In recent years, the topic of reorganization of kindergartens and schools has become the most relevant. The reorganization process is the process of building such a network of educational organizations and their branches, which should ensure equal access to educational services, efficient use of all resources and optimization of the management system. My experience will be of interest to heads of preschool education institutions.

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Municipal budgetary preschool educational institution

"Romanovsky Kindergarten No. 1"

Romanovsky district of the Altai Territory

Reorganization of the kindergarten by joining another kindergarten.

(from work experience)

Kostenko Natalya Vladimirovna,

Head of MBDOU "Romanovsky Kindergarten No. 1"

S.Romanovo of the Romanovsky district of the Altai Territory

In recent years, the topic of reorganization of kindergartens and schools has become the most relevant. The reorganization process is the process of building such a network of educational organizations and their branches, which should ensure equal access to educational services, efficient use of all resources and optimization of the management system.

The main goal of changes in the network is to help ensure the socially demanded level of accessibility and quality of education, combined with its economic efficiency.

The main direction of changing the network is the enlargement of legal entities through the reorganization of educational organizations in the form of joining schools or kindergartens, as a result of which they will continue to work as branches or kindergartens at schools.

Two models have become widespread: a pivotal kindergarten with branches in other localities and an educational complex "school-kindergarten" in one locality.

In our case, the kindergarten has become a base with 4 branches in other settlements. At first, everyone was scared: both to me, as the head of the pivotal kindergarten, and to the employees of the reorganized institutions, and especially to the parents of the pupils. Everyone was wondering: how? For what? Why? There are no reforms without difficulties. After all, reforming is carried out by people with their own peculiarities of perception, vision of problems and understanding of ways to solve them. For some, reorganization makes it possible to develop, to combine creative conditions for solving common pedagogical problems. For others, it is a way of self-affirmation, defending their personal ambitions and interests.

Prior to the merger, the staff consisted of 43 people. The garden was visited by 215 pupils from 9 groups. To date, the united MBDOU has 13 groups, 315 pupils and 75 employees.

Together with the resolution of the administration of the Romanovsky district “On reorganization”, we received a list of measures that had to be carried out as part of the reorganization. We started with general meetings of collectives, parents and the public in each village. They talked about the upcoming changes, answered numerous questions. The bottom line is that no deterioration was expected. The reorganization did not directly affect children, let alone parents. No one transferred children or teachers anywhere, everyone remained in their places. There were questions from employees about layoffs. We explained that the reorganization of such measures does not involve. As a result, each employee remained at his workload, only the positions of kindergarten directors were reduced. A new position "Branch Manager" was introduced into the staff list - 0.5 rate in each branch. It is appointed by order of the head of the institution and acts on the basis of a power of attorney, the issuance of which is mandatory.

Each institution notified about the upcoming transfer parents (legal representatives)pupils and staffin writing within five working days from the date of issuance of the administrative act of the founderon the reorganization of the institution, andposted this notice on its official website on the Internet.This notice shall contain the deadlines for the provision of written consents of persons for transfer to the host organization.

Notification

about the transfer of pupils

With. _____________________________ "" ____________________ 2016

Dear parents!

The municipal budgetary preschool educational institution "_________________________" notifies you of its reorganization on the basis of the Decree of the Administration of the Romanovsky District of the Altai Territory dated May 16, 2016 No. 132 "On the reorganization of the MBDOU "Romanovsky Kindergarten No. 1" by joining it (name of the d / s) ”by joining the municipal budgetary preschool educational institution “Romanovsky Kindergarten No. 1”, by order of the Committee of the Administration of the Romanovsky District on Education dated September 19, 2016 No. 251a

Name of the host organization: MBDOU "Romanovsky Kindergarten No. 1"

List of implemented educational programs: the main general educational program of preschool education based on the program "From Birth to School" edited by N.E. Veraksa, M.A. Komarova, M.A. Vasilyeva

In this regard, guided by the Procedure and conditions for the transfer of students from one organization carrying out educational activities in educational programs of preschool education to other organizations carrying out educational activities in educational programs of the appropriate level and focus - Approved. By order of the Ministry of Education and Science of the Russian Federation dated December 28, 2015 No. 1527, we ask you to provide written consent to the transfer of your child to the MBDOU "Romanovsky Kindergarten No. 1" or a statement refusing to transfer on time until 28.12.2016

After the completion of the reorganization procedure, MBDOU "____________________" as a branch of the municipal budgetary preschool educational institution "Romanovsky Kindergarten No. 1" will continue its activities at the same address: .......

Head of MBDOU _______________________ /_______________/

Received: __________________ /_____________________/ "_____" ______________ 2016

In case of refusal from transfer to the proposed host organization, the parents (legal representatives) of the pupil indicate this in a written application.

The parent organizations handed over the payroll of the pupils, the relevant written consent of the parents (legal representatives), personal files of the pupils and employees.

Consent Form parents (legal representatives) for the transfer of pupils is as follows:

Head of MBDOU

Incoming number _______ "Romanovsky Kindergarten No. 1"

N.V. Kostenko

From ______________________________

(Full name of the parent (legal representative)

pupil)

Passport, series _________ No. __________

Issued by ____________________________

Date of issue "_____" ________________

___________________________________

Location

Tel:____________________________

STATEMENT

Please accept my child ___________________________________

(Full Name)

___________________________

In order of translation from_____________________________________________

Date of birth "____" _____________ 20___

Place of Birth__________________________________________________

Address of the child's residence ____________________________________

________________________________________________________________

In MBDOU "Romanovsky kindergarten No. 1", for training in educational programs of preschool education.

Information about parents (legal representatives):

Mother: ___________________________________________________________

FULL NAME.

________________________________________________________________

Father:____________________________________________________________

FULL NAME.

Residence address:___________________________________________

________________________________________________________________

Telephone ________________________________________________________

Date _______________ Signature ___________/_____ _________

With the Charter of the MBDOU “Romanovsky Kindergarten No. 1”, the License for the right to conduct educational activities, basic educational programs, and other documents regulating the organization of the educational process, the rights and obligations of pupils, the Decree of the Romanovsky District Administration “On assigning territories to each educational institution familiarized

Date ______________ Signature ________________/_________________/

Be sure to conclude an agreement with each parent (legal representative) on

Education about education in educational programs of preschool education and

Based on the submitted documents, the institution issues an administrative act on the enrollment of pupils in the host organization in the order of transfer in connection with the reorganization. In the administrative act on enrollment, an entry is made on the enrollment of the pupil in the order of transfer, indicating the original organization.

On the enrollment of pupils in the order of transfer

In connection with the reorganization of the MBDOU "---------------------" by joining the MBDOU "Romanovsky Kindergarten No. 1" on the basis of the order of the Committee of the Administration of the Romanovsky District on Education dated September 12, 2016, agreements on education on educational programs of preschool education and the content of the child in the MBDOU "Romanovsky kindergarten No. 1" and the consent of the parents (legal representatives)

p r and k a z y v a y:

1. Enroll in the order of transfer to MBDOU "Romanovsky Kindergarten No. 1" from MBDOU "___________" (location) fromSeptember 15, 2016the following pupils:

In the host organization, on the basis of the transferred personal files, new personal files are formed for the pupils, including, among other things, an extract from the administrative act on enrollment in the order of transfer, the relevant written consent of the parents (legal representatives) and concluded agreements.

By virtue of h. 5 Article. 75 Labor Code of the Russian Federation any reorganization of an organization, change in the type of state or municipal institutionare not grounds for terminating employment contracts with employees.It follows from this norm that labor relations with employees continue automatically (that is, they do not need to be fired and hired in a new organization).

In the case when the employee does not intend to terminate the employment relationship, it is necessary to reflect the fact of the reorganization of the employer in work books and employment contracts if another legal entity becomes the employer.

It is mandatory to make an entry about the reorganization in the work book of the employee. Instruction on filling out work books (approved by Decree of the Ministry of Labor of Russia dated 10.10.2003 N 69) does not regulate the procedure for making such entries. It seems that the entry in such cases should be similar to the entry on the change of the name of the organization ( clause 3.2 of the specified Instruction), i.e. an entry is made in the work book about the reorganization of the legal entity with reference to the relevant decision.

In addition, it is necessary to conclude additional agreements with employees to the employment contract with the following wording:

ADDITIONAL AGREEMENT

to the employment contract with the employee dated 09/01/2015

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "ROMANOVSKY KINDERGARTEN № 1" ROMANOVSKY DISTRICT OF ALTAI KRAI, hereinafter referred to as the "Employer" represented by the headKostenko Natalia Vladimirovna, acting on the basis of the order of the Committee of the Administration of the Romanovsky District on Education No. 11 dated January 29, 2010, the Charter and ____________________________________________________________________________________________

Full Name,

hereinafter referred to as"Worker" on the other hand concluded the presentadditional agreement to the contract dated September 01, 2015about the following.

In connection with the reorganization of the Municipal Budgetary Preschool Educational Institution "Gilev-Logovsky Kindergarten" by joining the Municipal Budgetary Preschool Educational Institution "Romanovsky Kindergarten No. 1":

1. Replace the words Municipal Budgetary Preschool Educational Institution "Gilev-Logovsky Kindergarten" (MBDOU "Gilev-Logovsky Kindergarten") in the preamble of the Labor Agreement with the words Municipal Budgetary Preschool Educational Institution "Romanovsky Kindergarten No. 1" (MBDOU "Romanovsky Kindergarten No. 1")

2. State paragraph 2 of the Employment Agreement in the following wording:

The employee is hired at MBDOU "Romanovsky Kindergarten No. 1"

3. Change the details of the "Employer" in the section "Addresses and details of the parties" of the Employment Agreement as follows:
MBDOU "Romanovsky Kindergarten No. 1"
Address: 658640, Altai Territory,

Romanovsky district,

Romanovo village, Leninskaya street, 64
TIN 2268002005

4. All other terms of the Employment Agreement shall be considered unchanged and binding on the parties.

5. This supplementary agreement is made in two copies, one copy for the Employee and the Employer comes into force on January 01, 2017. Both copies have equal legal force.

Signatures of the parties:

EMPLOYER	WORKER
MBDOU "Romanovsky Kindergarten No. 1"
Address:
TIN	Residence address
Head ___________________ N.V. Kostenko M.P.	Passport (other identification document) Passport Issued by Date of issue "2
The employee received one copy of this additional agreements ____________________________________ (date and signature of the employee)	___________________

And an administrative act for the main activity is drawn up:

About the events in connection with the reorganization

On the basis of the order of the Committee of the Administration of the Romanovsky District on Education dated August 30, 2016 "On measures in connection with the reorganization" in connection with the reorganization of the MBDOU "Zakladinsky Kindergarten" and the MBDOU Maysky Kindergarten, by joining the MBDOU "Romanovsky Kindergarten No. 1" ,

p r and k a z y v a y:

1. Starting from September 01, 2016, the following employees should be considered as working in MBDOU "Romanovsky Kindergarten No. 1":

Branches are not legal entities and operate on the basis of the charter of the educational organization and the regulation on the branch, approved in the manner prescribed by the charter of the educational organization (Art. 27 p.4, Federal Law of December 29, 2012 N 273-FZ (as amended on July 13, 2015) "On Education in the Russian Federation")

IN branch regulations may indicate:

1. General Provisions

2. Purposes and object of activity of the branch

3. Participants in educational relations

4. Branch management

5. Property and financial activities of the Branch

6. Creation and liquidation of the Branch, amendments to these Regulations

For each branch engaged in educational activities, a separate annex to the license is drawn up, indicating also the name and location of such a branch (Article 91 of the Federal Law of December 29, 2012 N 273-FZ (as amended of July 13, 2015) "On Education in the Russian Federation ")

Passions have already subsided, parents have calmed down. The safety of children is at the same - high - level.

What are the advantages of such a transformation?

1. A unified educational space has been formed.
2. The work programs of teachers, local acts are brought to uniform requirements
3. The resources at the disposal of our institution have become available to others
4. Perspective in terms of building a dialogue in the professional sphere. Teachers are included in a single team, a single methodological space, participate in joint teachers' councils, methodological associations, exchange experiences, choose the most optimal system of relationships.
5. The pupils of the branches are included in all joint activities that are held in our kindergarten, which is a powerful means of socialization.

One of the main disadvantages – managing a large country (in this case, an educational complex) is much more difficult than managing a small state (one kindergarten), and due to the territorial location of branches (20-30 km) from each other, I, as a leader, do not have the opportunity to visit their branches.

Try not to resist the changes that come into your life. Instead, let life live through you. And don't worry about it turning upside down. How do you know that the life you are used to is better than the one you will come?

Pros and cons of optimization

The information contained in the letter of the educator of MDOU No. 11 "Solnyshko" Anastasia Klementieva ("SR" dated May 31) has been reviewed and verified. I believe that respect for the head of this preschool institution and admiration for her organizational skills prompted such an emotional appeal from the author of the letter.

I fully share these feelings. Indeed, Lyudmila Vasilievna Zinovieva is a talented leader. This is evidenced not only by her awards and titles, but also by the reviews of her subordinates, their unwillingness to part with their head. However, I do not agree with the calls of Anastasia Klementieva, moreover, probably in a fit of feelings, the author of the appeal presented her assumptions and conjectures as real facts. Therefore, I think that it is necessary to objectively, without emotions, consider the situation regarding the restructuring of preschool institutions, calculate its pros and cons. I am sure that this will allow both the readers of Severny Rabochy and kindergarten staff to make their own conclusions about whether restructuring is needed and how it will affect children, kindergarten staff, and preschool leaders.

What kind of beast is restructuring?
In the staff of each kindergarten - a legal entity, regardless of the number of groups, there is a head, supply manager, methodologists or senior educators, as well as educators, assistant educators, cooks, auxiliary workers. And in the very near future, in the state of EVERY kindergarten - legal entity will have its own accounting department. This right is given to preschool institutions by the Law on Education.
Agree that for small kindergartens for four or five groups, maintaining the entire administrative superstructure is an expensive pleasure. Rather, even - an unaffordable luxury. However, for the budget of a large kindergarten, this is also quite sensitive. And it is impossible not to contain an add-on.
If there is a legal entity, there must be at least a manager and a chief accountant. Money for their upkeep does not fall from the sky, but is spent from the wage fund of this very kindergarten. Consequently, there is less and less money left to increase the salaries of assistant educators and cooks - the most scarce and low-paid workers. As, however, and on other needs.
To remedy the situation, since 2010, the Department of Education (ED) of the Administration of Severodvinsk has been optimizing (re-structuring) the network of subordinate educational institutions. The restructuring schedule was approved by order of the head of the MA dated November 30, 2009 No. 605. Simply put, out of two or three kindergartens - legal entities, one legal entity is made with one head, accounting and a methodologist for several kindergartens. Combining the income of several kindergartens within one legal entity makes it possible to use finances more efficiently: increase the volume of repair work, upgrade the institution's fixed assets, and, in the end, increase the fund of incentive allowances. So, for example, the number of staff units of the administrative and managerial apparatus in the current period in preschool educational institutions No. 11 and No. 69 is four units each. After the reorganization in the staff list, three units are released, including one unit of the head, one - the head of the household, one - the senior educator. However, no one reduces the wage fund in these kindergartens. Consider for yourself whether it is beneficial for the main staff?

Everything is autonomous
During the year, such a reorganization was carried out in 25 kindergartens. On their basis, 11 enlarged pre-school educational institutions were created. Each of them has its own accounting service (another step towards the transition to an autonomous institution). I want to emphasize that practically nothing has changed for the children attending these enlarged kindergartens, although the personnel department noted that there are fewer unfilled vacancies in the reorganized kindergartens. Therefore, it can be assumed that attention to children in such institutions has become more.
By the way, the reorganization will take place not only in small-group kindergartens. It will affect all, without exception, preschool institutions, including those located in new quarters, in the Zaozerny district. In general, out of 56 legal entities, it is planned to create no more than 30 legal entities in the field of preschool education.
Now about autonomy. In addition to 11 consolidated kindergartens - legal entities, another 14 kindergartens have switched to independent accounting, that is, they have become closer to autonomous. Among the first are preschool educational institutions No. 86, 89, 3, 91, 44 and 8. These institutions have the status of a child development center and adequately represent our system of preschool education at all levels, including all-Russian. However, the reorganization will also affect them.
And so far there is only one autonomous institution in our city (and in the Arkhangelsk region) - preschool educational institution No. 86 "Zhemchuzhinka". It works in pilot mode, revealing all the difficult moments of the transition and work in autonomous status. This is done to make it easier for those who follow.

What does reorganization give?
In summer, when the number of children attending kindergartens decreases, the work of institutions becomes economically unprofitable. Agree, keeping the staff of cooks and the administrative and economic complex into two or three groups is wasteful. But if this is one legal entity - an enlarged kindergarten, then it is much easier to solve the problem. The expected savings in utility costs due to the conservation of one building for the summer period is an average of 70 thousand rubles. The saved funds can be used for energy saving and energy efficiency measures, other needs, including an increase in the fund of incentive payments to key personnel. For the same purposes, the savings received throughout the year are also spent.
Now about the unification of "Sun" and "Thumbelina". In accordance with the resolution of the administration of Severodvinsk, the municipal preschool educational institution "Kindergarten No. 11 "Solnyshko" of a combined type" was reorganized in the form of a merger with the municipal preschool educational institution "Kindergarten No. 69 "Thumbelina" of a combined type."
The decision to appoint the head of MDOU No. 69 "Thumbelina" will be made after the completion of the reorganization procedure. But even now I can say that our experienced managers are worth their weight in gold.
Last academic year, five heads of kindergartens retired upon reaching retirement age, and Lyudmila Vasilievna Zinovieva, her leadership talent is very much needed by the education system. Offering her to head the united kindergartens, we are sure that she will be able to set the right tone there, create a friendly team and, most importantly, safe and comfortable conditions for children.

Separate the flies from the cutlets
The author of the letter, published in Severny Rabochiy, claims that by cutting heads, the education department is opening up new positions. This is her opinion. And these are the facts. In the Department of Education of the Administration of Severodvinsk during 2009, three rates of specialists were reduced, in 2010 - 19.5. The number of specialists of educational institutions in connection with the reorganization of educational institutions and their transition to financial independence will continue to decrease.
In 2010, the Department of Education created the municipal institution "Construction, Repair and Maintenance Service of Severodvinsk". Savings in 2010 as a result of the implementation of the municipal task by this institution amounted to more than 3.5 million rubles. The money is directed to the development of the institution and the implementation of an additional amount of repair work. Since January 2011, the functions of preventive maintenance and emergency dispatch services of subordinate institutions have been transferred to MAU "SRESS", the staffing of the institution is no more than 63 units. It should be emphasized that at the same time, 182.15 positions of workers (plumbers, carpenters, etc.) were removed from the staff lists of educational institutions.
I also talked more than once about how we solve the problem of staff shortages in kindergartens. Let me remind you: there are now 35 educators, 42 assistant educators (the figures correspond to the level of last year), the number of vacancies for cooks has doubled. It should be noted that the shortage of personnel in kindergartens is typical for many cities of the Arkhangelsk region and throughout Russia.
At present, a working group has been set up in Severodvinsk under the deputy head of the administration for social issues to develop mechanisms for increasing wage funds for employees of preschool institutions. Issues related to the provision of pre-school education services, improvement of working conditions for employees of kindergartens are under constant control of the administration of Severodvinsk.
Sergey POPA, head of the education department of the administration of Severodvinsk

At a briefing held on April 16, 2015 by Deputy Head of Nizhny Novgorod Administration Maria Kholkina, journalists were told in detail how kindergartens are being optimized, what will happen to schools in Nizhny Novgorod, as well as to institutions of additional education.

First of all, Maria Mikhailovna introduced everyone to the following figures:

There are 561 educational institutions in the education system of Nizhny Novgorod. Of these, there are 186 schools, 339 kindergartens, the rest are institutions of additional education: music schools, art schools, sports schools, etc. 111,000 children study in schools, and 63,000 attend kindergartens. In total - 174 thousand children.

Which schools and kindergartens are to be merged?

As the deputy head of the administration of Nizhny Novgorod explained, we have such a geographical and historical reality that some schools are empty. For example, if in the 40s, 50s, 60s. the residential area in the Stankozavod area was rapidly developing - a lot of people worked at the plant, a large number of children studied at school - now, when production has decreased over the past 20 years, the microdistrict is dying out, there are no such number of workers, schools are empty, kindergartens are empty, but the buildings stand. What to do with it? This is where optimization is needed. But how widespread are empty schools in Nizhny Novgorod?

Maria Kholkina cited the following figures: in Nizhny Novgorod, out of 186 schools, up to 100 people study in one, from 100 to 200 people study in 12 schools, from 200 to 300 people study in 12 schools, from 300 to 500 people study in 29 schools, in 39 schools - from 500 to 700, in 45 - from 700 to 900, and only 31 schools in the city have 900 students and more.

The economic effect, according to experts, is achieved in schools where more than 600 children study. If there are less than 600 students in schools, they are not yet called small, but these are schools that are not economically viable. Why? Because the school building is designed for 1,000 students, it must be maintained, in addition to teachers, it is necessary to maintain technical support staff: supply manager, locksmith, electrician, etc. But school money is now allocated according to the number of students! And in the classes of such a school, instead of the normative 25 people, for example, 17 or even 14 people study. And for such a number of students there should be a full set of teachers in all subjects who need to be paid salaries from the same money. It is clear that the shortage of students in the school becomes economically inefficient.

“So, when we analyzed all this,” said Maria Mikhailovna, “in September 2014, we had a kind of explosion. The directors did not expect such an economic effect. And it turned out that 231 million rubles were not enough for salaries in the city. This is great! Now, when a sufficiently large amount of time has passed, the directors understood everything - this is how the new system works. Now the principal can't afford a part-time head teacher who also does OBZh 4 hours a week. It so happened that when we began to study the staffing tables, such amazing distortions opened up for us! If the standard calculates that 30% of the administrative and technical, support staff is allowed in the staffing table of the school, and 70% should be teachers, then we saw that there are schools where this ratio is 50 to 50 and even 60 to 40. That is, that happened?

In accordance with the May 2012 Presidential Decree on salary increases, we are fighting to ensure that teachers have salary increases, and every year we increase them. I can say that in 2011 the average salary of a teacher was 13 thousand rubles, and already in 2014 it was 27 thousand rubles. Some have less, some have more, but the increase in teachers' salaries is quite noticeable. They feel it for themselves. And if teachers complain that there is no growth, we understand. And it turns out that, for example, a physical education teacher has a load of 11 hours a week. What growth are we talking about here?

Exactly the same story, as noted by Maria Kholkina, has been happening with kindergartens since 2015, when per capita funding began. The maintenance of one child costs 63-65 thousand rubles. It is more than at school, because. here the food is different, and the care is different, etc. And the problem with kindergartens is somewhat different. “25% of kindergartens in Nizhny Novgorod are 4-group. Only 4 groups! - explains the deputy head of administration. - But, should there be a manager? Must. There should be a methodologist, a housekeeper - to give out linen, a janitor, a locksmith, cooks ... That is, staff is needed, and there are only four groups. What to do? We need optimization!”

So what is optimization?

As Maria Kholkina explained, this is a necessary association at the level of legal entities. Since small schools and kindergartens do not survive on their own, it means that two legal entities - two schools or a kindergarten - should be made into one.

“That is, we do not touch the building, or the children, or the teaching staff,” Maria Mikhailovna specified. - The buildings are the same, the teachers are the same, we only work with paperwork. For example, we have kindergartens, as they say, "fence to fence" - two legal entities that each have their own head and the entire staff. And we combine them into one, and we get one legal entity not with 4 groups, but with 8, but with one director or manager, one methodologist, etc., and they survive. None of the buildings are being moved anywhere! There is a work only with legal entities, with documents. That is, they took institutions that are located side by side, so that it would be clear to parents, children, and the teaching staff, and combined them into one legal entity. The number of the kindergarten will be the one that was at the kindergarten, to which it legally joins.

School optimization is as follows. For example, two schools are located at a distance of 800 meters from each other. Both schools are empty. When they are merged, it will be one legal entity, with one building housing the elementary school and the other housing the secondary school. Thus, in addition to the economic effect, there will be another very important point - all schoolchildren will be able to study only in the first shift.

What will happen to the employees of the joint institutions?

The deputy head of the administration of Nizhny Novgorod answered this question as follows: “In this case, only those rates that are duplicated are subject to reduction. Cooks, for example, will remain - the cook will not run from one building to another. But why two janitors when he cleaned in 4 hours in one area and left? Or, what is a social educator? There are those who work little by little, say, for 4 hours, in different places. Here we will also look - we need one or two social teachers in the united kindergartens - depending on the contingent and what their workload is. Or a defectologist? He does not work with every child in kindergarten. In addition, children in the kindergarten have a strict regime, i.e. The defectologist does not work with children when they are studying, eating or sleeping. There is such a thing - unloaded.

What will happen to the leaders? It is clear that if 4 kindergartens are merged, as, for example, in the Avtozavodsky district, where preschool educational institutions No. 103, 36, 42 and 99 are merged, then we choose one of the 4 heads, which is young, there is every opportunity to develop this enterprise and then build it up with some interesting ideas: quotas, projects, etc. However, if we see that at the age of 62 the manager will still give odds to 40-year-olds, then we say: you stay, work and teach your shift, transfer all your knowledge and skills. We are fighting to ensure that not a single valuable cadre leaves the education system. We are doing personal work.

Since September 2014, when it all started, 780 units have been excluded from the staff lists - these are vacancies that were a dead burden, or some kind of part-time jobs. Not a single person was reduced, but only positions were excluded. This gave an economic effect of 78 million rubles.

The resolution on the optimization of kindergartens was signed by the head of the administration of Nizhny Novgorod in early April, now everyone has been informed and legal work has begun: it is necessary to rewrite the charter, register the newly formed institution, etc. The resolution on the optimization of schools is still being finalized.

In total, 29 schools in Nizhny Novgorod, 69 kindergartens and 8 organizations of additional education will be involved in the optimization. Thus, out of 106 organizations involved in optimization, the output will be 54.

LENSKAYA: THE MERGER OF SCHOOLS SHOULD BE CONSIDERED AND SLOW

Schools and kindergartens are currently being restructured in many regions of Russia, large complexes are being formed in place of individual educational institutions. How do the tasks of the school principal change in these conditions? What needs to be done so that the merger of schools takes place without harm to students? This will be discussed at the Twelfth Annual Conference “Trends in Education Development Leadership in School and Preschool Education: Yesterday, Today, Tomorrow”, which will be held at the Moscow Higher School of Social and Economic Sciences (MVSES) on February 19-20. On the eve of the forum, questions from RIA Novosti correspondent Anna Kurskaya were answered by Elena Lenskaya, Dean of the Faculty of Management in Education and Head of the Development Department of MHSES.
- Elena Anatolyevna, how have the functions and role of the school principal changed in recent years, with the adoption of the Law on Education, new educational standards?
- Indeed, a lot has changed. The new law defines the possibilities and degrees of freedom of the school principal, which until now our principals are not very accustomed to using. Now they have much more space for negotiations and cooperation with parents and with everyone who is interested in the success of their schools. But in order for the new benefits to begin to work, all directors need to have a good understanding of what the new legislation is and what opportunities it contains.
Does this happen in practice?
Now in many regions, starting with Moscow, there is a restructuring of the school and educational networks in general, large educational complexes are being created. Unfortunately, this does not always happen deliberately. And directors do not always know what levers they can use to make the transformations truly meaningful, how to plan the development of their educational complex in such a way that the benefits for children are understandable and transparent. And if the payoff isn't clear, directors don't always know how to challenge the complex and resist economic pressure.
What are the negative aspects of the ongoing restructuring?
There are many pitfalls there. Teachers have fears that the network of preschool education may suffer from it, because when schools and kindergartens merge, very often kindergartens begin to serve the school, put children at their desks, and the inherent value of childhood, which is aimed at the new standard of preschool education, disappears.
The threat for additional education lies in the fact that, having become part of the educational complex, circles and studios can begin to serve only this complex, which was not the case before. The whole charm of additional education organizations was precisely that they determined the circle of their clients themselves, and anyone could be included in their number. All of these threats may or may not come true with good leadership and good leadership. This, in particular, we will discuss at the conference.
Is it possible, when analyzing the ongoing changes, to rely on foreign experience?
Indeed, the processes that are taking place in Russia are taking place all over the world. Therefore, we invited specialists from those countries in which such transformations have already taken place to the conference. But it is important to note that abroad the pace of change, even if it was about optimizing the school network, is fundamentally different. Before the schools have a meaningful plan for such a merger, it does not happen.
However, foreign experts say that even in their countries the rate of school merger was too high. I'm afraid our pace is simply unprecedented. And other processes in our education system in practice are very different both from our plans and from foreign experience.
Under what conditions would a preschool institution benefit from joining a kindergarten to a school?
The most important thing is that the plan for the development of the complex precede the merger, and not arise as a result, when the merger has already taken place, and we must urgently figure out what to do with all this.
Still, planning the association should be people who take responsibility for the further success of the children who will study in this complex. Unfortunately, in Moscow, sometimes several schools were united, quite spaced across the territory, and in the new complex there were schools of stages. In principle, this is not bad. But families with several children found themselves in a difficult situation when one child goes to one building, another to another, a third to a third.
It would be worthwhile to think at least this moment before making decisions about the merger. But in practice, these decisions were often made hastily, under administrative pressure. The school needs to learn to defend the interests of students.
How can I do that?
Schools have governing councils, and they could influence educational policy not only on paper. Unfortunately, we like to create "manual" management boards that do what the director says. Very often, parents are simply afraid to raise their voice, because it seems to them that by doing so they put their child at risk. But in the current situation, their role should, in my opinion, grow significantly.
Merging schools should only take place when representatives of all the governing boards of the merging institutions agree to such a decision, sign and say: “Yes, we believe that this will be better for our children.” Of course, it is necessary to choose there not convenient parents, but competent parents. They also have to learn something.
What is a competent parent?
For example, in England, as a rule, parents who have teaching or economic experience become members of the governing council, that is, specialists, and not just people who have free time, as is often the case with us. But being on a board of directors also involves a greater degree of social responsibility, and we haven't fully learned that yet. In England, the governing board is also financially responsible for its actions.
Today it is often said that the school principal needs the skills of a manager rather than a teacher. Are directors specifically trained in these skills today?
This is one of the topics that we, representatives of universities that already train school principals in managerial competencies, are going to discuss at the conference. But there is one problem here.
Indeed, a person with good managerial training can successfully manage an educational complex. But at the same time, studies show that the most successful leaders are people with leadership qualities who, unlike "pure managers", have a vision of the necessary future and approximately understand how to get there, that is, they set development tasks for themselves and their team. The manager, as a rule, successfully implements the tasks set by someone else.
What will happen to leadership competence, and how to develop it against the background of all these wonderful managerial skills, so that the main thing is not lost - the ability to see the future? This is what you need to think about.
There is another reason for concern. The director of a large complex will not be able to keep track of what is happening in the classroom, how well certain teachers cope with their duties. He hadn't done much before, but he still had some time for it.
It is no coincidence that, for example, there are no schools in Finland with more than 900 students each. They attach great importance to the fact that the director participates in the pedagogical process. There is even such a term - "pedagogical leadership", which is considered one of the most important functions of the director. Will this pedagogical leadership be present in the new complexes? I'm not sure.
What new challenges will school principals face in the future?
First of all, they will have to learn how to plan development, taking into account a very wide range of diverse interests. If earlier they worked with a fairly limited number of students of the same age category, now there are much more of them and their age has become less uniform - these are both preschoolers and adults who attend circles and sections. Principals will have to learn how to reconcile the interests of different groups of people in education.
The most important thing they will face and are already facing is the problem of personnel management. Prevention at the first stage, at least, of serious conflicts, fair distribution of resources and so on are new tasks that were not so acute before.
It seems to me important that the director could maintain leadership qualities in a situation where he risks turning into a classic manager who only solves tasks from the outside.

In Moscow (and possibly all over the country, I don't know for sure), the strangest experiment possible is taking place. This association of schools and kindergartens into something single is called. It seems like they call it now educational centers. It must be said that not only is the school being merged with the kindergarten, but the schools are also being molded to each other, i.e. there were two schools, and now they are called one school.

I can still understand the logic of a kindergarten that is attached to a school - they give out kids who now have only one road - only to the nearest school. And next to it, put a factory, a military registration and enlistment office and a nursing home, so that the circle of life is immediately outlined.

But I don't understand the logic of joining one school to another at all. Here there are physically two different buildings. Physically, there are two different directors. There are children who prefer to go to one school or another. There are children who like the atmosphere of one school or the other.
And then someone from above decides - no, we don’t want you to even have such a choice. Now we will call these two buildings one school, they will have one director and one atmosphere. the choice you, the inhabitants, will now be half as much. Oh no, four times less, because we will transfer the atmosphere of the school to two more kindergartens attached to schools.

For some time, I was approached with a rather simple and, probably, by the standards of global events in the country, an ordinary story. There is a teacher in Moscow. Her name is Soldatova Elena Zinovievna. Primary school teacher of the highest category, 14th category of the ETS, certificates from the administration, certificate of the ministry, awarded a medal, labor veteran, total teaching experience of 38 years, school experience of 20 years. What is important - her children have excellent academic performance.

And probably still Elena Zinovievna would have taught Moscow children if her school had not got stuck in the association. School 711 (in which she worked) was attached to school 1726. And now for a second we digress from this situation and try to imagine such an association purely humanly.

You are the principal of a school to which you have attached another. You have your team, which you have known for a long time and with whom you have worked well together. And there is a team that you inherited from the second school. If it suddenly comes to layoffs, layoffs - who will you cut first?

I think you already know what this story is about. Elena Zinovievna suddenly finds out that she no longer has a class, he was "not recruited." Yes, and the second primary school teacher from the same school receives a class, apparently only because the teacher from the school to which they were attached goes on maternity leave.
Soldatova is offered an extended day group, and a little later - a paper about the reduction.

There were a number of other unpleasant moments in this story, but I do not want to write about them, because. I think it's clear how stressful and how such decisions can be framed. An important fact is that our heroine is not timid. She always knew how to stand up for herself and even withdrew in principle from the formal trade union organization of her school. Unfortunately, she has not yet joined the independent teachers' union - she is looking for contacts, she needs help now.

The whole story with not recruited classes is possible only in a situation where the director is not working to recruit them. If the school were autonomous, of course, classes would be recruited. But the giant that turned out - why strain so hard?

What is clear to me?

1. That a teacher in Moscow is not protected at all. He may have the best performance, he may have the best feedback from teachers and parents, but he can be fired just like that and there is no one to protect the teacher today. Independent trade unions should appear in schools.

2. That the artificial "unification" and enlargement of schools and kindergartens, schools and schools deprives them of their independence, their own identity, their individuality. In such associations, bright personalities are left out, and loyal and gray ones get the green light.

3. As a result, children lose the best school directors, the best teachers, and the probability of finding a good school is sharply reduced.

Soldatova Elena Zinovievna is trying to challenge the decision to reduce. She turned to the prosecutor's office, to the labor inspectorate, she is looking for contacts of independent teachers' trade unions. Maybe someone from public figures, from the media will be able to help her - it will be great. Contacts are ready to provide. We need to help a good teacher.