The article reflects the experience of implementing the programs for the upgrading of qualifications of primary school teachers of the Chuvash Republic. Recommendations on the use of different forms of advanced training are presented (full-time, part-time, distance, network model, internship), by determining the ratio of innovative and traditional forms, variational and invariant models of professional development. There are many options and forms. The main thing is to select the program competently and to pass the courses on time. Since 2013, upgrading is proposed to take place every 3 years. For all forms of work of each teacher, the priority is given to interactive practice-oriented teaching methods. One of the problematic topics “New forms – new opportunities: electronic educational resources in the primary school”, defined for working with teachers in courses of professional development, occupies a special place in the educational activities of the institution. Modern education is incon-ceivable without modern means and new forms of education. The use of electronic educational resources in elementary school is to provide a creative environment for the implementation of educational activities. Electronic educational resource in elementary school is a ready-made tool for the active participation of students in the development of formation of universal educational actions for the development of planned results. Nowadays, the teacher should not only teach the student to learn, but also educate the person, oriented to self-development. The use of information and communication technologies in educational activities is a requirement of modern methodology and orientation to the interests and opportunities of students. ICT-technologies are designed primarily to improve the quality of education, to increase the motivation of children to acquire new knowledge, and to speed up the process of learning. Therefore, the following requirements are also specified for teachers in the normative documents: “... they must possess ICT-competence: general ICT-competence; general pedagogical ICT-competence; subject-pedagogical ICT-competence (reflecting the professional ICT-competence of the relevant field of human activities)”.