A model of methodological support for professional development of a methodologist in the municipal methodological service

The article presents a study on the problem of insufficient scientific and methodological support for the professional development of methodologists in municipal methodological services within the context of modern educational transformations. It analyzes the systemic contradiction between the increasing demands placed on methodologists' professional activities and the absence of a comprehensive training system that considers the specifics of working within a municipal educational system. Particular attention is paid to the necessity of bridging the gap between traditional forms of support and modern challenges such as the digitalization of education and the implementation of project-based and networked work formats. The purpose of the article is to develop and theoretically substantiate a comprehensive model of methodological support for the professional development of municipal methodological service methodologists, ensuring the systematic formation of their professional competencies in line with the current needs of the municipal education system. The research is based on a systematic combination of modern methodological approaches: activity-based, competence-based, person-centered, and andragogical, with a theoretical foundation in the cultural-historical concept and the theory of professional development. A set of complementary research methods is employed, including in-depth theoretical analysis of psychological-pedagogical literature and regulatory documents, modeling and design methods, comparative analysis, and scientific generalization. A distinctive feature of the methodological approach is the integration of the principles of subjectivity, actualization of personal experience, and flexibility of educational pathways. The results consist in the creation of an innovative author's model of methodological support, representing a holistic system of professional development. The article investigates the structural and functional characteristics of the model and defines four key interconnected components: goal-setting, diagnostic, content-related/technological, and monitoring. The system-forming role of comprehensive diagnostics is revealed, enabling the formation of an individual risk profile for the methodologist and the design of personalized educational pathways. It is substantiated that the proposed model ensures the holistic professional development of municipal methodological service methodologists through the implementation of a system of assessment materials and comprehensive indicators of professional effectiveness, including readiness for independent work, engagement in the work process, and motivation for self-development. Conclusions are drawn that the developed model of methodological support is characterized by structural integrity, content flexibility, and organizational adaptability to the dynamically changing educational environment. Successful practical experience in testing the model is summarized, confirming its effectiveness for significantly improving the quality of municipal-level methodological services. The particular importance of the model for addressing current tasks in the development of regional educational systems under modern socio-cultural transformations, including digitalization and the implementation of new educational standards, is emphasized. The potential for further research into the possibilities of scaling the model to other levels of the education system is noted.