The strategic objective of the project is the growth of teachers’ core competence which will result in raised students’ competence in multi-language, increased skills in modern information and communication technology as well as students-activating teaching, organization of teaching and cooperation at school as well as with foreign partners. The specific objectives include: - raising language competence of students, teachers, management staff and other school employees, - gaining new skills by teachers and - as a result - by students, - facilitating of innovations among teachers and students based on experience obtained abroad, - increasing international cooperation through implementation of eTwinning and Erasmus+ projects, - extending management and strategy abilities for international dimension in teaching and increase in digitalization in the process of school management and communication, - implementing modern solutions from other countries in students-activating methods and management, - involving teachers in leading eTwinning projects that facilitates international cooperation, - improving methodological skills by teachers of English and other subjects, mainly in terms of students-activating teaching and using ICT tools, - gaining practical knowledge of how to implement the CLIL method in early school education and teaching school subjects, - introducing teaching innovations, - increasing peer learning and partnership working among teachers, - increasing soft competence: communication and analytical skills, self-reflection abilities, ways to cope with difficult situations.
"Open your mind -be creative, be effective" project was aimed at raising the quality of school work by improvement of competence in multi-language, personal and social competence together with learning and using ICT and activating work method, teaching organization and cooperation at school. Throughout recent years PSP no.5 (State Primary School no. 5) started an international cooperation with schools from Europe through Erasmus+ and eTwinning programs. These were the very first experiences of teachers and students in implementation of such project, very valuable in terms of development of many core competences of both students and teachers, as well as school development. A lot of teachers realised how important is multi-language competence at the same time. Lack of communicative skills in, at least, one foreign language considerably restricts international cooperation, narrows the field of use of foreign literature or merely global and future perspective on quickly changing world in which lack of foreign language skills is a serious constraint of personal and professional development. We wanted our teachers to develop theirs skills in using modern CIT tools, activating methods, critical thinking, solving teaching and emotional problems of students, paying attention to diversities, cooperation, learning the habit of self-evaluation. This project involved both teachers and non-educational employees together with managing staff, 11 people in total. They took part in 14 mobilities, including job shadowing (observation of work at partner school in Spain). Teachers and non-educational employees achieved their goals by taking part in an English course and methodology courses abroad following a language course at school which stimulated the growth of teachers’ language competence. This, together with learning CLIL method and participation in English methodological training “Play to Learn More” resulted in introduction of English language by teachers during their classes and using CLIL method in early school education. Ten teachers took part in “How to participate in eTwinning courses” training. During the project teachers did 25 training courses on using ICT tools and activating methods at eTwinning platform. Tools they acquired are used by them in their teaching as well as during implementation of 3 projects. Two teachers introduced educational innovation with the use of ICT and experiences gained during their foreign mobilities. During classes students were doing creative tasks and mastered their language and IT competence. Both participation in the project and acquired skills raised teachers’ self-esteem, soft competence and awareness of the need to develop their professional skills regardless of their age or seniority. Teachers involved in the project often took the initiative to organize school projects, including Erasmus Day, Earth Day or Water Day. This project has definitely influenced on improvement of professional quality. Students showed interest in tasks they got involved in and they shared initiative of their teachers.