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Start date: Jun 22, 2016, End date: Aug 21, 2017 PROJECT  FINISHED 

"La Palma" Secondary school is located in La Palma del Condado, Andalusia (Spain). It is a rural public school with 70 teachers and around 1100 students of lower-middle socio economic status. We offer a variety of educational programming (secondary school, special education, vocational training professional and adult education).Since 2011 IES La Palma has participated in different international projects: first, COMENIUS “The Magic of Reading”; later, ERASMUS + '' The New Technologies bring us closer to Europe ''; and, finally, as partners of the project TUPRACTICA-ERASMUS KA1 for vocational training students. We are aware that quality of teaching depends on the quality of teachers’ training especially in strategies focused on the internationalization of the school.As such, our EUROPEAN DEVELOPMENT PLAN (CROSSING FRONTIERS FOR EUROPEAN INTEGRATION: LANGUAGE, METHODOLOGY, AND CULTURE) revolves around three PROVISIONS: 1. to promote the European dimension of our School, 2. to contribute to the improvement of teaching practice, outcomes and educational success; 3. to improve support for diversity.These provisions connect with the European priorities of strengthening teachers’ professional profile as well as developing youth competences, especially those at risk of dropping out of the education system.For the aforementioned needs we have identified three OBJECTIVES: 1. to expand the European dimension of our school through the development of staff communication skills , cultural exchange, deepening knowledge of Anglophone culture, and more effective strategies for teachers of vocational and adult education; 2. to improve teaching CLIL practices through the use of more creative and innovative methods in adult education, in social sciences and physical education; 3. to reduce the youth drop out rate.To achieve these objectives, PROFESSIONAL DEVELOPMENT in areas such as communication skills enrichment have been planned. This professional development will take place at institutions in the United Kingdom, Ireland, Italy and Norway and will involve 11 teachers from our school. Two members of the management team will complete general English courses. The Bilingual Project coordinator will complete a course on the different ways of approaching the teaching of the language skills. Two vocational training teachers will complete business English courses which include visits to schools and enterprises. Two adult education teachers will complete CLIL courses to use this motivating and creative methodology with adult students. The PE teacher will join the bilingual follow-up portion of the course in which she participated last year. Finally, the last course will focus on methods to reduce the youth drop-out rate.The host institutions of these professional development courses are recognized by various organizations such as EAQUALS and the British Council, which ensures the quality of the training that teachers will receive.We hope that this plan will result in positive OUTCOMES not only for the participating teachers but also for students and for our school to promote cultural exchange and the exchange of ideas, to share common objectives, to improve linguistic competences, to work with European colleagues to establish long-lasting links for future projects to learn new pedagogical practices to develop collaborative partnerships between teachers and institutions from different countries, to grow the capacity for teamwork from a multidisciplinary approach, to expand students’ mobility, to raise employment prospects for students of vocational training, to retain at-risk students in the educational system and to broaden the openness of our school.We have designed several ASSESSMENT activities that will be gathered in the self-assessment memory document according to art. 28.1 of the Regulation of Secondary Schools.We hope that the IMPACT of achieving staff mobility will be observed in: capacity of internationalization of our school; Knowledge of educational systems different from our own; Knowledge of European enterprises that collaborate in vocational training for students; Improvement of professional skills of the participants: implementation of best practices; learning from innovative strategies leading to the improvement of the key competences of our students; Improvement of educational strategies in order to avoid the premature abandonment of the educational system and improve employability.THE GREATEST LONG-TERM BENEFIT will be to realize that the awareness of European citizenship is best achieved through the international outreach of schools.
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