Inna V. Fetter

The requirements of modern education for each student to achieve high quality learning outcomes can only be met if special conditions are created for the child. This process is described in in research works devoted to the personification of education. The process of personification of modern school education involves creating conditions for students to choose and implement an individual educational trajectory in the context of non-linear education, taking into account his/her motives, interests, abilities, educational needs, as well as taking responsibility for the educational results obtained. The purpose of the article is to model the diagnosis of personification of the school educational environment in accordance with the structure of the environment, its parametric characteristics, strategies and scenarios of personification. The main approach of the study is the environmental approach as a methodological basis for designing the process of the school educational environment personification, focused on achieving modern quality of education in accordance with the individual educational request of the student. The authors of the article identify the relationships between the components of the education quality, components of the educational environment and strategies for personifying the educational environment of the school: strategies of events occurrence, self-realization, support. Based on this, an attempt was made to model the diagnostics of the personification of the school educational environment, including: assessment of the parametric characteristics of the educational environment of a school in accordance with the designated strategies; identification of student and parent satisfaction with respect to the components of the educational environment, analysis of fixed individual educational outcomes and achievements; study of options for staging the personification of the educational environment. In conclusion, the article considers the structure of the educational environment as a basis for identifying educational risks in the context of personification of school education. The theoretical implication of the study lies in the construction of a model for diagnosing the personification of school education in the context of the environmental approach. The combination of indicated diagnostic methods can be used in the practice of management activities of heads of educational organizations to assess the effectiveness of the process of personifying the school educational environment and designing its optimal scenario.