Authorial School as a Phenomenon of Innovative Educational Practice

The article considers the authorial school as a phenomenon of innovative educational practice: it describes the nature of the concept of “authorial school” and ways of modelling the changes in the authorial school, defines the classification features that distinguish it among adaptive, innovative and experimental comprehensive educational institutions. While summarizing the results of content analysis, we revealed that concept “authorial school”, which is interpreted as a comprehensive educational institution with a high level of innovative capacity as the prerequisite and the result of self-development of its competitiveness using means of experimentally tested, original authorial concept of educational system of technological nature that provides stable and positive performance results. The competitiveness of the authorial school is an integrated quality of dynamic nature that characterizes the capability of authorial institution to achieve its own innovation capacity and manifests through the ability of its students to succeed in a competitive environment.


INTRODUCTION
In the conditions of innovative development of education, the problem of modelling the development of authorial schools is particularly important. It is caused by the need to increase the availability of high quality and competitive education in new social and cultural conditions of market economy. It is the authorial school as a phenomenon of innovative educational activities that serves as the highest form of self-development practice.
Clarifying the meaning of the concept "authorial school" will contribute to better understanding of ways to solve the problem of formation and development of authorial schools in Ukraine. Since scientists interpret the concept in different ways, there is a need to apply content analysis as a method of researching the conceptual and categorical apparatus of pedagogy, as it is the conceptualized essence of the studied phenomenon.
The problem lies in uncertainty of the status of the authorial school as a separate type of a comprehensive educational institution [3, p. 36-39], hence the need for the scientific substantiation of the nature of modelling changes, the definition of classification features that distinguish it among adaptive, innovative and experimental comprehensive educational institutions.
The researcher deals with nature, features and specifics of modelling changes in the authorial school. The study shows it finds common and different features of the process of modelling changes in different types of schools. The author describes the ways to model changes in the authorial, experimental, innovative and adaptive schools; concludes their classification attributes that serve as the basis for revealing the features and specifics of modelling changes in the authorial school, which is interpreted as a comprehensive educational institution with a high level of innovative capacity as the prerequisite and the result of self-development of its competitiveness using means of experimentally tested, original authorial concept of educational system of technological nature that provides stable and positive performance results.
The nature of modelling the changes in the authorial school is manifested differently on stages of its formation and development, hence the need for compliance with the relevant technological logic of modelling the changes: -formation the authorial school is carried out during the research and experimental work, providing a high level of development of its innovative potential, as development of the authorial idea, concept and relevant model (system, technology, etc.) for its implementation requires research and experimental verification. (Based on these considerations, the authorial school is identified with experimental school and understood as "a type of experimental platform" *1, p. 14+); -development of the authorial school is carried out both during the research and experimental work and after its completion in the permanent process of innovative and research activities because the school is working using experimentally proven original authorial conception of its own educational system that provides a high level of development / self-development of its innovative capacity, ensures stable and positive performance results. (Based on these considerations, the authorial school is identified not only as experimental, but innovative or pioneering schools as well, and denied her separate status; "authorial school as an innovative educational institutions engages in innovative teaching activities in various forms" *6, p. 139+).
A common feature of the efficiency of the process of modelling the changes in the authorial school is a high level of development of its innovative capacity as the prerequisite and the result of selfdevelopment of its competitiveness, which manifests in the following: 1) personalization of the process of modelling the changes as a form of authorship; 2) authorial idea is implemented in the form of the original authorial conception of educational system, which theoretically substantiates the way to understand the changes; 3) authorial plan is implemented by means of modelling which result in a corresponding content and functional model of school; 4) result of implementing the changes ensures stable and positive performance. The competitiveness of the authorial school is an integrated quality of dynamic nature that characterizes the capability of authorial institution to achieve its own innovation capacity and is manifested through the ability of its students to succeed in a competitive environment.
We classified models of schools on the principle of self-development of its innovation capacity and singled out the following types: authorial, experimental, innovative, adaptive (Tab. 1). The study revealed the following findings. Firstly, the authorial school serves as the highest form of innovative practice, because it goes beyond the canon. (Peaks of the performance revitalization of authorial schools coincide with the period of paradigm shifts in education, which is accompanied by the need to solve the existing contradictions, as the existing model of solving problems is no longer acceptable, which causes the need for change).

Indicators of innovation development of comprehensive educational institutions
Secondly, it possesses a high level of development of its innovative capacity which serves as the prerequisite and the result of self-development of its competitiveness.
Thirdly, the basic form of the implementation of authorial plan in the form of original authorial concept of educational system of school is the pedagogical experiment (stage of formation), "permanent research work" *4, p. 247+, innovative activities (development stage).
Fourthly, not all comprehensive educational institutions that operate and develop efficiently are innovative, as not all innovative institutions are experimental with innovation development. Therefore, not all experimental institutions are authorial and aimed at self-development.
Fifthly, the authorial school is singled out from other comprehensive educational institutions because it possesses "an original pedagogical idea, a concept, pronounced core values" *5+. It is distinguished through degree of transformation of innovative potential from development to selfdevelopment that meets the high stage of maturity.
Experience shows that the authorial school successfully implements the main provisions of competence-oriented education, stands at the origins of a new thought and activity-oriented paradigm that will substantiate the logic of variable motivational and content development of authorial schools in Ukraine aimed at empowering and self-development of subjects of the educational process by means of innovation.

CONCLUSIONS
The article describes the results of content analysis of the concept "authorial school", substantiates the nature of modelling the changes in the authorial school, defines classification features that distinguish it among adaptive, innovative and experimental comprehensive educational institutions.