The proposed project is built on a previous KA2/CBHE project – the Proteach project No.573877. In the previous project we developed the MIT (Multiplayer Induction Teams) model for amplifying beginning teachers’ voice during induction in order to sustain teachers’ retention. The model is based on a partnership between the academia, the school and related policy makers that meet once a month in the school to discuss pedagogical and managerial issues that arise from the beginning teachers' work. Although the role of the Mentors is evident in the MIT context, results show that they weren't involved enough with the induction process. In the PROMENTORS projects we will advance the MIT model for a new model of mentors training in Israel. The new model will combine innovative mentors training from EU that emphasis on peer group mentoring and other process that stem from groups' learning and collaborative meaning making. 9 Israeli HEIs and 4 EU partners supported by the Israeli MOE will develop and pilot 18 mentors training MITs to structure a new mentor training course that will be accredited, and will be certificated. The novelty of our approach from the Israeli HEIs perspective is that it brings faculty staff back to school to be part, lead and accompany day-to-day processes in schools through the MIT community. This make HEIs more relevant both for supporting BTs' work and for facilitating teachers’ professional development. The outputs of the project will be a the structured mentor training MITs model ready to be implemented in the israeli educational system. As the project fit both the Israeli MEO and the HEIs polices its impact is evident.

Internationalization in Higher Education Institutions (HEIs) utilizes policies and practices targeted to achieve academic benefits in teaching, learning, research, and industrial-societal cooperation. TEMPUS IRIS project successfully accomplished the goals of introducing and establishing the foundations for internationalization in Israeli state-funded colleges, thus improving their academic quality and competitiveness. IN2IT project builds on those solid foundations to bring internationalization to realization by modern operational initiatives. IN2IT aims to promote implementation of internationalization by developing innovative technological platforms to facilitate: (1) development and delivery of international curriculum by virtual teaching and learning; (2) utilization of interactive international hubs for communities of practice (CoP) of researchers; and (3) employment of global academy-industry/community cooperation.The collaboration of Israeli Colleges and EU Universities in IN2IT allows the Israeli partners to offer their knowledge in innovative technology and for the EU partners to contribute their experience in international academic activities.IN2IT outputs are: a framework to assess internationalization capability maturity level; ICT-based international academic programs including curriculum and supporting teaching materials; an interactive platform for CoPs; guidelines and pilot activities of international academy-industry cooperation; on-site and on-line seminars and conferences to disseminate the project results; training programs and user guides for application of technologies in academic international activities. Outcomes: developing internationalization capacity in the colleges; advancing accessibility to education in partner institutions; improving the quality and innovation of teaching, learning, research, and training in the colleges; increasing ties between Israeli and EU HEIs; enhancing the positioning of colleges in the HE arena.

Alarming numbers of beginning teachers (BTs) leave the profession within 1-3 years, while many remain in the system but become demotivated. The transition from education studies into teaching is often difficult, largely due to mismatched expectations. In Israel, despite the importance assigned to teacher training and induction programs, high teacher dropout rates persist. PROTEACH aims at capitalizing on the recommendations of the EU’s “Handbook for policymakers on developing coherent induction programs” (2010), the experience of the European members of the consortium, and the lessons learned from the Israeli “incubators” induction model implemented by some of the partners in previous years, to create a more effective model of teacher induction: MIT – Multi-player Induction Teams. This model will take into account all areas to be considered when developing coherent and system-wide induction programs, will support BTs’ diverse needs and will empower them to become active players in their own induction process and in their schools, while increasing their retention rates.6 Israeli HEIs and 1 educational institute take part in the project and are responsible for conducting the actions in schools from which our understanding of the role of BTs and the importance of “amplifying their voices” will emanate. 4 European partners –Romania, UK Estonia & Austria – represent knowledge and experience in fields that are needed for the achievement of PROTEACH objectives. Throughout 3 iterations, the model and related curriculum will be fine-tuned. MIT groups will be created at 12 Israeli schools, with 180 BTs and 450 participants in total.Outcomes expected: (1) Establishment of Intra- and inter-HEI frameworks for mutual learning; (2) BT will be empowered to serve as key actors in their induction and school; (3) BT retention rates at participating schools will increase; 4) MIT-principles will be included in HEI training programs and accreditation and adopted by policy makers.

The Project stems from the belief that foreign languages, English in particular, form a very powerful platform for enhanced education and personal development for learners with different individual needs. However, EFL teachers must have effective awareness of a variety of needs and cope with them in their lessons. The project main goal is to prepare pre- and in-service EFL teachers to face diversity in the EFL classroom. Other goals concentrate on raising their awareness of the necessity of dealing with mixed ability, enhancing the quality of teacher training in social and cultural inclusion, promoting ICT as an instrument to favour inclusion, providing educators with strategies and resources to create a learning environment that meets all students’ needs, organizing seminars to advocate for non discriminatory attitudes in teaching, and setting up a debate platform to share ideas regarding inclusion in the EFL class.The partnership consists of seven organisations from five countries, five of which represent higher education and research in the area of teacher training. They possess skills in the areas of inclusion, ICT and teacher training, and they embody different cultural perceptions considered an important asset for the project results. The Project is coordinated by the University of Opole, Poland. Other partners are Higher Education Institutions advocating for inclusive education: The University of Vic-Central University of Catalonia in Spain, which has developed research programmes in the area; Kaye Academic College of Education in Israel, which has deep experience in multiculturalism and co-existence and developing resource materials for teaching in multicultural context; The Zentrum für Lehrerbildung der Universität Münster in Germany, which is responsible for quality assurance of all the project outputs and activities; The University of Cyprus SEIT Lab, which is responsible for developing policies and qualification frameworks for the application of ICT to e-Learning, developing an e-learning platform and the elaboration of online materials. Apart from HEI educating pre-service EFL teachers, there are two partners representing teacher training service: The Municipal In-service Teacher Training Centre (MODN) in Opole, Poland, an expert in teacher training and the application of ICT in EFL teaching; the Zentrum für schupraktische Lehrerausbildung Münster (ZFL) in Germany, which will coordinate dissemination of project outcomes.The results of the project will be beneficial for both pre-service and in-service EFL teachers; they will include: TOOLS: An interactive platform on inclusive learning; TOOLS: Resource materials on inclusive learning; TOOLS: Blended-learning course on inclusive learning for pre-service EFL teachers; TOOLS: E-learning course on inclusive learning for in-service EFL teachers; publications on project outcomes and activities. Once the project activities are over, the outcomes will be available online with open access. Adaptations of TOOLS materials for teachers of German and Spanish as a foreign language are also provided for. The project consortium expect project results to reinforce formal training and informal (experiential) learning in the area of differentiation, such as an EFL inclusive learning platform for practice, programme and belief exchange; inclusive materials fostering comprehension and helping to remove barriers imposed by differentiation; personal and virtual learning concepts; intensive training sessions to test the elaborated inclusive EFL teaching materials, and thus to encourage the participants to share their experience in inclusive learning to eventually create a network of European educators interested in gaining deeper knowledge and setting up procedures at all school levels. Regarding long term benefits, the following need to be included: creation of multinational networks in the area of inclusion and foreign language learning, raising pre- and in-service teachers' awareness of mixed abilities, providing educators with resources and strategies that change attitudes to inclusion and contribute to transnational policy and curriculum changes.