The advancement of the scientific and technological landscape necessitates a paradigm shift in education. Given the incessant influx of scientific discoveries and evolving information, the need to integrate these insights into educational content is escalating. Teachers, therefore, must perpetually elevate their professional competencies to align with these burgeoning educational demands (Milan Komnenovic, 2020).

In Kazakhstan, substantial emphasis is placed on the professional growth of educators. To effectively cater to the demands of the modern school and today's students, educators must continually engage in professional growth. Varied perspectives among scholars exist regarding teachers' competence. The proficiency and efforts of a teacher constitute a pivotal component of a student's knowledge and academic accomplishments (Darling-Hammond, Rockover, Hattie, as per Stankovici, Deric, and Milin 2013). At the same time, teachers' ongoing professional development enables them to enhance their pedagogical expertise (Borco, 2004, and Desimone, 2002). It is indisputable that the primary aim of a teacher's professional growth should center on facilitating students' acquisition of knowledge and accomplishments. (Avalos, 2020).

Nevertheless, the research underscores that numerous teachers need robust management and support to implement innovative teaching principles (Borco, 2004). To address this, the Nazarbayev Intellectual School of Chemistry and Biology in Aktau conducts  Intra-School Course (ISC )every six months, tailored to the specific needs of teachers. These courses are designed to foster professional development and provide comprehensive methodological support for subject teachers, teacher-curators, and dormitory educators.

Nazarbayev Intellectual Schools operate 22 dormitories, accommodating a total of 3168 beds. These dormitories function as integral structural units within the school, ensuring the safety and comfort of students in grades 7-12. Their role extends beyond providing a secure environment; they actively contribute to developing students' knowledge, intellectual and creative capacities, and spiritual and physical abilities. The dormitory also plays a crucial role in instilling moral values, promoting a healthy lifestyle, and fostering effective communication with parents to facilitate the holistic development of students.

The functional responsibilities of educators in the NIS dormitory system encompass a range of tasks: planning and organizing  social life of students residing in  dormitory, engaging in educational activities beyond regular school lessons, coordinating cultural and educational events within the dormitory, providing assistance to students in their learning, leisure, and additional educational pursuits, organizing and conducting intra-school and inter-network activities between NIS schools, and engaging in ongoing professional advancement, certification, medical examinations, among other responsibilities (as stipulated in the regulation "Qualification requirements of NIS employees," approved under Protocol No. 9 on April 5, 2018, consisting of 20 points).

Studies conducted by Andrew Martin and others highlight the positive impact of additional extracurricular support on enhancing academic performance and motivation among students in dormitories (Martin et al., 2014). This underscores the crucial role of dormitory teachers and the significance of their professional expertise in the educational and developmental processes. Consequently, the professional growth of dormitory teachers should be continuous.

Responding to  request from dormitory head, a professional development course for educators was conducted in  first half of  2023-2024 academic year. Dormitory educators pursuing professional growth engaged in various activities at the ISC. These activities included setting professional development goals in alignment with SMART criteria, formulating short-term plans for club lessons, and acquiring innovative methods to conduct engaging club that enhance student interest.

The overarching goal of this research is to identify barriers in the practices of dormitory teachers and facilitate their professional development through the HSE.

• What barriers exist in the practice of dormitory teachers?
• How can the Intra-school Courses (ISC) contribute to eliminating identified obstacles?

This research holds significance due to the need for more studies in Kazakhstan addressing enhancing professional qualifications among dormitory educators.

The outcomes of research are expected to offer insights into practical organization of the educational process within dormitories.and are expected to improve their proffessional development according to course plans. To address these questions, three dormitory educators participated in the study. Their experiences within the NIS system varied: one had been involved in education for seven years, another for five years, the third for a year. The diversity in their experiences adds depth to the research findings, providing nuanced understanding of the challenges and opportunities in the professional development of dormitory teachers. The methodology employed a triangulation approach, incorporating three distinct research methods: interviews with educators, a reflective report, and an analysis of questionnaires completed by educators during the course. Three dormitory educators participated in the interviews, which were aimed at garnering insights into educational challenges. The discussions highlighted difficulties, such as incongruent goals for professional development, inefficiencies arising from unsystematic plans for school clubs/educational lessons, limited student engagement due to a lack of connection with the educational process, and students' disinterest in circle work due to the absence of active methods and techniques. Educators emphasized the necessity of interconnecting educational and pedagogical orientations in their activities. To address identified barriers and foster the professional development of dormitory teachers, weekly 40-minute classes were conducted every Wednesday. The course topics were derived from insights obtained through interviews with educators, resulting in a three-module course with 12 topics. Despite educators formulating professional development goals in Module 1 using SMART criteria, challenges persisted, possibly due to a tendency to change goals annually without tangible progress. Module 2 emphasized the need to specify class stages and time limits, recognizing the ineffectiveness of educational circles. Progress was observed in Module 3, where educators applied Modules 1-2 knowledge to school clubs/educational lessons. However, challenges persisted in effectively utilizing methods following lesson stages, regulating time management, and planning club materials within a single lesson framework. Reflective feedback from course coaches emphasized the importance of considering students' interests in educators' practices. The study revealed that monotony, an unsystematic lesson plan, and the absence of constructive feedback impeded the professional development of educators. A survey assessed the course's impact on teachers, with two educators acknowledging its assistance in overcoming obstacles, while one educator faced challenges assimilating course materials due to health interruptions. These findings underscore the nuanced nature of the challenges and successes in the professional development of dormitory teachers.

The educators highlighted the utility of materials from Modules 1 and 2 in facilitating effective planning and execution of educational lessons. Additionally, the reflective exercises conducted during Module 3 allowed educators to discern the trajectory of their professional development successfully. This underscores the significance of continuous self-reflection in contributing to professional growth. However, recognizing persisting challenges that were not fully addressed by the course, plans were made to expand the course modules and organize a methodological seminar specifically focused on the precise planning of circles aligned with time management principles. This proactive approach aims to refine educators' skills and address any remaining difficulties. Conclusiono The positive impact of the ISC on the professional development of educators can be attributed to several factors. Dormitory teachers participated in meaningful events, classes, and clubs, achieving commendable results in intra-school evaluations. Recognition was further reinforced through the receipt of author's certificates for their clubs and projects. Throughout the course, dormitory teachers expressed satisfaction with their professional development, contribution to the educational process, and acquiring innovative teaching methods. Participants received certificates indicating the number of hours completed upon concluding the course. ISC plays a crucial role in professional development, fostering a robust professional community through continuous education, experience exchange, and mutual support. Considering the study's results, recommendations were formulated to enhance the professional development of dormitory teachers: 1. Promote professional development through integrated classes/clubs/educational lessons in collaboration with subject teachers and dormitory educators, facilitating and monitoring students' activities during these sessions. 2. Provide professional support to subject and dormitory educators by integrating mentoring into the professional development process. These recommendations are anticipated to yield positive outcomes, given the influential role that dormitory teachers play in the educational process. The emphasis on collaboration and support is poised to contribute to dormitory educators' ongoing growth and effectiveness.

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