The article is devoted to the problem of organizing in-service supervision of a beginning teacher in educational environment. The conceptual and practical ways of designing the model of in-service supervision of a young teacher are analyzed in the article. In-service supervision is defined as a purposeful complex process involving the cooperation of teachers-mentors with a young specialist in order to ensure successful entry into the profession, effective teaching, adaptation to the professional environment and overcoming crises and barriers arising in the process of teaching. The model of in-service supervision is based on a convention generation approach. A set of complementary principles of organizing in-service supervision is described. The model of in-service supervision is founded on the institution of double mentoring: a mentor from teachers’ education university staff and a mentor from school supervise a beginning teacher. The in-service supervision is based on mentoring technology. The authors describe the developed website for online in-service supervision, allowing timely, prompt interaction with a young teacher. The article analyzes the system of criteria for choosing a mentor as well as the system of professional and personal qualities of a mentor.
In-service supervision of a beginning teacher as a condition for the continuity of professional development
