International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals and feedback to students) with TPD solutions.This paper describes the development of a TPD model, based on evidence about teacher groups professional development needs, and its implementation in a school (N= 25 teachers). A TPD program, developed according to the model, combined face-to-face and online input workshops with collaboration in small groups to develop lesson plans. The topics of input workshops, (effective lesson design, lesson goals, effective feedback and reading comprehension) were chosen according to gaps, previously identified. To learn about appropriateness of the TPD model, the developed lesson plans, participant questionnaires and researcher field notes were analysed.

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research.