The skills gained by staff will feed into our school's development strategies for the future. In this direction, the program itself has planned special sessions in which the benefits of a European cooperation will be discussed. Through this, participants will be given the opportunity to: - to create a communication network at school or individual level. This level will help to find partners for future cooperation in Erasmus+ actions (new KA1 or KA2 applications) .- get in touch with students from different countries, exchange visits, develop projects inside and outside the curriculum, involve students in collaboration through e-twinning using ICT. - to recognize signs of school bullying and to know the appropriate ways to react to them. - to combat the phenomenon of early school leaving and combating school failure - to promote social dialogue on an issue such as school bullying and the development of a positive climate and healthy communication at school. - immediately after the training, the participating teachers will organize a series of presentations to the teachers' association, parents, students and local authorities where they will list the experience and knowledge they have acquired by acting multiplicatively and promoting the idea of European programs. - capitalize on the acquired knowledge and skills that will be achieved by applying the job shadowing/observation technique so that other teachers can observe the impact of the method in the classroom. We believe, therefore, that with the implementation of this program the needs of the school we mentioned will be fully covered and it will also be a valuable guide for similar actions in the future. We will strengthen the international profile of our school by creating strategic partnerships and knowledge alliances. and in other KA1 and KA2 projects.
The needs of the school unit which dictate our participation in such a mobility activity outside national borders are described below: - Every school is an organization with increased administrative needs. Meeting these needs is an extremely difficult and arduous task given the lack of administrative staff. Therefore, the school principal usually bears the brunt of this role. So he/she needs all possible help or training in different management models to be able to effectively manage a school, in this particular case, of 320 students and 40 teachers. European experience, monitoring and guidance in this field will be a valuable guide in this direction. -First of all, we believe that our school needs further involvement in the European process. At the same time, we feel the need for greater extroversion at a time when the world around us is changing, evolving, interacting and is constantly internationalized. Therefore, we urgently need to create strong and lasting ties with the European family within a framework of cooperation and interaction. Even though the teacher co-shapes the school reality and contributes to the promotion of educational changes and the effectiveness of the pedagogical process, it is proven in daily practice that appropriate care has not been taken in order to adequately respond to his role. Often, teachers are called upon to manage conflict situations between students or even come into conflict with them themselves. They must demonstrate skills to smooth over any conflicts as these hinder the learning process and educational goals of the organization and undoubtedly have negative consequences for both perpetrators and victims. Information, awareness raising and the training of teachers and students on such issues contributes to the consolidation of a positive pedagogical climate and the achievement of the learning goals of our educational organization. In order for a school to contribute the most, of course, to the formation of children's personality, effective administration with corresponding sensitivities, skills and abilities is imperative. That is why the specific thematic units were chosen by all the teachers of our school and through seminars and the monitoring of good practices, a sufficient number of teachers will be properly trained to deal with such phenomena. Also, our main goal after the training is to disseminate the results to the rest of the educational staff and to create a permanent and stable unit of teachers in our school trained in conflict management and problem behaviors. Therefore, In order to become better and more efficient in our work, we consider it very important to: - upgrade the quality of our teaching through experiences and implementation of practices at an international level. It will be particularly useful to get in touch with colleagues from other countries, which will broaden our educational and cultural horizons. Getting to know new innovative methods and tools of pedagogy, dealing with conflicts and problematic behaviors will be of particular benefit to us and we will then pass these benefits on directly to the student population. - exchange innovative pedagogical and teaching methods and concepts. We need to delve into issues related to effective classroom management such as time and activity management, the social interaction of students, dealing with student potential with different needs, dealing with conflicts and phenomena such as bullying, phenomena that are on the rise in our time, - acquire intercultural awareness by coming into contact with different cultures and cultural activities of the host country. The contact with a different linguistic environment is a need that is completely consistent, if nothing else, with the perspective of the European citizen, - work cooperatively and develop our communication and social skills in a foreign language environment, -lay the foundations for future collaborations throughout Europe.