Examined is the problem of quality professional training of masters at technical high schools, solving on the basis of educational standards, as well as through specially developed individual educational trajectories (routes). Individual educational trajectories allow to expand the range of options for formation of required competencies and simultaneously combine with general requirements for personal research interests of students. The article discusses experience and results of subject oriented approach to training of masters, and suggests some methodological and pedagogical principles of organization of educational process, aimed at formation in students of needed level of professional self-identity on the basis of projecting of results of education, goal setting and self-testing.