Effective school as a resource for ensuring the quality of educationJournal: Bulletin of Postgraduate education: collection of scientific papers. Series «Educational sciences» Category "B" (Vol.13, No. 42)
Publication Date: 2020-09-23
Authors : Vasyl Bazеliuk;
Page : 10-23
Keywords : school; efficiency; driver; supreme minds; the quality of education;
The article is devoted to the problem of effective school activity as a resource for ensuring the quality of education, reveals the content of its activities, substantiates the need to create the conditions necessary for its successful operation. Pedagogical efficiency, in our opinion, determines the degree of correspondence between the goals designed by the school and the results obtained. In European countries, an effective school is a school that is able to overcome educational inequality and compensate for the shortages of educational opportunities for children from families with low socio-economic status. As the analysis of scientific sources has shown, the following important positions are important for an effective school. The school has a clearly defined mission, which is shared by all participants in the educational process. The school has created a set of safe and necessary conditions for both students and teachers. Feedback «student-teacher», «teacher-leader» has been established. The teacher does everything possible to ensure that students have the opportunity to learn in class. The school constantly maintains a climate of high expectations. Student progress is measured regularly and objectively. Educational outcomes are the school's gold standard. We believe that the school should set the highest possible level for each child and encourage him to overcome barriers in life. However, we are concerned about how fairly the work of teachers and schools can be evaluated if their students have completely different starting positions, because to compare a child from a prosperous family who lives in comfortable conditions and has the opportunity to attend extra classes, hire a tutor, with the results her peer from a single-parent, low-income family is a practice of conscious error. At the same time, it is impossible to allow «underestimated expectations» in relation to children from low-income families. It is important to find a systemic balance in which supervisors can objectively assess the integrity and performance of teachers and schools.
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