INTERACTION OF THE ENTITIES OF EDUCATIONAL PROCESS AS A FACTOR OF SCHOOL SELF-DEVELOPMENT

The article examines the problems of interaction between the school administration, teachers, parents, and social partners. The features of various models of this interaction, the possibility and expediency of their application in specific socio‑economic conditions are analyzed, taking into account a specific historical context. A detailed pedagogical analysis of the main trends of interaction between the school and society during a long historical period is carried out both in foreign and in domestic educational practice. The modern forms of self‑government in school groups, various options for providing feedback between the participants of the educational process are considered. New forms of school work with parents and students, such as conflict commissions, mediation services, dispute resolution committees, electronic reception rooms, are being studied. At the same time, a circle of possible negative consequences of excessive forcing the pace of development of relations of state‑public partnership is outlined. A model of organization of school life is described, contributing to an increase of efficiency of interaction between participants of educational relations and development of the organization as a whole, based on the principles of building the school‑wide game “Our City”. The article considers the possibilities of updating children’s and adults’ activity in the game forms of the timebased and after‑hour activities of an educational organization using the example of a specific general lyceum in St. Petersburg. The presented model allows minimizing the multiple civilizational risks that arise in the education system with development of the tendency of openness of the school’s activities. It is concluded that it is necessary to change traditional approaches in the interaction of the state, school and society, children and adults, to search for new forms that are attractive for the modern person, to use successful practices implemented in educational systems built on the principles that differ from traditional ones. The conclusion is made that orients the school to a permanent open dialogue with society and the state.

self‑development, self‑government, self‑organization, school board, delegation of authority, information and communication technologies, civilizational threats, state‑public management, interaction of participants in the educational process, collegiality.

Kamenskiy A. M. Interaction of the entities of educational process as a factor of school self-development. Business. Education. Law, 2019, no. 2, pp. 328–333. DOI:10.25683/VOLBI.2019.47.273.