The all-Russian system for assessing the quality of education requires schools to be active in building internal assessment p systems based on the unique needs of the school for the quality of education. Such needs should be reflected in the internal requirements not only for the educational results of students, but also for the content and conditions of the implementation of educational programs. The main direction of internal assessment of personnel conditions is the assessment of teaching staff. These are the schools that determine which assessment indicators should be applied to this school, and what should be included in the relevant requirements for teachers.Research experience shows that the assessment competencies of teachers must Ifi become a mandatory indicator of the assessment of personnel conditions today. This is confirmed by the conclusions made on the basis of the research of the practices of intra-school assessment in different regions of Russia. Modern federal regulators of education quality assessment confirm this phenomenon. The article presents a part of the study devoted to the statement of the existing approaches to the diagnosis of evaluative competencies of teachers. The authors' understanding of the evaluative competencies of teachers is presented, the empirical facts of the imbalance of the desired and actual state of their diagnostics in the framework of the assessment of the personnel conditions for the implementation of the main educational programs are presented. In covering the problem, the authors refer to the domestic and foreign experience of using the evaluation of teaching staff for their professional development. The key idea of the article is to contribute to the evidence base of quality management of teaching staff based on approaches to their in-school assessment.

Keywords: intra-school assessment; assessment of personnel conditions; teacher competencies; teacher evaluation activity.