We wanted to ensure further growth in teacher education and achieve specific goals: 1) Carry out 6 mobilities for teachers of science, humanities and mathematics to quality short-term courses in English with the aim of acquiring new vocabulary in current cultural and professional topics, strengthening orientation in foreign language resources and gaining new knowledge in the methodological and didactic area. 2) Carry out 4 mobilities for Czech teachers of English to the courses focused on language teaching, inclusion, the use of ICT and the development of activation methods directly in English-speaking countries (UK, Ireland) with the aim of consolidating language skills directly in the target language environment, in order to better cope with native speaking teachers and strengthen their methodological and didactic competences. 3) Carry out 4 mobilities in order to stabilize and expand the existing team of IB teachers and train them in the field of methodology and didactic (training for teachers in the IB program). 4) Carry out 2 mobilities for educational activities within the framework of international conferences of montessori schools with the aim of strengthening the competence of teachers in the field of montessori pedagogy.
Duhovka Gymnázium develops an eight-year Czech-English high school programme based on the principles of Montessori pedagogy. The specifics of the school (teaching subjects in Czech and English, International Baccalaureate Diploma program) require teachers to have an expertise in their subjects, the ability to communicate functionally in languages, knowledge of Montessori pedagogy or IB teacher qualification. Although the core of the teaching staff is quite stable, new colleagues who need support come. Therefore we see the strengthening of key competences of teachers as a priority, which we want to ensure by setting up a system of internal education, mobilities and team cooperation of teaches and management in the main strategic areas of school development: 1) Inclusion: development of key competences of teachers so that they can effectively educate all students, including students with learning disabilities, gifted students and students with a different mother tongue; 2) Development of an IB program based on English proficiency; 3) The principles of Montessori pedagogy: strengthening the methodological and didactic skills of teachers, especially new forms of cooperative learning, project-based teaching and assessment.