The Junior and Senior High School of Asopia is a fairly small but very active secondary school. It has some special characteristics as the fact that its student potential comprises students of low social and economical profile as well as immigrant students. The school’s participation in the present KA1 project is an effort from the Direction and the teachers to enhance their teaching skills, to introduce innovation in learning process and support the effort for transition from non-digital to digital school. More specifically, through this project our school will try to create a vision about innovation and chapters for its implementation in the school policy plan. We also wish to create restructured models for innovation at school and facilitate the school’s transition from non-digital to digital. Thus, it will accommodate the importance of technology in education and how it affects teaching and learning and it will introduce teachers, principals and ICT coordinators in schools to concepts, tools, and exchanges about digital learning. Last but not least, we will organize and advance in-service training of the staff through benchmarking as well as arrange different activities with stakeholders (such as homes, local enterprises, municipality etc). A group of 3 teachers with long teaching experience in our school, eagerness for self-learning and contribution to school community is the Task Force of our school and participates in this KA1 project application. It’s the principal of the school and two experienced teachers who are highly qualified with master degrees, second university degrees, certificates in Informatics, certificates of teaching and use of technology in teaching as well as experience in European Comenius programs. The seven days course entitled “Best Practices Benchmarking” includes visits to schools and to other educational institutions where participation in true learning situations is going to fresh up one’s professional skills. Target schools and the specific content of classroom observations are defined according to a participant’s school level. Benchmarking participants can get our own impressions, knowledge and skills by means of observation in classrooms and by meeting colleagues at their work. There will be presentations of experts about all main topics. The workshops after classroom benchmarking will help us to digest, reflect and restructure the large amount of input achieved during observations. Collaborative work will be prepared, executed, assessed and diagnosed in cooperation with colleagues and with local presenters and trainers. There are pre-course live sessions for preparation about the object of the course and practical issues and post-course sessions for assessment and dissemination purposes. After the completion of the classroom observation there will be activities to: - Organize project groups for enhancing the innovative actions of educational procedure - The dissemination of methods and tools used in the course to the staff and students of our school - The intensive use of all these tools that help the transition to digital school. There will also be offered online tuition and help desk on a community platform for the entire course. Participants will be provided with certificates and on-demand testimonies for Europass. The impact expected from our school’s participants in the course “Best Practices Benchmarking” will be the enhancement of necessary experience and skills in order to create and implement, together with the direction and the educational staff of the school, a short as well as a long term school policy plan for introduction of innovation in educational procedure which is successfully done in other European schools. Moreover, they will be able to implement innovation in organizing school work but also in introducing innovation in projects in all school subjects. In the long run, our school’s participation in the present project will help: -Create a positive climate as far as innovation in educational procedure is concerned not only to teachers but to students as well. -A smooth and successful transition from non-digital to digital -Enhancement of students’ interest about school -Acceptance of the educational procedure by students’ parents and local society.