Introduction. Online teaching communities, the number of which is steadily growing, complement traditional professional associations, expanding opportunities for constructive interaction. However, the lack of tools and methods for evaluating effectiveness of these communities prevents their development and transition to a qualitatively different level – platforms for full-fledged informal professional development of teaching staff.
Aim. Substantiating the possibility of using the proposed methodology as a tool for evaluating the effectiveness and monitoring the activities of online professional teaching communities.
Methods. The research is based on the analysis of empirical data of the activities of online teaching communities and the results of a survey of senior and teaching staff members of regional methodological associations. The methodological basis of the study is comprised of structural-genetic, systemic and evolutionary approaches.
Results. A methodology for assessing the quality and effectiveness of online professional communities was developed by the moderators of online professional teaching communities from the Chelyabinsk Institute of Educational Development. The experience of applying the methodology is presented and summarised.
Scientific novelty. The parameters and criteria for evaluating the effectiveness of online professional communities are described and systematised.
Practical significance. Methodology for assessing the effectiveness of professional Internet communities can become the basis for making effective organisational and managerial decisions on the development of not only regional methodological associations, but also any online teaching communities.