Schools in Europe are supposed to play increasingly prominent roles in initial teachereducation, in induction of teachers in their professions and in the continuing professionaldevelopment of teaching staff. Effective school organizations are those that are able:• to keep up with changes in society;• to innovate and thus provide an inspiring professional environment to their staff;• to signal or even predict new developments and• to develop knowledge and to disseminate and apply it in their work processes.Now that schools in different European countries are supposed play this prominent rolein both initial and lifelong professional development of teachers, the question arises towhat extent do schools provide such a rich learning environment to their teachers. And ifthey do not, how can we stimulate them to develop the necessary conditions. In recentyears instruments were developed to investigate such conditions in organizations and tohelp staff to become aware of the quality of their organization as a learning environment.The purpose of this project is to adapt these instruments to make them applicable forschoolsIn this project we will choose a particular focus. One of the challenges of teachersanywhere in Europe is to learn how to deal with diversity. Our general question whetherschools offer the appropriate learning environment for teachers now will be specifiedand focused on how to deal with various aspects of diversity. Within this concept ofdiversity we include elements such as diversity in needs, talents, ethnical background,culture, gender, religion and styles.Project goals include:• promoting lifelong professional learning among teachers;• developing instruments to help them scan their work environment to see to what extentit may be considered as a learning environment for them;• producing guidelines on how to turn a work environment (a school) into a learningenvironment for teachers;• supporting professional learning processes that enable teachers and trainers toimprove their competence in dealing with diversity;• making an inventory of good practices.• by promoting life long learning among teachers eventually lifelong learningcompetences of pupils and students will be promoted and enhancedProject outputs include:• validated tools for school (self) analysis;• manuals for administering these instruments;• guidelines on how to use the results for improving schools and for innovative actions;• an ‘inspiration handbook’ describing good practices.• Guidelines on how to translate lifelong learning among teachers into practices thatraise the key competences on life long learning among pupils and students.