The project was initiated out of a wish to cover several needs for institutional and individual development of the school personnel, among which an efficient use of the technical equipment of the school, motivating the students to learn, a better integration of students with special needs, a more efficient communication and relationship with rroma students, adapting children whose parents are abroad or who have studied abroad and have come back, promoting the image of the school in the community and outside it, a better communication with the parents and a more substantial involvement into school life on their part, an improvement of the quality insurance system, establishing new European partnerships and many more. The project had the following main objectives: - the development of new competences by the school personnel, in view of covering the needs for institutional and individual development to the greatest extent possible. We exemplified here: communication and relating competences, competences and abilities related to using new technologies, team work competences, linguistic competences and others. - capitalizing these competences through concrete curricular activities and in the projects for extracurricular activities; - improving students’ communication abilities; - making exchanges of good practices with representatives of other European educational systems; - disseminating the results of the project outside the institution. There were 12 teachers involved in the project, working both in the primary and in the middle school system. They are all good professionals, interested in their continual development and in a permanent increase in the quality of the educational services offered. They are open and communicative people, who are very passionate about what they do, love children and relate very well with them and their parents. Other than the colleagues who had worked for some time in our school (5 of them), an important group was made up of new colleagues, who had just joined our staff and who had taught until this school year in smaller schools from rural areas (7 people). Unfolding over a period of 2 years (2014-2016), the project benefited from 19 mobilities in different countries such as: the Czech Republic, Turkey, Spain and Portugal, countries which covered to a great extent the needs for development of the school and of the human resources. The project was based on 6 main activities and consisted of the following skills upgrade: - "Effective Use of ICT Tools (Moodle, Blog, Wiki, Facebook, Twitter) in Education" (Istanbul - 6 people); - "Teaching through 21st Century Methodologies" (Prague - 3 people); - "Innovative approaches to teaching" (Prague - 2 people); - "Digital Classroom: Using ICT in Education" (Barcelona - 1 person); - "Digital Extra" (Istanbul - 2 people); - "Teach, Learn and Quality" (Lisbon - 5 people). These were short activities, (6 to 12 days) and offered the possibility of more training sessions, while our colleagues had the opportunity to choose the most convenient dates. The project had a coordinator who played the most important part in the management of the project and who was supported in the administrative activity of running the school by the person responsible for European projects and the person in charge of the development of the personnel. The coordinator drew up a plan for the unfolding of the project; monitored all the aspects and the good functioning of the project. The coordinator was in constant communication with the organizers of the courses, recorded the progress of the students, which they periodically wrote down in evaluation reports, and they kept track of the evolution of the results of the project. After having taken part in the project, our colleagues developed a new vision of the instructional educational process and the students become more motivated to learn, by diversifying the teaching strategies. Modern methods were used, based on creativity and critical thinking, meant to develop the competences of the students necessary at the beginning of the 21st century. The new digital abilities of the teachers greatly contributed to an improvement of the school image and, implicitly, to an increase in the prestige of the educational establishment, since the online environment had gained an increasing popularity among the students, their parents and our educational partners. The image created by the school in the online environment was taken as reference. The theoretical and practical strategies in the relationship with students who belong to minorities was used to diminish conflicts based on the cultural background. On the long run, an improvement in the school offer and educational marketing is targeted. Leisure outdoor activities that interest the students and parents will continue to take place. The Committee for Quality Assurance will reorganize its activity, by implementing the European model.