Management support for development and implementation of innovative educational programs at school: interactionbetween university and school

For a long time the notion "educational program" has been used inschools with the meaning of the document systematizing the content of the subject, the course. The creation of such programs is basedon the thematic principle, when the content of the program determines the sequence studied by the logic of learning. The result of such aprogram is defined as mastering knowledge, standards and skills by students. Although some competences are not the subject for specialeducation. A school program is a range of educational programs by age stages with a similar principle of construction. It is requirednowadays to develop educational programs focused on the formation of competencies, that is, innovative educational programs.Development of educational programs began in 2002, stating and finding ways to solve this problem in our school. The aim of our studyis to demonstrate experience in managing experience the means that provide the development and implementation of innovativeeducational programs at school. At the same time the use of interaction of universities and schools in developing and implementing suchprograms was considered. As part of the mainstream five innovative educational programs are developed. The peculiarity is that thesubject of education is joint activity and its organization by its participants. Implementation of the programs has led to high achievementfor school, students, teachers and scientists. These achievements are determined not only by the fact of the implementation of innovativeeducational programs, but also by the way they are developed, by the content and features of the development and implementation ofcontrol programs, by the interaction between representatives of universities and schools. A means to implement our programs is theorganization of phases of activities (immersion, activities, analysis and assessment), in which the results of one phase determine thenature of the content and form of the following phase. Representatives of universities perform administrative functions, such as analysisof educational outcomes and students' difficulties, analysis of competencies, setting problems of educational content quality changes,setting goals for organization of joint activities in the classroom, planning and implementation of open lessons with teachers, analysisand assessment of the teacher's achievement. That is, the leaders of research teams in school carry out administrative functions, whichhas a significant effect on the result of schools', teachers' and children's activities. But the frames of educational institutions today do notallow legalizing the real content of managerial activities of university teachers.

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