This study is devoted to the problem of determining criteria for assessing the digital competence of a teacher in the aspect of digitalization of the educational process. A content analysis of foreign scientific and methodological discourse on the research problem was carried out in order to analyze the experience of creating a diagnostic framework that determines the level of development of a teacher’s digital competence. The terminology that defines the skills of mastering digital tools and using a computer and the Internet in teacher education and self-education is structured. A definition is given to the concept of “teacher digital competence”. The profiles of digital competencies adopted by the European Commission for Quality Assurance in Education Digital Competence of Educators (DigCompEdu) are analyzed. The tool for assessing the digital competence of a teacher, DIGIGLO, is considered, consisting of 29 points and taking into account external factors not included in DigCompEdu, developed by a team of Spanish scientists (University of Seville). Based on foreign experience, a toolkit has been proposed to identify the level and criteria for assessing a teacher’s digital competence, taking into account regional factors. A list of practical cases aimed at solving really educational and professional situations of using digital tools and technologies in teaching disciplines is presented. For self-diagnosis of digital competencies, a survey in test form is proposed, each block of which corresponds to a specific area of competencies that meet international standards for determining digital competencies.