The potential of the peer coaching approach to address professional competency gaps of advisers to the school principal on upbringing
Introduction.The increased attention paid by the state and society to the challenges of educating the younger generation has led to the creation of the role of Adviser to the Director of Education, responsible for liaising with public organisations. The training of such specialists has not been conducted before, but is currently being carried out at professional retraining courses. However, a number of studies have noted the presence of professional deficits in Counselors, which actualizes the need to find new forms, methods, tools and technologies to overcome existing deficits and continuously improve the professional skills of parenting specialists. The purpose of the article is to substantiate the prospects of using the technology of "Peer coaching" to overcome professional deficits of Advisers. Materials and methods. The methodological strategy was a selected set of acmeological, polysubjective, and personal-activity approaches. The theoretical basis is the theory of professional personality development, the conceptual provisions of the pedagogy of cooperation and the theoretical provisions of coaching technology. Results. The study, systematization and generalization of researchers' ideas about the use of Peer Coaching technology made it possible to compile the author's algorithm for its application, consisting of five stages: the first is devoted to clarifying goals and objectives, clarifying the final expected result; the second is to create a positive image of perception of the world; the third is to choose ways to achieve goals and clarify the causes of difficulties; The fourth is to clarify the personal values of the coaching participants.; The fifth is a conscious statement of the result (fixing the achievement of the goal).Conclusion. The testing of the Peer Coaching technology to overcome the professional deficits of the Director's Advisers on education and interaction with public organizations was carried out at the Voronezh State Pedagogical University in 2025 at the retraining courses attended by senior students. The results obtained make it possible to recommend this technology for wide use in the professional development system of any teaching staff, as well as in the educational process of higher education.
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The author would like to express her profound gratitude to the Ministry of Education of the Russian Federation for their financial support as part of the state assignment in the field of science (project number QRPK-2026-0007).