Flexible skills in the structure of the resistant activity of teachers of schools with low educational outcomes

For many years, there has been a problem associated with identifying effective strategies for transforming schools with low educational outcomes into effective schools. The main challenge is that each school has its own set of factors that can negatively impact both student performance and teacher effectiveness. In this regard, the most effective solution is an individualized approach to solving the problem and, accordingly, personalized support for this teacher's training as part of the implementation of his/her additional professional education programs. At the same time, improving students' educational outcomes requires a comprehensive approach from teachers. Their activities become resilient if they develop all their professional characteristics at a high level, including «flexible» skills. The purpose of the study is to identify the possibilities of personalized support for the development of «flexible» skills in the framework of the formation of resilient activities of teachers in schools with low educational outcomes in the system of additional professional education. The main part of the study analyzes the scientific literature on the research problem and presents the structure of resilient activities. The study details the aspects of implementation and the content of personalized support for the development of «flexible» skills as part of the formation of resilient activities among teachers in the schools under study. The formal forms of additional professional education include the implementation of additional professional programs and internships, while the informal forms include a wide range of varied activities aimed at addressing the identified teacher shortcomings. These forms are included in the individual educational route of teachers. The results of the study indicate the effectiveness of the proposed approach.