Liliya V. Volkova. Regional mentorship model creation for the implementation of the «School of the Ministry of Education of Russia» project: from the practical experience

Regional mentorship model creation for the implementation of the «School of the Ministry of Education of Russia» project: from the practical experience

Abstract. The article describes a regional mentorship model for educational organizations within the framework of the «School of the Ministry of Education of Russia» project, implemented by the State autonomous institution of further education «Education Development Institute of Perm Krai» (hereinafter — the Institute). As a key argument of the relevance of the problem, the results of self-assessment of general education schools are presented demonstrating a decrease in the number of schools with a below basic level indicator and a fivefold increase of educational institutions with the high level of compliance with benchmark requirements. The model was developed considering key findings derived from a review of scientific, pedagogical, and methodological literature on mentorship in the education system. The literature analysis has shown that a key component of mentorship is the transmission of value-oriented principles of the activity. A significant characteristic of the model has become its «external contour», which represents the interaction with another educational organization. It is significant that the existing methodological recommendations primarily address the internal mentorship system, while the «external contour» remains slightly developed. The survey conducted in October 2024 among school principals in Perm Krai, who are part of the federal «Mentorship League», identified potential directions for the activities of management teams and their willingness to share their experience with all educational organizations. The results of the literature analysis and survey allowed the Institute working group to develop a mentoring model taking into account the experience of mentoring in «the inner circle» available in each school; the cyclical relationship of the target, organizational, content, technological, and results components; the possibilities of adapting the model to each specific situation.