Equal Training as a Way of Management of the Career Development of the New Entrants Into the Teaching Profession

Professional development of teachers within an educational organization is an important factor in the development of the daily educational process at school. It is formed by the context of the teacher’s practical activity. Any situation in the classroom is influenced by the general culture of the school, which, in turn, depends on the culture of the society in which the school is located. In order for teachers to behave professionally and improve their professional skills, in order for young teachers to gain a foothold in schools, communicate, and develop, the administration of an educational organization must create opportunities for the exchange of experience and for professional communication. A sincere environment that is based on mutual understanding and cooperation is of great importance to the school. The principal's skill lies in transforming the school into structured learning communities, involving teachers in activities that will lead to the introduction of innovations that, in turn, will unite the team and improve the quality of education. The article presents data from a study of effectiveness in terms of the effectiveness of the Curatorial Methodology of K.M. Ushakov for the professional development of teachers within an educational organization using the example of the Novosibirsk region. The study was carried out in two stages. At the first stage, data on assessing the effectiveness of this methodology was collected from participants from different positions: “Teacher”, “Curator”, data from respondents belonging to the category “young teacher” (teacher under 30 years old, teaching experience up to 5 years) was highlighted, and a comparative analysis was carried out obtained data from two categories of teachers: “young teacher” and “more experienced teachers”. At the second stage, a qualitative study was carried out: content analysis: observation protocols according to criteria and selected indicators. General conclusions are drawn about the use of the Curatorial methodology for the professional development of teachers, about the effectiveness of the Lesson Study, Action Research, and P2P methods.