The problem under study is relevant due to the fact that mentoring in the system of supplementary vocational education implies a qualitative change in the traditional forms of advanced training in accordance with the goals and objectives of developing intellectual potential in a young teacher or a school manager. In this regard, this article is aimed at providing insight into mentoring models that are relevant to the system of teachers’ supplementary vocational education in order to provide their effective use in the area of advanced training. Basing on both domestic and foreign experience and their own professional experience in the institution of supplementary vocational education, the authors describe mentoring models practicable in education. Emphasis is put on advantages of each model. Professional, special and general culture-related competences essential for mentors are determined based on questionnaire survey. The practical significance of the research results lies in the fact that knowledge of the models of mentoring activity will, on the one hand, improve the quality of the teachers and managers’ practical training in real educational process; on the other hand, the process of young teachers’ preparation and entering the profession will be targeted, mobile and effective, since the "mentor - young teacher" model takes into account the needs of young teachers and ensures the mentor’s direct participation in the teacher’s adaptation to professional activities.

mentor, model, supplementary vocational education, competences, teacher.