DATA-DRIVEN DEVELOPMENTAL MANAGEMENT MODEL AIMED AT SUPPORTING TEACHERS’ PROFESSIONAL DEVELOPMENT

The article examines the experience of implementing a data-driven developmental management model aimed at supporting teachers’ professional development within an educational organization. The relevance of the study is determined by the limited impact of traditional administrative control practices on teachers’ professional growth. The purpose of the study is to substantiate the effectiveness of a management model focused on developing teachers’ professional reflection through the use of checklists, analytical dialogue, and feedback mechanisms. The findings demonstrate that the proposed model contributes to improving lesson quality, clarifying learning objectives, and strengthening teachers’ professional responsibility.