Keyword: «professional deficits»

In the context of updating educational content and increasing demands on teachers' professional agency, the development of universal competences among beginning educators is becoming particularly relevant. One of the most effective forms of professional support is team-based mentoring, which promotes successful adaptation and professional growth of novice specialists. In this process, monitoring plays a key role, allowing for the identification of professional deficits and the management of educational quality. The aim of this study is to present the results of diagnostics assessing the level of universal competences developed by beginning teachers during an experimental implementation of team mentoring in educational institutions in Omsk. The study involved 144 teachers at the early stages of their professional careers. The methodological foundation of the study is a learner-centered approach, which takes into account the individual characteristics and professional needs of teachers. The key universal competences evaluated included teamwork and leadership, communication skills, self-organization, and professional self-development. The results indicate a positive trend in the development of these competences among participants engaged in the team mentoring model. Empirical data confirm the effectiveness of this model as a tool for supporting and developing teachers at the beginning of their professional career. The theoretical significance of the work lies in clarifying the conceptual framework and confirming the effectiveness of the learner-centered approach in the context of mentoring. The practical value lies in the possibility of adapting the proposed diagnostic tools for assessing and supporting novice teachers in various educational organizations. The research findings can be used by administrators and methodological services in planning mentoring programs and professional development initiatives.