Relevance. The educational institutions of tomorrow will have to prepare young human “sprouts” for life in the third millennium, about which little or nothing is known. The solution to this problem entirely falls on the shoulders of the teacher, who must see real life and foresee how it will change by the time of the maturity of his/her today’s students. In this regard, the society needs a fundamentally new type of school and university teachers. The research problem is the following: a teacher of the third millennium will have to realize and accept that a new historical period, which outlines its development with increasing clearness, requires shifting the vector of the entire educational policy to the future. In this regard, the school / university teacher’s activities will have to be aimed at endowing citizens, primarily children and youth, with a sense of the future. The aim of the study is to define the personal and professional qualities intrinsic to the teacher of the Future School, his/her skills and abilities; to outline the algorithm of the contours of his/her activity. The methodological basis of the research was formed by the professional development theory; the concept of forecasting the near and distant prospects of the educational sphere; project-based, personality-oriented and convergent approaches; the principles of integrity and consistency; united diversity; interrelation between the general, the particular and the singular; objectivity; combination of retrospection and development prospects. Results and discussion. Comparing the two types of the pedagogical process, the author shows the difference in the organization and content of the “Yesterday” school and the emerging School of the Future. The article reveals the conditions favouring the professional viability of the teacher who represents the school of the third millennium. Attention is focused on his/her skills and abilities, personal and professional qualities. This is especially important considering the fact that the Future School will employ a teacher who realizes that nurturing must fulfill a “regental” (leading) function in the pedagogical process. The most heated debates were about the organization and content of training teachers for work in the Future School and the conditions underlying the formation and development of the teacher of the third millennium. Conclusion. The article distinguishes the organizational and content peculiarities of two types of schools: the current one and the emerging School of the Future. It also determines the prerequisites for the effectiveness of a fundamentally new teacher: his/her personal and professional qualities, skills and abilities, means of pedagogical influence and other conditions.