The article deals with the problems of the changes and prospects of the development of general education school heads’ and teachers’ leadership: the importance of school heads’ and teachers’ leadership for systemic change of the quality of school activity has been substantiated, the features of the relations between leadership and the changes in school culture and management have been highlighted, the essential tendencies of the expression of teachers’ leadership have been presented; referring to the results of the research school heads’ and teachers’ position about the changes and prospects of the development of leadership in school has been analysed, the essential factors stimulating and impeding the development of leadership in school have been substantiated.

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The article analyses the experiences of teachers in organizing assessment and self-assessment processes in natural sciences lessons. In order to compare the teacher’s assessment and the student’s self-assessment, the study relies on the concept of assessment as learning. The research participants are primary education teachers who organize natural sciences lessons for fourth-grade students. The study is based on the methodology of participatory action research. During the action research, the role of the teacher and the student in achieving the harmony of assessment and self-assessment was revealed, four main stages of the student’s self-assessment of the lesson were distinguished as well as the factors promoting and limiting the harmony of assessment and self-assessment. It was emphasized that during the educational process, teachers must constantly monitor students, record individual progress in a chosen way, analyse the results, and discuss them with students. Collaboration with colleagues becomes important, which helps to collect and analyse data, organize joint activities together, discuss results, examine challenges, and recommend solutions.