Abstract: The article is devoted to the problem of the implementation of the educational resource of new social media in the educational process of educational organizations. The author conducts a systematic review of modern scientific and methodological literature, identifies the problem that has developed in the modern theory and practice of using new social media in pedagogical activity, and determines its current state in modern Russia. The article presents the results of a study of the attitude of high school students and their teachers to the use of social media for educational purposes, their ideas about the effectiveness of such a means of teaching and upbringing, about its main strengths and possible threats. The main conclusions of the conducted research are the results of the conducted survey, which suggest that the majority of both high school students and young teachers have a positive attitude to the integration of new social media into the educational process of the school.There are also a lot of questions related to the lack of scientific research of educational opportunities of the developing institute of social media, questions about how to use them in an educational environment, what rules and regulations should be followed, what is the content of a new educational resource, what are its risks and threats, what is the algorithm of its actualization and how to combine it with traditional teaching and upbringing technologies.

Abstract: This article is supported by the Russian Foundation for Basic Research (project No. 19-013-00163 А “Methodology and Technology of Socio-Pedagogical Research of Family as a Subject of Creation of Individual Educational Trajectory of a Child”). The author examines the problem of monitoring of professional competences of a teacher in the conditions of digital environment. The authors propose a new technique for development of a method for assessing professional competences of a teacher based on latent variables theory, where private criteria manifest as integral with regards to indexes and indicators of professional competencies of a teacher. Qualimetric monitoring of professional competences contributes to the growth of personal growth of a teacher and improvement of the quality of his work in digital environment. The authors outline the scientific basis for qualimetric monitoring of professional competences of a teacher using the RUUM 2020 software (Rasch Unidimensional Measurement Models). The suggested approach proves that in the school digital environment can be resolved the issue of accessibility and automation of assessing professional competences of a teachers, apply Qualimetric monitoring for motivation of personal growth and self-improvement of a teacher. The new approach allows presenting the qualitative indicators in quantitative dimension. Such solution of the problem corresponds to the current level of requirements of digital environment for monitoring and scientific organization aimed at improvement of teacher’s competences.

Abstract: The article is devoted to the methodological foundation of social and pedagogical support of a family that has acquired a new role in the modern world, this is to design a child's individual educational trajectory. The authors have analyzed the definition of social and pedagogical support of family, how it relates to similar definitions that describe the development of family's educational potential and family-and-school partnership. The authors analyze modern approaches to the analysis, essence, methodological and technological characteristics of social and pedagogical support of a family. They describe an educational situation of a modern family that is characterized with the shift of the emphasis from transmission of experience to selection of child's individual educational trajectory. From this point of view, social and pedagogical support of a modern family is described as a socially projected highly organized practice. The authors also focus on the methodoloogy and technology of social and pedagogical support of a family as a subject of designing child's individual educational trajectory and conclude that current methodological foundations and concepts do not reflect the depth and complexity of a situation of a modern family viewed from the point of view of its readiness to be a subject that designs child's individual educational trajectory. One of the main trends that reinforces the role of famly in the educational process is individualisation of education.