There were 3 objectives foreseen by the implementation of the project, and they were: 1. Improve the outcomes of pupils, especially with disadvantaged backgrounds (both from a socio-cultural point of view, as well as migrant students or students at risk of educational failure), through the innovation of teaching methodologies with particular attention to linguistic and basic skills. 2. Train teachers with coordination and instrumental functions (middle leaders) to make management processes in the school organization system more efficient and manage complexity. 3. Internationalize the institute's training offer through the creation of structured cooperation networks and dedicated training, aimed at achieving quality mobility. The objectives were set on the basis of the data emerging from the last RAV, through the analysis of numerical data and following a collegial and widespread sharing of the long-term development strategy.
There were three reflections that led us to implement INDACO. The final evaluations were unsatisfactory in the pre-project period: the analysis of the school results had highlighted a number far higher than the national average of pupils in the two-year period not admitted to the next class and of pupils promoted with educational debt. The emergence of this data was followed by a reflection by the entire teaching staff, who had identified the obsolescence of purely frontal teaching methodologies, still widely rooted in school culture, as the main cause of this evidence. The "middle leadership" skills of the teachers needed to be explored further, in a school where management complexity was continually increasing, while the almost zero internationalization of our OF. represented a point of weakness of our OF, which limited the quality of the teachings provided in the context of a European Education Area on which the EC had invested its intervention strategy for the next few years.