PEDAGOGICAL ANALYSIS AS A FUNCTION OF MANAGING SECONDARY SCHOOLS
The article deals with pedagogical analysis as a function of General education organization management. The author analyzes the system and situation analysis in the field of management, considers the types of pedagogical analysis: target, current, prospective, preliminary, operational, thematic, final. Since the final pedagogical analysis plays an important role in school management, has a direct impact on its quality, the article gives its detailed characteristics. According to experts in the field of management, the importance of pedagogical analysis of the results of the school year in the process of intra-school management is the scientific justification and formulation of the objectives of the teaching staff, its main objectives for the new school year; analysis of the results of the work done, which are a model of the state of Affairs and prospects for further progress in the educational organization. Based on the analysis, it is possible to determine the main directions of intra-school control, the system of organizational measures to further improve the educational process. Pedagogical analysis helps to prevent the repetition of previous mistakes, indicates proven ways and means to solve various pedagogical problems. The analysis helps to establish a certain continuity between the activities of the past and the new academic year; it allows systematically from year to year to improve certain intra-school processes, preserve traditions, improve the educational space of the institution. Deep analysis of pedagogical activity allows each specialist to see the results of their work as if from the outside, which increases the objectivity of the perception of their own labor. The analysis allows to assess the state of innovation processes, to sum up the results of experimental work, to determine and show the effectiveness and efficiency of innovative activity of the teaching staff; and also makes it possible to trace the effectiveness of the interaction between the administration and the team to achieve a quality result of the educational process. The article offers a detailed review of the block-modular structure of the final pedagogical analysis of the educational organization, determined by the sources of the final pedagogical analysis, identified certain requirements for it.