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We invited teachers from other schools to join our projects. Thus, 2 teachers from Liceul Teoretic " Mihail Kogalniceanu" joined our eTwinning project "Our Seas"

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Organizing training sessions/presentations on eTwinning for teachers and students in our school

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Organizing training sessions/presentations on eTwinning for teachers and students in our school

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Liceul Tehnologic Lazar Edeleanu Navodari

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Students' presentation of their abilities achieved in eTwinning projects.

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Students' presentation of their abilities achieved in eTwinning projects.

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Meetings of leadership cluster in our school

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Meetings of leadership cluster in our school

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We created a cluster of decision-making group, as related to PBL and school vision and mission

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Continuous learning opportunities for all staff members

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Continuous learning opportunities for all staff members

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Our school is part of a pilot study that is intented to showcase the impact of the professional development courses of the SEG and eTwinning platform at the school level

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Action plan designed by the working group

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Action plan designed by the working group

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Our own whatsapp group dedicated to European Projects

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Our own whatsapp group dedicated to European Projects

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Some of our staff members learn together and create teams in order to collaboratively design learning scenarios.

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STEAM. Gorgovan Carmen and Ciolpan Gabriela 

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The memberss of our staff will try to design some interdisciplinary lessons and put them into practice.

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There will be open lessons as example of implementation of the information discovered during the course.

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Our school organized a coding event dedicated to European Day of Languages

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September 2021

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Outlining the action plan

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Events dedicated to sharing good practices on ocean literacy and marine life

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Events dedicated to sharing good practices on ocean literacy and marine life

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Our students take action and get involved in training seminars organized by the European Parliament.

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https://ro.padlet.com/gabrriellaa2x/7i3crhe0dhbfb4b3

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https://www.thinglink.com/scene/1421611657930473475

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View the interactive image by Ciolpan Gabriela

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https://ro.padlet.com/gabrriellaa2x/3n1csk4zza48lwdg

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Calendar local al activităților/ evenimentelor europene 2021-2022.

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Calendar local al activităților/ evenimentelor europene 2021-2022.

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sedinta comisie proiecte europene 11.02.2022_1

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Candidate School for EPAS programme . 2021-2022

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Candidate School for EPAS programme . 2021-2022

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Our school has become candidate school for EPAS programme( European Parliament Ambassador Schools) starting with the end of February.

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After the award ceremony organized for our students participating in European projects and activities, we had a meeting, outlining the action plan and the calendar for European activities for the following school year.

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Ciolpan Gabriela

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Ciolpan Gabriela

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Action Research Report. Classroom setting for building students' self-confidence

Ways of Expressing Future

Writing a proposal

Introducing Vocabulary Expressing Concession

Emotions. Vocabulary Practice

Making a decision.

If Clause

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by Ciolpan Gabriela

ETwinning students' testimonies.

The students of Lazar Edeleanu Highschool, an eTwinning school, described their experiences of eTwinning projects.

6 videos

7 views

0.3 hours

Apr 15, 2021

Bianca D

Apr 23, 2021

Maria R.

Apr 15, 2021

Bianca D

Apr 14, 2021

Daniela T.

Apr 30, 2021

rebeca d

Apr 15, 2021

Bianca D

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Check out this Flipgrid Mixtape and the magic of student voice!

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Implementation of the course " Students as designers of learning spaces "

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Implementation of the course " Students as designers of learning spaces "

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Students participating in the implementation phas  the course taken by 14 teaching staff members, Students as designers of learning spaces, on eTwinning platform, designed 3D models of virtual flexible classrooms, starting from free discussions and continuing with design thinking activities and modelling digital. The activity was student-centred and they had the opportunity to choose their tools to design and record or create the virtual tour.

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Alb-Negru Grilă Întreruptă și Suprapunere Prezentare Publică

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Check out this presentation designed by gabrriellaa2x@yahoo.com.

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Implementation of the course " Students as designers of learning spaces "

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Implementation of the course " Students as designers of learning spaces "

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Coordination of the classes in groups of two, three or four, for the implementation of the course " Students as designers of learning spaces ".

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Coordination of the classes in groups of two, three or four, for the implementation of the course " Students as designers of learning spaces ".

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Collaboration is a word inextricably linked with eTwinning. In most cases it describes the collaboration during an eTwinning project among teachers and students from different countries.

However, in the school setting, effective teacher collaboration is defined as engaging in practices, where teachers communicate about classroom experiences and activities in an effort to strengthen pedagogical expertise and encourage colleagues to try and create new things. The members of the school community share the belief that working collaboratively and allowing time to form teams and working together, is the best way to reach the school's objectives

By displaying a strong commitment to collaboration, teachers have more access to resources, and their teaching methods are improved, as collaboration offers support to try new ideas and activities. This process also allows the school to continuously reflect upon and improve its practices and create high standards for all students.

Schools have to overcome different obstacles like; established systems, lack of time, redefinition of a school's culture from teacher isolation to teachers' collaboration, and tensions and disagreements that teamwork can create. In this case, the role of the Principal is crucial. Principals should share decision- making with the school staff, provide support for effective establishment of teachers' teams (define the purpose, set goals, give feedback, support). By being an instructional leader, they motivate the school staff to keep learning and improving their practices.

Collaboration is not always easy and needs investment of time. Schools can start slowly by implementing different actions like mentoring schemes, social networks, co-teaching, open lessons and weekly planning and collaboration meetings etc.
But is this enough? What about collaboration outside the school? How can schools engage parents and their communities?
Research shows that students whose parents are involved in their education are more likely to adapt well at school, have better social skills, complete homework, achieve higher grades and much more. Local community's engagement can also improve students' learning outcomes and assist students to understand their role in broader society.

Effective communication between schools, parents, students and the community form the foundation for developing partnerships that can have an impact on students learning. Learning is not limited to the classroom and the participation of parents in school life can cultivate a holistic learning environment for students. At the same time, community members and organisations can offer their expertise and knowledge that schools can use to offer more authentic and connected learning for their students.

According to an African proverb: "It takes a village to raise a child" and this should be the role of an eTwinning School. Etwinning schools should nurture a culture that respects, values, supports and acknowledges the inclusive engagement of all, for reaching the school goals and implementing the eTwinning School Mission.

Examples of good practice from eTwinning schools:

In the Experimental School of the University of Thessaloniki in Greece, collaboration takes shape in various forms. Among the school's 34 teachers, the majority of them participate in eTwinning activities, this entails encouragement and support from the school leadership together with dedicated training and concrete opportunities for teachers to work together. In order to assist teachers to embed eTwinning as integral part of the curricula, the school management provides regular professional development opportunities that help teachers to make progress and develop their competences.

In the 2019-2020 academic year, all registered teachers in eTwinning participated in such activities shared their insights with the rest of the staff. Teachers had concrete opportunities to comment on the practices of colleagues, discuss different issues of the school and voice their concerns and make decisions. In order to encourage collaborative teaching among teachers, in each eTwinning project run at the school, more than one teacher participated. A teacher started a project and presented their ideas to their colleagues and those interested could join, this of course created excellent interdisciplinary projects and allowed both teachers and students of different classes to learn from each other. To enhance collaboration in the school, teachers were encouraged to attend an eTwinning class and observe their colleague's work, allowing peer learning, feedback and exchange of ideas. Through eTwinning teachers gained many ideas and inspiration. Peer learning for teachers through eTwinning was extremely important. It allowed teachers, according to their expertise, to offer training sessions on different topics to the whole school staff, for example how to use certain ICT equipment and embed it in learning.

Collaboration was not restricted to teachers, but students and parents were engaged in the learning process and decision making. Students, who are often more familiar with new technologies, helped teachers and parents to acquire ICT skills. Students prepared and ran a series of online courses (8 lessons) in Moodle in the use of ICT, GDPR and e-safety with the aim to combat the digital exclusion of adults. Furthermore, collaboration among students of different classes was encouraged, in extra-curricular activities. This happened in school clubs like; orchestra, arts, mathematics, statistics, theatre, physics, cinema, Model United Nations and Critical Thinking.

Engagement of students and parents is also widely practiced in Col·legi Sant Josep in Navàs, a small town of 6.000 residents in the region of Catalonia in Spain. Collaboration and engagement with parents took place through established parental involvement where, according to their expertise, parents were invited to the schools and help students in the accomplishment of different activities. Peer learning of teachers and open attitudes to try out new practices, have resulted in workshops and close collaboration/tutoring of new eTwinners by more experienced teachers. As a result, twelve out of the seventeen teachers enrolled in eTwinning in the school were actively involved last year in an interdisciplinary project and two of them decided to start their own separate projects with their classes. Like in the Greek School, decision making and the reflection process were not limited to the formal school leadership but students and parents were involved. Col·legi Sant Josep created a world café meeting with two representative students from each class, one parent from each class and teachers. In this world café meeting, the group discussed new ICT and music class and came up with different proposals working collaboratively.

In both schools, collaboration, in all of its aspects was and is one of the main priorities for the schools. As a result, teachers, parents and of course students not only improved their learning and teaching practices, but also became more engaged and dedicated to the school mission and goals.

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eTwinning Schools display a strong commitment to collaboration, sharing and teamwork

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Collaboration is a word inextricably linked with eTwinning. In most cases it describes the collaboration during an eTwinning project among teachers and students from different countries. However, in the school setting, effective teacher collaboration is defined as engaging in practices, where teachers communicate about classroom experiences and activities in an effort to strengthen pedagogical expertise and encourage colleagues to try and create new things.

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How do eTwinning schools' practice shared leadership? There is no set way as different schools have diverse realities, structures, leaders and teachers.

Shared leadership is about creating the conditions in schools for teachers (and students) to provide and share their expertise, including those who have non-formal roles. Understanding the school and local context and offering concrete opportunities for rich interactions within the school community are two key success factors of that journey.

For a shared leadership approach to be beneficial to a school, it requires most importantly a clear vision of the school's mission statement that considers the environment of the whole school. The mission needs to be worked on, where possible, by all members of a school community and it also needs to be shared with everyone.

When it comes to implementing the vision and mission on a daily basis, it is important to remember to inspire and motivate all members of the school community and to have leaders including formal and non-formal teaching staff. An effective way is to develop the collective capacity to deliver achievements supporting the school vision and mission.

The question is: how can you do that? One way, is to review and combine evidence about the whole school context along with how teachers collaborate amongst each other. Combining collection of evidence about the school context together with concrete and structured collaboration between teachers, often proved to be a successful approach.

Who are the students in the schools? What is their surrounding environment (family, local community)? What are the needs, strengths, challenges, and opportunities? Which teaching and learning practices would fit the best? What do we know about the impact of such pedagogical options? How to try those options and understand their impact in this specific school? The first step is to collect and review these questions. It requires input from several teachers because otherwise it is a big responsibility with a lot of work for one single teacher or leader. Having input from more than one teacher also allows for a range of expertise feeding into this so more people can analyse and interpret the data and share their ideas. It is important to have structured meetings / opportunities to discuss this so that everyone can reach an agreement for the proposed actions that are being discussed.

Shared leadership should focus on collaboration and interactions, rather than just actions alone. The purpose of interactions is to reveal, support and encourage leadership for all members within the school. There are ways to help teachers develop their competences and collaborative skills, for example, temporary working groups, thematic teams or project groups. The focus should be on interdependent work, i.e. well prepared, organised, focused and effective collaboration, so that everyone can collaborate effectively.

Patricia Wastiau, Principal Adviser for Research and Innovation at European Schoolnet

Examples of good practice from eTwinning schools:
The practices below are just indicative and do not prescribe a specific model that all schools should follow, however, they are inspiring and interesting to investigate.
Direzione Didattica Ottavo Circolo, cluster of preprimary and two primary schools in Piacenza, Italy caters to a diverse student population. Focusing on inclusion and supporting pupils with various learning needs, the leadership team, including the headmaster, vice and staff representatives, have put in place a process of data collection and use of evidence to identify the needs of students, possible actions and professional development of teachers and staff.

This decision-making process is decentralised and provides concrete opportunities for teachers to contribute, influence and design the school goals through an organised and well-structured mechanism. This mechanism includes a clear process put in place by the school leadership where staff are fully engaged in the review, analysis, and mapping of the school practice. The school gathers evidence and consult amongst each other to agree on the pedagogical priorities of the school, which also receives a special budget coming from regional funding.

The leadership team and staff are divided in working groups, based on sector (subject, age group, special needs etc.). Each working group conducts a research where they are asked to analyse what are the best practices so that they are able to achieve the school mission and vision, what are the most effective activities and how they match the school vision.

This analysis is conducted through several steps:

Each working group reviews relevant documents, students' achievements and needs and the activities and trainings that were implemented to tackle specific issues.

Each working group lists the areas of importance for the school and check which actions and activities are supporting student-centred approach.

Lastly, each working group comes up with a list of areas of importance for the school based on the gathered data.

The leadership team collects the results of all working groups and proposes a workplan. This proposal is brought to the working groups (e.g. teachers and educational staff) so that everyone can consult and discuss the proposal. Teachers discuss the tasks and actions in the various fields so that they can incorporate the plan according to the teachers' input and feedback. Throughout the year, teachers work in committees to promote and implement the agreed working plan after it has been approved and implemented by the whole school staff.

In Lycée des Métiers Louis Blériot, a vocational school in Trappes, France, the school staff and leadership team work closely to boost students' academic success and prevent high dropout rates. The school develops an action plan to which teachers are invited to take a lead. According to their technical skills and interest, teachers have an opportunity to lead an area in the action plan to achieve the school goals.

In terms of organisation and structures supporting shared leadership practices, similar to Ottavo Circolo, Lycée des Métiers Louis Blériot is organised through management committees and boards. Teaching staff participate and take an active role in the teaching committees and decision-making process. The committees are the governing board of the school where the decision-making process takes place in conjunction with the formal school leaders. The committees are not fixed, they are established according to teachers' proposals and programme needs. Teachers can propose candidates and topics to be discussed in the committee. Teachers and school staff are encouraged to join the committees and contribute expertise and knowledge. Each committee proposes an action plan or certain activities, which are then reviewed by the headteacher and the leadership team. While the headmaster carries the legal responsibility for the decision-making process and leadership in the school, it is clear that she fully relies and trusts the teaching staff, encouraging active discussion and participation in committees and projects which in turn provide teachers of all levels to contribute their skills and knowledge for the sake of students' learning advancement.

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eTwinning Schools have a commitment to shared leadership

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How do eTwinning schools' practice shared leadership? There is no set way as different schools have diverse realities, structures, leaders and teachers. Shared leadership is about creating the conditions in schools for teachers (and students) to provide and share their expertise, including those who have non-formal roles.

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To begin with, it is important that the pupils' representative bodies have a real voice and are listened to. Basically, each school should elect pupil representatives in accordance with whatever system it is part of.

The entire election process must be implemented in a serious way and should be carried out throughout the whole school making sure to include everybody both pupils and all educational staff. The election process must be seen as a major event in the school, and the conditions must be similar to that of a true election, so that the voters and the future pupil representatives can be chosen in a realistic manner. The role of a pupil representative must have a real value so that all pupils will be truly engaged in this democratic process and feel that they are being really represented.
Once this role is valued and makes sense to pupils, the pupil-empowerment process begins, turning them into agents of change.
Pupils are not "de facto agents" when it comes to initiating changes to the school climate. For this to happen, their desire for real involvement must be aroused, motivated, encouraged and channeled, by the adults around them in a clear school project, which should give pride of place to the participation of elected students. It must be real!
If pupil-representative recognition - which in turn creates a sense of academic justice - is lacking, it will not be possible to spark the truly motivated involvement of pupils.
For this reason, it is extremely important to involve the pupil representatives in everything. For example, during celebratory events, managing a budget independently but also, allowing and encouraging them to draft school regulations because it is the pupils who must respect these school regulations.

This whole process enables pupils to feel empowered because not only they are contributing first-hand to improving the school climate and its' social characteristics, but they are also becoming more aware of the process behind implementing these changes. For example, understanding legal matters and any constraints linked to this and managing the budget.

It is important to highlight the benefit of collaborative projects such as eTwinning. Pupils can collaborate with other pupils and as part of this, they are able to understand the different school systems and ways of thinking. These collaborative exchanges enable pupils to become more motivated.

Pupils' involvement in the life of the school, at all levels (regulations, celebratory or solidarity activities, collaborative projects) will gradually create a greater sense of belonging to the school. This feeling becomes the catalyst for renewing pupils' motivation as agents of change.
Edouard Caburet - Senior Education Advisor
Examples of best practice

Dr. İlhami Tankut Anadolu Lisesi is an eTwinning school located in Antalya, Turkey which has participated in the monitoring and development activities in 2019-2020. The school has empowered students and allowed them to play an active role and let their voices be heard in the decision-making process.

İlkay Çekirdek and Didem Parlak shared with us how they established a democratic participation platform in their school; a powerful and engaged student council. The school staff recognised that there is a strong need to engage students to participate in the school community life in all aspects, including decision making and recognising and solving problems in the school.

Students were invited to present themselves as candidates, and after a short campaign period, elections followed, and subsequently, the student council was established. The members of the council decide the topics for the monthly sessions as they recognise problems within their school for which they then propose solutions, which are then shared with school management. With the support of school management, the student council attended training sessions on arbitration during which they were trained by the Antalya city bar lawyer. This training provided the council with the necessary tools and information so that they can solve possible conflicts among students.

Natalia Ztizi, from 10th Helioupolis Primary School in Ilioupoli, Greece, shared another interesting example on how students can be empowered to initiate change in their schools. The eTwinning eSafety club (5th and 6th grade representatives) in the school organised an information session to students and teachers on eSafety regulation (data protection, GDPR, netiquette etc.) Using theatre play, they turned the issue of eSafety into a fairytale that engaged listeners and at the same time sent a strong message of the importance of being safe online. The play and activities planned and drafted by pupils gained a lot of success and neighbouring schools were also invited to attend the event.

Natalia explained that students' expertise gained in eTwinning projects is fostered through various activities. For example, members of the eTwinning club in the 6th grade tutored teachers and parents on how to use various ICT tools. Starting with a questionnaire that identified the needs of parents, students researched the identified topics and created pedagogical materials including presentations and documents and workshops for their parents.
Students decided who will be the tutors for each workshop (members of the club of course) and finally, after a publicity campaign, two successful training sessions were held with 12 adult participants in each. In addition, students in the reporting eTwinning club in the 5th and 6th grade collected data from each class regarding the eTwinning activities and project ideas their peers prefer. This information is summarised by the pupils and presented to teachers; thus, teachers follow their pupils suggestions and have an open dialogue discussing what kind of learning works for them. As Natalia says and clearly explains the idea of students' agency through this excellent metaphor: "children give life to schools, they are the protagonists, teachers are only the facilitators".

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Pupils can, and should, be agents involved in changing and improving the school climate at their institution

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To begin with, it is important that the pupils' representative bodies have a real voice and are listened to. Basically, each school should elect pupil representatives in accordance with whatever system it is part of.

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eTwinning Schools are expected to be leaders in the eTwinning world. Their role is to inspire and guide other schools to reach the same level. This may be achieved by opening doors and sharing methods, ideas and practice.

From individuals to schools

The concept of recognition for work done within eTwinning has been in existence since its start in 2005 with Quality Labels available to teachers for their projects, both at national and European level. Now we have moved from the recognition of individuals to the recognition of the team through the whole school approach, first spoken about in 2006.

This evolution was also grounded on the results of the eTwinning Report 2015[1] - a monitoring exercise on the impact of eTwinning on teachers' practice, skills and professional development opportunities. One of its key findings was that teachers working in innovative schools " consistently report eTwinning to have had more of a positive impact on various aspects at school level than teachers working in non-innovative schools. "

Attaining the eTwinning School Label means embarking on a developmental journey that all schools can aspire to. Getting the Label is not a competition, but rather the start of a process: eTwinning Schools are not "winners" but champions who become role models for other schools involved in eTwinning.

eTwinning Schools are expected to be leaders in the eTwinning world. Their role is to inspire and guide other schools to reach the same level. This may be achieved by opening doors and sharing methods, ideas and practice. Typically, eTwinning Schools liaise with their local education authorities and propose a list of activities that they can share with other schools in their area: for example, open days to make their expertise available for staff in other schools or mentoring schemes for other schools who are aspiring to be an eTwinning School. And many more.

eTwinning Schools as models

eTwinning Schools become ambassadors for other schools in their area, both those involved in eTwinning and those who are not.

For instance, Şcoala Gimnazială nr. 17 in Botoșani, Romania is an eTwinning School that serves as a learning hub for other schools in the county. The school director and the eTwinning teachers are supported by the county's inspectorate that recognises the expertise the school can offer to diffuse good teaching and learning practices in the region.

One teacher from Şcoala Gimnazială nr. 17 takes part in the advisory board of the county for European cooperation - a team of teachers that organises peer learning sessions and training where teachers can share their challenges and get hands on tools and ideas to solve the problems they face. Other teachers in the same school are part of advisory boards for their school subjects.

Thanks to the support of the school management, the eTwinning teachers who are on the boards have allocated time to lead workshops and training to other schools on various topics. For instance: making students agents of change and lead their learning, embedding eTwinning in the curricula, using eTwinning with Project Based Learning, etc.

Also, as a model for other schools, Şcoala Gimnazială nr. 17 provides opportunities for their eTwinning teachers to share their practices. The school hosts regional teachers' meetings and peer learning sessions in which students also have an opportunity to present their projects and at the same time practice their presentation and public speaking skills. The learning journey is for both the hosting and the learning school, as Loredana Popa, an eTwinning teacher in the school explains: "We think we can share from our experience and challenges and address the issues most schools run into, alongside our solutions and ideas".

The continuous efforts of the school inspector, director and teachers have concrete results on the ground: "The fact that Botoșani county has four eTwinning Schools means our continuous efforts to involve more schools in eTwinning and help them bring innovation is doing some good" says Loredana.

eTwinning Schools, with the support of their management, can serve as knowledge hubs and share their valuable experience with other schools. eTwinning Schools gain visibility and most importantly, engage students and teachers in a continuous learning and development process where they are leading the change they want to see in their learning and teaching.

[1] Kearney, C. & Gras-Velazquez, A. (2015). eTwinning Ten Years On: Impact on teachers' practice, skills, and professional development opportunities, as reported by eTwinners. Central Support Service of eTwinning - European Schoolnet, Brussels

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eTwinning Schools are expected to be leaders in the eTwinning world. Their role is to inspire and guide other schools to reach the same level. This may be achieved by opening doors and sharing methods, ideas and practice.

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eTwinning has connected schools, in the same way that towns twin with one another to bring communities together across the world. The eTwinning mission statement, eTwinning Schools are inclusive and innovative learning organisations, develops this idea further, emphasising the interactions and dynamics, inside and between schools as learning organisations.

Since 2005, Schools which are learning organisations adapt more quickly than those which are static and unchanging, as a report of the Education and Training 2020 Working Group (1) notes , "The school as learning organisation engages all staff in meeting challenges and avoids over-reliance on conventional hierarchies to ensure ownership in their implementation."

The learning school explores new approaches to improve learning for all learners, focusing on seven dimensions OECD (2016) (2) :

Developing and sharing a vision centred on the learning of all students - a sense of direction and a motivating force for sustained action to achieve individual and school goals

Creating and supporting continuous learning opportunities for all - investing in quality, career-long opportunities so that teachers can enhance their professional knowledge and learning alongside pupils

Promoting collaborative learning amongst all staff - teachers work and learn together, face-to-face and/or inline, with peer networking playing an important role in enhancing professionalism

Establishing a culture of inquiry, innovation and exploration - being inquisitive and using initiative and willingness to experiment with new ideas and practices

Integrating systems for sharing knowledge and best practice - information-rich schools produce and analyse relevant data, using it for learning outcome evaluation and assessment for learning

Learning with and from the external environment including the social, political and economic context - building partnerships with parents and local communities

Modelling and expanding learning leadership - "lead learners" can create the conditions for others to do the same, school leaders can model and encourage professionalism.

For schools as learning organisations to be successful, this requires trust and shared commitment that supports a collaborative effort. Participation in eTwinning provides this opportunity, within a Europe-wide learning community that respects the diversity of opinions, encourages experimentation and celebrates success.

Examples of good practice from eTwinning schools:

During 2019-2020 the Central Support Service of eTwinning worked closely with six eTwinning schools as part of the monitoring and development of eTwinning schools.

In all schools, to some extent, we witnessed the elements described by the OECD as "learning schools" which explore new approaches to improve learning for all learners, focusing on realising the seven dimensions mentioned above.

In Col legi Sant Josep in Navàs, Spain, the school joined the "Escola Nova 21", an alliance of schools and civil society institutions for an advanced education system, and adopted a school vision which has common elements with the eTwinning School Mission. The school's vision and mission in Col·legi Sant Josep puts students' learning in the centre and serves as a guiding tool for teachers and a reference point for parents.

Looking at the second element of schools as learning organisations, continuous professional development and learning of school staff is an integral part of teachers' activities in Direzione Didatica Ottavo Circolo, an eTwinning School in Piacenza, Italy. In 2019, the two deputy headteachers from the primary and the pre-primary schools organised tailored professional development trainings to encourage participation amongst their colleagues and enhance their expertise. Practical training was organised in school, based on two eTwinning projects they had developed.

In Col·legi Sant Josep, Promoting team learning and collaboration among all staff takes place in collaborative interdisciplinary projects. In 2019- 2020 school year, almost all classes were involved in an interdisciplinary eTwinning project, where each class participated in short activities throughout the year. This enabled teachers to work closely and interdependently, sharing knowledge and skills.

In the Experimental School of the University of Thessaloniki, students and teachers are encouraged to take an active role. The school sets a culture of inquiry, innovation and exploration through a variety of curricular and extracurricular activities. Students are involved in the decision-making process by organising an online training for their parents. Students prepared and ran a series of online courses (8 lessons) in Moodle about the use of ICT, GDPR and e-safety with the aim to combat the digital exclusion of adults. Through such activities, students not only take a leading part in their learning, but they are also active players in the school innovation process.

In Dr. İlhami Tankut Anadolu Lisesi, an eTwinning school in Antalya, Turkey, school staff encourage students to take an active role in the decision making process in the school through student councils which work together with the bar association of the city. The school learns with and from external environments and is integrated in the local community. In the same manner, Lycée des métiers Louis Blériot, an upper- secondary Vocational eTwinning School in Trappes, France, works with students from vulnerable backgrounds and special educational needs. The school organises exhibitions and students present their work in various events including Erasmus+ Days, European or the Erasmus+ Charter. In those meetings and events, the school acts as a learning hub not only for pupils but also for their parents and the wider community.

Scoala Gimnaziala nr.17, Botosani, Romania is a model for other schools, providing teachers and school staff with an opportunity to become leaders. In this sense, the school actively models and grows learning leadership, through informal and formal trainings with the support of the School Inspectorate. Teachers share their practices, answer questions, take calls to help other colleagues in different schools, organise 1:1 sessions and provide examples from their own experience. They organise online events in eTwinning as well to showcase their work and share challenges and solutions.

Lastly, all six schools have been involved in creating a school development action plan. The plan included the collection and exchange of knowledge within each school and between schools.

1. European Commission (2018), Teachers and school leaders in schools as learning organisations: Guiding principles for policy development in school education. https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs4-learning-organisations_en.pdf

2. OECD (2016), What makes a school a learning organisation? A guide for policy makers, school leaders and teachers. https://www.oecd.org/education/school/school-learning-organisation.pdf

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eTwinning has connected schools, in the same way that towns twin with one another to bring communities together across the world. The eTwinning mission statement, eTwinning Schools are inclusive and innovative learning organisations, develops this idea further, emphasising the interactions and dynamics, inside and between schools as learning organisations.

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Collaboration and teamwork in the ecotourism project "A nous de jouer pour un tourisme eco 2.0!" - Rural Tourism

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Collaboration and teamwork in the ecotourism project "A nous de jouer pour un tourisme eco 2.0!" - Rural Tourism

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Les plus beaux villages de France, d'Italie et de Roumanie | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Teamwork: Collaborative magazine : Protected areas of our regions

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Teamwork: Collaborative magazine : Protected areas of our regions

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https://madmagz.com/magazine/1996598

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Les Aires protégées de nos régions - SITUATION GÉOGRAPHIQUE ET POPULATION - A magazine created with Madmagz

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Les Aires protégées de nos régions was created with Madmagz. Madmagz is a website that enables you to create a magazine in web, PDF or print format.

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eTwinning Day event  created by Alina Bulgariu                    What does etwinning mean to you? 

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eTwinning Day event  created by Alina Bulgariu                    What does etwinning mean to you? 

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Bianca, Melisa and Cristina

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Interesting and enjoyable webinar about Vertical greenhouses with our students

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Interesting and enjoyable webinar about Vertical greenhouses with our students

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 We invited a specialist in sustainability from ONG Mare Nostrum, an environmental organization, to our school, who came along with a volunteer. They spoke to our students about what each of us can do on a daily basis for living a sustainable life. They gave students a lot of examples of how we should choose carefully the products we buy, some samples of litter taken from the beach, in order to make our students aware of how they should not proceed, they taught them what sustainability is about. 

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 We invited a specialist in sustainability from ONG Mare Nostrum, an environmental organization, to our school, who came along with a volunteer. They spoke to our students about what each of us can do on a daily basis for living a sustainable life. They gave students a lot of examples of how we should choose carefully the products we buy, some samples of litter taken from the beach, in order to make our students aware of how they should not proceed, they taught them what sustainability is about. 

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Event dedicated to esafety held on our high school on the occasion of European Cyber Security in cadrul proiectului eTwinning Social Media Cultural Degeneration

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Event dedicated to esafety held on our high school on the occasion of European Cyber Security in cadrul proiectului eTwinning Social Media Cultural Degeneration

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Our eTwinning project "Social Media Cultural Degeneration" is in eTwinning book as an example of good practices on negative effects of Social Media

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Our eTwinning project "Social Media Cultural Degeneration" is in eTwinning book as an example of good practices on negative effects of Social Media

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National eTwinning Conference - Learning together

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National eTwinning Conference - Learning together

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Participarea la concursul national Lider European 2022 in calitate de Scoala Ambasador a Parlamentului European. - Mentiune cu un punctaj de 98/100 puncte.

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Participarea la concursul national Lider European 2022 in calitate de Scoala Ambasador a Parlamentului European. - Mentiune cu un punctaj de 98/100 puncte.

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Organizarea de catre elevii ambasadori de ateliere interactive pentru colegii lor din scoala.

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Organizarea de catre elevii ambasadori de ateliere interactive pentru colegii lor din scoala.

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Calendar Local al activitatilor/ evenimentelor europene 2022-2023.

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Calendar Local al activitatilor/ evenimentelor europene 2022-2023.

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Our eTwinning project Social Media Cultural Degeneration got the second prize at eTwinning National Prizes 

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Our eTwinning project Social Media Cultural Degeneration got the second prize at eTwinning National Prizes 

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eTwinning Project/Social Media and Cultural Degeneration/Teachers and Students' Collaborative Work

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Erasmus Days - eveniment organizat de ISJ Constanta - Biblioteca Judeteana I.N.Roman

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Erasmus Days - eveniment organizat de ISJ Constanta - Biblioteca Judeteana I.N.Roman

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Profesori: Bulgariu Alina ( coordonator proiecte Erasmus+), Vasile Cristina
Elevi: Posirca Robert, Amaximoaiei Maria - Liliana

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Activitate de reciclare selectiva (pubelele au fost facute de elevi) in cadrul proiectului Act for a Sustainable Life 

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Activitate de reciclare selectiva (pubelele au fost facute de elevi) in cadrul proiectului Act for a Sustainable Life 

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Plantare puieti in curtea scolii in cadrul proiectului etwinning Act for a Sustainable Life

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Plantare puieti in curtea scolii in cadrul proiectului etwinning Act for a Sustainable Life

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Arta din deseuri - activitate proiect eTwinning A nous de jouer pour un tourisme élco 2.0!

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Arta din deseuri - activitate proiect eTwinning A nous de jouer pour un tourisme élco 2.0!

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For Social Media Addiction we also worked together in transnational teams and the finalproduct was a Cartoon Video  via Animaker.

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For Social Media Addiction we also worked together in transnational teams and the finalproduct was a Cartoon Video  via Animaker.

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As a common work, all the participants created a collaborative calendar

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As a common work, all the participants created a collaborative calendar

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Elevii au propus si au colaborat la realizarea unor preparate culinare bio dupa retete  traditionale, produsul final fiind o carte de bucate.

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Elevii au propus si au colaborat la realizarea unor preparate culinare bio dupa retete  traditionale, produsul final fiind o carte de bucate.

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Recettes de cuisine durable projet eTwinning France, Italie, Roumanie - Ourboox

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Proiect Social Media Cultural Degeneration

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Proiect Social Media Cultural Degeneration

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Plantare seminte - proiect etwinning Act for a Sustainable Life

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Plantare seminte - proiect etwinning Act for a Sustainable Life

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Actiune de ecologizare in cadrul proiectului eTwinning Act for a Sustainable Life

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Actiune de ecologizare in cadrul proiectului eTwinning Act for a Sustainable Life

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Plantare seminte - Proiect etwinning Act for a Sustainable Life

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Plantare seminte - Proiect etwinning Act for a Sustainable Life

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Constructie sera verticala - proiect etw Act for a Sustainable Life

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Constructie sera verticala - proiect etw Act for a Sustainable Life

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Elevii se prezinta in proiecte folosind aplicatiile voki si chatterpix 

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Elevii se prezinta in proiecte folosind aplicatiile voki si chatterpix 

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Miercuri, 07.12.2022, în cadrul Liceului Tehnologic ,, Lazăr Edeleanu", Năvodari, s-a desfășurat Atelierul de informare și diseminare, ,, Bune practici ale instituției în calitate de Școală eTwinning" privind activitatea desfășurată pe ultimii doi ani în proiectele eTwinning și Erasmus+. La activitate au fost prezenți elevi ai școlilor gimnaziale: ,, George Enescu", ,, Grigore Moisil", ,,Tudor...

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