AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
The urgency of considering this problem, first of all, is
connected with the violation of successive links in the system of
continuous education. Computer science, computer technology,
computer programs, information and communication
technologies have been developing so rapidly in recent years
that the school and university content of educational disciplines
in computer science will always lag behind them.
A specialist for successful professional and life activity in
modern conditions needs to have a high level of information and
communication competence, namely: to have deep fundamental
theoretical knowledge, technological and practical experience
with information and communication technologies (11). In order
to effectively create and improve the level of information and
communication competence of schoolchildren and students, it is
necessary to pursue continuity in teaching computer science in
schools and universities. In the context of the concept of lifelong
education, great importance should be given to the continuity of
education, and not only within one level but also at the junctions
between different levels of education. High school is very often
forced to solve the problem of the insufficient level of
knowledge due to the lack of a single standard of general
secondary education in informatics and differences in the
material and technical equipment of the educational process in
schools. This hampers the progressive development of the
personality from one level of education to the next. Therefore,
continuity must necessarily be present at all stages of training, in
order to ensure the interrelationship between the various levels
of continuing education (11).
At the present stage, the education system is one of the main
factors ensuring sustainable growth and development of the
economy and society of any country. Having completed the
preparatory stage, Kazakhstan is ready to be quickly ready to
enter the process of the political, economic and educational
world community.
Integration of Kazakhstan into the world educational space, the
change of the education paradigm, the formation of its new
national model do not leave out the quality of training of
pedagogical personnel.
Modern society needs a teacher capable of perceiving new ideas,
adopting unusual solutions, actively participating in innovative
processes, ready to solve stably and competently existing and
emerging professional tasks (23).
In the implementation of innovative pedagogical ideas,
constraints are always observed in the school's practice,
including inertia of school principals, ill-considered
implementation plan, lack of propaedeutic work with school
personnel, the insufficient theoretical base of subjects of
education (5).
One of the features of the reform of the school system in recent
years is the introduction of the Level programs for the
development of pedagogical workers developed by the Center
for Pedagogical Excellence in conjunction with the Faculty of
Education of Cambridge University.
Along with this program, designed to train teachers at the first,
second and third levels, starting in 2012, a program was
developed to improve the skills of heads of general education
organizations of the Republic of Kazakhstan, aimed at
transforming the school with the ideas of the school's
collaborative development 28). And since 2014 the Program of
additional professional education of students of graduate courses
of higher educational institutions, which train teachers has been
developed 27).
For the conduct of these courses, the center of pedagogical skill
has trained trainers from among experienced teachers who have
been certified by the International Cambridge Examination
Board. The multidimensionality of the structure of the system of
education dictated the need for retraining also of methodologists
in the program of advanced training of specialists in the
provinces, cities of Almaty, Astana, departments, district (city)
departments of education and methodical offices. That is, large-
scale work is being done to reform the school system, where the
leaders of general education organizations are given a key role.
A distinctive feature of the courses of managers is related to the
duration of their retraining. So, in the centers of pedagogical
skill, the course of school principals is designed for 9 months,
consisting of two 4-week audit stages. After the first auditor
phase, the leaders go through a 4-week practice and study
problems in their schools. Then they come to the second 4-week
audit stage and, along with studying advanced international
experience, make a detailed program of school development on
the basis of the school's priorities identified by them.
After the second auditor phase, the leaders pass a 6-month
pedagogical practice in their schools, under the guidance of their
trainers. Trainers give them continuous support in online mode;
the network community leaders share their achievements and
best practices. After the first three months of the second
practice, trainers visit their students' schools to formally evaluate
their research practice (5).
Formative assessment is a key element of the entire 9-month
course of study since real practice is a criterion of the truth of
professional achievements and leadership qualities of heads of
general education organizations. The advantage of formative
evaluation is that it allows in real conditions of the school to
check the professional skills of managers and the skills of
projecting theoretical knowledge and innovative ideas into the
plane of practical activity (12).
In schools, for the interchange of experience, there is a tendency
to increase the number of creations of in-school communities,
the number of which far exceeds the number of inter-school
professional communities. But the fact of increasing their
number shows the interest of teachers in professional self-
development and self-improvement (5).
Since the idea of professional communities is relatively new in
Kazakh schools, it is necessary to strengthen the cognitive
aspect of this topic during classroom sessions with the directors
so that they can not only create their structural model but also be
able to manage their functioning. The focus of school principals
should be the continuous professional development of teachers.
It will be necessary to think and suggest to the director’s specific
mechanisms that can be used to monitor teachers' abilities to
introduce theoretical knowledge acquired in coaching into the
practice of teaching. It is necessary to involve all members of
the development team and teachers in the collaborative and
reflective process of professional development (17).
Formative evaluation during post-course support shows that the
activities of managers are not entirely oriented towards the
needs of the real practice. Therefore, it becomes relevant to
monitor the orientation of the school development plan for
specific requests of subjects of education.
Teachers in school are important feedback. The Directorate
Corps should use feedback as one of the mechanisms for
motivating and encouraging teachers to succeed in their
professional activities. Strengthen the work of networked
communities, which will affect the favorable relations between
teachers, teachers with students, teachers with parents.
Strengthen the trust of school leaders for their colleagues,
members of the development team. Members of the
development team must create their own communities (14).
Leadership authorities should be delegated by teachers within
the framework of an effective system of organizational
management and a positive working atmosphere.
School and university, working in a single key, can become the
main lever for reforming and introducing pedagogical
innovations in the development of the system of national
education. Only close cooperation of the "school-university"
system will help raise the education system to a better level, as
- 273 -