The dissertation is devoted to the actual important scientific problem of the theoretical generalization and the implementation of a psychological expertise of secondary education as an integrative, specific system of psycho diagnostic procedures aimed at diagnosing, forecasting and solving actual problems in general secondary education, which unites synergistically related subjects-parameters of education: the content of education, safe educational and educational school environment, vocational and pedagogical the activity of a teacher centred around the system-specific component - the mature I-concept of a school graduator. The essence and phenomenology are discovered. The psychological content of the concept "psychological expertise of secondary education" is defined - it is an integrative, specific system of psycho diagnostic procedures aimed at diagnosing, forecasting and solving actual problems in general secondary education, based on analytical and applied, multi-vector, scientific reflection by a specialist of social reality for the purpose of specifying a theoretical content and development of educational practices based on the motivation of innovative (or any other) changes in education on a loan and implementation of the mature I-concept of students in a psychologically safe environment of a secondary education institution. The theoretical foundations of the expert activity in the field of education are substantiated. It is motivated that the objects of the psychological expertise of education are phenomena, events, processes and subjects of the sphere of education, which contain the information necessary for expert research, subject to expert research, and also require for this special psychological knowledge and the use of special means and methods of psychological science. Accordingly, the subject of the psychological expertise of secondary education is the laws of the formation, development and functioning of education, the implementation of educational innovations, technologies that make up the content of the activities of educational entities and require research using the appropriate volume of special knowledge, tools and methods that fall within the competence of a psychologist- expert. Taking into account a polymerity, polyfunctionality and availability of specific practical tasks of expert character, the basic principles of the psychological expertise of secondary education are defined: systemic, level analysis, determinism, objectivity, interdisciplinary, practical orientation, and also its following functions are identified: prognostic, normative, evaluation, research, developmental, monitoring, consulting, support, social, legal, protective, educational reflexive. The characteristic of functional components of the expert activity is given: informational-analytical, reflexive-estimating, prognostic-designing, social-communicative. It is determined that the definition of the criteria of an expert assessment depends on the principles, objectives, nature of the objects, which are sent to expert evaluation, the existence of developed standards of specific expertise or their absence. The conceptual and methodological principles of the psychological expertise of secondary education have been developed, on the basis of which a technological plan-map is constructed with the justification of empirical refrain of each of its subject-parameters (the content of secondary education, psychological safety of the educational-developing environment, teacher's professional and pedagogical activity, and the integral subject of the above-mentioned object - I have matured the concept of a school graduator) and thus systematized knowledge about the object of the study as a whole. The first three subjects-parameters of the proposed plan of the examination of secondary education determine the external-internal contour of mental regulation of students, and the latter - the I-concept of the student is a system-based core of their self-organization in the educational process and provides the obtaining of objective, metapredimetnh and personal results. The main strategic goal of the psychological expertise of secondary education is the assessment of the compliance of State standards, educational programs and information and methodological support to the main requirement: the availability of necessary conditions for ensuring the psychological support of the subjects of the educational process, their social and psychological development, humanization of means and methods of educational and educational influences on the personality of the student and his protection against destructive social and psychological influences. It is motivated that the key psychological characteristic of the educational environment as a subject-parameter of the methodological map of the research is its psychological security, which promotes the full physical, mental and social development, and preserves the health of its participants, promotes the formation of a mature I-concept of the school graduate, provides the ability to progress and self-development. It is substantiated that for the implementation of the psychological expertise of secondary education it is necessary to comprehensively diagnose vocational and pedagogical activity of teachers according to the following criteria: normative-target; environmental organization; person-motivational, effective-analytical with the corresponding indicators. The introduction of the examination procedure allows not only to determine the level of professional competence of the teacher, but also creates opportunities for his reflection, self-development and self-realization. It is proved that psychological expertise of secondary education requires analysis, research into the personality of a school graduator as an object and subject of educational interaction on the monitoring indicator - "mature I-concept of a school graduator", which is understood as an integrative holistic personality education that reflects the person's readiness to training for adult independent life in society, characterized by a focus on self-actualization, self-realization, self-improvement, self-identification, uniqueness, and even sub interrelation attitude to style way of life strategies, their own abilities and potential, focus on effective social interaction. The structure of "the matured I-concept of a school graduator" forms such interconnected and complementary components: personality maturity, social maturity, emotional maturity, intellectual maturity. Prospects for further research we consider in the development of the psychological expertise of preschool, secondary and higher education on the principles of continuity and promising; psychological expertise of the professional image of the world of a teacher of elementary school, a teacher-subject from the point of view of realization of the humanistic paradigm of education.
