Realization of a new model of planned advanced training of teachers of the Kaliningrad region

The problem of the research and justification of its relevance. In the last decade, particular attention has been paid to the quality of continuing professional education. The national project “Education,” implemented in 2019–2024, and the conceptual documents approved to achieve the project’s indicators have become a factor in the development and implementation of new models of advanced training aimed at ensuring the continuous professional growth of employees in the education system. The national project “Youth and Children” also sets a high bar for the level of development of professional competencies of pedagogical and management personnel. The advanced training model presented in the article is designed to respond to current challenges in the field of training learners to improve the quality of general education. The goal of the research is to identify the key organizational and substantive features of the implementation of a new model of planned advanced training for teachers of the Kaliningrad Region’s education system, which corresponds to the Core of Additional Professional Teacher Education. Methodology (Materials and Methods). The main method of research was modeling. The competency- based approach and a set of fundamental principles served as the methodological basis for the implementation of the planned advanced training model as basic guidelines, according to which the process of implementing the model in practice is carried out (principles of variability, andragogy, evidence-based advanced training, targeting, and practical orientation of training sessions). Results. The planned advanced training model is implemented in accordance with three stages: the first stage involves the diagnosis of professional competencies, identifying high, medium, and minimum levels of professional deficiencies of teachers; the second stage organizes the design of educational pathways in accordance with the results of the diagnosis; the third stage involves planned advanced training according to the developed educational pathway. Attention is paid to the fact that for the qualitative implementation of the model, it is necessary to include preparatory and analytical stages in the activity. The article presents arguments in favor of the effectiveness of the new model, as well as indicates the difficulties and limitations that may be encountered during the implementation of the planned advanced training model corresponding to the Core of APTE.