This project aimed at the creation of a Teacher Proffesional Competence Common Framework is a consortia coordinated by the e Autonomous Centre of Teacher Training and Innovation or Galicia (CAFI), Spain, with 5 partners that cover the entire spectrum of practitioners in the field of education: university teacher trainers, teacher trainers in centres for lifelong learning education or private companies, in-service training managers in these and other levels of education and legislators and administrators of education in general and, teacher training in particular; managers, legislators and administrators of education in general and teacher training in particular. Both the Council of Europe and the competent National Education Authorities insist on the need to define such competence frameworks to improve the quality of education, to ensure the acquisition of key competences in all citizens and to promote lifelong learning. The development of the project takes place in the context of the the identified need within the European educational environment to create teaching competence frameworks and create the tools that enable the transformation of the in-service training to the level of excellence and to ensure a high quality education. The creation of the Teacher Professional Competence Common Framework (hereinafter MCCPD) is essential to achieve this transformation. With this tool, it will be possible to detect, more easily, the areas in which there is lack of training and, therefore, respond and paliate them. At the same time, it will be easier to implement a reliable evaluation of the instructional actions carried out. This may lead to improvements in subsequent iteractions and organize the following formative process, depending on the results obtained. The five main products of this project are: MCCPD A Needs assessment system A Comprehensive quality assessment of the training Two virtual teacher training courses A Digital and audiovisual guide of best teaching practices to support professionals´ everyday work. The complexity and various stages of pilot and planned review to ensure the maximum quality of the products make it necessary to have a duration of 36 months to the project. From a methodological point of view, we will tackle the task with a collaborative and constructivist approach. We depart from the current situation and experiential spectrum of each of the countries to agree on a common product of equal validity and relevance in all of them. We will build on the resources of the TwinSpace for group communication. We will use the methodology of design thinking and its five basic phases, from a macrovision of the project: we understand that it is necessary to 1."empathize" and detect training needs, 2."define" the objectives, 3."devise" and, therefore, develop a concept (in our case the MCCPD), 4."prototyping" and test (through the training courses and the best practices guide) as well as 5."assess" the entire design process. But also from the microvision of the project we will apply the design thinking, going through each of the five phases for each of the products (detection system, model, evaluation system, virtual courses and digital guide of best practices). The expected impact in the short term is a enhancement in the structuring and planning of the teacher training improving their skills and competences as recommended by the Europe 2020 Strategy. The strength of our partners in their ability of dissemination and diffusion of the products obtained will be enhanced by digital publications of our own (website, blog, newsletters) as well as external (international scientific journals, open content repositories such as Agrega or Merlot, portals of audiovisual broadcasting such as the youtube channel), social networks (at least facebook, twitter, pinterest and the capsulated) and multipliers events such as conferences and deployment of virtual courses. We expect approximately 150,000 teachers from all levels of education to be affected in the short-medium term. This will originate a very important impact of transformation in the classroom in the medium-term. In the long term, the multiplication factor is incalculable. The scalability of the project depends directly on the success of the products and we believe that the regular use of the MCCPD and the teaching guide by the teaching staff will significantly improve its practice. Also the implementation of systems for the detection and ongoing evaluation, sheltered by the MCCPD, will ensure the maintenance and improvement of the recursive excellence in the teaching practice.