HAK Judenburg is a business school and therefore is obliged to keep to state of the art standards - in business as well as in education. Not to engage in an exchange with other European countries would be outrageous, on the one hand because nowadays economic practice almost can’t happen in only small regions out of context, usually it even expands over country borders; on the other hand it is important for HAK Judenburg to acquire international dimensions in their interactions, as lots of students have migration background and therefore high potential for international work, especially if school can help them evolve this kind of potential. Aside from that, to immerge as a teacher in a new context, a new dimension of school may help develop the quality of teaching by reflecting their own work in relation to their new experience. Additionally it enhances the overall quality of the employing school, as through experiences and new perspectives of single persons a discourse can be started on what school can provide as well as achieve or how we are to deal with our students, what we demand and what we promote, within the whole teaching body.Therefore, one of the highly motivated and dedicated German teachers, Mag. Evelyn Leissenberger, is going on a two-week work experience at the Austrian school in Prague (temporary dates of her stay: 10th-21st October 2016). She herself has already gained experience with non-Austrian Schools as well as with German as a foreign language. Aside from that she is constantly improving her knowledge of current pedagogical theories and teaching practices (partly because of her additional trainings), which she wants to enhance, put into a new context and evolve alongside her theoretical knowledge.Her stay at Prague includes following aspects:“Further education”: Introduction in current teaching practices at the Austrian school in Prague, introduction in conditions of the hosting country - getting to know the school system, the Czech teaching and learning traditions, the main concept of the Czech language.“Observing”: in higher tier classes for German language - with a special focus on sources of error and learning barriers; in other school subjects taught in German - with a special focus on methodical dilemmas.“Teaching sequences / marking and grading of course work”: to teach single sequences in agreement with the concerned teaching staff; involvement in marking and grading, especially in other school subjects taught in the German language - focus on the dilemma of right and wrong within the context of the subject.“Discussion and exchange of experiences with Austrian and Czech collegues”: the role of teaching staff in the Czech Republic / work with parents / teaching in multicultural environments etc.“Jobshadowing”: organisational procedures, pedagogical concepts, teaching at a school in a foreign country“Input for the target school”: workshop for students, lecture for the teaching staff - in agreement with the target school“Visits of other pedagogical facilities”: probably Czech schoolsThese acquired experiences should empower Mag. Evelyn Leissenberger to model new ideas concerning teaching and school development and to bring new input to her home school. Specifically the listed interactions above should result in (personal) development in the following areas:- Distinguished reflection of personal teaching practice as well as teaching practice in general at the home school as a consequence of information concerning the Czech school system respectively the Czech teaching and learning traditions and by analysing observations, discussions and exchange of experiences.- Reflection and development of personal competences in school context especially concerning German as a foreign/second language through observations of higher tier German lessons as well as other school subjects taught in German- Enhancement of personal competences concerning teaching methods especially in context of German as a foreign/second language- Distinguished performance in marking and grading especially in context of German as a foreign/second language; focus on students’ potential especially in other school subjects and in the area of the conflict concerning correct or incorrect language- Self-critical reflection about organisational processes and own pedagogical concepts though job shadowing.Long term development of school to international and higher standards can happen through those (consistently) selectively acquired experiences in other, international school contexts, when they are put into new perspective at the home school and being discussed. A standstill in this context would mean regression.