In preparing the project, we identified 5 major areas where we wanted to make progress. 1. To test our own pedagogical practices (approaches) 2. To provide teachers with tools for more systematic self-reflection 3. To improve and acquire new competences in giving feedback 4. To improve specific competences to support process change 5. To prepare the ground for the introduction of major systemic changes In the light of considerable international experience, we have set ourselves relatively ambitious objectives, mainly centred around the issue of rethinking pedagogical approaches, particularly in terms of monitoring young people and giving feedback. On the other hand, the main thrust of the project was to make the work on internationalisation as strategic and comprehensive as possible. Both through better integration between the different stakeholders within the institution and through improved dissemination (also in international contexts).
The application for the project Formatted Staff for a Formative School followed the long-term vision of the institution in the field of development in its international environment. Following the successful implementation of a number of international projects, the vast majority of them within the Erasmus+ programme (both KA1 and KA2), we have already outlined certain guidelines and aligned priorities for the application of this project in a major evaluation carried out in the year prior to the start of this project. We did larger evaluation with a major evaluation conference on 28 August 2019. We also used this event to propose the project's objectives. The main vision of our school centre was to carry our its international activities in a more systematic and planned way, to integrate the activities of the individual schools to a greater extent and to develop all the activities that we carry out with a view to possible opportunities within internationalisation. We have chosen the issue of monitoring young people (and also employees) as the central theme of the project. This was identified as an area where there were many opportunities for progress in both of the institution's major teaching units (primary and secondary school).