Mentoring technology as a factor in the development of young teachers' professional skills

The research problem and the rationale for its relevance. The article deals with the issue of professional formation of a novice teacher and his/her retention in educational organizations. The problem of formation of a pedagogical team and raising the professional level of teachers is noted. Despite the growing demands on the professional skills of teachers, their level of qualification remains insufficient. The teaching staff needs to be updated from the moment they enter the profession. There is a low motivation of teaching staff for joint activities aimed at developing their professional skills. The goal is to present the results of testing mentoring technology as one of the organizational and pedagogical conditions for the development of professional skills of a young teacher. A review of scientific research is being conducted to establish the importance of using mentoring technology in working with the teaching staff. It takes into account the need for the full implementation of state policy in the field of education and the search for an effective management model on the part of the organization. The publications devoted to the organization of formal and informal education of teachers are analyzed. The methodological basis of the research is the provisions of the system approach. There is the formation of psychological and pedagogical competence of a young teacher. Regulatory documents were evaluated in order to identify the indicators of the professional teacher mastery’s level. The description of the results is connected with the description of the model of mentoring activity, which is represented by the author's Mentoring Program. The program includes a set of measures to create an effective environment of mentoring couples, providing continuous professional growth and self-determination of teaching staff, contributing to the formation of professional activity of young teachers, their self-actualization and consolidation in the profession. A detailed description of the Mentoring Program’s structure is given, as well as the positive results of its realization in Omsk “Secondary General Education School No. 144”. The practical significance of the presented results lies in the possibility of their application in making management decisions in order to create conditions for the professional development of mentors and the retention in the profession of those being mentees. It is worth discussing a diagnostic toolkit for identification professional deficits of young teachers.