"The European Commission has pointed out that: ""Fighting high levels of unemployment - particularly among young people - is one of the most urgent tasks for European governments. Too many young people leave school prematurely running a high risk of being unemployed and socially marginalised"" .TEAMSS - Together Europe Achieves More in School Success - is the title of our project.We feel this title clearly represents our goals for this project to achieve and improve the school results and to avoid drop outs that may lead to unemployment with young people.We are of the opinion that methods like sharing methods, common teaching and learning, collaboration among students and teaching staff will be benefitted by students first of all and will lead to a better and more prosperous future to our young people.Our project is based on achieving better school outcomes . We aim to train our students to a variety of relevant skills that will enable them to work successfully, think creatively and be confident enough for the challenges of the 21st century.We especially will focus on Foreign Language , Mother Tongue and Natural sciences and Mathematics as well as social competences.As mentioned before students are aged between 12 and 16/17 years.According to the number of students` and teachers`mobilities applied for we hope to work with over 70 students and about 40 teachers directly during LTT actions, aquired knowledge for potential longer term benefits should be multiplied and disseminated/shared with colleagues in the designated school departments and of course, among the students` peer groups .Activities to be carried out are 7-day mobilities (C1-C6) to collaborate face-to-face in mixed international groups in different countries on assignments decided on before. Activities between mobilities are described as P1-P6 and are assignments to do and being evaluatedfor the the previous and prepare the future meeting.One of the most important elements of this project proposal is the effort to combine expertise with education.We have planned to ask stakeholders or other highly skilled professionals as e.g. the German IQB (Institute for Quality Development in Education) or teachers` training seminar (Lehrerseminar Gera) to formally participate in our project in order to analyse not only German, but as well Italian, Portuguese, Polish or Romanian students by official competence tests. Conclusions will be drawn out of the results of those placement tests .Teachers will discuss, compare and adapt their methods to enhance students` scores and students will be enabled to work in national and transnational teams to apply new knowledge to reach higher academic success and put these skills in practical use.Therefore a first analysis of results achieved in three key competences (Mother Tongue, Foreign Language--> English and Mathematics) at school level and European level is indispensable. This process will have 3 different moments to diagnose the results: the beginning of the school year 2019 and compare them with the end of the first school year (2020 - second momen)t, and the end of the second school year (2021 - third moment). This way there will be some time to plan the work and monitor, adapt or adjust the work, concerning the school competences . Our team consists of five partners: Germany (coordinator), Portugal, Poland, Italy, and Romania. All of us have collaborated very successfully in the past on an Erasmus+ project, this strong relationship that we hold to this day will benefit us greatly in a new project. Our common experience will lead into another successful activities: nation-based competence tests and their assessments on an European level , creation of relevant workshops, presentations, management of international student exchanages and activities, competitions (e.g. academic decathlons on intermediate level) excursions and cultural activities .Philip Rosenthal, (23 October 1916 – 27 September 2001), a German industrialist said once: ""Wer aufhört, besser zu werden, hat aufgehört, gut zu sein"" which can be translated into English ""If you stop getting better, you stop being good."" This is what we want our students be sensitized for. Open minds, responsibility, personal education considered valuable , creativity, positive attitudes and abilities to collaborate are requirements European students have to meet for developing , working and living successfully."

With the “Europe 2020” agenda for smart, sustainable and inclusive growth, the European Commission sets out two important challenges to be met by the educational system1 Share of early school leavers under 10% which means tackling the problem of early school leavers by reducing the dropout rate form an average of recently 15% to 10% in the future2 About 40% of the younger generation should have a tertiary degree, better educational levels help employability and progress in increasing the employment rate and reducing poverty.Seen from a political perspective, the desired effects of these specific aims cannot be questioned as they are the foundation for common wealth, sustainability and progress in Europe. Nevertheless it leaves schools with the challenging, merely contradictable task of minimizing the number of underachievers AND maximizing the percentage of young people with higher education entrance qualifications at the same time. Change in quantities therefore calls for a comprehensive, long-term improvement of educational quality.Therefore, the performance of the education system has to be enhanced. Many call for more and advanced CPD programmes for teachers and tutors in order to meet these political and sociocultural challenges (e. g. impact of inclusive learning culture at schools, more differentiation with regard to curricula, students’ individual needs and learning plans, integrating the growing number of refugees into the educational system etc.). However, advanced teacher training has little effect on the desired performance of educational systems, as the meta-survey by Prof. Dr. John Hattie in 2011 proves. For the first time large-scale scientific research in the form of tens of thousands single surveys were brought together by Hattie’s team to come up with reliable data with regard to one single question: What is it that makes learning effective? Claiming that the performance of educational systems, leading towards less dropouts and to more qualitative success in educational processes, heavily depends on seeing teaching processes from a student’s point of view (“visible learning”), he put up eight mind frames he thinks to be essential in this. So if schools are to meet the Commission’s aims as having been laid out before, realizing this two-fold challenge, schools have to analyze their status quo of performance (dimension 1), study the data of the Hattie Survey in order to realize which factors really do have a positive impact on the outcome of educational processes (therefore minimizing dangers of early school leaving and underachieving) and which factors do not resulting in a critical approach towards school recent development (dimension 2), developing and planning school development according to these by designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ needs and the situation at local schools (dimension 3) and methods or ways of measuring change due to undertaken efforts in the system (dimension 4).According to this main concept of the project, following steps will be undertaken by the partner schools1. Clarifying what these implications mean for schools (collecting information from partners on the status quo of the implementation of given guidelines in the countries’ educational systems); taking account of national, regional and school-level drop-out rates of each partner country (drop-out rates country, individual partner school; percentage of school leavers with low or high qualifications; development of these figures: past, present, future; recent ways of encountering under-achievement, drop-out and need for higher education entrance qualifications; identifying specific problems and common elementsoutputs: slideshare for (staff meeting/conference, school’s website), leaflets, posters (for teachers’ lounge) CREATING AWARENESS! 2. Looking at the outcomes of the Hattie-Survey; identifying motivators of maximizing the impact of learning processes; KEY QUESTION: Which factors do improve the performance of teaching and learning scenarios, which don’t?; looking at partners’ recent school development, KEY QUESTION: Does recent school development match the outcome of the Hattie Survey? Does it take account of these positive factors in order to improve the performance of educational systems? If “no” – why not?, if “yes” – to what extent!? 3. Designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ schools, looking at examples/”best practice examples” from participating countries to meet these guidelines. Outputs: Performance Pool – platform (materials), digital OR printed version offering materials 4.Methods of measuring change due to undertaken effort. Three strongest motivators : development plan, sustainability, CHANGE MANAGEMENT with controlling.

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