For each of the priority areas of intervention in the Multi-Year Improvement Plan of the School, concrete goals were established so that they could be achieved with this Erasmus project. In terms of Improving School Culture and Pedagogical Leadership, the objective was focused on obtaining real leadership tools that would allow the leader of any working group to strengthen habits of transparency, assertiveness and entrepreneurship, fostering their ability to involve working teams. At the level of the second priority, Curriculum Management (Autonomy and Flexibility), it was considered that we should invest in the knowledge of experiences in non-formal education, which could make a decisive contribution to creating new learning opportunities for our students, and consequently increase their levels of motivation for knowledge and raise their expectations of the school. In the third priority area of intervention, Partnerships and Community, we considered it essential to attend a training course aimed at learning new coaching strategies that would strengthen the links of involvement between educators, students and families in the life of the school.
In 2018 the School entered a new strategic phase of its educational policy, defined in the Multi-Year Improvement Plan to be developed between 2019 and 2022. It focused on three axes of priority intervention: 1. School Culture and Pedagogical Leadership; 2. Curriculum Management (Autonomy and Flexibility); 3. Partnerships and Community. Thus, the Working Team of the European Development Plan (EDP), after reflecting on the new strategic phase of internationalization of the institution, and after consulting the training needs of the teaching staff of the institution (note the high volatility of the same), proposed to the management bodies of the School the submission of an application to the Erasmus+ Program, in its KA1 version, with a view to stimulate some mobility activities abroad (both training courses and job-shadowing activities), focusing on the three axes of priority intervention of the School. This objective followed on from the success of the previous two KA1 projects at the school, whose teachers started to apply more innovative teaching methods and strategies for promoting inclusion in classes with students with special educational needs.