FLEXIBLE SYSTEM OF MANAGEMENT UNITS OF THE SCHOOL

Abstract

One of the important goals of the work of methodological associations is to take into account not only the results shown by students, but also how and in what period of time they achieve these results. Through the use of flexible technologies, a favorable collaborative environment is created for teachers.

It can be argued that in modern schools, predominantly methodological associations use “hard” management technologies in their work.

Using flexible technologies, the methodological association acts as a team implementing a new project, and the school acts as an enterprise with an appropriate business culture. This cannot happen if the thinking of teachers participating in the work of methodological associations undergoes a relative change.

In general, the essence of using a flexible school management methodology and the technologies resulting from it is that timely changes are required in the management chain, since the requirements of the client, in this case the teacher, are clarified. and is adjusted depending on the specific situation.

Thus, the implementation of a flexible method is possible under the following conditions: firstly, the teacher participating in the methodological association must actively participate throughout the entire project. Second: the result of the work is more important than the documentation. Third: the project working group consists of no more than 7-9 people. Fourth: participants are aware of responsibility for results and act with certain decision rights. Fifth: the significance of the project is clearly formulated. Sixth: the total scope of work on the project can be completed in stages.

The advantages of using flexible technologies in the process of managing a methodological school association are:

1. creating favorable conditions for rapid adaptation of teachers to the educational environment,
2. the opportunity and conditions are created for a quick response to teachers’ requests,
3. the number of errors and shortcomings is reduced.

Among the shortcomings we can highlight

1. frequent need to adapt documents to changing conditions
2. Constant monitoring of teachers' work can lead to delays in the program schedule
3. “false agendas” proposed by teachers can interfere with work.