Updating the content of supplementary professional education to support school teaching staff in implementing specialized education

The research problem and the rationale for its relevance. The research problem stems from the need to update the content of supplementary professional education to prepare schoolteachers and administrators for the effective implementation of specialized education in line with regional strategic priorities (using the “TEMP 74” strategy of the Chelyabinsk region as an example). The system of supplementary professional education for teachers must implement dynamic changes corresponding to those in general education. A contradiction has been identified between the requirement for effective specialized education in schools and the insufficient readiness of teachers for this activity, which is due to the content of advanced training programs not fully meeting modern challenges. It is necessary to equip teachers with practical competencies for designing and implementing individual educational trajectories within the context of specialization. The goal of research is to develop and present a supplementary professional advanced training program aimed at enhancing the professional competencies of school teams in organizing specialized education, career guidance, and vocational training. Methodology. The methodological foundation of the work was the development of a modular advanced training program combining core modules (regulatory, psychological-pedagogical, and organizational foundations) and variable modules (for administrators and teachers). Implementation methods include lectures, practical sessions, internships, project work, and the use of active learning methods drawing on regional experience. The research is based on activity-based, projectbased, and resource-oriented approaches. A complex of theoretical methods was employed: analysis of psychological-pedagogical and scientificmethodological literature on specialized education and supplementary professional education, study of teaching practices, and modeling. Results. As a result, a comprehensive program has been created, the structure and content of which ensure the development of competencies necessary for implementing specialized education. The program incorporates the regional “TEMP 74” strategy, equips participants with modern tools such as digital platforms and online career guidance resources, and maintains a strong practice- oriented focus. Conclusion. The developed advanced training program holds significant potential for preparing teachers in the field of specialized education. A key prospective task is recognized as increasing the motivation and engagement of the teachers and administrators themselves in implementing this educational strategy. The program's content is based on the principles of practice-orientation, individualization, and systematicity, which are crucial for effectively preparing teaching staff for specialized education. It equips teachers not only with an understanding of the essence of specialization but also with specific skills (technologies, methods, tools) for its implementation, which ultimately enhances the quality of school students' educational outcomes.