Scientific basis of construction of multi-level model of management continuous improvement of professional competence of pedagogical and managerial staff

<jats:p>&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; The relevance of this study lies in the absence of a unified bank of effective practices for managing regional systems of scientific and methodological support for teachers and management personnel, as well as in the lack of objective information about the professional shortcomings of regional management personnel in the field of organizational and methodological support for teachers and management personnel. &lt;strong&gt;Objective.&lt;/strong&gt; The aim is to provide a scientific justification for a multi-level model of managing the continuous improvement of the professional skills of teachers and management personnel. &lt;strong&gt;Methods and materials.&lt;/strong&gt; The development of the model is based on the innovative practice of organizing professional development for teachers, as well as on analytical materials related to identifying the needs and shortcomings of teachers, and methodological recommendations for organizing continuous education. &lt;strong&gt;Hypothesis.&lt;/strong&gt; The development of a multi-level model, the level-based organization of the professional development system, the differentiation of the professional development process based on the stages of a teacher's career, and the deficit-based approach to professional development for teachers will lead to positive changes in the continuous professional growth of teachers and management personnel. &lt;strong&gt;Conclusions. &lt;/strong&gt;The model of a level-based organization of continuous professional development management will become a practical tool for managers and employees of organizations operating in the system of additional professional education, as well as for teachers themselves.&lt;/p&gt;</jats:p>