One of the reasons for the project (Tammerkosken lukion opettajien täydennyskoulutus Euroopassa – Teacher Training in Europe for Tammerkoski High School) is the recent merge of two upper secondary schools into one bigger one. Creating a new culture based on the old traditions of two different schools has been the main focus in the past few years but now we want to concentrate on making Tammerkoski Upper Secondary a dynamic, modern and international school which offers its students a broad set of skills and knowledge both in arts and in more theoretical subjects. This project will go a long way towards us achieving these goals. We have taken into consideration the needs of the organization and its teachers and students in planning the project and setting its goals. It is the teachers who face the biggest requirements: The national curriculum and the individual courses demand qualified personnel who can co-operatively develop our school as regards both individual subjects and the general customs and culture of the whole school. In addition, teachers need to be able to provide students with knowledge and skills necessary for their further education and, later on, in work life. When teachers’ professional skills increase, students’ knowledge and skills improve, as well. The focus of the project is thus the teacher. The areas most in need of further development are: improving ICT and language skills, finding contacts for international co-operation, acquiring new teaching methods and furthering language teaching. To achieve these goals we need a European perspective since just getting further education in Finland would not be enough as regards improving language skills, for example. With the help of these goals we can improve the curriculum of our school as well as increase co-operation and communal feelings in our school. In this project 12 teachers from our school will participate in a structured course/training event or in a job-shadowing session in European countries during two academic school years. The teachers represent various subjects and are active in different work teams in our school or are heads of departments. They are highly motivated at their jobs and at developing our school; they are also prepared to pass on the knowledge and skills they gain from the project onto other teachers in our school. The structured courses/training events have been chosen so that they meet the goals of the project and the needs of individual teachers. They include structured courses focusing on language skills and on electronic teaching and testing. In addition, participants will learn about the culture and the educational system of the target country. Another benefit is to get more international contacts and, hopefully, new eTwinning projects. In job-shadowing sessions teachers follow instruction in partner schools and plan eTwinning projects agreed on beforehand. Possible school courses for the projects include ENA5 (English), YH4 (Civic studies) and KU5 (Arts) but also courses for other European languages. Before mobility sessions we do preparatory work within the departments for different subjects, in work teams and also with our partner schools; after the mobility sessions we evaluate and develop the project using the same channels. The knowledge and skills acquired through mobility will be put into practical use after the sessions. These skills will also be passed on to the rest of the personnel. As a result of the project, teachers’ ICT and language skills will improve. New technologies will be taken better advantage of and students can be trained better for further studies and for work life. New educational methods, international projects and international co-operation will become a natural part of the school curriculum. Administration will be efficient and up-to-date. Career guidance will also benefit from international co-operation; special teaching (for students with dyslexia etc) will gain relevant testing material. All this will not only affect the participants but also the whole personnel and student body as well as other schools in Tampere and other partners our school has. The intended long-term effect of the project is to create a model for developing instruction and school where curriculum and individual courses are adapted constantly. Additionally, we hope to have multifaceted long-term co-operation with our European partner schools.