Portal №4 Any department (department, division) of education, which are typical offices.
Original on the site Educational Policy.
Victor Gromovablogsschool principalssecondary education reform
2017-02-01
Pedagogical education as a mandatory requirement for school work has now lost its relevance |
V. Gromova: pedagogical education has lost its relevance
Author: Victor Gromovoy, educational expert, Honored Teacher of Ukraine.
Pedagogical education as a mandatory requirement for school work has now really lost its relevance.
First, because school is not an attractive place to work, even for those with a teacher’s education, it should be open to people who could work there "for the soul" or for their own child.
Secondly, it is the only way to combat such an occupational disease as teachers, the ability to ensure the dynamics and openness of the education system.
Third, people should be able to safely lose a category or experience to leave teaching for a while and return there after a while. If you’ve been working for a decade and realize you’ve become a typical scraper (Soviet acronym for school worker), try your hand at other areas (the public sector, the civil service, or, eventually, working as a builder or nanny abroad). I missed school and earned some money – you come back.
Fourth, if we take into account how diplomas are issued in pedagogical universities in recent decades, the presence of pedagogical education also does not indicate anything. From my own experience I know that pedagogical education does not contribute to the mastery of certain teaching methods, everything has to be mastered alone in the process.
Fifth, pedagogical education has absolutely no effect on a person’s ability, for example, to work effectively as a head of an educational institution. I know a wonderful school principal by profession, a sonar engineer and a fantastic principal by profession, a journalist. Often involving people outside the system is the best option for change. For example, in Israel, a former military pilot who is a real authority for high school students can become a school principal.
P.S. To illustrate my theses, I quote a graduate of KNU. Taras Shevchenko and MV Lomonosov Moscow State University of Fine Chemical Technologies Olesya Kutsyak:
"About education, physics and corruption that did not happen
In our school, as in many other schools in Kyiv, from time to time there is a problem with exact disciplines. This year we were looking for a physics teacher again. And so I thought to myself that I had already read physics at school, a few hours a day can be found, and even more so our "native" school, so why not teach it again. At the level of the principal, there were no objections, but there were concerns about whether the district education department would agree with me.
And for good reason. Because the district bonzes said that it is impossible, in general, impossible for such an important subject to be taught by a person who does not have a specialized pedagogical education. Because there are methods that I do not know, because the available pedagogical education is not specialized. And in general – I did not study that physics, and children at school need deeper knowledge. And to appoint an unprofessional person to such a position is corruption (if the Ministry of Justice suddenly organizes a school inspection). And how I could have been hired as a teacher before is not clear at all.
I willingly believe that the law on education has rather strict norms on teacher education, and I agree that every letter of the law must be complied with. And this is what I look at my diploma from Moscow Technological University. Lomonosov and I understand that "not that, not that physics" was read to me, and in KNU not that taught, but the philosophy … Graduate school immediately deleted, because it is not a specialty.))
That’s why I continue to advise on a voluntary basis, if anything. "
The original
secondary education reformblogsVictor Gromova
2017-02-15
Everyone above the school, with desperate fanaticism, performs only one function of control |
V. Gromova: the head can perform 9 functions
Author: Victor Gromovoy, educational expert, Honored Teacher of Ukraine.
Whether I like it or not, whether it is necessary or not, all these are subjective approaches that will not contribute to a competent, scientific and systematic vision of the functions of the head of an educational institution and, accordingly, an educational institution.
There is a so-called Miller number, which is associated with human memory (it is able to track the state of no more than 5-9 objects).
Therefore, the head of an educational institution is able to perform from 5 to 9 functions. Imposing more features on it makes it inefficient.
Needless to say, functional redundancy creates powerful stressors for all participants in the educational process, without the elimination of which effective anti-stress management is impossible. Often they only have to simulate the performance of many unnatural functions for the school body, or perform them to the detriment of the main task of the school.
Therefore, the question is not whether the head of an educational institution should "promote the formation of a healthy lifestyle among students", but how many functions have already been assigned to him. If there are more than 9 of them, adding more and more is a very wrong what website writes lab reports for you way.
However, it is not necessary to overload the head of the educational institution, because if there are less than 5 functions, it will lead to their excessive consolidation. Such an excessively short list of functions will not give an idea of the multifaceted work actually carried out by the school.
Of course, getting rid of functional redundancy at the school level, we should not "spit out with the water and the baby." It is not a question of abandoning the educational or developmental function of the school. We are talking about unloading the school from unnatural functions that other services should perform, but do not perform, because there are those (educators) who silently pull any, not even their own, strap.
If you have, for example, a mobile phone with too many buttons, you will inadvertently press the wrong place. It can not help but annoy you, if, of course, you want to call quickly and do not need "frills".
Improving the efficiency of education management will happen when we remove the extra "buttons". Needless to say, there must be a dynamic correspondence of the management structure to the management functions. Of course, we should not forget about the organizational mechanisms for implementing some important function.
It is the structure of management functions that should determine the structure of the management subsystem. If this rule is ignored, as a result, there is a structural redundancy or structural failure of the management system.
This applies not only to the definition of the functions of the head of the educational institution, but also the functions of local governments in the field of general secondary education and the functions of the Ministry of Education and Science.
In Article 37 of the current Law of Ukraine "On General Secondary Education" the list of powers of local governments in the field of general secondary education is one and a half times higher than Miller’s number. Under this law, the Ministry of Education of Ukraine undertook the implementation of twice the number of powers in the system of general secondary education.
Therefore, the conclusion from the analysis of the functions formalized in the law is simple: the higher the level of "instance", the greater the level of functional redundancy. It’s on paper.
In fact, everyone has to pull the torn educational cart thrown on the broken road at the level of the school, which is ultimately responsible for the implementation of all functions. All those who stand "above" the school, as a rule, perform, and "with fanaticism" worthy of better application, only one function – the function of control.
The original
blogsVictor Gromova
01/17/2017
In Ukraine, there are many questions to solve problems in education, but they are rarely answered |
V. Gromova: about popular solutions in education
Author: Victor Gromovoy, educational expert, Honored Teacher of Ukraine.
In Ukraine, there is a great public demand for simple and popular solutions in education:
prohibit any levies on the needs of the school out of pocket; disperse method offices; update (simplify) programs; stop any inspections; cancel school uniforms; to refuse voluntary and coercive measures and competitions; reduce paper flows, etc.
There are dozens of examples of such "magical thinking", the bearers of which are "for all the good and against all the bad."
Unfortunately, the answers to the questions are not common:
1. Under what conditions can this be done?
2. What will we create instead of liquidating?
3. What impact will this have on the education system in general and on each of us in particular?
The original
secondary education reformblogsVictor Gromova
03/15/2017
You need to think, feel, act, not be afraid to take risks for the sake of creating a new school |
V. Gromova: parallel worlds in education
Author: Victor Gromovoy, educational expert, Honored Teacher of Ukraine.
Yes, educational parallel worlds exist!
You can easily open the portal to another dimension (in a parallel world). There are many portals in another dimension in our country, and in the field of education they occur at every step.
Portal No. 1 – entrance to the Ministry of Education and Science.
He opened the door to the Ministry of Education and Science on Peremohy Avenue, 10, entered and you are already in another dimension. After all, the Ministry of Education and Science is reforming education, which does not exist.
Portal # 2 entrance to the NAPS.
Here the nightingale language of our pedagogical science will not be understood even by nightingales. Not to mention the practicing teachers.
Portal # 3 entrance to TsIPPO and to any regional IPPO.
The teacher must take courses here every five years. And you can move on. In a circle.
Portal №4 Any department (department, division) of education, which are typical offices. However, the collective farm proverb "business goes – the office writes", not about them. The office only writes …
There is also portal №5, and portal №6, and portal №7 …
It is very good that all these institutions work in a "closed access" mode. The entrance to these portals is not in vain closed to most "mere mortal" teachers, because it saves their already shaky nervous system from overloads that would be incompatible with life. There’s a different dimension and a completely different view of educational realities, values, prospects …
And there are portals to another parallel world. For example, you cross the threshold of the Kyiv school "Athens" or lyceum of business and you are in the distant future of national education.
