Further Education for Teachers in Bilingual Education at the OBC in Bemmel General policy: Over the years a clear policy of continual further education for teachers working in the Bilingual Program at the OBC has developed and continues to do so with each new opportunity and experience. All bilingual teachers have a Cambridge Advanced or Proficiency Certificate. They are expected to start their Proficiency course after passing the Advanced course. Thereafter, in order to keep the level of language proficiency and their (CLIL-)teaching skills at an appropriate level, teachers are expected to participate in further education abroad with the help of Erasmus+ subsidies once every three years. This further education might be in the form of a CLIL-course, an ICT course or an English immersion course in an English-speaking country. Moreover, all bilingual teachers are expected to be familiar with the Common Framework of Europe Competence and our internationalisation programme based on the CFEC. Teachers of English in the upper grades are expected to attend IB (International Baccalaureate) workshops both in the Netherlands and abroad in the interest of carrying out the English IB program successfully. The Procedure: The head of the bilingual department, the CLIL coordinator and the Coordinator of the upper forms will set up a plan for further education based on the needs of the individual staff members and the bilingual department. The participants will be asked to clearly formulate their main objectives and expectations and will be invited to discuss these in a meeting before departure. All elements; language, didactics and CFEC should be considered in the preparation. They will also be asked to attend English classes with our native speaker. While they attend the course they will be in contact with our TTO department to evaluate the progress. When they return they will be invited to share their learning outcomes in a meeting with the head of the bilingual department and the CLIL coordinator. They will be asked to clearly formulate how they are going to incorporate this in their lessons and how they will present their learning outcomes to the bilingual department. The CLIL-coordinator will assess the implementation of the learning outcomes by attending classes and evaluating the classes using our ‘Language- and CLIL Policy’. Description of participants and courses in this application: For the coming two years, 18 bilingual teachers are on the list for further education. The courses they will sign up for are: - English fluency and language development courses, CLIL courses, ICT courses and IB courses. Our Aims: The courses enable the participants to use their English in authentic situations and to develop their pedagogical skills in collaboration with teachers from other cultures. Besides the benefits to our teaching environment, we hope to strengthen our extensive internationalization programme. Some elements of our programme are a language immersion activity in England for year one and an exchange programme with schools in Germany, France and Slovenia in year three. Teachers prepare the program together with colleagues in the other countries. English is the Lingua Franca. In the upper forms the students go on an international work experience. In order to help students who have a problem finding a place, we have set up contacts with Oxfam, KlubGroup and a primary school in Ireland. We are always actively looking for more options. Our contact with the Emil Weder high school in South Africa has resulted in student and teacher exchanges. Further education is an ongoing process. A school offering a bilingual program cannot afford to take time from this process. Bilingual and international education is ever growing, extending itself to new populations of students and teachers. In order to maintain our standards of achievement we will continue to stimulate teachers to develop language skills, subject knowledge and pedagogical methods.