CONTEMPORARY APPROACHES TO ASSESSING THE UNIVERSAL, PERSONAL, AND PROFESSIONAL COMPETENCIES OF EDUCATION ADVISORS TO PRINCIPALS

Spevakova Sofia Gennadyevna

This article analyzes contemporary approaches to assessing the universal, personal, and professional competencies of education advisors to principals in the context of the digital transformation of education. The article examines the theoretical and methodological foundations of competency assessment at the intersection of acmeological and competency-based approaches, and analyzes existing models for structuring the professional competencies of education specialists. Particular attention is paid to the issue of digital competencies as an integral component of modern teacher professionalism and the specifics of their assessment among educational institution managers. Systemic challenges in developing a unified methodological framework for professional assessment are identified, including the high level of subjectivity in procedures, the lack of unified standards, and the resource-intensive nature of complex diagnostic methods. The need to create a national competency framework for educational advisors and develop accessible, valid assessment tools integrated into the formative assessment system to ensure the continuous professional development of specialists is substantiated.

Keywords:educational advisor competencies, professional assessment of teaching staff, digital competencies of leaders, acmeological approach in education, formative assessment of specialists, educational activities in the digital environment.162