Now, in conditions of new generation FSES introduction, a serious problem is arising before general education system — teachers’ motivation to transformations, teachers’ readiness development for introduction of necessary changes at all steps of educational process. Results of modern regular school activity on formation of school’s pedagogical staff readiness to innovative activity have been presented in this paper. Developed by the author model of formation of regular school teachers’ readiness to innovative activity, as well as organizational and pedagogical conditions directed on this model realization have been described. Results of its approbation testify to positive change related to the level of pedagogical collective susceptibility to innovations, and more than a half of teachers after experiment’s end defined their level as optimum and admissible. Thus, teachers’ readiness for innovative activity in many respects is defined by stage-by-stage development of innovative readiness for perception and acceptance of new ideas (such as purposes, contents, teaching technologies, estimation methods, etc.), to work with development of competences in a new way, creation of new experience related to interaction of teachers, as well as identification and support of pedagogical workers’ own positive experience.