The role of the advanced training system in the teachers' professional growth

The problem of enough serious requirements to the teacher from of modern educational environment is actualized. The aspects of motivation of teachers for professional growth, readiness for creative innovative activity are actualized. The idea of adoption of the National System of Teacher Growth (NSSD) is substantiated, which presupposes the presence of various teacher positions in accordance with the levels of proficiency competence, can become an essential motive for the professional development of the teacher. The development of a teacher in accordance with the NSDS presupposes its growth from a beginner teacher to a master teacher and a teacher-researcher. New requirements for the system of advanced training are highlighted and characterized. It can't be limited only to course preparation, which provides the formation (or development) of basic subject or methodological competence, which is suitable only for beginning teachers. Their role and importance to the realization of various approaches to the development of the skills of teachers-masters (teacher-mentors), transferring their experience to young teachers, teachers-researchers, approbating scientific concepts in their work is shown. The conditions are indicated and argued, the observance of which in the process of designing an advanced training system has great importance. This is the analysis of the educational request to the system of advanced training the planning of a different level system of advanced trading depending on educational requests and the knowledge of the teacher's professional competencies. The methodology of the study is the study of information sources on the effectiveness of the professional development system, the analysis of the results of evaluation procedures and the possibility of their application in planning the work of the Institute for the Development of Education, modeling the system of professional growth of teachers. The article analyzes various approaches to the notion of “advanced training” in Russian and foreign literature, determines the current requirements for advance training, and analyzes the directions of the educational needs of teachers. Based on this analysis, the article presents a three-level model of the system of professional development. This model can be used to plan the system of professional growth of teachers.