In the contemporary context, the professional competencies of a novice teacher should be qualitatively different from the standard set of competencies offered by traditional teacher training. Training to become a teacher should be practice-oriented. A graduating student is to possess professional competencies, organizational and tutoring skills. However, credits allocated to teaching internship are not sufficient to shape a teacher of new generation with the above competencies. It is necessary to take into account the fact that modern parents are extremely demanding on the quality of educational services and expect school to be staffed with highly qualified and experienced specialists. Therefore, university should take control of the professional development of a young teacher and simulate the conditions for professional growth of students as part of the school-university partnership, which becomes a platform for further professional growth. The aim of the research is to summarize the experience of school-university partnership between state educational institutions which was held in the period 2018-2020. The authors share the results of professional formation and development of practical skills and abilities of future teachers.

school-university partnership, professional development, novice teacher, best practices.