The purpose of the study is to develop organizational and pedagogical conditions for professional development of teachers in the prevention of hidden social orphanhood of students. Research methods: surveys, self-observation, self-assessment, analysis of diary entries and social passports of families. The expediency of implementing the development of professional skills of a teacher through “learning in activity”, involving teachers in research, project, directly pedagogical, advisory, etc. work is substantiated. The conclusion is made about the effectiveness of parallel work to improve the teacher’s qualifications and solve the tasks of preventing social orphanhood.

The article discusses theoretical provisions and describes the principles of constructing the structure of the model of the formation of military-professional orientation of the personality of pupils of Suvorov schools on the basis of project activities. Based on the analysis of the theory and practice of the implementation of project activities, pedagogical conditions for the formation of military-professional orientation of the personality of Suvorov residents are determined, content of the components of the developed model is disclosed.

The article reveals the process of professional training of teachers of Suvorov military schools for the formation of a military-professional orientation of pupils. Strategies, directions, forms, methods and techniques are considered that contribute to the effective training of specialists for the upcoming activities in the formation of a military-professional orientation among Suvorovites based on the organization of their project activities.

The article presents the scientific justification and the results of an experimental test of the psychological and pedagogical conditions for effective management of the implementation of federal projects in educational institutions. The social significance of the psychological and pedagogical readiness of teachers to implement project activities in education is highlighted. It is shown that the orientation of such activities is the design and research activities of students. It was found that for the effective implementation of federal educational projects, teachers of modern schools need to form project competence, ensuring the achievement of the necessary results in their professional activities, indicating a sufficient level of psychological and pedagogical readiness for pedagogical design.

The article is devoted to the consideration of the problem of cultural studies training of future teachers for professional pedagogical activity using a regional component, which has an integrated nature and involves the systematic and consistent inclusion of linguistic material about the culture of the native land, region in the process of teaching foreign languages, preparation for intercultural dialogue.

The article analyzes the development of mentoring in Russia. Mentoring is considered in the system of technological division of labor as a special practice that is the bearer of activity knowledge (as opposed to subject knowledge, the bearer of which is the teacher). The article reveals the development of mentoring practices on the example of the implemented and existing practices “Mentoring Academy” Skolkovo, “Women: School of Mentoring” of the Ministry of Education and Science, mentoring in Accelerators, Fablabs, etc. The competence profile of a mentor is characterized. The results of the study are given: with what projects and for what help students turn to mentors. On the example of the analysis of the implementation of the project “Women: Mentoring School”, the projects developed and implemented by mentors and mentors are characterized. The results of the study are significant for the development of the theory of professional activity, in which a new concept appears — “mentoring” as a type of special professional activity. The applied value of the results obtained is reflected in the search for a mentor’s competence profile and the development of professional standards for mentors.

The article analyzes the approaches of domestic scientists to determining the content of the formation of the military-professional orientation of students, reveals the essence, structure of the military-professional orientation of the personality of Suvorov, the features of project activities that activate the formation of the military-professional orientation of the personality of the pupils of Suvorov schools, as well as the stages of the formation of the military-professional orientation the personalities of the Suvorovs.

The article describes the results of an experimental study aimed at developing the communicative competencies of senior schoolchildren in the context of project activities. It is shown that the content characteristics of communicative competencies have an insufficient level of development among high school students. Organized influence in the form of implementing a program for the formation of communicative competencies in the context of project activities helps to increase the ability for self-regulation, in particular, such parameters as planning, flexibility and evaluation of results. Based on the results, a conclusion is made about the possibility of developing the communicative competencies of senior schoolchildren through project activities. The effectiveness of the stage-by-stage and systematic use of the project work method for the formation of communicative competencies of high school students is substantiated.