Tatiana V. Masharova

There is a lot of talk and writing about reforming national education today. In most cases, the topic of publications concerns the achievement of a new quality of education - the transition of the Russian Federation to the top 10 countries in this indicator. The main mechanism of such a «quantum leap» experts call the formation and development of functional literacy of students. In the proposed article, the authors reflect on the reality of such an ambitious task and the resonant effects accompanying this phenomenon. The most significant of them - is the «reset» of the professional thinking and behavior of the teacher. At the same time, it is not the proximity to the metropolis, not the number of students that determine the effectiveness of the educational process. The achievement of a new quality of education is primarily influenced by the innovative potential of the teacher, including his internal readiness to «reset», digital tools and pedagogical conditions for the implementation of the basic educational program. These, in fact, are the famous «Three T» - the requirements of the Federal State Educational Standard for the basic educational program. In this article, the authors attempt to answer the following questions: what are the main professional deficits experienced by education workers at the current transitional stage of the «reset»? What qualities are especially important and necessary for them now?