization of management aimed at the individual, taking into account his capabilities and abilities.

Management and control functions were delegated to heads of the Ministry of Defense. The accounting and control carried out included various areas of work: checking the educational skills, their diagnostics, quarterly and final administrative tests taking into account the specifics of classes, checking workbooks and notebooks for tests, the quality of checking notebooks, passing program material, etc. The main goal of in-school control was to provide methodological assistance to teachers.

This academic year the following types of control were carried out:

Thematic - control included checking thematic plans of teachers, school documentation (notebooks, student diaries, class magazines and magazines of extracurricular activities, special courses, IGZ), special attention was paid to the implementation of educational programs, studying the state of work with children in individual education, work with supervised children. Monitoring was carried out over the organization and conduct of classes of special groups in physical culture (see references). The results of monitoring the work of the special group were repeatedly discussed at meetings with the director. Class teachers of grades 10b, 10c, 8g were asked to strengthen control over student attendance. The school's two-shift operating schedule negatively affected the smooth organization of special groups' classes.

Class registers were checked 7 - 8 times, with various inspection purposes being pursued: design, compliance with the rules for maintaining class registers, objectivity and accumulation of grades in individual subjects or cycles, checking to eliminate comments, recording student attendance, etc. The results of the control were discussed at meetings with the director, head teacher, and operational meetings (see minutes of meetings, certificates). As a result of inspections of class registers, a reprimand was issued to technical labor teacher E.V. Kruglov for dishonest attitude towards maintaining school documentation, a warning was issued to choreography teacher M.R. Potapchenko, English teacher I.N. Kupriyanova, and geography teacher O.V. Parkhutina.

Systematic painstaking work to monitor compliance with the requirements for maintaining class registers gives positive results. Most classroom journals reduce major errors, leaving only minor criticisms. When checking the 11th grade class magazines by the expert commission at the ROO, there were no comments this year.

Together with the heads of the Moscow Region, the uniformity of requirements for maintaining notebooks in the Russian language, mathematics, and foreign languages, the systematicity of checking notebooks in mathematics, maintaining notebooks for tests and speech development, and the quality of checking notebooks in a foreign language in classes of an advanced level of studying a foreign language were checked. The results of the control were discussed at meetings of the Moscow Region, meetings with the head teacher, and at the Pedagogical Council. Publicity of the results of checks of notebooks gives a positive result, for example, the quality of checks of workbooks has improved (teachers Smolyakova I.V., Vukolova G.N., Kupriyanova I.N., Usmanova G.M.).

The keeping of diaries of students in grades 3 to 11 was monitored, but the results of the checks were not widely discussed. The diary was not always a connecting thread between parents and school (see references). To give greater importance to keeping diaries and to communicate with parents through diaries with the results of inspections, it is necessary to better inform teachers, class teachers, and parents at school-wide and class parent meetings.

Frontal: this academic year, close attention was paid to the quality of teaching advanced subjects (mathematics, physics), teaching a foreign language and aesthetic subjects at an advanced level. A thematic pedagogical council was devoted to this issue (see minutes). The result of targeted work is to improve the quality of teaching and the quality of students' learning.

Preventive control was carried out with the aim of studying professional and methodological skills and providing methodological assistance to young specialists, teachers who had recently come to the teaching staff: Feoktistova L.V., Artyomova E.V., Semenova I.V., Guskova A.G., Kupriyanova I.N., according to the class leadership of Laevskaya L.M., Morsina V.E., Semyonova I.V. The result of preventive control was an increased level of professional activity and the desire to be certified in the 2002-2003 academic year for the second qualification category of teachers by Semenova I.V., Konakhina S.N.

Personal control was carried out with the aim of studying professional activities and methodological skills, generalizing work experience for certification (Khramova S.V., Laevskoy L.M., Kasatka O.A., Ostashova E.Yu., Smolyakova I.V., Vukolova G. N., Kiseleva T.V., Usmanova G.M., Dubrovskaya O.V., Nikolenko N.A.). The result of personal control was the assignment of the 2nd qualification category to E.Yu. Ostashova, N.A. Nikolenko, S.V. Khramova, I.V. Smolyakova, G.N. Vukolova, L.M. Laevskaya. For teachers Kasatka O.A. and Usmanova G.M. was assigned the 1st category. Mathematics teacher Kiseleva T.V. received the highest qualification category.

Classroom-generalizing control includes an analysis of the organization and system of the educational process in newly created classroom groups of grades 5 and 10, a study of the state of educational work in grades 8, in classes of in-depth study of subjects and an advanced level of foreign language teaching.

The results of classroom-generalizing control in grade 5 formed the basis for the work of the Pedagogical Council on the issue of continuity between the 1st and 2nd levels of education. Adaptation of 5th graders (137 people) to the middle level was successful. The average value of the wall indicator of anxiety corresponds to the age norm; compared to the previous year, there was a decrease in anxiety by 0.39%. Most of the children with high (16%) and very high anxiety (11%) were observed in the 5D class. An increase in anxiety in one of the newly formed classes indicates difficulty in adaptation and the undesirability of reorganizing classroom groups of students when moving to primary school (grades 5G and 5D). To mitigate the passage of 5th graders through the age crisis and constructively overcome it, it is necessary to organize preventive classes throughout the school year, to conduct individual work with students who have identified a clear level of maladjustment in the system: student - psychologist - class teacher (teacher) - parent.

A comparative analysis of the state of motivation and learning skills of 11th grade students showed that among high school students of 11th grades A, B, D, the 4th level of attitude towards learning prevailed - positive voluntary conscious. The children set goals taking into account probable success, experienced the “emotions” of searching for ways to solve the problem, and their internal self-esteem corresponded to the teacher’s assessment. This confirms the quality of academic performance in these classes: 11a - 33%, 11b - 56%, 11d - 34.6%, 4 medalists. In the 11th grade, level 3 was noted, the attitude to learning was amorphous, situational, with interest in the teacher’s assessment, with positive emotions from being at school. The educational activities were carried out according to the instructions, according to the model. The quality of academic performance in 11B is 12%.

An analysis of the results of studies of the emotional state of 9th grade students showed that the combination of an insignificant increase in cognitive activity (by 1%) in the classroom and anxiety (2.1%) with a decrease in negative emotional experiences in the classroom (by 4%) indicates a favorable background in school.

Based on the results of class-general control of 9th grades, recommendations were given to class teachers, teachers and parents on a differentiated, individual approach to adolescents, taking into account their psychological characteristics. A positive result was that all 9th ​​grade students received certificates of basic (general) education.

The result of research conducted by a school psychologist in 7th grade (studying the development of thought processes) resulted in the following recommendations for teachers:

Use generalizing tables for children with abstract perception;

Use supporting notes for children with concrete perception (7E); these students need classes that develop thinking processes.

According to the development of thought processes (productive abilities as one of the factors in the development of intelligence), 7th grades were distributed as follows:

7d - 62.3% (increased level of foreign language learning),

7b - 60.6% (choreographic),

7a - 56% (ISO class),

7v - 51% (choral),

7d - 50.1% (advanced level of foreign language learning),

7e - 46.1% (general education).

In classes with in-depth study of physical and mathematical subjects, in most classes of the aesthetic cycle and an advanced level of foreign language learning, the overall percentage of development of thought processes from the maximum possible is 62% - 68%, which corresponds to reality.

Taking into account the recommendations given by the school administration, 3 correctional and developmental classes were held in the 7th grade, aimed at uniting the children's team, building self-confidence and communication skills. This work needs to be continued next academic year.

An analysis of the organization and system of the educational process in 10 grades was carried out. For this purpose, the following work was carried out: visiting lessons, analyzing progress and class attendance, individual conversations with class teachers, teachers, individual students and their parents, meetings of administrative councils, recommendations were developed for uniting classroom teams and working on the quality of students’ learning (see. certificate based on the results of class-generalizing control). As a result of the targeted work, the number of students missing lessons without a good reason (especially on Saturdays) decreased, the number of unsuccessful students for the 1st half of the year decreased - 5 people (in 1 subject) and 2 people (2 or more each) to one student by the end of the school year (for 1 subject).

Research conducted by a school psychologist in the 8th grade showed that, compared with the 2000-2001 school year, there was a decrease in the general anxiety of students from a high level to an average by 5.7 in everyday life, and in the classroom by 7.6, and negative emotional experiences in the lessons corresponded to the average level of the age norm. The average value of cognitive activity in the parallel was higher than last year by 0.1. The children had especially high cognitive activity in the lessons of the newly created pre-police class (8g - 62%), which means that the selection of children for the pre-police class was carried out methodically correctly, in 8d with an increased level of foreign language learning - in 42% of the children, in 8b - 35%. It is gratifying that 25% of the children in grade 8b had high cognitive activity in the classroom; in everyday life it was high in only 10%. This suggests that work with students is being carried out in the right direction and indicates a favorable emotional background in the school.

Repeated control was carried out to check the implementation of proposals and comments on all types of control, control over the implementation of regulatory documents, and the maintenance of school records.

Analysis of the results of various types of intra-school control shows that systematic, carefully thought-out control made it possible to timely detect and consolidate the successes achieved by teachers and students, promptly prevent shortcomings, and help eliminate them. Intra-school control disciplines teachers and students, while at the same time being a source of information.

The process of intra-school control combined verification of performance with the provision of practical assistance to the teacher and class teacher. Control was an incentive to improve the quality and efficiency of work. Control methods and techniques played an effective role.

9. Analysis of educational work

In the context of the humanization of the educational system, the issue of preserving and strengthening the mental health of the child becomes relevant. The main condition for normal psychological development is a calm, friendly environment that ensures the growth of personal and educational levels. Therefore, the main goal of educational work is to ensure optimal social development of collective activity, taking into account the age and individual characteristics of its participants, the formation of a positive attitude towards this activity, towards the team, its members and themselves.

The work of the teaching staff in fulfilling tasks in organizing extracurricular educational work over the past academic year was based on the work of subject teachers and class teachers.

In total, the school has 51 classrooms. Many of them have a favorable moral and psychological climate. A high level of organization and good manners of students was achieved in grades 11 A, B (class teachers - Saushkina T.P., Abdrashitova R.Kh.) in grades 9 B, D (Kolomatskaya G.V., Khaibullova E.Kh.), 8Zh. class (Kuznetsova L.K.), 7A, B, D classes (Smolyakova I.V., Vukolova G.N., Pavlova T.L.) the whole parallel of 6th grades, 5 G, E (Filkina N.Yu. , Khramova S.V.), 3B (Igonina M.V.) 2B (Fatkullova E.S.).

Due to personnel problems at the school, class teacher L.P. Zhuravleva led the work in two class groups: 1A and 5A. Despite this, the quality of educational work in these classes has not deteriorated, thanks to the experience and personal qualities of the teacher.

I would like to note the work of class teachers who work in classes with an aesthetic bias, Kramarenko M.V. (1b), Malkovskaya I.V. (1c), Zhuravleva L.P., Terekhina O.V (6A), Smirnova S.V. .(6B), Smolyakova I.V. (7B), who actively collaborate with aesthetic cycle teachers in organizing the educational process, in preparing and conducting extra-curricular activities.

But nevertheless, there are class groups that cause concern to the administration in organizing educational work 3D (Ostashova E.Yu.) 7B, G (Kupriyanova I.N., Mukhametova L.P.) 11B (Guskova A.G. ).

The system of educational work of the school was built as follows:

1. Education in the learning process.

2. Extracurricular activities:

Extracurricular activities

Extracurricular work

Working with the public and parents.

All work was carried out in the following areas:

1. political and legal education;

2. ideological and moral education and training;

3. historical and cultural education;

4. artistic and aesthetic education;

5. work to improve health, foster a healthy lifestyle;

6. labor education;

7. social and professional;

8. working with difficult children.

The school offered the following electives and special courses:

Russian language

Mathematicians

Stories

Fundamentals of jurisprudence

Civics

Foreign language

Artistic design

Literatures

The work of special courses, electives and clubs served as social protection, strengthening the individual’s starting opportunities in the labor market and vocational education.

Students attended electives and special courses. Sports sections at school (basketball, athletics, student shooting club).

There was active interaction with additional education institutions in the region and city. The enrollment of students in clubs, sections, and libraries was %, these are students.

Educational work at the school was carried out according to the following programs:

Students in grades 1-3 worked on the Firefly program. The program has been running since 1996. Students together with their parents took part in a family game event organized by the Leninsky District Youth Affairs Committee.

At the middle level this year, work continued on the creation of the Rainbow children's school organization. All work was carried out in clubs:

“Counselor”, “Entertainer”, “Press Club”, “DJs”, “Leader”.

From among students in grades 9-11, a council of high school students was elected, which managed the clubs of the Rainbow organization. This year, the Chairman of the Council of High School Students, Karelina Maria, became a participant in the regional competition “Student of the Year,” having worthily represented our school, and took an honorable 3rd place.

Temporary initiative groups were created to hold mass events. Over the past period, about 40 mass school events were held, the enrollment of students was 95%. All activities were aimed at creating conditions for the development of the individual characteristics of the child, for uniting the children's team, and developing the cognitive and creative interest of students.

The task at this stage was completed. But next year it is necessary to interest and involve even more students in social activities.

The events were held at a fairly high organizational and artistic level. This was facilitated by the initiative and enthusiasm of the teaching staff, as well as the improvement of the material and technical base.

All cultural work was carried out according to the school-wide plan and the personal plans of the class teachers.

In addition to traditional school holidays (September 1, Teacher's Day, Older Person's Day, Autumn Festival, New Year, formation and song review, Defender of the Fatherland Day, Valentine's Day, Maslenitsa, March 8, April Fool's Day, Victory Day, last bell, graduation ceremonies in grades 3,9,11), this year a lot of preparatory work was carried out by all class teams to celebrate the 30th anniversary of the school.

Theatrical performances, carried out by one class and shown to school students, are becoming traditional at school. Thus, at a high performing level, with good stage design, costumes, and musical accompaniment, the performances "New Year's Princess Dress" 5a (Zhuravleva L.P.), "Journey to Ancient Egypt" 5B (Dubrovskaya O.V.), "At the Ball" were staged " 9B (Kolomatskaya G.V.). Holding such events contributes to the spiritual closeness of performers and listeners. Class teachers, understanding the effectiveness of such methods of work in education and personality development, create all the conditions for children to participate in such events.

Analyzing the educational work of the school, it should be noted that it was conducted at a fairly good level.

Among the tasks for the next year in organizing the educational process, I would like to highlight the following: continue work on creating creative groups of class teachers, creating a bank of materials for open extracurricular activities, sharing work experience, and further developing student self-government.

10. Analysis of strengthening the educational and material base of the school, its financing

In the 2001-2002 school year, the problem of purchasing sets of furniture, large desks for an elementary school, and a set of furniture for the dining room was very acute.

For various reasons, the school was only able to purchase a set of furniture for the dining room, a set of furniture for the mathematics classroom, and sound amplification equipment for holding public school events. For the 30th anniversary of the school, internal radio installation of the building was carried out. Redecoration of classrooms and recreation areas has been completed. To improve illumination, the blackboards in the classrooms were equipped with additional fluorescent lamps. The tiled flooring in the school canteen has been replaced. A partial repair of the soft roof of the school building was carried out.

In addition, you must:

1. To equip the library collection with new educational and methodological literature in connection with changes in government programs.

2.Purchase large desks for elementary school.

3.Purchase chairs for the school assembly hall.

4. Partially replace classroom tables and chairs.

5. Continue decorating the school using the aesthetic cycle.

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Analysis of the specifics of the educational institution, goals and objectives Goals and objectives of the MBOU "Rylsk Secondary School No. 4" The main goals are: Formation of a general personal culture of students based on mastering the mandatory minimum content of general education, their adaptation to life in society; Creating a basis for informed choice and subsequent mastery of professional programs; Formation of a healthy lifestyle. The main objectives are to create conditions: Guaranteeing the protection and promotion of the health of students. For the development of personality, its self-realization and self-determination. To develop a modern level of knowledge among students. To instill citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and family. For an informed choice of profession. Characteristics of 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. The total number of students is 1078 students. To date: Two-parent families - 817; Single-parent 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 and internally displaced persons - 1; Families registered with the inspection - 2. The social composition of parents is quite diverse: workers 32%, office workers 17%, military personnel 12%, unemployed 20%, private entrepreneurs 18%, pensioners 1%. Educational level of parents: higher education 40%, specialized secondary education 33%, secondary education 25%, incomplete secondary education 2%. The main focus of students on gaining 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 schoolchildren. Analysis of the main directions and forms of work of the psychological service The goals of the school psychological service are: Assistance to the administration and teaching staff of the school in creating a social development situation that corresponds to the individuality of students and provides psychological conditions for protecting the health and personal development of students, parents, teaching staff and other participants in the educational process; Assisting students in acquiring psychological knowledge, skills and abilities necessary to obtain a profession, develop a career, and achieve success in life; Assisting students in determining their capabilities based on their abilities, inclinations, interests, and health status; Assisting teachers and parents in educating students The objectives of the psychological service are: Psychological analysis of the social development situation, identifying the main problems and determining the causes of their occurrence, ways and means of resolving them; Promoting the personal and intellectual development of students at every age stage of personality development; Formation of students’ ability to self-determination and self-development; Assisting the teaching staff in harmonizing the socio-psychological climate in educational institutions; Psychological support of educational programs in order to adapt their content and methods of mastering 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 promising ones; 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 school's psychological service: Psychological diagnostics; Corrective and developmental work; Psychological education; Psychological consultation. 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, his potential in the process of education and upbringing, in professional self-determination, as well as the identification of the causes and mechanisms of violations in learning, development, social adaptation. Psychological diagnostics are 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 schoolchild; Determining ways and forms of providing 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 workers and other specialists. Psychological prevention - preventing the occurrence of maladjustment phenomena among students in educational institutions, developing specific recommendations for teaching staff and parents to provide assistance in matters of upbringing, training and development. The goals of correctional and developmental work with students are determined by an understanding of the patterns of their mental development as an active activity process implemented in collaboration with an adult. On this basis, there are three main directions and areas of setting correctional goals: 1. Optimization of the social development situation. 2. Development of the child’s activities. 3. Formation of age-psychological new formations. Consultative and educational work of a psychologist in schools. The psychologist's consulting work is carried out in the following areas: 1. Consulting and education of teachers. 2. Consulting and education of parents. 3. Consulting schoolchildren. Consultation can take the form of actual consultation on issues of education and mental development of the child, as well as in the form of educational work with all participants in the pedagogical process at school. Psychological education is the formation in students and their parents, in teaching staff of psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of students at each age stage, as well as timely prevention of possible violations in the formation of personality and development of intelligence. Advisory activity is the provision of assistance to students, their parents, teaching staff and other participants in the educational process in matters of development, education and training through psychological counseling. Work with students begins with an annual diagnosis of school readiness of children aged 6-7 years 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, and to give necessary and timely recommendations to parents and teachers on the further formation of prerequisites for educational activities. Every year, a psychologist monitors the adaptation of 1st grade students, which is carried out in the form of attending lessons, observing children’s behavior outside of school hours, and conducting surveys of parents and teachers. This allows for more targeted psychoprophylactic work with parents in the form of individual consultations, conversations, class meetings and, in general, helps to relieve anxiety in children of the first year of education. Work on adaptation during the transition of students from primary to secondary school is carried out through the following forms and methods: Diagnostics of the psychological readiness of students for the transition from primary to secondary level and the psychological climate in classroom groups; Student survey; Attending classes; Conducting a seminar for teachers; Conducting parent meetings. This approach to organizing the adaptation period at school makes it possible to identify a number of difficulties in students associated with changes in learning conditions and outline ways to overcome them, as well as identify a group of students with an insufficient level of psychological readiness for learning at the secondary level, and develop recommendations for teachers. The priority areas of work of the school psychological service should include activities aimed at developing the psychological culture of all participants in the educational process and the formation of psychological health. These directions are implemented through the interaction of the psychologist with all participants in the educational process. In the work of the psychologist, the following documents are used, with which I was familiarized: 1. The basis for the working documentation of a psychologist is the regulatory documents of the Ministry of Education of the Russian Federation: regulations on the service of practical psychology in the education system dated October 22, 1999 No. 636; rights and responsibilities of a school psychologist; psychologist's code of ethics; 2. Job responsibilities (certified by the seal and signature of the director); 3. Various orders, instructions; 4. Psychologist’s work plan. The main document of the psychologist is the annual work plan approved by the school director. It states: Main types of work in each area of ​​work; Time of work; Contingent. 5. Journal of individual consultations. The magazine devotes separate pages to consultations with teachers, parents and students. 6. Results of psychodiagnostic studies. When conducting group psychodiagnostic studies, the psychologist provides a certificate based on the results of the study. It states: Purpose of the study; Battery of techniques; Date of work; Contingent; Summary table of results (scores, characteristics, etc.); 7. Individual psychological map of students. The map identifies students who are under systematic supervision. Individual psychological cards of students are filled out during their psychological examination upon admission to school and when students move from one level to another. Sample card: 1. Full name students, class, group. 2. Full name class leader, educator. 3. Marital status: a) family composition; b) living conditions; c) type of family upbringing 4. The child’s health status (general development, illnesses, deviations). 5. Reasons for registering a child for individual psychological registration. 6. Testing records (with dates). 7. Results of individual consultation and examination. 8. Group work plans. When a psychologist conducts this or that group work of a correctional or educational nature, he has a plan of work with this or that group, agreed upon 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 expert’s conclusion); Characteristics of the results (given in a form accessible to a non-specialist, however, all materials of such a study must be preserved in case of 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; requests for it do not always correspond to the capabilities of specialists. This creates serious problems for young professionals. A psychologist who comes to work in a school experiences significant difficulties in professional and personal adaptation and cannot fully apply in practice the special knowledge, skills and abilities that are necessary in the educational process. Accordingly, satisfaction with activities 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, established algorithms for its organization within the school. Lack of necessary material for working with participants in the educational process. Another big problem for a school psychologist is that often the school does not provide him with a separate office. In this regard, many difficulties arise. A psychologist must store literature, teaching aids, work papers, and, finally, his personal belongings somewhere. He needs a room for conversations and classes. For some activities, the room must meet certain requirements (for example, be spacious for physical exercise). The psychologist has difficulties with all this. Usually he is allocated the premises that are free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is conducted in one office, and the necessary literature and methods are located in another. Due to the large volume of information processed, it would be desirable for a school psychologist to have a good computer, which the school cannot provide him with. This problem concerns not only young professionals. During my internship, I encountered a difficulty, from what was listed above - the lack of a special room for conducting psychological work, as well as the lack of decent computer equipment. 1.3 Specifics of the work of a specialized correctional educational institution Specialized (correctional) educational institutions are institutions created for persons with disabilities in health and life activities. Goal: comprehensive development of the child in accordance with his capabilities, maximum adaptation to the surrounding reality in order to create the basis for further school education (for preschool educational institutions) and secondary or higher education (for school). The purpose of schooling is to ensure the constitutional right to receive free education within the framework of a specialized educational standard; providing medical and psychological support, social adaptation and integration into society Boryakova, N.Yu. Pedagogical systems of training and education of children with developmental disabilities / Boryakova N. Yu. - Moscow: AST, Astrel, 2008. - p. 44-46. Prospects: early diagnosis and early comprehensive care. Properly organized early correction can prevent the appearance of secondary developmental deviations, ensure maximum realization of the rehabilitation potential, and for a significant part of children provide the opportunity to be included in the general educational stream at an earlier stage of age development. cooperation with family. An important condition for correctional assistance to children is the development of pedagogical and organizational conditions for the inclusion of parents in the implementation of individual programs of correctional developmental education. 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In the education system, integration means the possibility of choice for persons with special educational needs: receiving education in a specialized (correctional) educational institution or with equal opportunities in education: a general purpose institution (preschool educational institution, school, etc.). In the conditions of Russian preschool education, integrated education is being introduced into practice slowly and carefully, since in order to implement it, general developmental preschool institutions must have a lot of conditions - special personnel, material and technical support for carrying out correctional pedagogical and therapeutic work with children. The most realistic is the use of integrated education in relation to children who, despite the presence of one or another developmental disorder, have a level of psychophysical development close to the age norm, and psychological readiness for joint learning with children is normal. It is easier to create such conditions: a) in general developmental groups of a combined type, where compensatory groups also function; b) in child development centers, where correctional work is carried out with all preschool teachers; The charter must be laid down initially. Early comprehensive care is a new, fast-growing area of ​​interdisciplinary knowledge that examines the theoretical and practical foundations of comprehensive care for children in the first months and years of life from groups at medical, genetic and social risk of developmental delays. Peculiarities of child development at an early age: the plasticity of the central nervous system and the ability to compensate for impaired functions determines the importance of early comprehensive assistance, which allows, through targeted intervention, to correct primary impaired mental and motor functions with reversible defects and prevent the occurrence of secondary deviations in development. 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SWOT analysis of the state of the educational system MBOU "Gymnasium No. 13" for the 2012-2013 academic year Assessment of external and internal prospects for school development All the years, MBOU “Gymnasium No. 13” has been developing dynamically, introducing modern educational technologies and variability of curriculum into the educational process. For the full and comprehensive development of the gymnasium, a qualitative analysis of the strengths and weaknesses of the school’s potential is necessary. A 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 carried out 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" (Federal State Educational Standard - updating the content of education, in-depth study of subjects, educational and methodological complexes) Assessment of the internal potential of the gymnasium Strength Weak side Opportunities Risks In elementary schools, from the 2010-2011 academic year in the 1st grade, the Federal State Educational Standard for Primary General Education (1st grade) was introduced in a pilot mode; from 2011-2012, the Federal State Educational Standard of NEO was introduced in four 1st grades (1st grade). ,b,c,d), in the 2012-2013 academic year, the first grades who entered are also trained according to the Federal State Educational Standard of NEO (1 a,b,c). Thus, at the moment, in the gymnasium, 8 grades of primary school are taught according to the Federal State Educational Standard of Education (1-a, b, c; 2-a, b, c, d; 3-c); Conditions have been created for the implementation of Federal educational standards for primary general education; The gymnasium has potential and all conditions have been created for a gradual transition to the Federal State Educational Standard LLC from the 2013-2014 academic year; The gymnasium has selected a professional staff of teachers capable of working according to the requirements of the Federal State Educational Standard, and forming the knowledge and development of students according to the new standard; With the introduction of the Federal State Educational Standard of NEO, 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, reducing the time of searching for the necessary information for both the teacher and the student; With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development; Students quickly adapt to school, requirements, and the team; The presence in the gymnasium of an automated teacher's workstation and modern classroom equipment allows teachers to make the learning process more intense, interesting, motivating, and also embracing the full potential of students; The saturation of classroom and extracurricular activities, potential overload of students, combined with undeveloped healthy recreation outside of school can cause fatigue in some students; When updating the content of education, there is no full support from the parent community, reduced activity and interest in participating in the life of the school is partially manifested, as well as during the transition to the Federal State Educational Standard; Not all students are ready to study according to the Federal State Educational Standard (the necessary competencies are absent or have not been developed); Teachers have a habit of working according to a well-known familiar model of presenting knowledge, there is a fear of entering into the experiment of Federal State Educational Standards LLC; Introduction of innovative technologies for developmental education; Introduction of social design technology into the system of educational work of the school; Creation of a system for increasing the level of pedagogical awareness of parents; Involving parents in participation in school-wide events; Introduction of the social design method. Involving social partners in solving school development issues; There is no significant professional support in mastering the Federal State Educational Standards from external partners; it is necessary to implement the Federal State Educational Standards within the organization, as a result of which there are possible threats of mistakes; Limitations on the development of the Federal State Educational Standard and in-depth study of subjects are introduced by the physical unwillingness of some students to perceive the updated content of education; some students do not have or are not sufficiently developed competencies for their mastery; The conservative approach of some teachers in relation to changing the education system may cause difficulties in mastering the Federal State Educational Standard of LLC; The risk of increased workload borne by members of the administration and teachers; Implementation of the project “Talented Children: technologies for high-quality support and support" Assessment of school development prospects based on the external environment Strength Weak side Opportunities Risks A system of working with gifted and talented children has been built; Elective courses, individual consultations, intra-school Olympiads, conferences, “small academy”, participation in intellectual games, visiting projects “Talented Children” are conducted; Participation in olympiads and conferences at the city and all-Russian levels; There is support and training for students by teachers; Insufficient preparation of students by external professionals, consultants, and scientists due to the lack of financial resources to pay for the involvement of these specialists; Lack of time resources for both the teacher and the student; There are not enough facilities in the school for the maximum development of children (for example, sports training grounds, classrooms); Insufficient systematic support from the educational part (there are no systematically conducted 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 supporting talented children; there are teachers who do not pursue this goal in the learning process; Improving the effectiveness 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 conducted events aimed at involving students in participation in olympiads, conferences, etc. – for example, in the form of intra-school competitions, quizzes, brain rings, etc.); Involving students and graduate students of universities, for patronage and creation of micro-groups, for the implementation of project activities; The biggest dangers for the school: A decrease in the number of students, or a change in the level of enrollment of children due to the distribution of students to schools by region; Financing of the education system, which causes a lack of opportunity to attract professionals, consultants, and scientists for the high-quality and full development of talented children; Changing the status of the gymnasium. The quality of life of a student: the boundaries and possibilities of a gymnasium. Assessing the internal potential of the school Assessment of school development prospects based on the external environment Strength Weak side Opportunities Risks The schedule, classroom and extracurricular activities, classrooms, and equipment comply with SanPIN; In-depth medical examination, monitoring and tracking of students’ medical indicators; Implementation of the city target program “School Milk”; Fortified meals, a well-functioning schedule for the school canteen; Educational work of teachers, class teachers on the topics of health conservation, physical education and life safety teachers; Sports work (sports events, relay races, health days, sports days); Involving social partnership in preserving the health of students (conducting physical education lessons in large sports complexes); Organizing medical examinations for school students and teachers; The use of health-saving technologies during lessons (use of multimedia technologies, exercise, physical education; Insufficient use of health-saving technologies in lessons, periodically inappropriate seating of students in the classroom (students with poor vision do not always sit in the first desks); For students in special education 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 ground for outdoor sports); Limited opportunity to attract social partners for swimming, skating, skiing and other sports activities; Attracting social partners, philanthropists, sponsors to organize students’ full physical sports development (creating a site for outdoor sports, organizing turnstiles on the school grounds, conducting classes in the pool, skating rink, skiing, etc.); Overload of students with class and extracurricular activities; Inability to expand the area (premises) suitable for health savings; Unhealthy and uncontrolled lifestyle of families; The quality of a school’s work is a component of the achievements of the teachers working in it. Assessing the internal potential of the school Assessment of school development prospects based on the external environment Strength Weak side Opportunities Risks The presence in the gymnasium of a professional team of teachers who have regalia at the local, regional and all-Russian levels; Regularly held decades of pedagogical excellence, methodological associations, department meetings; Teachers head the city's methodological associations; The team is professional and creative; Teachers regularly participate in city and regional competitions “Teacher of the Year”, “Coolest Class”, and receive prizes in these competitions; The teaching staff regularly attends refresher courses and exchanges experience; The team is rarely updated with young specialists; The work of some class teachers is partially not carried out properly, as a result of which professionalism in general, as well as the behavior of students, suffers; Participation in various competitions at the city and regional level requires large physical and financial costs; Some of the teaching staff are not psychologically ready to change to work with students according to new standards, there is conservatism, fear of mastering the Federal State Educational Standard of LLC; Redistribution of responsibilities of team members; Replacement of personnel, or elimination or fight against conservative views on the functionality of the gymnasium of some teachers; Reluctance to work properly with classroom teams leads to the collapse of both pedagogical and educational in general; Due to the underestimation or omission of educational work at school, educational activities in general collapse; The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources. Assessing the internal potential of the school Assessment of school development prospects based on the external environment Strength Weak side Opportunities Risks Joint activities with the main state university of the region - North-Eastern State University, and other educational institutions; In connection with the involvement and interaction with SVSU, new resources and opportunities for development appear; Interaction with the library department to conduct training lessons, development and self-development; Teachers use subject websites, Internet resources to enrich their experience, communicate with teachers from other cities using Internet portals, and exchange experiences; The resource center is not fully or fully used to enrich the knowledge and experience of teachers; Limited opportunity for on-site training for teachers at the Central Educational Center to enrich and update knowledge, meet teachers from other regions to expand professional connections; The remoteness of our institution from others with whom social partnership is possible (A.S. Pushkin library, museums, etc.); Involving third-party specialists to enrich experience, activate opportunities, search for new ideas and resources; Possibility of on-site training at the Central Distribution Center to enrich experience and update knowledge; The limitation is the geographical distance from the Center for Distribution, since due to this it is not always possible to participate in online conferences; There is no interaction with extra-budgetary organizations and commercial enterprises to activate opportunities and search for new resources; Results of the SWOT analysis of the school’s work 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. Experience of working with social partners in organizing educational and extracurricular activities of students has significant potential in expanding the conditions for providing affordable quality education to school students in accordance with individual needs. The established system of school self-government, the organized work of state and public school management bodies, and the work of public organizations are the basis for expanding the social openness of the school to the surrounding society and creating a system of effective school management. The school has created conditions for the implementation of Federal State Educational Standards for primary general education; the foundation is being created for the experimental launch of Federal State Educational Standards LLC. With the use of teaching materials, students' knowledge is systematized, reducing the time of searching for the necessary information for both the teacher and the student. With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to school, requirements, and the team. A system of working with gifted and talented children has been built. Elective courses, individual consultations, intra-school Olympiads, conferences, a “small academy”, participation in intellectual games, and visiting projects “Talented Children” are conducted. Participation in olympiads and conferences at the city and all-Russian levels. There is support and training for students by teachers. The schedule, classroom and extracurricular activities, classrooms, and equipment comply with SanPINs. In-depth medical examination, monitoring and tracking of students’ medical indicators. Implementation of the city target program “School Milk”. Fortified meals, a well-functioning schedule for the school canteen. Educational work of teachers, class teachers on the topics of health conservation, physical education and life safety teachers. Sports work (sports events, relay races, health days, sports days). Involving social partnership in preserving the health of students (conducting physical education lessons in large sports complexes). Organizing medical examinations for school students and teachers. The use of health-saving technologies during lessons (use of multimedia technologies, exercise, physical education;

Self-analysis of activities Municipal budgetary educational institution Polovinsky secondary school located at the address: Tyumen region, Khanty-Mansiysk Autonomous Okrug - Yugra, Kondinsky district, Polovinka village, st. Komsomolskaya, 12. The analysis of the activities of the educational institution was carried out in the following areas: organizational and legal support for the activities of an educational institution; right of ownership, use of material and technical base; the structure of the educational institution and its management system; content of educational activities; methodological and research activities; staffing; welfare provision for students and employees; results of activities of a general education institution; intra-school control; prospects for the development of an educational institution. As a result of self-analysis, the following results were obtained. 1.Organizational and legal support for the activities of an educational institution. The municipal budgetary educational institution Polovinka Secondary School operates on the basis of the Law of the Russian Federation “On Education”, the standard Regulations on a general educational institution, approved by the Decree of the Government of the Russian Federation dated March 19, 2001. No. 196, Federal Program for the Development of Education, approved on April 10, 2000. No. 51-FZ, Concept of modernization of education for the period until 2010, Law of the Khanty-Mansiysk Autonomous Okrug “On the fundamentals of the education system in the Khanty-Mansiysk Autonomous Okrug”, approved on November 9, 1999. No. 70-oz, Program for the development of the education system of Khanty-Mansiysk, and other normative and methodological documents of the Committee on Education and the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug, School Development Program, School Charter and local acts of the school. In his activities The municipal budgetary educational institution Polovinka secondary school implements the following articles of the Law of the Russian Federation “On Education”: legal status of a comprehensive school (Articles 12, 34); legal regulation of educational activities of the school (Articles 2, 8, 9, 10, 11, 14, 15, 16, 17, 19, 26, 27, 32, 57); organization of school work, financing and material equipment (Article 13); rights and obligations of participants in the educational process (Articles 5, 6, 16, 50, 51, 52); legal regulation of the work of school employees (Articles 53, 54, 55, 56); organization of supervision, control and inspection of the activities of secondary schools (Articles 35, 37, 38). The municipal budgetary educational institution Polovinka secondary school has the following organizational and legal documents: certificate of state accreditation AA 181098. Registration No. 1493 dated May 29, 2006; certificate of entry into the Unified State Register of Legal Entities. Series 86 No. 000118406 dated December 11, 2002; certificate of registration of a legal entity with the tax authority at its location in the Russian Federation. Series 86 No. 001844040; OGRN 1028601395008; INN/KPP 8616006011/861601001; the charter of the municipal budgetary educational institution Polovinka Secondary School (new edition), approved by order of the Education Department of the Administration of the Kondinsky District No. 511 dated 08/02/2010; by order of the Committee for Municipal Property Management of the Kondinsky District Administration No. 478 dated 08/02/2010. license (with attachment) series A No. 318036. Registration number 1496 dated November 10, 2010. Local acts used in the institution: 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 examining the value of documents Regulations on the School-wide Parents Committee Regulations on the school-wide meeting; Regulations on the commission for certification of teaching staff Regulations on the expert group for certification of teaching staff Regulations on the labor dispute commission Regulations on the methodological association of teachers Regulations on the methodological council Regulations on the organization of innovative activities Regulations on the certification commission for conducting state (final) certification of graduates Regulations on the organization of methodological work Regulations on the psychological - medical - pedagogical council Regulations on the logopunkt Regulations on the procedure for examination, approval and storage of materials of state (final) certification of graduates of grades 9 and 11 Regulations on holding extracurricular and school-wide events and competitions Regulations on holding school subject Olympiads Regulations on the study room Regulations on inspection of offices Regulations on the Crime Prevention Council Regulations on the procedure for providing paid additional educational services Regulations on remuneration Regulations on the procedure for distributing 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 intermediate certification of students and 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 education of students at home Regulations on compensatory training classes Regulations on special (correctional) classes Regulations on elective courses Regulations on the Scientific Society of School Students Regulations on the organization of duty at the School Regulations on the organization of meals in the school canteen 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 and practical conference Provisions on obtaining general education in the form of external studies, correspondence courses, family education, self-education Rules for admitting students to the School Regulations on the extended day group Regulations on the class teacher Regulations on school uniforms Regulations on the procedure and grounds for expulsion of students Regulations on internal school registration of students Regulations on the Labor Safety Commission 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 Conclusion: organizational and legal support for the activities of an educational institution is constantly updated in accordance with the regulatory documents of the Russian Federation and is sufficient to ensure the activities of an educational institution as a school with in-depth study of individual subjects. 2. Right of ownership and use of material and technical base. The municipal budgetary educational institution Polovinka secondary school has documents for the right to use the building: certificate of state registration of rights (MDOU premises) 86 AB 054405. Registration number 86-86-17/006/2010-566 dated 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 securing municipal property under the right of operational management dated January 1, 2002. To organize educational activities, the municipal budgetary educational institution Polovinka Secondary School was issued: The territorial department of the territorial Office of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in the Khanty-Mansi Autonomous Okrug-Yugra in the Kondinsky district sanitary and epidemiological conclusion dated March 24, 2008 No. 86.KR.04.000.M.000196.03.08 “On compliance with state sanitary -epidemiological rules and regulations”; State Fire Supervision by the Main Directorate of the Ministry of the Russian Federation for Civil Defense, Emergency Situations and Disaster Relief for the Khanty-Mansiysk Autonomous Okrug-Ugra conclusion on the possibility of fulfilling licensing requirements and conditions dated February 18, 2008 No. 54/5; Act on checking the readiness of a municipal budgetary educational institution for the 2010-2011 academic year dated August 11, 2010, based on the order of the Education Department dated 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 to carry out the educational process. To organize the educational process, there is the required number of classrooms - 19, including 1 foreign language classroom, 1 computer science classroom, 1 physics classroom, 1 chemistry classroom, 1 biology classroom, 1 fine arts classroom, 1 life safety classroom, equipped technical workshops and service labor. There is a dining room with 60 seats, an assembly hall, and 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 educational visual aids and educational equipment. All offices are sufficiently equipped. Digital laboratories for physics and biology were purchased. The school administration is planning to equip the school with technical teaching aids. The school has: List of used educational equipment Quantity TV 7 Record player 3 Video recorder 5 Computers 19 Laptops 5 Music Center 2 Multimedia projector 5 Camcorder 2 Musical equipment (set) 2 Xerox 5 Scanner 3 Printer 9 Camera 2 Fax 2 Modem 2 interactive board 2 Set of equipment for a physics classroom 1 Set of equipment for biology classroom 1 Set of equipment for the chemistry laboratory available Set of equipment for the geography classroom available Set of equipment for life safety room available Equipment set for technology room available Set of equipment for a gym available