Presentation on the topic "Formation of a team. Roles in a team"

The teaching team is the main innovative resource for the development of an educational institution.

Teaching team -a group of educators organized to work together towards a common goal and sharing responsibility for the results achieved.

Teaching team– one of the main innovative resources for school development.

The potential of a teaching team consists of several components:
1. Consistency of goals and values ​​of the content of training and education.
2. Degree of development of professional relations:

Ability to quickly solve problems;

Generation of non-standard solutions (creativity);

Professional code of honor.

3. Transformation of the teaching staff into a team of like-minded people united by a common vision, mission, and values.

Calling a group of teachers a team does not mean creating it formally, by order, and just the desire of the school director to force them to work as a team is not enough. To better understand the main differences between work groups and teams, we offer the following table.

Types of teaching teams

Depending on the assigned tasks, some teaching teams work for a long time, others for a short period and disband upon completion of the work.

Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. To complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years.

Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are invited to jointly study complex or critical situations, to develop recommendations and their implementation.

Improvement Team. As the name implies, these teams are engaged in optimizing the educational process.

Management team. In some schools they are called management teams. But if each member of the administration simply strictly fulfills their duties and does not go beyond their implementation, then this is not yet a team.

Differences between work groups and teams

A team is a value-organizational unity of people, generated and united by joint activities to achieve common goals, having an internal structure formed through the establishment of strong intra-collective business and informal connections. A team is an autonomous group of professionals created to quickly and effectively solve management problems.

Positive aspects of teamwork.

Literature

1. Zhukovsky V. Features of creating a teaching team. – ucheba.com
2. Leksina Z.V. The teaching team is the main innovative resource for the development of the educational institution. – mashared.ru

Sections: School administration

Each school director strives to create an effective team, whose members would have initiative, a sense of responsibility, and high performance. And this is understandable: even the most talented leader cannot manage a school alone, solve all problems, find answers to all questions that arise during the work of the teaching staff. The initiator of creating a management team should be the school director.

In what cases does a school director need to create a management team? Of course, this is completely inevitable when implementing an innovative project. For these purposes, a special group is being formed to solve strategic problems. So, in our school, when starting to develop and then implement the innovative project “School of Self-Determination and Self-Realization,” the question arose about creating a management team. We understood that the most important resource, from the point of view of increasing the efficiency of an educational institution, is the team resource. A team is a temporary initiative group of teachers who, in close cooperation, achieve maximum success in achieving goals. We began creating a management team with professional development. The group included managers, teachers, school psychologists, a social pedagogue, educators, counselors, and librarians. Experience has shown that if the entire teaching staff is involved in the process of finding ways to solve problems, then the goal will be achieved. The curriculum for forming a unified team was aimed at nurturing and achieving commonality in understanding the goals of the team, identifying problems and ways to resolve them, assessing past experience, developing plans and methods for their implementation. The classes were practice-oriented. The main forms of studying these topics were reflection, business games, elements of socio-psychological training, project development, questioning, testing, brainstorming.

The process of forming teams presupposes a good knowledge by the leader of the team being led, the leaders of the primary contact groups, pedagogical inclinations, organizational abilities of each individual, as well as the ability to unite them into psychologically compatible groups that can ensure the success of the future business and the positive reaction of each team member. Any team unites for a common cause.

We understood that the effectiveness of a team’s work is largely determined by the clarity of its goals and knowledge of the forms and methods of organizing work. The point of forming a team was to bring teachers together and improve their personal relationships so that they could move together towards a common goal. On the one hand, this applies to groups whose members are entrusted with carrying out certain assignments and tasks, on the other hand, in a broader sense of the word, to all teachers who jointly pursue the common goals of an educational institution. In order for the team to work effectively, we included teachers of different characters and abilities, so that the weaknesses of some in a particular matter were compensated by the superiority of others.

Thus, the process of creating a team and organizing teamwork involves a balance of goals, individual interests of group members and the collective interests of the entire school. As we moved forward, layers of management team began to form. Let us take a closer look at the formation of the levels of the management team indicated in the table in the conditions of development of our educational institution.

Formation of management team levels in the context of the development of an educational institution

The formed situational groups deeply and thoroughly studied the elements of pedagogical technology and were involved in preparing and conducting seminars for school teachers. As a result of the group’s work, teachers gained an understanding of pedagogical technology, its elements, and felt a contradiction between modern requirements for mastery of pedagogical technology and the lack of this in their practice. Thus, another level of management team was formed.

The creation of a school development program began with an analysis of learning outcomes. All teachers took part in this work, which allowed everyone to take a critical look at their personal contribution to the common cause, as well as expand knowledge about the requirements for learning outcomes. The discrepancy between the required learning outcomes and the actual ones allowed us to begin developing a problem-oriented analysis. All work at the stage of the school’s transition to development mode was led by a project team headed by the school director. All members of the teaching staff were involved in creating a problem-oriented analysis. Having identified the main drawback in the work of the school - the lack of conditions for the formation of an individual capable of self-determination and self-realization, the group analyzed the results, process and resources of the school's work in order to establish the reasons for the lack of results and determine ways to solve the problem. In this regard, the following sequence of work turned out to be the most effective: project group > methodological council > ShMO > methodological council > project group.

The creation of a problem-oriented analysis served as a powerful impetus for the revision of the educational paradigm, forced every teacher to think about who the school should graduate, by what means this can be achieved, what is the level of proficiency of pedagogical tools of the teacher himself. The work on creating a school development program was the engine of deep self-analysis of the pedagogical activities of each teacher, and therefore served as a certain starting point in the development of a professional style of activity.

The project group worked on the creation of a development concept, which was based on the change of the traditional teaching paradigm teacher-student-textbook to the new paradigm student-textbook-teacher, but at the same time information about the contents of the document was received by each teacher according to the scheme: project group > methodological advice > ShMO meeting. This was done in order to orient the teacher towards self-education in the direction necessary for the school. Thus, at the meetings of the ShMO, questions were discussed about the essence of the technology of the project method, collaborative learning, and the conceptual foundations of student-centered learning.

Methodological work at school at this stage was carried out more actively using various forms: group (project group, methodological council, school education), individual (self-education), collective (pedagogical council), which had a positive effect on the development of the professional style of teaching staff. In addition, the training of teachers in advanced training courses played a major role in solving this problem (developing the professional style of teachers’ activities) (37% of teachers improved their qualifications in courses).

Thus, this level of the management team made it possible to develop a problem-oriented analysis, concept, strategic development plan, implementation plan for the stages of the innovative project “School of Self-Determination and Self-Realization”, graduate models (I-III levels of education), criteria for assessing the work activity of teaching staff, systems stimulating the work activity of teachers.

The next level of the management team was formed and focused on the implementation of the innovative project “School of Self-Determination and Self-Realization.” Conscious of the need for a paradigm shift, the teaching staff was aware of how difficult the transition to a new educational paradigm, which proclaims the student as a subject of educational activity, is. The management team had to create a number of resources (legal, scientific, methodological, organizational, personnel, etc.) that would allow the implementation of the strategic plan of the innovation project. Thanks to the well-coordinated work of the management team, regulatory and legal resources were created successfully and on time: orders regulating innovation activities were issued, a program of experimental work on the problem of innovation was developed, regulations on research work, experimental activities of school teaching staff were created, annual teams were created teachers, within whom target groups were then formed that successfully solved the problem of creating algorithms for educational activities. These algorithms were supposed to ensure the organization of independent educational and cognitive activities in accordance with the age characteristics of students. It should be noted that the project team made every effort to provide each teacher who participated in the implementation of the innovative project with teaching materials containing a detailed description of the essence of the technology of the collaborative teaching method and the technology of the project method, as well as recommendations for their application in practice.

When starting to develop the innovative project “School of Personal and Professional Self-Determination”, another level of the management team was formed - the project and initiative groups. As a result of the work of the management team at this stage of the school’s development, a problem-oriented analysis, a concept for school development, and a program of experimental work “Formating students’ responsibility for choosing forms and types of activities and their results” were developed. Initiative groups have developed methods for applying the competency-based approach to teaching and ways to improve the corporate culture of communication in teacher-student and student-teacher systems.

Thus, the advantages of collective management are already obvious to us. The management team is the foundation for the success of the organization as a whole. Mutual trust in the team has increased. Participation in the development and making of decisions is the strongest means of motivating teachers to work. Collectively, much more ideas are born, the individual potential of each member of the team is growing, decisions become more justified, and everyone’s responsibility for their adoption and implementation increases. All this creates a sense of involvement in achieving a common goal. At the same time, individual values ​​are clarified, interpersonal relationships are improved, stress is reduced, and team cohesion increases.

PEDAGOGICAL TEAM IS THE MAIN INNOVATION RESOURCE FOR THE DEVELOPMENT OF AN EDUCATIONAL INSTITUTION

FORMULATION OF THE PROBLEM

• The concepts of “team” and “teamwork” are most developed in management, primarily in personnel management, and are associated with the special psychological and structural characteristics of a group of employees, which make it possible to organize effective interaction between employees to achieve assigned tasks.

Constant changes in the external and internal environment of the school require the search for new resources, adjustment of goals and objectives, development of new projects, establishment of new partnerships, which means that the work of diverse teaching teams is in demand. The process of team building becomes an integral part of the life of the school. It becomes even more urgent to transform the teaching staff into a team of like-minded people united by a common vision, mission and values. And in this case, strategic planning, project activities, and teamwork become personally significant, not only for the director and his administrative team, but also for all participants in the educational process, united into a single team.

FORMULATION OF THE PROBLEM

In relation to the practice of subject teaching, the concept of “teamwork” began to be used in foreign methods from the late 50s - early 60s. last century. Theoretical and practical aspects of these trends in language teaching methods were summarized in a collection of articles published in 1992 by Cambridge University Press "Collaborative Language Learning and Teaching".

The term team / collaborative teaching (literally: “teaching in a team” / “collaboration in teaching”) - in a broad sense, refers to the interaction of a group of teachers with the goal of making teaching more effective. In a narrower sense, the term describes the joint work of two or more teachers in a classroom lesson, and it is this understanding that is most common in foreign language teaching methods.

• Team building ( team building) is a powerful management tool, the key to successful business development, which needs to be more widely introduced into the school system and the Russian Federation / or expanded application, improved.

FORMULATION OF THE PROBLEM

In the domestic methodology, the term “teamwork” is not used either in its broad or narrow sense. Its analogue in the domestic tradition can be the concept of “collaboration” - “educational cooperation”, “pedagogical cooperation”, “pedagogy of cooperation”. As a rule, it refers to the interaction of a teacher with students, although it can also describe the interaction of students in joint learning activities and the interaction of teachers in a system of interdisciplinary connections" (Tyukov, 1988).

So the working definition teamwork in relation to to the activities of teachers could be as follows: the unification of two or more teachers to ensure the effectiveness of the educational process by coordinating the content and methods of teaching during extracurricular time or when conducting classes together, as well as by combining these two ways of organizing work(the most effective examples in the areas of language teaching: bilingual teaching, bimodal teaching, the use of different channels of perception: cooperation between a speech therapist and a foreign language teacher using different working techniques, interdisciplinary training .

FORMULATION OF THE PROBLEM

• Teachers working in a team may have different specialties, qualifications, and work experience. The distribution of teachers' functions will be largely determined by the field of study. The better team members understand the goals of teamwork, the more defined and logical the division of their areas of activity, the more effective the team’s work will be.

IN the project is being considered differences between a work group and a team, types of pedagogical teams, pros and cons of team work, signs of an effective team, signs characterizing a team way of working, the process of creating a team, stages of team development, behavioral styles of team members, team leadership, ways of influencing people during team formation.

• The reasons for the occurrence of possible difficulties in the team, and the trainings used to train and unite the team are also considered.

PROJECT GOALS

• EDUCATIONAL

• Introduce:

• with the principles of building an effective teaching team;

• with various techniques and team building techniques;

• with techniques for distributing roles between team members.

• MANAGEMENT

• create an effective team whose members would have initiative, a sense of responsibility, high efficiency and teamwork technologies for the development and then implementation of innovative projects “School of Self-Determination and Self-Realization” and others.

PROJECT OBJECTIVES

• To form an idea of ​​the principles, rules and advantages of team interaction when solving production and professional problems

• Develop team interaction skills (combining your own goals and the goals of the group; working on the development and implementation of ideas as part of a group; interaction in a group/pair, result-oriented; turning problems into a resource)

• Teach team members to successfully withstand the stressful effects of management activities without compromising mental and physical health

• Quickly and effectively restore service life

PROJECT PARTICIPANTS

• managers, teachers at various levels;

• HR specialists;

• other employees;

• representatives of parent committees.

KEY CONCEPTS

• Team is an autonomous group of professionals created to quickly and effectively solve management problems.

• Group- is a community of people united by joint activities, unity of goals and interests, and mutual responsibility.

• Team building- team creation process.

THE CONCEPT OF TEAM

• The phrase “teaching team” means a group of teachers organized to work together to achieve a common goal and sharing responsibility for the results obtained.

DIFFERENCES BETWEEN WORK GROUPS AND TEAMS

TYPES OF TEACHING TEAMS

Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. In order to complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years.

• Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are invited to jointly study complex or critical situations, to develop recommendations and their implementation.

• Improvement Team. As the name implies, these teams are engaged in optimizing the educational process.

• Management team. In some schools they are called management teams. But if each member of the administration simply clearly fulfills his duties and does not go beyond the scope of their implementation, then this is not yet a team

In the organizational structure of large projects and in their management, three types of project teams can be distinguished:

1. Project team (PT) - the organizational structure of the project created for the period of implementation of the project or one of the phases of its life cycle. The task of the project team management is to develop policies and approve the project strategy to achieve its goals. The project team includes individuals representing the interests of various participants (including stakeholders) of the project.

TYPES OF PROJECT TEAMS

2. Project Management Team (PMT) - the organizational structure of the project, which includes those members of the CP who are directly involved in project management, including representatives of some project participants and technical personnel. In relatively small projects, the PSC may include almost all members of the CP. The task of the PMC is to perform all management functions and work in the project as it progresses.

TYPES OF PROJECT TEAMS

The project management team (PMT) is the organizational structure of the project, headed by the project manager (chief manager) and created for the period of implementation of the project or its life phase. The project management team includes individuals who directly perform managerial and other project management functions. The main tasks of the project management team are the implementation of project policies and strategies, the implementation of strategic decisions and the implementation of tactical (situational) management.

Interpretation of the place and role of the project team

DISADVANTAGES OF TEAMWORK

• Time: The team building process is “time-intensive.” It takes a lot of time for a work group to become a team.

• Emotional-volitional resource: for group members to become a team, significant efforts are required to develop “team spirit”; Additional training of team members may be required.

• "Human factor": in a team, the value of the person, the school director, increases sharply, and each team member needs to be psychologically prepared for this.

• Democratic: The administrative-command style of management in a team “does not work.”

• "Exclusivity": The team model is not always suitable for “replication”; each new team must be created with special care and care.

• Fragility: in a team, much depends on the relationships between its members, on the “team spirit”, value system, and development philosophy.

• These categories are subtle and require constant support and accompaniment..

ADVANTAGES OF TEAMWORK

SIGNS OF AN EFFECTIVE TEAM

• high results at work;

• high satisfaction of team members with belonging to it and working in it;

• a large number of proposed ideas and solutions;

• a large number of solved problems and high quality solutions;

• positive emotional experience.

SIGNS CHARACTERIZING THE TEAM WAY OF WORK

• The first letters of each characteristic form a word "PRODUCT", which is key in characterizing the team way of working:

• P purpose and values

• R effectiveness

• ABOUT value and recognition

• D her ability

• U satisfaction

• TO collectivism

• T creative approach

FACTORS OF TEAM EFFECTIVENESS

• size

TEAM BUILDING PROCESS

TEAM BUILDING PROCESS

REQUIREMENTS FOR A TEAM LEADER

• On TV. Svetenko, G.V. Galkovskaya:“Required leadership qualities and skills:

• coordinate the team;

• to be a moderator, i.e. be able to create a favorable climate in the team;

• report results;

• represent the team outside of it;

• negotiate in the interests of the team"

An important component of the ability to work in a team is human tolerance

• According to Valeria Dvortseva, General Director of the Space Agency "VIZAVI Consult", the concept of “teamwork” implies the following skills:

• quickly adapt to a new team and do your part of the work in a general rhythm;

• establish constructive dialogue with almost any person;

• convincingly convince colleagues of the correctness of the proposed solution;

• admit your mistakes and accept someone else’s point of view;

• delegate authority;

• both to lead and to obey depending on the task assigned to the team;

• restrain personal ambitions and come to the aid of colleagues;

• manage your emotions and abstract from personal likes/dislikes.

VARIABLE TEAM INTERACTION TECHNOLOGIES

PROJECT IMPLEMENTATION PLAN

PROJECT IMPLEMENTATION PLAN

PROJECT IMPLEMENTATION PLAN

EXPECTED RESULTS

• Creating a mindset to achieve a common goal

• Development of team and personal responsibility for results

• Increasing the efficiency of business interaction within the team

• Forming cohesion and a sense of belonging to a team

• Forming positive expectations among participants from working in a team

• Unlocking the creative potential of participants

• In addition to purely educational achievements, the professional growth of a novice manager (teacher), since this is precisely the task that is one of the main ones when creating teams of this type

• Creating and strengthening a favorable psychological climate in the team

• Development and implementation of the innovative project “School of Self-Determination and Self-Realization”

TOOLS

• Mini-lecture

• Brainstorm

• Psycho-gymnastic exercises

• Demonstration experiments

• Role-playing games

• Case Study Analysis Using CD Technologies

• Analysis of video samples

• Group and individual exercises and tasks

• Analysis of current experience in the “here-and-now” format

REFERENCES

• T.V. Svetenko, G.V. Galkovskaya . Innovative management in school management M., 2009.

• Azimov E.G., Shchukin A.N. Dictionary of methodological terms - St. Petersburg, 2006.

• Gerchikova I.N. Management. - M., 2008.

• Grayson D., Oedell K. American management on the threshold of the 21st century. - M., 1999.

• Meskon M., Albert M., Khedouri F. Fundamentals of Management. - M., 2001.

• Vazina K.Ya., Petrov Yu.N., Berilovsky V.D. Pedagogical management (concept, work experience). - M., 2001.

• Pedagogical search / Comp. I.N. Bazhenova. - M., 2007.

• To form a strong team, you need to become a professional in team building

• First the team, then the project

• Selecting the right team members is the single most important factor in the success or failure of a project.

• Choose team players, not individual superstars

• There should be only one leader in the team

• Program = command

• Keep in touch

• Share the reward

• Write it down

• Kick out lagging team members

SO,

• Coming together is a beginning, staying together is progress, working together is success.

• Henry Ford

Topic: Team formation. Team roles

Goals:Goals:
1. Coordination and clarification of ideas about the patterns of team formation based on the acquired knowledge.
2. Development of skills to apply acquired knowledge in training conditions.
3. Development of communication skills for team work.
4. Designing an order for team-type joint activities.
Form of training: Business game
Training model:
Assessment - Training - Analysis - Exercise - Application

Small groups are small associations of people (from 2-3 to 30 people) engaged in a common cause and in direct contact with each other. Small groups are small associations of people (from 2-3 to 30 people) engaged in a common cause and in direct contact with each other. in direct contact with each other

Characteristics of a small groupPsychological and behavioral community of its members
Dynamic development and vital activity of the group (from the formation phase to the disintegration phase)
Moral standards of the group
Direct contact between group members
Band size
Group composition (individual composition)
Moral tone
Direction of activity

Classification of small groups: referent - non-referent
natural – conditional
underdevelopment – ​​high development

A TEAM is a small group in which a differentiated system of various business and personal relationships has developed, built on a high moral basis. Such relationships are usually called collectivist (a group of like-minded people).

Requirements for the team to successfully cope with the tasks assigned to it
Have high morals, good human relations
Create opportunities for personal development for each member
Be capable of creativity, i.e. how a group gives more to people than the sum of the same number of individuals working individually can give

Team attributes Availability:
Manager and leader
A certain system of relations in the group
Conformity
Moral values ​​and norms
Communication channels
Position and status
Internal installations
Role positions
Composition

Stages of team formation
(A.G. Kirpichnik) Mutual orientation. This is the stage of low group performance (self-presentation, observation of other group members, understanding and selection of the partner’s properties that are important to oneself).
Emotional uplift. Determined by the advantage of contacts enlivened by the novelty of the situation.
Decline in psychological contact. It arises as a consequence of the start of joint activities, in which not only advantages are revealed, but also problems, hence the situation of mutual dissatisfaction.
Increasing psychological contact. Associated with obtaining the results of joint activities, coordination in role functions, identifying the strengths of each team member.

Slide No. 10

Structures of intragroup communication channelsCentralized (vertical):
Frontal
Radial
Hierarchical
Decentralized
(horizontal, “communicative equality”):
4. Chain
5. Circular
6. Complete or unrestricted communication structure (no obstacles to free communication)

Limited in
to varying degrees
structures

Slide No. 11

Frontal structureParticipants are directly nearby and, entering into direct contacts, can see each other, which allows them to some extent take into account each other’s behavior and reactions in joint activities

Slide No. 12

Radial structureParticipants in an activity cannot directly perceive, see or hear each other and exchange information only through a “central person”. This makes it difficult to take into account the behavior and reactions of others, but allows you to work independently, fully identifying your own, individual position.

Slide No. 13

Hierarchical structure There are several (at least 2) levels of subordination, some of them can directly see each other in the process of joint activity, and some cannot. Interpersonal communication is limited; communications can be carried out mainly between two adjacent levels of subordination.

Slide No. 14

Chain version of the structure Interpersonal interaction is carried out as if along a chain, where each of the participants, with the exception of the two extreme ones, interacts with the two neighboring ones. Extreme positions interact with only one member of the group.

Slide No. 15

Circular structure All members of the group have the same opportunities.
Available information can circulate between group members, supplemented and clarified.
Participants in communication can directly observe each other’s reactions and take them into account in their work.

Slide No. 16

Complete or unrestricted structureThere are no barriers to free interpersonal communication. Each member of the group can interact completely freely with others.

Slide No. 17

Positional roles in communicationThe laws of communication require the sequential passage of the following positions:
"Author"
"Understanding"
"Critic"
"Communication organizer"
"Arbitrator"

Simple
communication

Complex
communication

Slide No. 18

Team roles I option. Belbin classification:
“Chairman” is calm, confident, and in control.
“Supplier” - active, dynamic, tense, excited.
“Team Man” is socially oriented, affectionate, and sensitive.
“Clarifying” - extrovert, curious, sociable, enthusiast.
“Evaluating” - serious, cautious.
The “performer” is predictable and controllable.
“Growing” is a creatively minded individualist, not acceptable to everyone. Potential “chairman” of the new team.

Slide No. 19

Roles in the teamOption II. Classification Craigan, Wright.
“Task Leader” – responsible for the execution of work.
"Social-Emotional Leader" - creates a positive atmosphere and encourages analysis in the group.
“Neutralizer” - maintains a good mood of the team.
“Delivery” - communicates with the necessary sources.
“Chief Denier” - evaluates ideas, draws up the order of work, welcomes conflict.
An “active listener” is one who asks, seeks ideas, and does not express support for any particular position.

The experimenting team tries to avoid feigned politeness. “We don’t need our stupid politeness,” they say; which means the team is more open and willing to face challenges.
The united team receives more benefits from common work. At this stage, more efforts are made to create a structure for the team's work: the team's goals are explained; tasks that need to be completed are determined; planning and analysis of results is carried out more accurately and accurately.
A mature team is characterized by very high level methodological work and developing activities (in the broad sense). Team loyalty is natural and self-evident and is not subject to debate. Team development becomes a way of life.

Project team. This is a multifunctional group in which teachers of different academic disciplines can work, if necessary for the implementation of a pedagogical project. In order to complete a project, all team members must work closely with each other. Usually such teams are disbanded at the end of the project. But in research work, one project can follow another, which means team members can work for many years. Team for operational problem solving. They can be called target teams, task forces. Usually these are short-term groups. The qualifications of team members are related to the specifics of the task being performed: they are invited to jointly study complex or critical situations, to develop recommendations and their implementation. Improvement Team. As the name implies, these teams are engaged in optimizing the educational process. Management team. In some schools they are called management teams. But if each member of the administration simply clearly fulfills his duties and does not go beyond the scope of their implementation, then this is not yet a team