In past years a need for teachers to have digital competencies has increased dramatically. Schools and universities have to adjust to constantly changing labor market demand and new technologies, which are getting more important in teaching and learning process and becoming everyday life. Therefore teacher digital literacy is one of the imperatives of today in Europe and of course in Lithuania. Developing digital competencies and establishing competences is to great extent bound to the context of learning and praxis. Competence, in general, does not consist of separate skills and personal characteristics, thought it plays great role in the building of the whole network of competencies, according to schema theory. Competence in general and also digital competence consists of several aspects that are connected with each other and, of course the environment where they are learned and used influences them. The main goal is to become competent user of ICT. Being competent means, that one in a specific situation can apply different competencies at the right moment. Therefore acquisition of digital competences we could divide in to two parts: competences acquired formally and informally. But, according to Hawkey (2001) the boarder between formal and informal is becoming more and more marginal. In this article as a methodological background the theory of Dowenes (2003) is used, where teacher competency is divided in to 3 parts: " Pedagogical and practical knowledge, " Curriculum and subject knowledge, " General professional knowledge. And from these three parts teacher digital literacy competency derives: " ICT in Pedagogic and praxis, " ICT in curriculum and subject knowledge, " General ICT knowledge. Unfortunately Lithuanian ''Teacher digital literacy standard'' developed in 2001 determines just 2 big areas, what teacher should know and be able to do: " Be able to organize teaching/learning process using ICT, " To know where to find in service training courses using word wide web. Teas two arias cover just pedagogical and practical knowledge and this is to narrow. But these two aries are divided in to 7 qualification requirements, which are little bit broader: " Be able to prepare computer software for teaching / learning, " Be able with help of computer prepare on textual and visual learning material, " Be able to use internet, " Be able to use ICT in particular subject, " Be able to develop learners informational culture, " Be able to find and use in service training courses via internet (distance learning) " To know didactical features and requirements of ICT use I teaching / learning. According to these requirements it is easy to be ''competent'' because it is hard to measure whether teacher has this competence or not. Therefore it is too much room left for interpretation and discussion. For example one could argue what does it mean ''to be able to prepare computer software for teaching / learning'', because it is very broad understanding which could include programming skills. Therefore goal of this article is to lay scientific theoretical background for teacher digital literacy model in Lithuanian education system and develop new Teacher competency standard for teachers in Lithuania.