Taking the identified weaknesses and gaps that led to the elaboration of our European Development s a starting point, we outlined a strategy that allowed us to respond to the identified needs and, for that, we defined a set of objectives that were fully achieved. Expectations were even exceeded as the participants considered all training courses very relevant in the various dimensions involved: personal, professional, cultural and linguistic. The selected training courses clearly responded to the needs identified in the European Development Plan and contributed to the development of professional, personal, linguistic, digital, intercultural skills, among others, which are expressed not only in the Europasses Mobilities but also in the individual reports that the participants completed after completing their training. Other important aspects that we wanted to achieve were the following: - Ensure a more qualified teaching staff that promotes high quality education; - Organize mobility of teachers to attend courses that allowed them to develop their skills identified in the areas of need of the AEMC; - Promote participation in professional training courses in European countries in order to boost the internationalization of the schoolp - Attending these courses with other participants from different European countries made it possible to promote an exchange of scientific and cultural knowledge with special emphasis on different educational systems and pedagogical practices , as well as innovative pedagogical methodologies and practices; - Promote participation in workshops for the application of innovative pedagogical practices and development of new skills (sharing of good practices); - Promote participation in professional training courses involving collaborative work activities and innovative learning scenarios that develop 21st century skills in students; - Promote participation in training courses that help to integrate ICT in teachers' teaching practice in a collaborative and sustainable way; - Develop and analyze perspectives of the classroom of the future collaborating with international partners; - Develop challenging, innovative and creative activities for students in follow-up activities; - Use appropriate methods and tools to evaluate the implemented activities; - Gradually organize activities that contribute to the development of a European and international dimension (participation in international projects); - Develop and reinforce intercultural skills; - Find partners to partner on KA2 and eTwinning projects.
We intended to promote our school internationalization strategy and ensure a more qualified teaching staff in order to be able to promote high-quality education using innovative pedagogies capable of developing 21st century skills in students, following the Mission of our school, which is to provide the community with an educational service of excellence, providing all citizens with the acquisition, application and development of skills and knowledge that allow them to fully exploit their capabilities, actively integrate into society, and make a contribution to economic, social and cultural life of the country and the global world. We also intended to contribute to the AEMC Vision, which is to be recognized for the excellence of its performance, with prestige recognized at national and international level, committed to the development of the educational territory, designing a better future through people who are increasingly aware of the importance of its performance within the universal context. On the other hand, the SWOT analysis carried out at the AEMC allowed a previous diagnosis, which was essential for the action plan to be implemented in order to fill the initially identified gaps that, in addition to the internationalization of the AEMC, the development of innovative pedagogy practices through transnational cooperation and the development in students of the 21st century skills already mentioned, we highlight others also identified and which we wanted to improve: - Developing a sense of belonging to a Global Europe; - Develop language skills; - Improve skills for inclusive teaching of institutionalized children and young people; - Develop transversal ICT skills; - Promote collaborative work. - Apply new evaluation methodologies.