The current situation in education is characterized by increased conversion processes, the generation of new ideas about the objectives, outcomes and impact of education in the life of the individual and in the society. Education becomes a place of realization of the interests of various entities of public life through their interaction and communication. Such a situation demands a new definition of the objectives and content of education management. It also requires determination of their goals related to the organization of interaction and communication of different participants' influence. Our paper presents an empirical analysis of changing management through the study of the conception of "management support". This conception is currently an active part in the management education. It is used in the context of different definitions of the management tasks. The purpose of this paper is to order ideas about the opportunities of this concept in the practice of educational administration. Research material is based on the experience of Tomsk innovative schools, and also on theoretical works in pedagogy and educational sites. To conduct the study, the method of qualitative content analysis of texts - description of the experience of innovative schools - was used. The study revealed the nature of the scientific objectives of management, which could be related to ''management support''. Especially, the nature of management objectives that are related to the creation of conditions for cooperation and education of participants, generating initiatives for further development and implementation of educational projects to support the participants in their educational process of their own goals and ideas about the results of their education. A common feature of the goals of educational management can be considered that they all are showing weak differentiation of professional tasks such as arrangement of bringing children up and their education and management tasks as motivation and involvement of staff, creation of the environment for professional development. It means that creation of conditions for educational interaction of teachers and children substantially increases opportunities of management. Herewith innovative schools due to apportionment of goals of organization of innovative activities reach synergy of educational and staffmanaging results.
