In addition to our traditional specializations ( music and computer science ), the principles of coaching are generally very important at our school. We are continuously trying improve and expand our capabilities in this area. Since the MIM can also boast of a high proportion of children with a migrant background and the resulting difficulties in understanding (culture and language-wise), successful collaboration and integration of different cultures within our institution is what we strive for. The MIM is increasingly trying to transform its student-parent-teacher relationships into coaching interactions. At the same time, teacher trainings in the context of teaching foreign languages is a central element of this development plan. In addition, it is one of our major concerns to live and integrate the European idea not only in our daily teaching but also within and outside our institution. We want our school to open up for new ideas in the long run and encourage more teachers to take part in international development and training sessions. The high proportion of pupils with a migrant background constitutes a great challenge for our school. Especially when it comes to ( foreign ) language teaching, we often lack an understanding of the difficulties of children of other cultural and linguistic backgrounds while learning languages. This is mainly because teachers do not understand a lot of our childrens’ first languages (e.g. Turkish ). Therefore, our focus should be on the development of skills not only in the field of teaching foreign languages but also in the field of intercultural and linguistic understanding of pupils with a migrant background. To achieve these goals, we seek to deepen our teachers’ foreign language skills and enhance their international experience at the same time. On the other hand, we particularly ascribe importance to a coaching-oriented and respectful relationship of students, teachers and parents. Thus, we also pursue the acquisition and implementation of new teaching and learning methods in this very area. The modernization and greater international opening of our school should also be a focus of this project in order to keep the school fit for future challenges. This implies the need for a better understanding of our students’ cultural and linguistic roots. Thus, there is not only a great desire but also a great need for e.g. Turkish language skills. We try to organize teacher trainings in Europe on the subject of foreign language teaching (English) and coaching. The main aim of these efforts is the dissemination of the acquired pedagogical approaches and coaching principles throughout our school. Additionally, we plan on furthering our teachers’ understanding of other languages (e.g. Turkish) which will enhance their intercultural and linguistic sensibility towards students with a migrant background. In their entirety, the proposed measures complement each other very well because the teaching of foreign languages as well as any other type of teaching benefits from a better understanding of coaching and improved foreign language skills. Obviously, the participating teachers will directly apply the new concepts and ideas in their own classrooms. However, since we extensively use team teaching at our school the participants’ teams will benefit automatically from these new concepts. In a second step, the training contents will be addressed within the entire cohort team. Finally, the whole school will benefit from the newly acquired knowledge. We will encourage a lively exchange of information within one or several info sessions or workshops. The participants should predominantly be selected from among our foreign language teachers who not only strive for deepening their pedagogical- and methodological knowledge but also want to bring these new approaches to foreign language teaching back to the school. Preferably, we want to encourage those teachers whose experience in the area of coaching is still rather limited. Participants should also help integrating and implementing the acquired coaching concepts at our school. Additionally, there is a need to improve these teachers’ language skills which will have a direct impact on the quality of their teaching.