One of the most important objectives in the strategy of Jyväskylä Educational Consortium and its general upper secondary school education is the growing international competence of the staff. The Seppa-In-Service -project is in the line with the outlines of the internationalisation activities of the Jyväskylä Educational Consortium. There are eight teachers who took part in Erasmus+KA1 -program staff training or job shadowing period in order to update their competence as following. Staff mobilities took place during academic years 2014-15 and 2015-16. Eight teachers took part in the project Seppä in Service, four of them participated in a course and four of them had a job shadowing -period: Two Finnish language teachers: to improve their own ICT skills and those of the students. This will be relevant when the Matriculation examinations are carried out with IT. Team learning and progressive inquiry are increasing as methods require training. The applicants also wanted to develop their language skills in English. Student counsellor: The ongoing process of condensing the upper secondary education system and the growing needs for co-operation demand mastering new kind of knowledge in student guidance. Becoming acquainted with counselling systems abroad will help to develop the new structures. English and French teacher: Improving the ICT skills and strengthening the knowledge in Spanish in order to widen the job description. Entrepreneur teacher in the school followed the method used by her colleagues (job shadowing) in a kind of partner school. The aim was to test methods of teaching and coaching in the local environment. The experience and ideas will be used in our teachers' own work, and also for developing of entrepreneurial studies in the regional general upper secondary education. History and Philosophy teachers followed the work of their collegues in Brittany and learned a lot of new methods and ways of doing their job.Our headmaster followed the work of the headmaster in Holland and took advantage of all that he saw. The recipient organizations were responsible for the content and evaluation. Concerning the job shadowing -session it was made together with the teacher who took part in the training period. The impact of the training periods can directly be perceived in the competence and skills the participants have acquired and will put into practice. The training periods have impact on the participants, their students and colleagues and finally the whole organization. The participants reported the outcome of the training by a writing a blog and reports in the organization’s own information system and tellin about their training period with a power point presentation in a workshop for the teachers of our school. The workshop was organised in a galery walking-conceptwhich took 60 minutes. Each country had a stand and each stand took 20 minutes. Other teachers visited all stands and listened actively the presentation by asking and discussing. The main learning outcomes are the language skills, acting in the international environment, ICT skills, student counselling methods (lifelong guidance), team learning, contacts in working life, entrepreneurship skills and the general well- being of the staff developed in a long term scale. The teachers are now and in the future also more capable to support students when they are preparing for their mobility activities.