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Abstract: Scientific-methodological support is defined as a priority field in the Federal instructive documents and includes working out corresponding materials of monitoring and promotion of the main lines and ideas of development of education for getting the support and involvement of experts and broad popular masses. But in real practice more often than not the support has a discreet character (advanced training, control measures, etc.). This fact discredits both the idea of the scientific nature (science cannot be ―occasional‖), and the idea of duration and continuity which lies at the basis of the notion of ―support‖. In order to establish effective relations between the member-partners of scientific-methodological support that would be based on equal co-participation and co-operation, it is necessary to work out the principles of regulation of co-operation. Such principles may include the following: availability of defined goals in terms of strategy and tactics, systemic character of scientific-methodological support, reflected in the interrelationship between separate tasks and the strategic goal, problematic nature, demanding from the participants both cooperative and individual search of the ways of problem solutions, continuity of training and self-education of the subjects of scientific-methodological support, equal openness and dialogue as basic forms of communication and interaction of the subjects for both leading and led partners. In such an event-driven approach, scientific-methodological support may become the mechanism which would facilitate the formation and perfection of professionally relevant pedagogical activity in accordance with the Professional Standard of a Pedagogue.