The article scrutinizes the possibility of using the socio-cultural developmental environment for teachers’ professional development. Core traits of a teacher’s personality, important for work, are singled out. They are directed at psychological-pedagogic support of schoolchildren in the conditions of the developmental environment of the educational organization. The issue of developing initiative, activity, creativity empathy, reflection and communicativeness, which form new professional competences, is rather acute for the professional development of a teacher. The model of educational organization developmental environment, which takes into account the barriers, difficulties, and contradictions of teachers’ professional development, is offered. The model of continuous improvement of processes, which got the name of Shuhkart-Deming’s cycle or PDCA cycle, is applied for the professional development of a teacher in the developmental environment of the educational organization. Its components are defined; their content is disclosed, as well as the importance for the professional development.