Our goals were to increase our school's knowledge base, competitiveness, and the self-esteem of our teachers by improving pedagogical preparation, taking an innovative approach: new teaching/leadership, stress and conflict management methods, knowledge of good practices, expansion of methodological repertoire; promoting internationality; lifelong learning becoming common practice; training of our mentor teachers; strengthening the role of managing/leading/organizing skills; maintaining the mental health of our students and teachers; building capacity to support community-building activities; encouraging the participation of teachers in further training that they can meet the educational challenges of the 21st century, develop their linguistic, intercultural and digital competences, their presentation skills in a foreign language, and gain practice in the application of coaching and NLP techniques; in a foreign language environment, communication, cooperation and organizational tasks with the training partners and participants were carried out independently; We also wanted to conduct further partnerships with EU schools and acquire the knowledge needed to create a healthier and more supportive teaching and learning environment.
The participants of our project are language teachers. We believe the immersion in the country of the language that we teach is a prerequisite to quality language teaching. The command of the target language is vital; the wide range of methods teachers are able to use and their ability to adjust their approaches to the needs of their students is of great importance. In our project, we have chosen courses that, in addition to the high-level performance of the role of a traditional language teacher, can also prepare the teacher for the special challenges typical of our school, and through diversity, they also provide the opportunity for the widest possible dissemination. Thus, the activities include a course supporting mentors or leaders; renew methodological and educational knowledge and introduce new ones; The majority of our applicants are class heads, three are community leaders, several are mentor teachers, Student Council assistant teachers, so the content of several chosen courses is expected to have a positive effect also for this reason. In the future, we would like to promote collaborations similar to the existing ones - primarily supporting the use of English - which could be initiated by a KA1 teacher training program.