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Find out moreFor a school principal, the most important question is how his educational institution differs from neighboring ones. This opinion was expressed by Anatoly Kasprzhak, scientific director of the educational program "Education Management" at the Higher School of Economics. During the discussion "Principal and Teaching Staff: Values-Based Interaction" at the online conference "MMSO.School Principal," he and the heads of three different schools discussed whether these differences could be rooted in value systems. It is important to note that a systematic approach to values in education can be a key factor in creating a unique image for each school and increasing its competitiveness in the educational services market.
This article discusses the importance of values in the educational environment. Values are not abstract concepts; they form the foundation upon which relationships are built between adults and children, as well as between principals, teachers, staff, and parents. Strongly expressed values play a key role in parents' choice of school for their child. They build trust, create an atmosphere of mutual understanding, and promote harmonious relationships in the educational process. Maintaining and implementing values in school contributes not only to successful learning but also to the development of students' personalities.
During the discussion, it became clear that the value foundations vary across schools. Some institutions emphasize high academic achievements, such as rankings and winning academic competitions. Other schools value unique pedagogical approaches that set them apart. The atmosphere within the school is also important: a democratic or authentic environment can significantly influence the educational process. Even a simple rule, such as "Don't yell at children," if followed, can become an important value for the school.
How a School Defines Its Values
All participants in the discussion agreed that the principal and teachers must understand and share their school's values. Tatyana Novikova, Principal of Perm Gymnasium No. 3, noted that this need is partly due to global changes. In today's environment, educational institutions face new challenges and demands, making a unified understanding of values especially important for creating a favorable educational environment. Understanding a shared mission and goals not only helps shape a corporate culture but also builds trust among employees, students, and parents.
To understand your mission in this new historical cycle, when the world is becoming increasingly fragmented, it is necessary not only to respond to modern challenges but also to deeply analyze the situation and develop. It is essential to act based on your values, which serve as the basis for determining motivation and making professional and managerial decisions. By approaching these issues with attention and awareness, we will be able not only to adapt to change but also to effectively influence the surrounding reality.
The question of the origin and declaration of shared values in a school evokes diverse opinions. Anatoly Kasprzhak, professor at the Institute of Education at the Higher School of Economics and academic director of the educational program "Education Management," presented a point of view that emphasizes the importance of a conscious choice made by the director and staff of an educational institution. He emphasizes that shared values are formed through the collaboration and interaction of all participants in the educational process, which contributes to the creation of a unified educational environment. Thus, a conscious approach to defining and implementing shared values becomes a key element in the successful functioning and development of a school.
In the educational environment, the shared approach to the mission and objectives of education for the teaching staff is rarely discussed. If our mission is the success of each student, then values become the principles for which we are willing to make certain decisions and sacrifices. Values represent the price we are willing to pay to ensure the success of each student. They determine what we are willing to do to make this goal the primary focus of our school.
The discussion moderator, Vladimir Pogodin, a computer science teacher at the New School, emphasized that different educational institutions may adhere to different values. All schools share the same important task—educating children and preparing them for life after school. However, each school can emphasize different aspects of its mission, which forms a unique approach to education and upbringing.
Mikhail Schneider, Principal of Moscow School No. 45 named after L. I. Milgram, notes that the choice of values for an educational institution is significantly limited. He emphasizes that education is a social institution, and its purpose is to transmit core values. These values, as stated in Chapter One of the Constitution of the Russian Federation, should serve as the foundation for the development of educational programs and the upbringing of students. Therefore, the school should be guided by the principles enshrined in the country's main document to ensure the harmonious development of the individual and civic responsibility of students.
A school should not turn into a cooperative for the sale of knowledge. Viewing education solely as a service can achieve great results: attracting the best teachers, selecting talented students, achieving leading positions in Olympiads, and achieving high ratings. However, it is important to ask: is such a school truly an educational institution based on values? This raises doubts. True education should be not only about achieving high results, but also about developing personality, critical thinking, and social responsibility. For Schneider, the fundamental values of civil society are freedom, property, social solidarity, and trust. He argues that the mission of any school in the world is to instill these values in students, which contributes to the development of active citizenship and a harmonious society. Schools should not only impart knowledge but also instill in students respect for the rights of others, responsibility for their actions, and a willingness to cooperate. Ensuring access to a quality education for every child is a priority. It is important to create a system of pedagogical support that will help children in the process of self-determination. For us, at School No. 45, the key aspect is creating a space for self-determination and the development of personal agency. We strive to provide conditions in which every student can realize their potential and choose their path in life. Other participants in the discussion noted that the declaration of common values adopted by the state or humanity often does not correspond to the actual activities of educational institutions. This discrepancy between stated ideals and school practice can impact the quality of education and the development of sound moral values in students.
Elena Moiseeva, former head of School No. 24 in Nizhny Novgorod, noted that there are many principals who can cite the Constitution, yet actively promote initiatives such as the Yunarmiya (Youth Army). She emphasized that her school does not engage in such initiatives, believing that drill training is not the optimal way to develop self-determination in children. Elena Moiseyeva's dismissal in June came as a surprise and sparked discussion in educational circles.
What does it mean to manage based on values?
School principals shared their own examples, demonstrating how values are reflected in the daily work of the educational institution.
Nizhny Novgorod School No. 24, known as the "School of Dialogue," offers a unique educational environment. Principal Elena Moiseyeva emphasizes that it is a democratic school that does not select students. The "School of Dialogue" provides a high degree of variability, allowing it to adapt its educational programs to the needs of different students. This creates conditions for an individual approach and effective learning, ensuring a comfortable atmosphere for each child.
Democratic principles of education require the rejection of common practices such as class and student rankings. It is expected that results in formal indicators, such as the number of Olympiad victories, may be lower than in other educational institutions. It is important that all participants in the educational process are aware of these limitations from the outset. Understanding these aspects will help create a more equitable and inclusive educational environment where the individual achievements and development of each student are valued, not just quantitative indicators.
Correctly positioning the school and its values to students, parents, and teachers is a key aspect of the successful educational process. As Elena Moiseeva noted, recruiting teachers is particularly challenging. Schools outside the capital often struggle to find qualified specialists who match their values, which limits the choice of teachers. Nevertheless, it is important to clearly communicate your expectations and principles in order to attract those teachers who share these ideals and are ready to work on developing the educational environment.
When you ask questions such as: "Are you ready to collaborate? Do you teach joint lessons? When was the last time you learned something new? What professional literature are you reading now? This really sparks interest. It's important to discuss in advance what is a priority for us, and what is less important or completely unacceptable. Often, such discussions can sound like abstract slogans, but when we specify which behavioral indicators correspond to specific competencies, it allows for a more in-depth analysis of real cases with teachers and a closer look at specific situations.
Tatyana Novikova, Principal of Gymnasium No. 3 in Perm, emphasizes the classical principles of pedagogical science. Her school emphasizes personal development through collaborative activities. This approach is based on the developmental learning system developed by Elkonin and Davydov. The main goal of this system is to create conditions for students' active participation in the educational process, which contributes to their comprehensive development and social adaptation.
According to Novikova, the school team aims to develop critical thinking and the ability to make informed choices in children through developmental learning. This goal determines the organizational structure of the educational institution, which is based on the principles of distributed management. The values of developmental learning are embedded in the school charter, its development program, as well as in the educational work program and collective agreement with employees. This influences the educational process, for example, through the use of methods that promote student ownership.
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Integrating and structuring educational activities is an important aspect that we are actively developing. One of the key tools is the formation of a child-adult community. This approach allows not only to discuss values but also to implement them in real-life practice, creating an atmosphere of empathy and shared growth. The adult participants in our process are not only teachers, but also parents, as well as interesting individuals who interact with children. Such meetings can take place within the framework of formal and informal associations, but it is child-adult communities that demonstrate the greatest effectiveness in shaping values and developing harmonious relationships.
In his response, Mikhail Schneider noted that the introduction of values into the educational process can be accomplished in a variety of ways. This is natural, as approaches can vary both in different schools and among different teachers. As an example, he cited the story of a successful teacher, beloved by her students, who openly admitted on her 80th birthday, "I still don't understand what pedagogy is." Schneider is confident in the importance of pedagogical intuition, which plays a key role in the learning and education process.
Overall, I don't care whether a teacher has read Elkonin and Davydov. Many of the qualities necessary for successful teaching are predetermined by natural abilities. I agree with the need for continuous training, and we also have an internal system for professional development. However, there are those who confirm the wisdom of the saying, "Teaching the smart is only a bad thing."
Teaching practices and the use of technology in the classroom are topics for debate, but respect for the rights of children and their treatment as individuals, regardless of age, are beyond question. In everyday life, this manifests itself in the unacceptability of yelling at children. At the level of values, this is expressed in the desire to create an image of the ideal student who will contribute to the development of respectful and trusting relationships in the educational process.
The ideal to strive for in the area of "person-to-person" interaction requires a clear understanding and articulation. This is an area where management technologies have limited application, and approaches based on idealism become especially important. It is important to identify the qualities we would like to develop in students, but this does not mean we can shape them using social engineering methods. Our task is to create conditions conducive to the development of these qualities. We strive to ensure that all participants in the educational process are inquisitive and strive for knowledge. We value thoughtful, principled, and caring individuals who are capable of effective communication and possess a balanced personality, which makes them less aggressive. Also important are open-mindedness and reflexivity, which foster critical thinking and self-awareness. At Milgram School No. 45, governance is exercised through the active participation of the Governing Council, which is formed by secret ballot. As Schneider notes, this process allows for the implementation of the institute's values and guarantees the council's meaningful role in decision-making. The Governing Council includes students, parents, and representatives of the teaching staff, which facilitates the comprehensive consideration of the opinions and interests of all participants in the educational process.
Are Values Measurable?
Anatoly Kasprzhak contributed interesting ideas to the discussion, pointing out that the directors described complex phenomena around which it is impossible to create a clear system. It is important to understand how the school facilitates or, conversely, hinders students' self-determination. How is interaction between children and adults formed, and what specific actions facilitate this process? Kasprzhak suggested starting with simple agreements, which can become the basis for the further development of effective interaction in the educational environment.
Issues related to school education require a new approach. Let's establish a rule that yelling at children and between teachers is excluded in our school. It is important that everyone, including first-graders, is addressed formally. This will help create a system of values leading to the humanization of education. A child, finishing school at 17, spends 11 years in an institution where it's constantly emphasized to them that they don't yet have a life. They're seen as a "blank," and we act as "Papa Carlo." This approach needs to change and give children the opportunity to develop as fully-fledged individuals from a very early age.
Kasprzhak argues that abstract management through the formation of values can be replaced by more effective management based on a coordinated attitude of the team to education and a common understanding of its essence and school objectives. This approach to education management, unlike traditional methods of managing educational institutions, transforms the situation in classrooms. It significantly influences the learning and teaching process at school, creating a more harmonious educational environment.
School principals shared methods for measuring and recording the work of educational institutions based on values. Elena Moiseeva, Principal of School No. 24 in Nizhny Novgorod, noted that over the 15 years of her leadership, a common culture has developed at the school where communication with children is based on the principles of agreement and reasoning, rather than shouting. These values are currently being reinforced through a teacher competency model. Each competency is specified in the form of behavioral indicators and checklists applied both in lessons and in extracurricular activities. This helps create a more effective educational environment and improves the quality of education.
Tatyana Novikova, Principal of Perm Gymnasium No. 3, emphasizes the importance of respectful interactions between the school staff and students. She notes that such relationships are formed based on the principles that also define the principal's interactions with staff. If an atmosphere of respect reigns in the teaching staff, similar relationships will prevail in the classrooms. In managing the school, Novikova uses a unified agenda for school meetings, which is based on a common template but allows teachers to discuss issues important to them with parents or students. The entire management system, including data collection, reporting, and job descriptions, is considered in terms of their impact on the well-being and success of students. This approach contributes to the creation of an effective educational environment where every participant can contribute to the development of the school.
Mikhail Schneider from School No. 45 named after L. I. Milgram emphasized the importance of a critical approach to measurement in education, citing Jerry Muller's book, "The Tyranny of Metrics." He noted that not all aspects can and should be measured. At his school, values are manifested in respect for human rights and the actual observance of all norms prescribed in legislation and local regulations. This approach helps create an atmosphere where the rights of every student are respected and protected in practice.
This situation is fraught with numerous shortcomings. Unfortunately, our organization has a tendency: the stricter the director, the faster decisions are made on important issues, such as employee vaccinations. As a result, we rank among the last in Moscow for this indicator.
Values cannot always be quantified.
In conclusion, Anatoly Kasprzhak noted that his attacks on directors were targeted and served as a methodological tool for stimulating discussion. It is important to understand that each school must develop its own approaches to implementing values, which may vary. However, abandoning values is unacceptable. Kasprzak reminded the meeting participants of the "formula for good education," proposed by renowned British educator and administrator Michael Barber. This formula emphasizes the importance of a systems approach to the educational process, which promotes the development of not only academic knowledge but also students' personal qualities. Educational outcomes are determined by the formula: (knowledge + skills + leadership qualities) × ethical standards. This equation emphasizes the importance of a comprehensive approach to the educational process. Knowledge provides a theoretical foundation, skills enable the application of this knowledge in practice, and leadership qualities facilitate effective interaction within a team. Ethical standards, in turn, serve as the foundation for the development of socially responsible behavior. Thus, successful education not only conveys information but also promotes the development of an individual prepared for the challenges of the modern world. According to this formula, an unformed ethical foundation can significantly reduce educational outcomes. However, there is no single approach to addressing this issue in global practice. In recent years, Russia has seen growing government attention to educational work in educational institutions, as evidenced by the creation of the new position of advisor to the principal. Discussions at the "MMSO.School Principal" conference emphasize that, despite federal initiatives, the development and implementation of shared values remains the responsibility of the principal and teaching staff. This requires constant reflection and open discussions among participants in the educational process.
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