By defining the key areas for improvement, the institution's management team and staff recognized specific needs. The creation of the European Development Plan involved a detailed analysis of, among other things, the conclusions of the external evaluation, the Educational Value Added indicators, the results of external examinations, the results of students in subject competitions, as well as the offer of additional activities. A survey of teachers showed that improving teachers' skills and qualifications is a highly desirable activity with a particular focus on their linguistic, methodological, cultural and ICT competencies. Globalization has placed the need for teachers to be fluent or communicative in at least one foreign language. To improve competence in this area, we wanted to enable teachers to take courses abroad, giving them the chance to improve their language skills. More than 70% of the school's staff showed interest in learning a foreign language, as they pointed out the lack of their own competence in this area as a barrier to development on European soil. Participation in English and German courses was to ensure the acquisition of key language skills in educational, social and professional contexts. The development of speaking, listening, reading and writing skills, as well as the basics of grammar, in turn, was to influence more effective communication. By learning the language in an international environment, we wanted to develop the ability to work in group projects, and by learning how to create presentations in English, for example, to become familiar with various learning methods and tools that help in language learning. Improving language skills and becoming more confident in using the language was expected to increase opportunities to work in multicultural groups, thus expanding cooperation with schools abroad on the eTwinning platform and enabling job shadowing in Finland and Germany in future years. In turn, visits to local schools and institutions during the planned mobilities and learning about local education systems provided an opportunity to exchange practices and establish professional cooperation with new foreign institutions. In addition, many tools of modern information and communication technology have software and user manuals written in English. A good knowledge of the language would greatly facilitate the work of teachers, if only when using the capabilities of interactive whiteboards. It was also planned to introduce elements of foreign language learning in other subjects in order to support, as it were, the natural memorization of basic vocabulary necessary for communication in various life situations. The offer of additional classes with the use of ICT was to be enriched, as well as the form of methodological and language courses for teachers conducted by the participants of the mobility was to be diversified through the implementation of the moodle platform as a tool in the process of distance learning. Another expected effect of participation in the courses was a better knowledge of the possibilities of the Erasmus plus program for their own and other people's professional development, and thus expanded knowledge in the field of project management and intercultural education. This was to contribute to enriching the institution's offerings and giving the school a European dimension. The use of ICT, CLIL and social methods in teaching was aimed at including all students in the teaching process, guaranteeing a friendly atmosphere at school and optimal organization of work also in intercultural classes through the implementation of procedures for the rapid admission of foreign students to the school. Our goal was also to improve cooperation with the local environment, which was to be achieved by creating an image of an institution developing through the use of the latest technical and organizational tools. Learning new methods and techniques (e.g., CLIL) was essential due to teaching students in their second language. We wanted to increase students' self-confidence in various communication-related activities, develop teamwork and interpersonal skills, and by focusing on strengths and advantages, enable both teachers, students and the school to succeed in the future. Complementing the significant changes in the process of developing the skills of employees and learners was to be the promotion of healthy lifestyles through healthy eating, mental training and alternative forms of physical activity. On the other hand, in terms of facility management, we were keen to learn about motivational techniques and empowerment processes in order to better plan their own and others' professional development.
The previous activity of the staff and students in European projects became the basis and inspiration for further development and modernization of the school. The European School Development Plan included activities for the benefit of the school, which included most of the staff and were intended to strengthen the existing effects both internally, in the school's social environment, and in cooperation with partner organizations from Europe. The school's needs in the area of mobility and European cooperation were recognized, which were primarily related to improving the skills and qualifications of the staff, as well as activities for self-development in order to create an active and innovative institution and give it a European dimension. In order to raise the level of quality of work, it was necessary to increase the professional competence of employees, increase their professional mobility, and above all improve the language competence of teachers and their knowledge of the history, culture, art, politics of other European countries. Thus, the most important assumption related to the development of the school became the formation of openness towards other nations, the representation of an attitude of tolerance by the staff, the broadening of horizons and world views, learning about, introducing and promoting innovative methods in work and teaching, the use of ICT technology and the idea of lifelong learning. One of the most important areas for improvement is language skills. With a view to better preparing employees for the international labor market and creating conditions for them to better take advantage of the available opportunities offered by the EU, we decided to apply for a project to improve the competence of teachers in the field related to foreign language skills and the improvement of language skills. We paid particular attention to teaching German and English to teachers of other subjects in order to increase the number of staff actively speaking at least one foreign language to enable a larger group of employees to carry out international projects. We were also guided by the idea of creating an opportunity for more teachers to participate in the preparation of proposals for various EU projects. Developing language competence was a key task in order for the school to participate in European programs for education, training and youth. Activities in this area were expected to help promote language learning and linguistic diversity. Another area for improvement turned out to be the organization of teaching and learning, it was primarily a matter of increasing an active attitude in both the teaching and learning process. The development of competencies related to awareness of one's own learning process and identification of learning needs was necessary in order to recognize available opportunities, effectively manage time and information, and acquire the ability to overcome obstacles. Acquiring competencies related to the ability to learn is the basis for drawing on general life experiences, and thus the ability to use and apply knowledge in a variety of contexts in education and training, among others. In addition, it has proven necessary to implement procedures for the prompt and friendly reception of foreign students and returnees in order to accelerate their academic progress. Gaining competence in meeting the needs of students from disadvantaged backgrounds involved training teachers in areas such as training and educating children in intercultural classrooms, teaching students in their second language, tolerance and diversity in the classroom. The implementation of social competencies, especially intercultural ones, was intended to prepare them to participate constructively in social and professional life in a society characterized by increasing diversity, as well as to resolve conflicts when necessary. Another area for improvement turned out to be the organization of teaching and learning, it was primarily a matter of increasing an active attitude in both the teaching and learning process. The development of competencies related to awareness of one's own learning process and identification of learning needs was necessary in order to recognize available opportunities, effectively manage time and information, and acquire the ability to overcome obstacles. Acquiring competencies related to the ability to learn is the basis for drawing on general life experiences, and thus the ability to use and apply knowledge in a variety of contexts in education and training, among others. In addition, it has proven necessary to implement procedures for the prompt and friendly reception of foreign students and returnees in order to accelerate their academic progress. Gaining competence in meeting the needs of students from disadvantaged backgrounds involved training teachers in such areas as training and educating children in intercultural classrooms, teaching students in their second language, tolerance and diversity in the classroom. The implementation of social competencies, especially intercultural ones, was intended to prepare for constructive participation in social and professional life in a society characterized by increasing diversity, as well as conflict resolution when necessary. In turn, the implementation of the idea of lifelong learning and teaching methods that increase students' motivation to acquire knowledge and skills was necessary to prevent school failure resulting from, among other things, student absenteeism. A necessary element in the process of developing creativity and innovation, and thus conducting attractive classes in combination with informal education was the diversification of teaching methods and techniques. Cooperation with the local environment also proved to be an area for improvement. In order for the school to become an institution open to the world, providing its alumni with examples of activities in a culturally diverse world, it was necessary to establish contacts with international organizations, to start cooperation with educational institutions from other countries. It was also to develop and consolidate in the environment the image of the school as an institution that uses the latest organizational and technical tools for its own development. With the increase in teachers' qualifications, the school was to gain a European dimension, and thus increase its prestige in the local environment, activate parents and make them aware of the necessity of their involvement in their children's education.