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Abstract: The last decades are marked by the change of priorities of school education: its focus now is on the development of the interests and abilities, formation of key competences of students in the intellectual, legal, communicational and other spheres. To reach this goal, it is necessary to develop cognitive activity of students and to follow the dynamics of cognitive interests development. A question arises then, who will be responsible for it at school – a teachers, a tutor or a psychologist? The experience of innovative schools showed that it is necessary to work out a pedagogical technology of support to eliminate contradictions between the goals and means of modern education. This technology will help to not only reveal the cognitive interests, but also to support their constant development and stimulate their use in the learning process. Tutorial support is a variant of such technology, which ensures the development of individual learning programs for students and adults and supports the educational process at school, university, in the systems of advances and continuous training. The problem of tutorial support of students is especially urgent in the modern educational environment. The graduate who doesn’t have the necessary competences cannot estimate his potential and resources to adapt to the modern society. This proves the urgency of this paper. The author describes different models of tutorial support, provides qualitative characteristics of the Russian and foreign models, which clarifies each of them. Besides, the paper describes the differences between tutorial support and some other educational models. The main difference is that tutorial support is always person-focused and situation-driven. Consequently tutorial support is a type of pedagogical support to form the image of the future goals and to outline the route to reach them. Tutorial support is different for different age-groups of students. The paper highlights the difference of tutorial support for 9-11 grades students and shows its features. The paper suggests using tutorial support to solve some definite tasks in Russian educational system.