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1 | The problem of effective methodological support for teachers of rural schools is based on the diagnosis and identification of their professional deficits. The mechanisms of organizing and conducting this diagnosis, the features of the development of diagnostic materials, as well as ways of objective evaluation of its results are shown. 250 teachers (143 teachers of the Russian language and 107 teachers of mathematics) working in rural schools located on the territory of 26 municipal districts of the Republic of Bashkortostan took part in the diagnostic testing. Diagnosis of professional deficits was carried out using an online platform https://platforma.bspu.ru. The results of a comprehensive analysis of diagnosing the professional competencies of teachers of the Russian language and Mathematics in rural schools are presented (on the example of the Republic of Bashkortostan). The influence of teaching experience and qualification categories on the results of diagnostics is presented. The professional deficiencies identified during the diagnostics and their significance in the professional activities of teachers of Mathematics and the Russian language are described. The systematic problem of methodological in competencies of teachers in rural schools has been identified and possible ways to solve them by providing targeted methodological assistance and designing individual tracks of personal growth have been identified. Keywords: professional deficit of a teacher, pedagogical diagnostics, individual trajectory of teacher growth, subject and methodological competencies of a teacher | 868 | ||||
2 | The article considers the problem of mentoring in the school-to-school system as one of the key mechanisms for improving the quality of education in the context of the priorities of modern education in Russia. Mentoring between schools allows not only to strengthen the professional development of teachers, but also to create conditions for a sustainable exchange of best practices between educational institutions. This type of mentoring allows not only to strengthen the professional development of teachers, but also to create conditions for a sustainable exchange of best practices between educational institutions. The article discusses methodological approaches to the implementation of the school-to-school mentoring model in Russia and abroad, as well as factors that influence the success of this form of interaction. In the course of the research, a conceptual analysis of domestic and international experience was carried out, which allows us to identify the most effective practices and offer recommendations for the further development of the mentoring system in Russia. Special attention is paid to the methodological aspects of mentoring and its impact on the quality of education, as well as the conditions conducive to the successful implementation of mentoring programs in Russia and abroad. In conclusion, the conclusions are presented on the need to introduce innovative mentoring models into educational practice and strengthen interaction between educational institutions to solve the urgent problems of modern schools. Keywords: mentoring, school-to-school mentoring, educational priorities, Russian education, foreign experience, professional development of teachers, interaction of educational institutions, exchange of best practices, government programs, quality of education | 72 |