We set ourselves 3 goals to achieve. Firstly, improving the quality of teaching through professional development and increasing teacher autonomy. We wanted participation in training in EU countries to contribute to broadening teachers' worldview, increasing competences in the field of modern teaching methodology, becoming familiar with specific tools and methods of working with students, and then activating the teaching staff to share their ideas as part of the exchange of experiences. We assumed that the project would allow teachers to rediscover their passion for teaching. Secondly, improving the quality of learning and increasing students' responsibility and autonomy. The change in teachers' approach was intended to have a positive impact on students - it was to strengthen students' 21st century competences, such as: creativity, leadership, flexibility, initiative, critical thinking, digital and social competences, cooperation and communication, thanks to which they will consciously participate in the educational process . Thirdly, the development of the school and the promotion of the ability to adapt to a changing world. We assumed that the school would gain a new quality on the local market.
At the 3rd Secondary School in 2022-2023, we implemented a 13-month project "School tailored to the needs of the 21st century student", which aimed at a broadly understood change both among teachers and their way of teaching and their approach to themselves and the student, as well as among students and their approach to school and learning. As part of the project, two teachers from our school took part in training in EU countries (in Gharb, Malta and Nice, France) in order to develop competences and motivate other teachers to change. The result of the project was the Teacher Competence Development Academy - a database of materials on the Microsoft Teams platform, internal training/workshops - teachers participating in Erasmus+ training were obliged to train the teaching staff. Additionally, as part of sharing experiences, motivating each other and sharing ideas, teachers conducted and willingly participated in various workshops on teaching methods, tutoring and psychology. Support groups were established in subject teams, which resulted in interdisciplinary projects and a scientific session. Students are motivated to learn, they are more willing to go to school and involved in class and school life.