Institut Nou de Sant Gregori is a newly created public school that opened its doors in the academic year 2014-2015. As of today, there is a total of 45 students in our school, and we expect an increase of 60 new students per year until we complete the four years of compulsory secondary education. Many of our students perform above average in most subject areas. There is also a number of students (about 10%) who have a poor or very poor performance in many subjects. Our main challenge has been to find a system to motivate our most outstanding students to develop their full potentials by offering them a better goal than that of just excelling in particular subjects. This system needs to promote collaborative and cross-curricular work and, most importantly, it is mandatory that it equally benefits those students who have a poor performance. We intensely trained our staff in the use of innovative methodologies whilst we implemented a new tool: the e2-transfolio. The e2-transfolio is a digital portfolio that, unlike most portfolios, does not focus on particular subjects but on the tools that let the student improve in an academic and cross-curricular way. It’s called transfolio due to its transversality, and e2 stands for secondary education. We created a new one-hour weekly subject area for students to develop their e2-transfolios. The concept of e-transfolio is not new. It was developed by the Universitat Oberta de Catalunya (UOC) and was applied to university students. One of the participants of the pilot group that developed the e-transfolio is Neus Heras, headmistress of our school and leader of this project. The UOC is basing a doctorate on our e2-transfolio and will help us to objectively assess its impact in secondary school students. Our e2-transfolio is now at its initial stage of implementation. At this stage we need to integrate experience from other schools and study similar concepts to fine-tune our portfolio model. There are two main reasons why we think a job shadow visit to the Austrian school “In der Krim” will be of use. 1- They have proved experience in the use of the European Language Portfolio, which is a consolidated and reliable portfolio that would not only help us integrate language learning in our portfolio, but also provide a trustworthy model to fine tune our e2-transfolio. 2- They have experience in managing portfolios with a large number of students. Today there are a total of 45 students in our school and only 6 teaching staff and we need to anticipate how to manage the portfolio in the coming years (we expect an increase of 60 students per year). A total of 6 participants from our school will take part in this project. As stated above, they will be experienced in our portfolio model and well trained in innovative methodologies in the classroom. Some of them will be well experienced in European projects. Activities will include sharing information about the typology of both schools, their school project and their specific needs. We will also share the features of both portfolios to evaluate how the two models can benefit from each other. Both schools will agree on a methodology to create evaluation rubrics. We will then create a corpus of rubrics common to both schools. These rubrics will be stored as shared documents, so they can always be edited and improved in a collaborative way. Students’ self-assessment and peer-assessment will be practiced not only at a local level but also at a transnational level. Thus, Austrian students will be assessing their Spanish counterparts and vice versa. The e-Twinning platform will work as our primary tool for communication. In the long term we expect to consolidate the implementation of our portfolio with a large body of students (we will have a total of about 230 students in the academic year 2017-2018). We also hope to integrate some features of the European Language Portfolio in our model of portfolio and to boost language learning by reliably integrating the language areas in our e2-transfolio. We believe our portfolio model will help us cater for diverse learning capabilities, paces and styles thus contributing to reduce school dropouts whilst improving the percentage of students who decide to continue their studies beyond compulsory education. We also expect to improve the European dimension of the school, and to gain recognition at a European level. We aim to share good practices and take part in future projects with strategic partnerships.