Differentiation of the Professional Community: Innovators as the Innovative Potential of Teaching on the Example of the Khabarovsk Krai

In order to ensure the modernization and development of education of the Khabarovsk Territory was created and operates in over 5 years innovative infrastructure of the education system. It was created as a single system that provides a full innovation cycle and aims to increase the ability of teachers to innovative behavior. The Magisterium is the most vulnerable link in the system that may increase the risk in providing a sufficient transformation of the education system at all levels. In terms of the diffuse model E. Rogers most of the timetable for the adoption of innovations members of society resembles a standard bell curve, divided into 5 parts. The findings confirmed the assumption that the share of innovators among teachers with experience of successful innovation as part of an innovative infrastructure of the region above the normal distribution of the diffuse model of Rogers. Significant relationship between a group of innovators and the general set of teaching were found in two areas: education and work experience. Further development of the region, the establishment of a new quality of education can be implemented through the existing innovation infrastructure of education, ability to respond quickly to new challenges facing the edge. The practical importance is to choose to inform management decisions in the field of education, related to the development of innovation infrastructure.