Big interview with afterword

It is very easy for me to write about this library and... very difficult. This happens when you want to tell someone about a person close to you, about your favorite corner. Can you find words to express the significance, the uniqueness of a place dear to you? I will try.

School No. 186 in Nizhny Novgorod (Nizhny Novgorod Author's Academic School (NAAS)) has a very unusual library. In the very center of the school there is a huge, bright, two-level room. That's her. The author of the idea (or, if you like, a co-designer) is director Mikhail Vasilyevich Burov. He invented the kind of school library you always want to visit. And started to create it.

Municipal educational institution - secondary school No. 186 - Nizhny Novgorod author's
academic school

But the room, even so beautiful, is only half the battle. The special space of the school library required a special quality of its use. That is why the librarians came up with the idea of ​​creating a resource center. Such a project did not appear by chance, it was absolutely natural. The fact is that at school No. 186 the library was, let's face it, in a special position. It was (and is) the director's favorite brainchild. He did everything possible to ensure that it developed as an information center of the school, so that the funds were not only regularly replenished, but enriched with the best publications. Even then it had information and educational resources on various media, a professional bibliographer was engaged in the automation of library processes.

As you can see, the library was ready for transformation, and the project of creating a resource center did not seem like an impossible dream. The presentation of the project took place in October 2000. Authorities, entrepreneurs, and the press were invited. All of them approved and supported the idea, which, I must say, was somewhat ahead of its time. Only in 2004, in the official documents of the Ministry of Education and Science, the words about the creation of a resource center on the basis of the school library were heard - in the "Information on the main directions for improving the activities of libraries of general education institutions Russian Federation».

In 2006, the school received significant funds from the federal budget - as part of the implementation of the national project "Education". Like many other educational institutions in the country, the Nizhny Novgorod school received one million rubles to support innovative development. Most The teaching staff decided to allocate funds for the development of the information and resource center: for the purchase of books, audio and digital educational publications, for the purchase of additional equipment, furniture, for redecorating the premises.

In December 2006, the updated information and resource center was officially opened. Everything. The story has become a reality. Dot?

No, the fun is just getting started! Yes, a good idea got a great implementation. But I assure you that such an unusual library - a resource center - is not just a matter of pride for the school administration. It is remarkable that it has become one of the leading conditions for the implementation of all NAASH development plans, success factor for all transformations. But the director of the school, the head of the highest category, the honored teacher of the Russian Federation, will tell about this better. Mikhail Vasilievich Burov.

Having done without preludes (after all, we have known each other for a long time), I decided to start the interview with a fundamental question.

Mikhail Vasilyevich, what is the essence of the resource center, why was it created?

Mikhail Vasilievich Burov - Director of the Nizhny Novgorod Copyright
academic school (NAASH), head of the highest category, excellent student of public education, honored teacher of the Russian Federation

I will talk about the resource center in terms of politics, meaning. And I'll start from afar. Today everyone is talking about the quality of education. By this, someone understands the presence of conditions, for example: there are good personnel, new educational technologies in the pedagogical reserve, there are computers. All this seems to be a quality education. Yes, probably, having such a set of components, one can mean that education at school will be of high quality. Someone compares Russian education with foreign, coming to the conclusion: our children do not know how to apply knowledge. At the same time, the need for the formation of different competencies among students is emphasized. What? There is no single list, just as there is no holistic view, the overall picture. All stakeholders (teachers, managers, parents, children) need to agree on what we want from the school, taking into account the needs of all participants in the educational process.

I am convinced that the end result of our educational activities- the readiness of the school graduate for successful promotion in the educational, professional and social environment. In this regard, our school has identified five values ​​that we are guided by in our work.

1. Profile. The task of NAASH is to create pedagogical conditions in which each student will be able to receive an education that allows him not only to find a certain profile of educational activity, but also to form the ability to study independently, and, if necessary, relearn. Each student, together with teachers and parents, builds an individual educational route according to their inclinations and abilities. This route passes through the basic and profile space of the school. At the same time, the task of teachers is to maximize the scope of the freedom of choice of the student in learning environment; the task of the student is to make a responsible choice of the educational route in accordance with inclinations and abilities; The task of parents is to support the individual educational paths of children.

2. Career guidance. It is important that the child chooses the right profession. And our task in this regard is to create conditions in which each student will be able to choose a future profession in accordance with their inclinations and abilities. career guidance space high school, the profile space of the high school, educational centers help the graduate to make an informed choice of future professional activity.

3. Sociality. We release children into a great life. It is worth thinking about what will be their social status? A child needs a set of some qualities in order for him to take place as a person, to be confident, efficient. The task of the school is to create conditions in which each student during the time of study in it will be able to form a set of competencies that help him to actively engage in the life of modern society. Tolerance, sociability, readiness for a constructive dialogue, the ability to work in a team and creativity - these are the competencies that help a school graduate become competitive in it.

4. Health saving. This is a special direction, a special problem. It is necessary to create conditions in the school in which, through the joint efforts of teachers, students and parents, the preservation, restoration, improvement and protection of the physical, mental and moral health of students is achieved. The health saving program approved by the school provides for ungraded education in elementary school, sports and recreational activities, and a number of other technologies.

5. Citizenship. The democratic environment of the school should contribute to the formation of the child's readiness to live according to the norms of civil society, which grows into individuals who have an active civic position. Children's self-government, partnership in the interaction of participants in the educational process, openness to discuss problems, organization of educational and extracurricular activities on democratic principles - these and other forms school life contribute to the formation of motivation for civic deeds in adults and children.

Information and resource center, hall of information and educational
resources on traditional media

All of the listed value orientations are enshrined in the documents of the school: in the NAASH memorandum, in its charter.

Now about achieving all these goals. Everything is very simple. We, managers, create conditions for the development of the basic competencies of students that we have identified. I am convinced that the resource center is exactly the place where these special pedagogical conditions are created for the development of the child. The resource center is necessary in order to form the ability to work with information. This is indicated in government documents - "the ability to learn and relearn", as well as "the ability to apply knowledge in practice." This is written in our memorandum. This is not just a tribute to fashion, it is an urgent need.

That is, we can say that the resource center is not a beautiful toy, it was created for the specific goals and objectives of the school as a necessary condition for the implementation of these very tasks.

Quite right. The main task of the Information Resource Center is to develop the ability of schoolchildren and teachers to learn and relearn independently. To do this, they must have the skills to work with information, communicate with users of the World Wide Web, and interact with the expert community. The center provides them with free access to information, educational resources in various formats. It provides information support for the educational process in the basic and author's space of the school, it helps school educational centers. The resource center supports intellectually and creatively gifted children, develops the creative abilities of teachers.

This center has no analogues, and therefore it is not easy for us. As a director, it is interesting for me to work in such conditions. Of course, not everything is working out yet, this is a new business, but I am sure that it has great potential. Now we pay special attention to the development, study pedagogical technologies implemented through involvement in the work of the resource center. An algorithm is being built, a methodology for conducting classes in it. You understand, it's one thing to create a base, even a very good one. And another thing is to be able to effectively apply and use all this. So we are on the way to becoming a resource center.

How does the work of the deputy director for informatization of the school intersect with the work of the resource center and its head?

This is the same person - Timur Klimentievich Elkind, Deputy Director for Informatization of the Educational Process and Head of the Information Resource Center.

Mikhail Vasilyevich, the most tangible brake on all innovations is people, the notorious human factor. Tell me, in connection with the ongoing informatization of education and work with digital resources, how many teachers responded, and how many resist innovations (as a percentage)?

Information Resource Center,
hall of digital information
educational resources

Approximately 50% of teachers are looking closely, and the hidden brake (we understand that this person does not need any changes) is approximately 10%. The rest study, try, implement information technologies. But it is better to talk about this in more detail with Timur.

And we continued our conversation with Timur, Deputy Director for Informatization of the Educational Process and Head of the Information Resource Center. T.K.Elkind took us to the resource center and started to explain.

The information and resource center is conventionally (the space is open, there are no partitions!) divided into three halls. The first is the hall of information and educational resources on paper. This is a library familiar to the eye with a lending department, shelves with books and periodicals. The second is a zone for multimedia presentations with a large screen, appropriate equipment, and three rows of seats. Here, teachers can not only tell, but also show films to children, and children really enjoy presenting projects and defending their work (the project method of work is one of the most common at school). We even have special furniture here, which is easily rearranged, making it possible to model a new space. The third one is the hall of digital information and educational resources and Internet access, which is located on the second floor of the center. There are ten computers connected to the Net, a powerful professional server, separate for the resource center. The local network being created now will provide access to the Center's digital resource library from anywhere in the school.

What is meant by digital resource library?

These are Internet resources, and special educational programs on disks on subjects - physics, chemistry ... We ourselves digitize some printed resources for later use. We actively use audiobooks. Children know that if there is no information in the book, it can be found in other sources. Plans to start building electronic library developments (methods) of our teachers in various disciplines.

We also want to start developing mini-lessons ourselves using 3D graphics. For example, within the scope of design work you can invite children to create 10-minute films that will later be used in the lessons. They can be provided with recommendations and comments from teachers. You can superimpose the voice of the teacher on the picture, which will place the necessary accents, amplifications on certain training blocks.

Today we have a simple mini-printing house at school. We plan to release our own teaching aids, especially for elective courses, where textbooks are clearly not enough.

Who initiates the use of technology in education? Is it the desire of children to work on the technology they are already accustomed to, or is it the activity of teachers, management, librarians?

Information Resource Center, Multimedia Presentation Hall

First of all, from a group of innovative teachers, from high school students who felt the need for this. Especially children of 10-11 grades. They are ready for the full use of technical means, information technologies they want it.

But not all teachers are ready to use new technology and new information resources. Almost everyone can create and use presentations, and about 15% reach the higher, "advanced" level. At the same time, teachers formulate their desire to master and apply ICT something like this: “but we heard that it is possible”, “but we would like to try to include an interactive whiteboard in the educational process”.

Have you experienced that the use of ICT leads to the need to change the traditional learning process?

What technologies are used by teachers? If we are talking only about presentations, then they easily fit into the traditional class-lesson scheme. Teachers leading project methods are forced to go beyond the lesson. The children independently start working in the resource center, turning to the teacher for advice as needed. The Center is familiar with the following picture: a teacher, surrounded by four or five schoolchildren, is located near a computer, around a reference book, and together they are looking for something, arguing, discussing, and selecting material.

The process of changing the usual methods and forms of education is going slowly. But it's natural. In my opinion, revolutionary changes are dangerous here. Today, the most optimal form pedagogical activity, extending beyond the traditional lesson, turned out to be a project lesson. What is happening? The guys are starting to work more on their own, we just guide them, saying: “There is information, there is a book, there is the Internet. There is a teacher as a consultant, the rest of the work is done by you yourself.

That is, you create conditions for the implementation of the project. But in the course of project activities, a significant time is expected to search for information. Who helps the kids with this?

The librarian helps, as it was before the organization of the resource center. In the hall of electronic resources and Internet access, the administrator-consultant on ICT, who is located on this floor, will always help. He is ready to explain to teachers and schoolchildren how to use electronic study guides and encyclopedias, how to quickly find on the web necessary information. In addition, he is interesting to children as an interlocutor, knowledgeable, "network" person. With him, the guys discuss trends in the development of computer technology, technical innovations, proposals. He is his own person for the students.

At our school in the fifth grade this year (2007/2008 academic year) a project was launched for the entire parallel, which is led by a teacher of history and local history. Children under his guidance collect local history information from all sources available to them. And at the same time, they learn to work correctly, competently with it, with the text. Before launching the project, the history teacher consulted with computer science teachers, with me, on how to better integrate learning activities and work in the resource center.

The results of the project are already visible. The guys became much more information literate, began to treat the Internet not as a toy, but as an instrument of intellectual labor. And this is actually a very difficult problem. Pedagogically very difficult. Many families have computers, but at the same time, parents do not explain to their children the benefits of the Internet (often they themselves do not know about it). Therefore, by the age of ten, the child has formed the opinion that the computer is only for games, and the Internet is for “walking” on sites. They look with disbelief when you tell them: "Guys, the Internet is a tool that can make your work easier."

It seems to me that the project of the resource center fits very organically into the school's informatization plans. It becomes a working model that contributes to the realization of these goals.

The idea of ​​the resource center became an impetus to take a step to a new level of education, while not abandoning those developments that were. Important role played by the proclamation in our school of the key competency-based approach and provisions on the ability to competently work with information, engage in self-education. All these ideas were in demand by children, accepted by parents. As a result, the resource center project received not only development, but also support in implementation.

The tasks of the Center are defined today. The first is to make resources available. The second is to learn how to use them correctly. The third is to push, so that from the doomed “it is necessary, it is necessary” to move to a conscious desire, deep motivation, understanding that this is more convenient, more rational. All three tasks should be solved together, in parallel. It's complicated. And technology is not the main thing here. The main and most difficult thing is people.

Tell me, is the library, as such, lost in this information space? Isn't it "overwritten" by all this "hardware" and networks? How do children usually say: “we will go to the library” or “we will go to the resource center”?

Children most often say: "we will go to the library." And, in fact, this is my and their answer to your question. This is an indicator. They often call the Internet access room on the top floor the center. We see that children have not lost interest in books and magazines. They enjoy spending time in the library.

You know, a long time ago, when television appeared, they said: “Well, guys, a little more - and cinema will disappear.” Nothing of the sort happened. There is a theatre, there is cinema, there is television. There are books and newspapers, while the Internet offers books to read online. Because books for us are the warmth of the pages, these are special feelings that will last a lifetime. For work - yes, the Internet can be used, you can quickly look at local electronic resources. But you don't get any pleasure from reading from the monitor. The computer is a working tool. The book is not only for work, it is also for the soul. Therefore, I believe that there simply cannot be any talk of extermination, the survival of each other. Each of the information carriers has its own - very important - place.

Tell us about the expectations associated with using the local network.

The local network, first of all, will become a tool for accessing information and digital resources from each office. It is not always possible to provide all the cabinets with CDs, besides, you cannot burn everything on CDs. No need to keep a bunch of disks, floppy disks, etc. in each office. There is a history lesson, you need to design some kind of graphic object, sound - please contact the information resource center via the local network. It is necessary to use the methodological development of a colleague - please, find it in the resources, work. The local network is, first of all, the efficiency of working with information.

Did the use of digital resources lead to the need for integrated lessons?

There is such experience as long as it is at the level of the work of methodological associations of teachers. In my opinion, such classes should be developed if their necessity and expediency on this topic is obvious. And only then you will get a quality product that gives a real result, and not just an event for the sake of a tick - "we conducted an integrated lesson."

And if another million rubles from the state fell on you now, where would you spend it?

We discuss the distribution of funds for each grant with the entire school team.

Well, what if this million went to you, as the director of the information and resource center?

I don't have a million (laughs).

First, I would buy a mobile class based on Macintosh computers. It consists of 20 laptops, 20 graphic tablets, a printer, a mini-printing house, a scanner. It is designed for different groups students. Everything is carried in one suitcase, that is, any lesson can be carried out using all the equipment. Everything is set up for one software, it is possible to work with each student individually and with everyone together. The ideology of this product is just a dream to learn.

I would create a full-fledged mini-typography. We have teachers who prepare the most interesting additional materials for the lessons, methodological developments. It is impossible to issue them in a circulation sufficient to provide for all students. A typography would help a lot with this.

I would put a laptop and a projector in each office. This is no longer a luxury, but an urgent need.

I would put copiers in many places in the school, relatively speaking - in the corridors.

I would spend money on purchasing licensed software.

I would acquire a sufficient number of webcams for teleconferences, conferences between schools of the city, country, world. Thus, without going to courses and conferences, one can exchange experience with talented teachers. So the teleconference becomes a way to improve the skills of teachers.

I would hang a large electronic information board at the entrance to the school. No need to run to the schedule, all changes are easily made, it is very convenient to use.

I would get a lot of good educational audio and video materials. I would especially draw attention to audiobooks, including as a way to introduce reading.

Actually, there are a lot of plans. I would need seven or eight million for informatization ...

Informatization at school is connected with the development of the resource center for you, or is it something else?

Informatization is still somewhat broader. It's about changing the content. curricula, about retraining of personnel - without this, one cannot go far. There are also issues of technical equipment.

The resource center is a space that is most naturally and closely connected with the informatization processes of the school. It is within the walls of the Center that the filling takes place subjects new content. The resource center is, first of all, an important condition, one might even say - ideologically important, so that the child can and wants to learn. And it is also a necessary tool for carrying out all the transformations planned by the school.

In a year, when a local network is created, the information resources of the Center will be used even more widely. And this means that he has ahead - new opportunities, new directions of development.

... And you say SO can not be. It happens. Such a school, such a library, such a resource center. And there is no need to draw conclusions.

INSTEAD OF AFTERWORD

Dear teachers and students of our school!

Congratulations on yet another confirmation that you are one of the best schools our country! Success, good luck, creativity and further strengthening material base!

Sincerely, Deputy of the State Duma
Russian Federation A.E. Likhachev

A great idea that needs to be shared. We hope that the Center will serve as an incentive for children to the educational process and will help them receive a competence-based education.

Plenipotentiary Administration
President of the Russian Federation in the Volga Federal District

We are glad that our children have such a wonderful opportunity to receive information quickly.

Parents of students of school No. 186

We are very pleased that such a wonderful information and resource center has appeared in our school. Now each of us can quickly get the necessary information and work with it in comfortable conditions.

We love NAASH!

school students

It is a pity that my children grew up without such a center. But the school has always been a lot of interesting, new, progressive, good for children. In many ways, this is the merit of the head of the school, the teaching staff. Thank you, everything that we lived and experienced at this school was for the benefit of my son and daughter.

Newspaper department editor
"Nizhny Novgorod News" by V.A. Raspopov

Well done! Just great! The school has demonstrated that it is the school of the future!

Member of the Legislative Assembly
Nizhny Novgorod region A.A. Kosovskikh

The information resource center is a fantasy of those years when I was in school.

Everything is just brilliant!

I would like to wish our wonderful school to further develop information technology.

Director of GEMU LLC
and parent E.S. Meshchaninov

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ADDITIONAL EDUCATION

TRAINING

METHODOLOGICAL SUPPORT

The Resource Center provides the following types of methodological services:

Development and distribution teaching materials by order of institutions vocational education and organizations

Conducting an examination of curricula, projects, methodological materials

Organization of the development of professional modules of the main professional educational program in accordance with the Federal State Educational Standard and the requirements of employers in the construction industry

What is a resource center?

We can say that this is a set of people, technologies and equipment oriented to the external market. This is a space where representatives of the educational sphere, business and the state meet for a constructive dialogue, that is, those who want to master a new specialty or improve their skills. The resource center is a new, promising model of interaction that allows enterprises to directly participate in the training of their future employees, and the latter, literally from the first months of study, immerse themselves in the production process and become members of the professional community.

The main objectives of the resource center are:

1. Increasing the competitiveness of the region's economy through resource provision of a qualitatively new level of vocational education;

2. Improving the quality of professional training of specialists and workers;

3. Satisfying the personnel needs of employers, educational and professional needs of citizens;

4. Development of social partnership between the spheres of economy and education on the basis of network interaction;

5. Increasing the prestige of the profession of a builder

In its activities, the resource center is guided by the following principles:

– principle of social partnership, involving the implementation of forms of flexible cooperation between the state, non-profit and commercial sectors.

– network principle, implying the interaction of the college with vocational education institutions of various levels and enterprises of the regional economy, including customers and consumers of qualified personnel in the construction industry.

– principle of self-development, providing for the formation of a mechanism for the activity of the Resource Center on the basis of an order in terms of co-financing.

Head of the resource center OGBPOU USK

Kudryashov A.V.

Tel. 8 929 796 49 46

Resource centers This is a very timely and necessary phenomenon in education. Resource centers have received such a wide demand due to the need for modernization in education. With the help of the resource center, concentration and access to expensive and sometimes scarce resources are carried out. The centers also act as institutions for additional and professional education. Their activity consists in the competent organization of access for the team to material, technical, information, educational, methodological and laboratory resources. This availability of materials can significantly improve the efficiency of the educational process.

The best teachers of the country recognize that resource and resource-educational centers pursue one global goal: the opportunity to form the ability of teachers and schoolchildren to study and relearn independently. This is simply impossible without skills in working with information technology, without access to the World Wide Web, without competent interaction with all elements of information. It is the resource centers that provide them with access to this information. They provide powerful support learning processes. Also, resource centers provide targeted and narrowly focused support for creatively and intellectually gifted children and develop qualified teachers who already have creative abilities.

Unfortunately, the notorious human factor remains the main “brake” for the development of the system of resource centers. In every major educational institution, approximately 10% of teachers refuse to accept this innovation.

The main concern of the developers of information resource centers was that with such a convenient and fast way obtaining information, ordinary libraries can “suffer”. However, the fears turned out to be unfounded: in educational institutions that cooperate with resource centers, the level of library attendance has not decreased. Despite the fact that the computer is by far the best working tool, the demand for books will never disappear.

Informatization in the field of education is a long and painstaking process. This will require changes in the content of curricula, retraining of directly teaching staff. The question of technical equipment remains open. It is the resource center that is the very space that is a priority for the state today, since its main goal is to stimulate a child's desire to learn.

Thus, resource centers are an objective necessity and imperative of the times. High-quality vocational education today is possible only with the concentration and integration of its various resources.

Returning to the important issue of technical equipment: there are many different organizations that supply and integrate the equipment necessary for organizing the best access to information. Of these, the company NTGC should be singled out. The company employs only highly qualified specialists, and the company itself has extensive experience in this field. These are the qualities that an organization organizing resource centers should have.

The experience of transforming cultural institutions of the city of Yekaterinburg into resource centers has positively proven itself in the implementation of the long-term target program Talented Children - Talented City. We offer you to get acquainted with the essence of such a transformation, as well as the achieved and planned results....

Voinkova T.E.,

chief specialist in art education of the department of culture of the administration of the city of Yekaterinburg

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The experience of transforming cultural institutions of the city of Yekaterinburg into resource centers has positively proven itself in the implementation of the long-term target program "Talented Children - Talented City". We offer you to get acquainted with the essence of such a transformation, as well as the achieved and planned results.

At present, educational institutions in the field of culture have been tasked with conducting innovative activities in accordance with modern trends in the development of art, culture and education. Innovative activity is an effective tool for strategic management, since it is the focus on innovation that determines success. educational institution in the future, allows you to choose your own, unique path of development, contributing to the reformation of the entire system art education municipality.

The creation in the municipality “Yekaterinburg City” of an infrastructure of nine resource centers (for specific educational programs) is primarily aimed at solving topical issues that were identified in section 3 “Improving the quality of art education for children through ensuring a combination of innovative, practical, professional and orientation of education” of the action plan of the long-term target program “Talented children - a talented city” for 2012-2014.

The main vector of the city target program is to create conditions for the preservation and development of the system of art education for children in the municipality "city of Yekaterinburg" on the basis of existing traditions, educational innovations and taking into account the needs of the city in the reproduction and development of creative capital.

The content and focus of the activity of resource centers are also in line with the principles public policy in the field of culture. One of important tools in achieving the main goal of the Strategic Plan for the Development of the City of Yekaterinburg until 2020 are “development and realization of the cultural and spiritual potential of each individual and society as a whole; creation of political, legal, socio-cultural and economic conditions for the preservation of the spiritual and physical health, improving their educational and cultural level, for personal, social and professional self-determination, free self-realization and self-development and manifestation of innovative activity, improving the social environment of the city in accordance with the needs and interests of the citizens.” The strategic goal of urban resource centers coincides with the goals of the long-term target program - creating high-quality conditions for preserving existing traditions in the system of art education for children (early professional self-determination, the realization of pedagogical potential and unique teaching methods for educational programs of the art education system), as well as the active introduction of pedagogical and sociocultural innovations necessary to meet the urgent needs of Yekaterinburg residents.

In accordance with the goal, the tasks of urban resource centers are:

■ participation in the creation of a network management model municipality“the city of Yekaterinburg”, which provides an increase in the resource potential of the educational process of children's art schools and the success of the implementation of the program “Talented children - a talented city”;

■ content upgrade educational programs municipal educational institutions of culture;

■ improving the effectiveness of the pedagogical and managerial activities of the municipality in the field of art education for children;

■ expanding the register of forms of participation of educational institutions of culture in the development of the socio-cultural space of Yekaterinburg.

Thus, a network of urban resource centers was established at the beginning of 2010/2011 school year to disseminate positive practice-oriented experience that ensures the implementation of priority areas for the development of the system of art education for children.

The network of urban resource centers was created to disseminate positive experience that ensures the implementation of priority areas for the development of the system of art education for children in Yekaterinburg.

In order to provide professional guidance to students and create conditions for their early self-determination and receiving professional education in the field of culture and art, resource centers interact with secondary and higher professional educational institutions within the city network.

Another direction in the development of social partnership of resource centers is teamwork with scientific and methodological centers of various levels, resource centers in the Sverdlovsk region and the Russian Federation. It is aimed, on the one hand, at the creation of methodological associations of teachers of children's art schools and, on the other hand, at the development of research activities of teachers, improving their professional qualifications through participation in scientific and practical conferences, master classes, seminars held on the basis of leading (basic) institutions additional education children of the city of Yekaterinburg.

Resource centers interact with secondary and higher professional educational institutions in the field of culture and art and scientific and methodological centers of various levels.

Thus, on the basis perspective plan main events of the program “Talented Children - Talented City”, the Regulations on the activities of the municipal educational institution of culture of additional education for children in the city of Yekaterinburg in the mode of a resource center and the examination of programs for assigning the status of a basic institution of a city resource center were developed.

A list of documents required for the organizational preparatory stage for the approval of nine children's art schools as base sites with the assignment of the status of an urban resource center has also been developed (appendix).

Structure of the Regulation

Basic structural unit

The regulation defines the purpose, conditions, procedure for organizing and financing the activities of a municipal educational institution of culture in the mode of a resource center (hereinafter - MOUK - resource center, RC).

MOUK - a resource center can be a municipal educational institution of culture that has achieved generally significant scientifically based positive pedagogical results, innovative in nature, with the potential to organize activities to systematically familiarize the pedagogical community with the experience of the city's schools in meaningful areas that are significant for the development of the municipal system of art education . MOUK - resource center acts as a base for advanced training of workers in the field of culture and art.

MOUK - resource center acts as a base for advanced training of workers in the field of culture and art.

Recognition of an educational institution of culture as a resource center does not lead to a change in the organizational and legal form, type and kind of an educational institution and is not fixed in its charter.

Organization of the activities of MOUK - resource center

The transfer of an educational institution to the mode of a resource center is carried out in the presence of:

■ the existing system of innovative work of the teaching staff of an educational institution of culture in the current educational direction of development of the municipal system of art education;

■ a detailed description of the innovative pedagogical experience, which is the property of the teaching staff of the educational institution of culture, and the complex teaching materials reflecting the implementation of this experience;

■ diagnostic materials that testify to the effectiveness of the presented pedagogical experience;

■ experience in disseminating the results obtained;

■ personnel ready to implement scientific and methodological functions as leaders for the resource center;

■ material and technical base corresponding to the content direction implemented by MOUK - resource center.

In order to coordinate activities culture department the curator of the MOUC - resource center is appointed and an expert commission is determined.

The curator and expert commission are appointed by the Department of Culture.

Powers of curators:

■ development of regulatory legal acts necessary for the implementation of the RC program;

■ preparation of progress reports on the implementation of the resource center program;

■ preparation of proposals to clarify the list of program activities for the next financial stage, clarify the costs of program activities, as well as the mechanism for implementing the program (as needed, in the prescribed manner);

■ development of a list of target indicators to monitor the progress of the program;

■ organizing the introduction of information technologies into the activities of the resource center in order to manage the implementation of the program and control the progress of key events.

Curators are responsible for the timely and high-quality preparation and implementation of the program, ensure effective use funds allocated for its implementation.

To the expert committee includes:

■ teachers and practitioners whose activities are recognized by the pedagogical community as innovative;

■ specialists of culture and education management bodies.

Main tasks expert commission:

■ consideration of the topics of key activities of the program of activities of the RC;

■ consideration of materials on the course of implementation of the RC program and submission of recommendations for their clarification, as well as consideration of the results of its implementation, in accordance with the stages of the program;

■ identifying scientific and organizational problems in the course of implementing the RC program and developing proposals for their solution.

The procedure for transferring an educational cultural institution to the mode of a resource center

The transfer of an educational institution in the field of culture to the status of a resource center was carried out in several stages.

1) Educational institutions submitted applications with justification for transferring them to the mode of a resource center to the address of the cultural department for the implementation of the program “Talented Children - Talented City”.

The application for the activity of an educational cultural institution in the mode of a resource center contained:

■ name and location of the educational institution (legal address, contact numbers);

■ description of the meaningful direction of activity in the field of art education, the implementation of which can be ensured by an educational institution of culture as a base platform: its relevance, significance for the development of the municipal and regional system of art education;

■ a program of work to disseminate the experience of an educational institution of culture, including individual and group internships for teaching staff, holding seminars, round tables, specified in the work schedule and coordinated with the scientific and methodological center for the management of culture;

■ the expected result of mastering the program by teachers from other educational institutions;

■ if necessary, justification of the amount of funding and its sources.

2) On the basis of the submitted application, the program of the resource center and the full-time presentation of the program in June 2010, the experts assessed the feasibility of transferring each specific cultural educational institution to the regime of an urban resource center. The expertise of the programs of the resource centers was carried out in accordance with the criteria proposed by the Department of Culture. The examination of each program was carried out by four experts by the method of individual evaluation. For each indicator, an average score was given.

3) After a positive conclusion, the experts made a proposal to the head of the department of culture on the advisability of transferring the educational institution to the mode of a resource center for a certain period - two calendar years.

The order to transfer the educational institution to the mode of the resource center is prepared by the chief specialist of the department of culture.

Algorithm for creating resource centers

First step. The organizational stage of creating resource centers lasted from November 2010 to May 2011. It included:

■ creation of a package of documents regulating the organizational basis for the activities of the resource center (preparation of an application and a program of activities of the resource center with a list of activities);

■ creation of a system of prompt informing educational institutions of culture (according to directions) about the activities and results of the activities of resource centers at the moment;

■ identification of social partners interested in the work of resource centers;

■ formation of network interaction between municipal educational institutions of culture, aimed at the implementation of the tasks of the resource center (by directions).

Second phase. The main stage of the RC creation process began in June 2011 and will last until June 2012. It involves the formation of a network of resource centers in accordance with the directions of the long-term target program Talented Children - Talented City for 2012-2014.

The following technologies for the implementation of this program have been identified:

■ concentration of budgetary funds on priority areas of development of the system of art education for children;

■ creating conditions for identifying, supporting and promoting gifted children and creative youth;

■ modernization of the material and technical base of municipal educational cultural institutions in order to improve the quality of their educational and cultural activities;

■ development of the competition and festival movement in order to stimulate the development of the system of art education for children and adolescents;

■ training and retraining of competent personnel capable of carrying out socio-cultural, artistic and creative, teaching, organizational and managerial activities in the system of art education for children adequate to the modern needs of the city;

■ creation of optimal conditions for professional training and development of a competent specialist who owns both traditional and innovative teaching methods in the field of art education for children;

■ development, support and implementation of interregional, all-Russian and international cultural events, projects and programs that contribute to the growth of the prestige of the municipal cultural sphere, as well as the formation of a positive image of Yekaterinburg in Russia and abroad.

The third stage is practical. The final stage of the process will last from June to November 2012. As part of it, the RCs will present their developments, and these innovations will be introduced into the practice of municipal educational institutions of culture.

At this stage, the following will be prepared:

■ description of the resource center model aimed at implementing the long-term target program Talented Children - Talented City for 2012-2014;

■ description of the positive experience of implementing the activities of the resource centers;

■ description of the mechanisms of network interaction between municipal educational institutions of culture and resource centers in areas.

The cultural management bodies reserve the right to terminate the activities of the MOUC - the resource center.

The activities of the MOUK - resource center may be terminated before the expiration of the established period in case of improper performance of the scientific and methodological functions assumed, fixed in the program of work, insufficient demand by the pedagogical community for the implemented content direction and for other justified reasons.

The basis for the termination of the activities of the MOUK - resource center is the order of the department of culture of the administration of the city of Yekaterinburg.

Cultural management bodies have the right to terminate the activities of the MOUC - resource center on the basis of an order from the culture department of the city administration.

Financing the activities of the MOUC - resource center

In nine resource centers, within the limits of the wage fund allocated to the institution in agreement with the founder, the rates of the deputy head for educational and methodological work of the municipal educational institution of culture have been introduced. This specialist is responsible for managing activities related to the dissemination of experience gained by the school in the current direction. Perhaps in the future it will be allowed to introduce an individual staffing table for the period of work in the resource center mode, subject to agreement with the department of culture and the possibility of financing additional staff positions.

The deputy head for educational and methodological work is responsible for disseminating the experience gained by the school in the current direction.

The basis for the development of the program of the resource center and its full-time protection is the order of the Department of Culture on the introduction of the rate of the deputy head for educational and methodological work of the educational institution of culture.

A supervisor (consultant) may be hired on a contractual basis, while remuneration for his work may also be made from attracted extrabudgetary funds.

The remuneration of the work of the supervisor (consultant) can be made from attracted extra-budgetary funds.

Structure of the city resource center

The City Resource Center has the following structure:

■ The “Laboratory” provides coordination and monitoring of activities within the framework of the implementation of the resource center program, develops model educational projects for the art education system, methodological support teachers and schools included in the program in a specific area of ​​the resource center;

■ Groups of consultants support individual initiatives within the program (they act either on a voluntary basis or as part of cooperation to create a resource center based on a specific children's school of arts).

Conditions for financing the RC

From 2010 to November 2012, funding for resource centers is carried out on the basis of the annual action plan of a large-scale project of the municipal system of arts education - the Forum of young talents in the field of culture and art.

From January 2013 to December 2014, funding will be provided in accordance with the approved action plan for the long-term target program Talented Children - Talented City for 2012-2014, which will total RUB 1.2 million over the two-year period.

Also, financing can be carried out on the basis of charity and extrabudgetary investment. It depends on the desire and capabilities of a particular children's art school and resource center program.

Program results

The results of the activities of the city resource center can be:

■ collections of publications and methodological developments summarizing the positive experience of the network of municipal educational institutions of culture in innovative areas of their activities;

■ public events held on the basis of resource centers, with the involvement of personnel and scientific and methodological resources of the network;

■ methodological development of network events for students, teachers and leaders, training seminars of the intra-network advanced training system aimed at updating the content of education in the art education system as a whole.

The main indicators for evaluating the effectiveness of resource centers I can be:

1. Increasing the comfort of the teacher, meeting his spiritual needs and achieving success:

■ optimization of the socio-psychological climate in the teaching staff;

■ increasing job satisfaction and motivation of teachers in various aspects of their teaching activities (participation in innovative practices, improving professional skills, interest in the final results of work);

■ optimization of the ratio of working and free time of the teacher.

2. Changing the attitude of parents to the children's art school, children's satisfaction with the educational opportunities of the school:

■ growth of positive perception of DShI by parents, increase of their activity in realization of the educational program;

■ changing the attitude of parents to the status of children's art school and their assessment of the educational program.

3. Changing the managerial activities of managers, their satisfaction with their work:

■ increasing the active role of teachers of cultural educational institutions in the management of the resource center (according to areas);

■ formation of elements of the system of self-government and technology for obtaining “feedback” on the results of the functioning of educational institutions of culture and the implementation of educational programs;

■ implementation of a collegial-democratic style of management at all levels of the resource center's activities.

Solving this complex and long-term task requires:

1) the creation of an updated infrastructure in and around the base site (DSHI), within which the connection between education and science, culture and art would be carried out on real design grounds. In this case, students would form a new type of mental activity, supported and developed by the family, all teachers, employees and management of the network of municipal educational institutions of culture in the direction of the resource center;

2) changes in the forms and methods of working with the content of education, the development by teachers of methods for translating scientific knowledge and innovative practice into the educational process.

The results of the activities of the municipal network of resource centers will be:

1. Identification of municipal educational institutions of culture as socio-cultural institutions with a high level of implemented technologies, intellectual and creative potential, personal and corporate culture.

2. Creation of a highly valued citywide system of municipal educational institutions of culture, adequate to the requirements of a modern metropolis and resistant to negative environmental influences.

3. Modernization of the system of educational institutions of culture while maintaining the best domestic and regional traditions in the field of art education for children.

4. Formation and development of the creative potential of the city, timely identification and support of gifted children and adolescents, education of intellectually developed and spiritually rich youth.

5. Optimization of the number of students in children's art schools; introduction and support of positive cultural images in teenage and youth subcultures.

6. Improving the efficiency of the municipal system for early detection, training and support of talented and gifted children.

7. Creation of conditions for continuous professional improvement of teaching staff through involvement in project, innovation and research activities, expanding the possibilities of the system of continuous professional education in the field of culture and art by including the stage of postgraduate education and retraining of personnel in the field of culture and art (formation of personnel reserve in the field of management of municipal cultural institutions).

8. Attracting the general public, sponsors and patrons, expanding the share of their participation in the management and educational activities of the Children's School of Art.

9. Attracting additional financial and material resources to improve educational activities and develop the material and technical base of the Children's School of Art.

Thus, by the end of 2012, it is planned to create such an organizational and meaningful model for the activities of resource centers for specific educational programs that will create high-quality prerequisites and become a launching pad for the effective implementation of the Talented Children - Talented City program in the status of not just an industry, but a long-term one. city ​​target program for 2012-2014.

Material checked by experts Aktion Culture

L. V. Rezinkina

(Kirishi, Leningrad region)

RESOURCE CENTER as a learning organization

IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT OF PEDAGOGICAL STAFF

The article provides a substantiation of the conditions for the functioning of resource centers in the system of continuous education of teaching staff. The features of the creation of such systems on the basis of educational institutions of the Kirishi region are disclosed.

The modernization of education in Russia involves improving its quality and efficiency, ensuring openness and accessibility, advancing development, creating a system of lifelong education, meaningful content of the educational process of advanced training for teachers, creating a unified information and educational environment in order to test and disseminate best practices and innovations, new information and pedagogical technologies. The creation of resource centers contributes to the development and justification of the ideas of a new school, alternative, variant and functional education.

As studies on this issue have shown, the emergence of resource centers in the education system at the turn of the 20th - 21st centuries was due to its rapid modernization, budget deficit, moral and physical depreciation of the material and technical base of institutions of advanced training, as well as increased competition between general education institutions. in connection with the introduction of per capita financing.

The traditional approach to the concept of a resource center is associated with the organizational structure. This approach is based on the concept of a resource center as an institution with the integration of human, material, technical, information potentials (resources) in order to optimize the process of advanced training.

The concept of "resource center" has many interpretations. A number of researchers classify as resource centers any subdivision (organizational cell] of an educational institution that has an autonomous status

(up to an independent legal entity] and producing educational services or educational and industrial products on a paid basis. From the point of view of other researchers, resource centers are defined as organizations created on a cooperative basis by a group of vocational education institutions and interested business partners-co-founders.

A resource center in a broad sense is a form of association, integration and concentration of resources from various owners (government, employers, educational organizations, individuals).

The resource support of education, in our opinion, can include not only material and technical and educational and laboratory equipment, but also scientific, methodological, information sources and means of ensuring the process of vocational training, as well as the personnel and financial potential of social and educational partners interested in advancing system of advanced training of personnel in demand by the market economy. The main idea behind the creation of resource centers is that advanced training should become more individualized, functional and efficient, have a proactive nature, and be close to the place of work.

Today there is an extensive practice of creating and successfully operating resource centers. The problems of formation of resource centers in the system of secondary and higher professional education have been studied sufficiently. While the activities of the resource center on the basis of a separate

taken as an innovative educational institution as a systemic object of advanced training and continuing education for adults have not been studied, the algorithm for the formation of such resource centers has not been comprehended. The classification of resource centers, their influence on the system of advanced training of teaching staff in the conditions of the municipality have not been sufficiently considered.

Based on the analysis of organization practice and regulatory documentation, it is possible to classify resource centers according to strategic and priority areas in their activities. These include the following resource centers: additional education as independent organizations; information technologies; training of workers in the enterprise; on the basis of an interschool educational complex; according to pre-profile and specialized training; on the basis of a general education institution as a training organization.

Additional resource centers teacher education- these are institutions that have the legal status of a resource center, provided with highly qualified teaching staff and modern means training are created to disseminate positive experience that provides a solution to priority areas for the education system. The centers are institutions of additional education with highly developed information technologies that have access to global, national and regional information resources and carry out distance learning pedagogical and managerial personnel. This is the communication center. educational institutions among themselves, with other educational institutions and organizations, including vocational education institutions.

Information technology resource centers emerged in connection with the focus of the educational process on informatization. Their role in the field of general education is performed by information technology centers (CIT), which were created on the basis of institutions of additional education.

The main goal of the information technology center is to create conditions for the effective use of

information and educational resources, the formation of a unified educational information environment of the municipality and the implementation of a unified technical policy in the field of informatization of the education system.

The resource center on the basis of a general education institution as a training organization is a structural subdivision of a municipal educational institution, which is prescribed in the Charter of the school.

The creation of this type of resource center is due to the objectives of the National Project "Education" and the National Educational Initiative "Our new school» on the preparation and formation of an innovative type of teacher, the development of high level professional and pedagogical competence.

New requirements for the teacher are due to the need to master the federal state educational standards new generation, which are aimed at the implementation of the following functions of education:

Ensuring the spiritual and moral development of the younger generation, mastering the values ​​of the multinational peoples of Russia;

Transition to the operationalization of learning objectives based on the requirements for the results of mastering the main educational programs;

Comprehensive assessment of the results of educational activities, including subject, over-subject and personal results;

Development of a strategy for cultural creation, social design;

Realization of opportunities extracurricular activities;

Development of a managerial design strategy curriculum OU “from the needs of the subjects of education”, taking into account the basic curriculum;

Formation of personal responsibility for one's own well-being and quality of life, etc.

Innovation processes in the education system cannot be fully developed without successive connection with the richest innovative experience. Comprehensive consideration and creative use of the experience of innovative changes allow

it is reasonable to assess the comparative effectiveness of innovative transformations in pedagogical practice.

Under these conditions, the need of the school and teachers to update professional tools, search and find new approaches, original concepts and non-traditional educational technologies arises and is increasingly recognized.

A resource center for advanced training on the basis of a general education institution as a training organization is a new phenomenon in the development of a system of advanced training. Unlike traditional seminars and master classes held by individual schools, the resource center is a holistic andragogical system of advanced training, provides educational services for the training and retraining of teachers on certain issues, as well as for advanced training of specialists of the municipality.

In experimental work on the basis of the Kirishi resource center at the educational lyceum, a system of advanced training for teachers of the district was tested, aimed at developing and implementing new forms and methods of activity related to the creation of a resource center.

The project "Individual educational route of a student as a technology for the formation of universal abilities (competences]" assumed that by the end of the 9th grade, each student should clearly understand not only his individual educational, but also his life route, be able to correlate the results of his educational work and claims to success in life. teachers elementary school united in work on the current project “Psychological and pedagogical workshop “Buk-varenok” as a condition for successful adaptation to school”. According to the results of a survey of parents, the creative laboratory of teachers of computer science and class teachers introduced technology electronic diary. The project "Teacher Portfolio Technology as a Way to Increase Motivation for Professional Growth" was developed by the lyceum administration and expert teachers. This technology actively used by all teachers of the lyceum, as it has a practical focus - preparation for teacher certification, distribution of the incentive fund

remuneration and encouragement of the teacher. The project "Portfolio Technology as a Means of Unmarked Recording of Student Achievements" reflects the direction of the lyceum's work with gifted children. One of the projects - "Organization of the competitive movement as a means of developing gifted children" - was developed within the framework of network interaction with the Center for Information Technologies. For several years, the Lyceum has been the initiator and organizer of various competitions within the framework of the forum "Gifted Children - Russia's Hope".

The analysis of the work of the lyceum showed the potential and desire of all participants in the educational process to develop the educational institution as a resource center and a training organization. This conclusion is confirmed by the results of a survey of educators during the regional methodological panorama on the basis of the Kirishi Lyceum.

A survey of 120 participating teachers, conducted as part of the reflection, showed that after conducting a methodological panorama, 98% of participating teachers consider it necessary to operate a resource center in the education system of the district. 100% of teachers highly appreciated the quality of the panorama, being interested in the presented innovative educational products, 94% of them would like to create their own innovative product.

All participants noted the possibility of the resource center performing the function of advanced training courses.

The experiment showed that it is important for teachers of the municipality to receive advanced training at their workplace, on the job (consultations, distance learning), in practical forms, with the possibility of immediate testing and, if desired, with continuation in the form of an internship. Such pragmatism of teachers is due to the rapid modernization of education, in particular, the introduction of federal state standards of the second generation and new form certification.

The study found that the system created on the basis of advanced learning innovation activities teachers of the lyceum contributed to the achievement of the goal related to increasing the professional readiness of personnel in new organizational forms.

As a substantiation of the most important functions of the resource center, there was a study of the readiness levels of pedagogical and managerial personnel of various educational institutions of the district for innovative activities, which made it possible to form a social order for the lyceum.

Analysis of the data obtained showed that only 14% of managers had a high level of development of the motivational-value component of readiness for innovation activity, and 66.0% and 20.0%, respectively, had an average and low level of development. Quantitative indicators reflecting the level of development of the motivational-value component of teachers' readiness for innovative activity were distributed as follows: a high level was revealed in 21%, an average level in 32%, and a low level in 47% of teachers. A significant number of managers and teachers with a low (low and medium] level of development of the motivational-value component of readiness is explained by the fact that some of the innovations were introduced authoritatively, teachers did not realize their need.

School leaders and teachers noted their own insufficient level of knowledge and skills necessary for the introduction of innovations.

The data obtained as a result of questioning the leaders and teachers of the district were confirmed by the results of observations of their professional difficulties: even with an average or high level of development of the motivational-value component of readiness to master innovations, they did not have sufficient

innovations with professional knowledge and skills.

The study showed that the resource center being created on the basis of the lyceum is an innovative element of the advanced training system if it has the following characteristics:

Satisfies the needs and readiness of personnel in the development of technological, research and design activities;

Performs the functions of transforming educational institutions into specialized resource centers as training organizations;

It has new forms of partnerships between educational institutions and the subjects of their external environment;

It has integrative qualities, allows you to combine the resources of the school and institutions of additional education for adults, including advanced training;

Allows mobile identification, testing and dissemination of experience in innovations in education;

It improves the quality of the results of advanced training without interrupting the school educational process.

Thus, the emergence of resource centers as training organizations is due to the widespread modernization of education, the need to search for effective andragogical technologies for the formation professional competence specialist and the need for significant changes in the system of training teaching staff on the job.

Literature

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2. Alasheev S. Yu., Golub G. B., Postalyuk N. Yu. Normative-legal and organizational-administrative support of the activities of resource centers for vocational education. - M.: LOTOS, 2006.

3. Innovative project of an educational institution / ed. E. V. Voronina. - M., 2008. - 368 p.

4. Practical andragogy. Book. 2. Advanced education for adults / ed. V. I. Podobeda, A. E. Marona. - St. Petersburg: IOV RAO, 2009. - 404 p.

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