The Pater Damian School would like to develop its strategic school project targets in the areas of independent and autonomous learning, understanding of democracy, development of teachers’ strengths, competencies based learning, as well as critical thinking. As a school, we aim to prepare our teachers for these tasks as well as possible, so that as an institution we can give them the tools neceesary to fulfil their duties as well as possible. In our view, well-founded knowledge, acquired and exercised skills as well as opportunities for international comparison are key to support, guide, and strengthen students on their way to becoming independent, creative, and communicative members of society. All our projects aim at achieving this overarching goal.The continuous professional development of English language teachers offers an excellent opportunity for deepening and widening our teacher’s professional experience. The possibilities facilitated by being in a native speakers’ setting will furthermore boost the quality of lessons. This will allow the teachers in question to reflect on their current practices, to evaluate possible new pedagogic choices, and to reinvigorate existing and embedded classroom practices. Teaching methods that have been proven to be successful can also be complemented by new didactic competencies-based developments. All of these factors are expected to motivate the teacher by gaining access to new ideas that can be implemented into teachers’ day to day practices. As teamwork constitutes a key way of collaborating in the foreign languages department, this continuous professional development will bring additionally a wide range of new ideas to colleagues which can be put into practice in everyday teaching.E-learning is a domain relatively new to our teacher, as she is a late career entrant. For this reason, we would consider continuous professional development with a didactic focus in this particular field to be important for a scientist with large expert knowledge. These new elements of knowledge transfer will become increasingly important in education, including science education. The practical purpose of this formation is an additional reason to support this initiative. It is hoped that applying these didactic principles in practice in school will increase autonomous and independent student learning. This CPD in e-learning will also support the implementation and wider embedding of e-learning in our school.Immersing herself in the target language culture enables the teacher to enlarge her teaching repertoire. After some years of experience this CPD will provide new impulses and ideas and opens up new fields of knowledge and experience. Potentially, this would also allow us as an institution to develop an existing linguistic and educational trip through closer contact with possible future school partners, as CPD participants from all over Europe come together. Should this aim not be achieved fully, the experience of CPD will still provide experiences that are culturally rich and diverse and transferable into existing classroom practices. Based on this immersion experience and its long-term and short-term effects we expect for our classroom practices a boost in topic variety and up to date subjects raised.Global learning is primarily an opportunity to show an experienced europhile teacher possibilities of pedagogic and cross-cultural development in the European context. The variety of educational experiences and the related cultural diversity should be invigorating and if possible lead to an international school project. The teacher is very open-minded and multilingual and is currently looking for project partners at European level for a schools project that includes direct student participation and is expected to be running for a number of years The middle managers are aiming to gather experiences at international level. It is hoped that 3 so-called coordinators (also known as middle managers or school developers in other schools) could compare our school with other school systems by meeting other head teachers, experts in education and by practical experience through international school visits. It is expected that these experiences allow middle managers to gain a more critical perspective on our own educational system, our own school organisation and our own professional practices in school. It is hoped that the best practice-experiences will inspire as one of the main project outcomes a creative transfer of experiences into our school practices. These experiences also put into perspective the evaluation of our own school practices.