a) Context:The Campiña Alta Secondary School is located in El Casar, a town in the province of Guadalajara. It shares its boundaries with the province of Madrid. Due to its geographical closeness to Madrid (roughly 35 kilometres away), it has grown a lot in the last years as a consequence of housing boom of the last years in Spain. Lots of families arrived in the area looking for cheaper houses than on the outskirts of Madrid. It is a ‘bedroom city’ of Madrid in which plenty of families commute to work in Madrid every day. The public means of transportation are limited, especially between the town and the capital city of Gualdalajara. There is a high school abandonment rate in the area. The educational and cultural offers are very limited and overtly insufficient. The extremely high unemployment rate has considerably increased in the last years and it has brought about leaving families in economic dire straits. The school has got 594 students who study ESO (Compulsoty Secondary Education Stage), Bachillerato (School-Leaving Post-Compulsory Education), Basic Vocational Training, Middle Grade Vocational Training and Superior Grade Vocational Training. The whole vocational training stage is part of the profesional family of Administration and Management Some of the students come from the very town El Casar but mostly do from neighbouring towns and residential areas, very badly connected with one another with public transportation and with inexistent cultural possibilities.At our school the multilingual programme offered by the Regional Government of Castilla La Mancha has been offered since 2008. This same programme has been in existence for Vocational Training since 2011.Our school has recently started an internationalization process. The school received the ECHE letter for the mobility of students in 2013 and it currently takes part in three mobility projects (KA 101, KA102 and KA103). It has carried out 10 mobilities since 2014. All of them have been for FCT abroad and Dual Vocational Training abroad. It has hosting partners in Italy, Wales, Croatia and Malta. Financing for the key action KA 101 was received in 2015. They comprise six mobility actions for the formation of teachers comprising both courses for English teachers and for Teaching Methodology. Our school has got 5 eTwinning projects at the momento. We have been hosting partners of the LP Montgolfier Vocational Training Secondary School located in Annonay (France) since the 2015-2016 school year.b) Aims of the ProjectImproving the linguistic formation of the teachers.Exchanging experiences through job shadowing for developing innovating methodologies at the school.Establishing strategic associations with European schools and carrying out joing activities implying both teachers and students.c) Number and profile of the participantsThe participants wish to improve their foreign language linguistic skills, to develop a bigger motivation and satisfaction in their daily work, to improve the skills linked to their profesional profiles and to gain a better quality of the developed work. The total number of the participants is:-Three teachers involved in Job Shadowing and -Six teachers taking structured courses.d) Description of the activitiesThe aforementioned structured courses will be taken in the United Kingdom and Ireland.The observation periods will be developed both in Poland and France.e) Metholodogy used in order to carry out the ProjectStarting out from the accumulated experience in the KA 1 Mobility actions which have been carried out in the previous years , we would like to follow the guidelines laido ut in the presented Project and also learn from the mutual respective feedback from the assessment process.f) Description of the expected results-Improving the linguistic skills of our teachers,-Exchanging experiences in terms of the job shadowing experience in order to develop innovating methodologies in our school.-Establishing associations with our European schools and carrying out joing activities by implying both teachers and students.g) Foreseen impactIt is expected that all of our mobility actions carried out in our school can have positive effects for all the implied parts.-Improvement in the learning of foreign languages.-Imprpvement of the competences linked to the teaching profesional profile.-Improving the quality of our teaching work.-Improving the capability for bringing about changes in terms of the modernization and international operning within our very educational organizations.-Involving other schools to take part in similar mobility projects.h) Long-term Benefits-Improvement of the teaching work.-Bringing down the school abandonment rate.-Cooperation among foreign countries and schools.-Increase of the linguistic skill.