New teacher roles in distance learning

this article presents the analysis of changes in the content of the activities of school principals and teachers, as well as forms and technologies of methodological and organizational support for teachers in the transition from traditional (full-time) learning to distance learning. The goals and objectives of modern education are formulated in terms of preparing a person for the future under the conditions of uncertain and divergent society, and his/her ability to respond to the current challenges. The main approaches to the design of the educational process and the preparation of teachers for work in the context of the transition to distance learning are outlined on the example of the experience of Lyceum № 1 in Krasnoyarsk, Siberia. The restructuring of the lyceum management system and the conditions for its implementation are described including such characteristics as personal responsibility of school principals, their ability to «take a hit»; team work of the teaching staff, etc. We propose the format of the modular schedule, which makes it possible to significantly reduce the computer time for a student and to systematize the teacher's work. The results of a teachers survey on the changes in their professional functions and roles under new conditions are presented. The data obtained demonstrate significant transformations of almost all pedagogical functions, mostly (according to the respondents answers), of the educational one. The traditional teacher roles have changed and new roles have emerged. The necessity of constant teacher self-education under new conditions is argued and the support forms of this work are determined.