Through this project, we first of all wanted to start the process of internationalization of the institution and improve language competence in order to be able to continue the development of the staff but in the field of methodology. This was a huge challenge, because a small part of the school's staff knew the basics of English, which blocked further development in the path of foreign methodological mobility. So the main goal of the project was to eliminate the language barrier, break the speaking barrier, raise self-esteem and start international activities. And this we succeeded in doing. This most difficult step was taken although we hit a very difficult time of the pandemic and our activities were hampered, prolonged in time and difficult to organize according to previous plans.
The project that we implemented, first of all, gave us the opportunity to start international cooperation.To increase the level of English proficiency in both language teachers and other teachers, and thus improve the quality of teaching and qualifications of staff and the competencies and qualifications of students. Increasing the level of English proficiency of administrative staff, affecting the development and perception of the institution outside or improving the methodological workshop of ICT teachers, cooperative learning and involving them in the process of education and independent learning and thus making the teaching process more attractive are indispensable elements of modern education, which our teachers did not find in their daily work. We needed to develop specialized competencies in selected disciplines by creating opportunities for further professional training and developing a model for integrating the experience gained into the work of the school, acquainting colleagues with their own work, achievements and experiences gained, expanding their own workshop.And in order for this to happen we had to raise the language competence of the staff, which was the main goal and challenge and a kind of obstacle.