TARGETED SUPPORT TECHNOLOGY OF SCHOOLS IN ADVERSE SOCIAL CONDITIONS

The practice of supporting leaders in education dominated in Russia for a long time, which created favorable conditions. The experience of European countries and the United States show support of leaders in education are cost-based and does not always justify itself. Many countries began to pay attention to school demonstrated poor results in children education. There have been changes in this direction in Russia. There are some schools in adverse social conditions according to the opinion of Russian experts that invariably show poor results in children education. The authors do not share this position. The group of Russian experts had learnt some schools that show good learning outcomes, in spite of adverse social conditions. These schools are included in the risk zone, because the probability of reducing the quality of education is very high. Therefore, such schools need preventive targeted assistance.
The aim of the research is to develop and test the technology of targeted support for schools in adverse social conditions. The methodological basis of research consists of the provisions and principles of the concept of quality management in education, which reveals ways of integrating the efforts of the organization's employees to improve school work. Improving the quality of a school work in adverse social conditions is to ensure equal chances to a quality education for children. The technology of targeted support is presented. It includes information, methodological and psychological-pedagogical support for schools in adverse social conditions. The technology stages are described: information gathering, development and implementation of targeted support programs for such schools. The targeted support programs include managerial, psychological, pedagogical and methodological actions. Managerial actions are aimed at developing the legal culture of teachers. Psychological and pedagogical actions are focused on increasing the teachers' psychological and pedagogical knowledge in the sphere of interaction with children from deprived families. Methodical actions refer to the mastery of teachers’ effective strategies for pedagogical work with children from deprived families. The strategies to overcome negative life situations, develop personal activity of children, form adequate self-esteem of children, educational motivation development of communicative skills are among them.
The technology was tested on the basis of 74 schools in Chelyabinsk region (Russian Federation). For these schools, the following signs were typical: undeveloped social infrastructure; children from single-parent or low economic status families; children with unemployed or neglectful parents. The study used the following methods: expert evaluation, analysis of statistical data, a survey. At the end of research legal culture increased among teachers and heads. Teachers of schools have expanded the amount of pedagogical and psychological knowledge in the field of interaction with children from deprived families. The number of teachers who systematically use new strategies for working with problem children has increased. The benchmarking technology is used in school practice. The authors obtained that reduction of negative adverse social factors on the quality of education was demonstrated in schools. Currently, the technology is widely used in the schools of Chelyabinsk, Kurgan and Sverdlovsk regions.