Author: Avenor College

This year, we’re relaunching the School from Home program, a component of the PSHE (Personal, Social, and Health Education) curriculum, designed to support parents as they navigate the journey of raising their children.

School from Home is a parenting program that provides a secure space for parents within and outside the Avenor community to discuss the topics important to them, guided by Avenor school counselors, psychologists, and experienced specialists.

This year, the program kicks off with a workshop dedicated to parents of nursery and primary school children, inviting reflection on the things we don’t talk about. Alongside Avenor psychologists, we will be joined by special guest PHD. Bogdan Ion, a psychologist with over 30 years of experience in clinical psychology, counseling, and psychotherapy, and a parent in our community.

In preparation for this event, Ioana Botez, Avenor Counselor and host of the November 13 workshop, shares briefly below about the things we don’t talk about and, above all, the challenges parents face when confronted with these subjects.

SCHOOL FROM HOME

When we think about how we’re raising and educating our children today, it’s clear that we’re parenting in one of the most progressive eras. We want to be the best parents possible, even if it sometimes means putting our own happiness and fulfillment on hold.

The notion of parental sacrifice is as old as time itself, yet it has taken on new dimensions in today’s world, where we sometimes believe—perhaps optimistically—that we can control all aspects of our children’s environment. Of course, the younger they are, the more we feel responsible for shaping their thoughts and preferences.

But then they go to their first sleepover, attend their first camp, or even spend a weekend at their grandparents’ house, and we realize that complete control is impossible. Instead, we need to focus on keeping open lines of communication with them—any time, anywhere. Or, rather, we need to be prepared to engage in the discussions they bring to us, often unexpectedly.

Are we truly ready for this?

Today’s kids are often bold conversation partners, especially when it comes to topics we might not have broached with our own parents—such as sexuality, death, spirituality, and bullying. And maybe more!

At Avenor’s nursery and primary school, we’ve decided to start with these subjects in a panel discussion for parents, where they can engage with our counselors and special guest, PHD. Bogdan Ion, a father and a specialist in several fields, including psychotherapy.

As organizers, we encourage you to bring up the questions you may find challenging so that we can discuss them in depth at the November 13 event.

SCHOOL COMPLEMENTS FAMILY

School is here to support the family, like a safety net where children feel safe to discuss topics they may not feel comfortable addressing at home. If you find certain subjects difficult to approach, lean on us! We’re here to explore the things you may avoid discussing at home—thoughtfully, respectfully, and with prepared answers that keep conversations clear and simple.

And as we focus on facilitating our children’s learning and growth, isn’t it only natural to look inward and work on our own understanding of these themes?

Join us on Wednesday, November 13, starting at 9 a.m., at the Forest Library in Greenfield, for the School at Home parenting workshop, titled The Things We Don’t Talk About.

Our aim is to address these topics—whatever they may be—with care, compassion, and critical thinking. We know how to keep silent. But our goal is to enhance our ability to communicate about topics like sex, death, spirituality, and bullying, so that, by the end of this journey, we become more self-aware, confident individuals and parents.

This year, at Avenor, we are setting out to reflect more deeply on the experiences we all go through in a school setting. What makes us feel good at school? What elements help us stay connected, and what gives us a sense of belonging?

In our journey to view our experiences from this perspective – one aimed at fostering mutual understanding – we’ve chosen trusted partners to help us “measure” what we feel. David Willows and Suzette Parlevliet, the creators of [YELLOW CAR], have spent recent years developing a tool that lets us explore the emotional landscape of our school experiences. It’s practically a new way of listening.

A New Way of Listening

Imagine a school hallway on a Monday morning. The air is filled with conversations, laughter, and quick steps to classrooms. We know these sights and sounds, but what about the feelings that accompany them? For Avenor, these emotions—whether joy, excitement, or even anxiety—form the core of our community. We want to go beyond traditional feedback to truly explore the significance of these feelings.

The Felt Experience Indicator, developed by David Willows and Suzette Parlevliet at Yellow Car, invites students, parents, and teachers to share more than just their opinions. We want them to tell us how they feel—something traditional surveys rarely capture. David and Suzette bring a deep understanding of how emotions shape experiences, and through their work, they help schools see beyond the surface, revealing the connections and emotions that unite us.

The Story Behind Yellow Car

David and Suzette didn’t just create a survey tool. They founded  [YELLOW CAR] as a touchstone for schools that believe education is about more than the structured hours in class and a specific curriculum. They wanted to offer communities the language to talk about what it means to belong to a group. The Felt Experience Indicator is the result of years spent in international schools, understanding the emotional dynamics of communities of parents, students, and teachers.

“We have been so excited to see the way in which students, parents, and school employees around the world have shared their experiences. The insights we have gained have been profound and, in many cases, are leading to meaningful change” says David Willows, and this is what we’re hoping to happen at Avenor also. 

The Avenor Experience

In our classrooms, hallways, playground, and sports fields, emotions come to life every day. Through the Felt Experience Indicator, our community has the chance to give shape to these emotional dimensions, highlighting where we feel connected, valued, or where we might need more support.

This process will unfold in two stages: first, a brief, anonymous survey open to everyone. Each response adds a piece to a larger picture—a snapshot of life at Avenor. In the second stage, we’ll hold focus groups to explore the themes emerging from the survey. These discussions will allow us to go deeper, to hear the personal stories behind the data, guided by David and Suzette, who will ensure every voice is heard, every story respected, and integrated into our shared experience.

A Journey Worth Taking

This partnership with  [YELLOW CAR] is more than just a project; it’s a journey—one that honors every voice, celebrates what makes Avenor a place so many call home. As we gather insights from this process, we know they’ll help us not just refine specific aspects, but also continue our story with a coherent focus on how people feel, beyond just what they do.

By listening in this way, we create an empathetic environment, open to understanding and continuous growth. And as we move forward together on this journey, we know that how we feel at school isn’t just important—it’s fundamental to who we are.

To celebrate  International Teacher’s Day, Avenor College proudly hosted the 4th edition of the “What’s Worth Learning?” conference, featuring a remarkable guest: His Excellency Giles Matthew Portman, the British Ambassador to Romania. The Ambassador’s presence brought fresh perspectives and invaluable insights to the Avenor community, sharing both personal experiences and professional wisdom on essential life skills.

His Excellency’s keynote address touched upon crucial topics such as adaptability, the importance of doing what you love, mastering public speaking, developing emotional intelligence  and lifelong learning. Delivered with a blend of humour and humility, the Ambassador encouraged students, teachers, and parents alike to consider these skills as vital for both personal and professional growth.

Adaptability: A Key to Success

One of the core themes of the Ambassador’s speech was adaptability, a skill he emphasised as fundamental, particularly in a world that is constantly changing. Drawing from his own diplomatic career, he shared personal stories where being adaptable allowed him to thrive in challenging circumstances. His message was clear: adaptability is an essential life skill, one that helps individuals navigate unexpected situations and seize opportunities. For students, the lesson was especially poignant—while having a plan is important, flexibility in the face of change is equally crucial.

Do What You Love

His Excellency also spoke about the importance of pursuing passions. He candidly shared that his original career path had nothing to do with diplomacy—he was once convinced that he would become an architect. His advice to students? It’s okay not to know exactly what you want to do right now. “The career is what happens to you while you’re busy worrying about it,” he said, urging students to focus on what they enjoy and excel at, rather than following a predetermined path.

Public Speaking: A Skill for Life

Another critical lesson the Ambassador imparted was the value of public speaking. He emphasised that in any career, the ability to effectively communicate in front of an audience is indispensable. Programs like Model United Nations (MUN), which encourage public speaking and debate, were praised as opportunities that students should seize to develop this skill. His Excellency highlighted how practice is key—the more you speak publicly, the better you become at it.

Emotional Intelligence: The Soft Skill Employers Value

In addition to IQ, the Ambassador spoke passionately about emotional intelligence (EQ), describing it as an increasingly valuable trait in today’s world. “EQ is incredibly important to employers,” he said, “because it reflects your ability to connect with people from different backgrounds and experiences.” He encouraged students to take part in extracurricular activities like the Duke of Edinburgh’s Award or volunteer opportunities, which help build emotional intelligence by fostering collaboration and empathy.

Learning Beyond School: A Lifelong Journey

A recurring theme throughout the Ambassador’s speech was the idea that learning never stops. While academic success is important, he emphasised that wider life experiences—often gained through extracurricular activities—can teach valuable lessons that traditional classroom settings may not. Reflecting on his own school years, His Excellency admitted that he wished he had been more involved in extracurriculars, encouraging students to take advantage of the opportunities available to them.

When asked about one of his biggest life lessons, the Ambassador shared a powerful message: “It’s okay to admit when you don’t know something and to ask for help.” He explained that acknowledging gaps in knowledge and seeking support is not a sign of weakness but a strength. This humility, he said, is one of the most important things to learn—whether in school, in a career, or in life.

As the conference concluded, His Excellency left the Avenor community with a profound reflection: both good days and bad days are learning experiences, and each day offers an opportunity to grow.

We thank His Excellency for the visit, for sharing his personal experiences with us, and for the lessons delivered in such an open and engaging manner.

Based on a recommendation received years ago from Professor Mircea Miclea—to intentionally find or create “molecules of joy“, which he described as “those small details in each of our lives that give us hope and help us get through difficult moments“—Valentin Brabete, Teacher of Business Studies and the Form Tutor of 9 Omega, found such a molecule in the schoolyard and then created one himself, sharing the message below with us.

As a school, seeing students of all ages, not just high school students, as we are already accustomed to, can initiate and successfully implement student-led  projects is a confirmation that the transformative education we pursue at Avenor is effectively bridging the gap between theory and practice.

The testimonial message we invite you to read is evidence that conceptual learning, skill development, and the building of moral character—the pillars of learning at Avenor—are being successfully applied in the everyday lives of our 4th-grade students.

”I am writing this message to share what was, for me, a truly wonderful experience—one that filled me with awe, joy, and pride.

This morning, Anna Rebecca saw me on duty and invited me to a show at 12:10 in the Mini Park. I got there. The kids were on stage, with an audience of other students (younger classes, I think) in front of them. Around, there wasn’t a single adult who seemed to be organising them.

And the show began—musical numbers, magic acts, an Eminem song performed with such exuberance and ease by a super charming little boy, Anna Rebecca trying to make herself heard as the presenter between acts, yet never intimidated by the murmurs from the audience, the soloist coordinating the percussionists, Albert acting as stage guard and interpreter, another girl who seemed to be part of the production team and coordinating her peers…

 

 

A colleague, a teacher at Primary, joined at the beginning of the show, and with great curiosity, I eagerly asked her what I was witnessing. She knew there would be a short performance but didn’t have more details…

The performance went on for a minimum of 20 minutes, featuring at least 5 distinct acts.

In the end, I understood the purpose: a show organised by the students for their beloved Miss Raluca, whom they miss, and to whom they recorded individual video messages at the end. I found out from my colleagues at Primary that these students had practised on their own for several days. They found their own audience, and at no point did an adult intervene throughout the entire event, except to remind the students passing by the Mini Park during break to be quiet.

I observed the interactions among the protagonists during this performance, and everything happened with empathy, care, and mutual respect, even when things didn’t go exactly according to their plan.

For me, it was a surprise and a joy, and the display of talent I witnessed was a perfect illustration of the Avenor Student Profile in all its 7 dimensions:

• Inner Balanced – Aesthetics and Belonging

• Independent and Connected – Autonomous, Disciplined, Leaders

• Active Positive Citizens – Empathy, Community, Engagement

• Explorers – Risk Takers

• Effective Communicators – Listening

• Creative Thinkers – Innovative

• Future Ready – Friendship, Ambition

I am deeply impressed; this is a wonderful testament to the incredible efforts of the Primary team.

I am very proud and grateful to be a part of this team.

Thank you from the bottom of my heart.

We are excited to welcome Stephen Marr as the new Head of Primary & Nursery at Avenor. With a diverse background in education and a deep passion for nurturing young minds, Stephen brings a wealth of experience from his 18-year career across the globe. From his early days as a Secondary School Mathematics teacher in the UK to leading schools in Oman and Romania, Stephen has consistently demonstrated his commitment to excellence in education. In this interview, we get to know more about Stephen’s journey, his educational philosophy, and his vision for the Avenor community.

Tell us a bit about yourself. What or who inspired you to pursue a career in education?

I am Stephen Marr, the new Head of Primary & Nursery at Avenor. I have been living in Bucharest for ten years with my wife Antonia and three-year-old son Alexander; nine of those in the Greenfields compound. 

I have worked in education now for eighteen years.  After studying Accountancy and Finance at Aberdeen university, I embarked on a career in finance for Citibank, based in Edinburgh, Scotland. However, the financial sector was not the correct fit for me. I was fortunate to find my true calling in 2006, initially as a Secondary School Mathematics teacher, before moving into the Primary sector. Education became a vocation for me right from the start and I have endeavored to inspire all the students in my care since that day.

My early teaching days were spent in Nottinghamshire, England, where I learnt what outstanding learning and teaching was. I then moved into the international sector spending time in Oman, Muscat. There I was the Head of my Key Stage and our results placed us in the top 5% of international school. The last nine years I was Principal of another Bucharest school, growing it from a small Primary into an outstanding rated all-through school.

As a BSO inspector, you have certainly visited many schools, and as a professional, you have worked in various schools around the world. In your opinion, what are the traits that make a school the best fit for its community?

I have been a school inspector since 2022, and have been fortunate to observe learning and processes in various countries. I consider myself to be a life-long learner and in addition to assessing and advising schools, I am always looking to learn something from each school that I am in. 

The best schools understand their communities and how their students learn best in their contexts. There are of course some consistencies across all schools; students learn best when the teaching community has high expectations, is consistent in its practice, and ensures that the curriculum is relevant and fun. 

What is the most interesting fact you learned about Avenor so far?

The name “AVENOR’ is very interesting; of course, making up the school values of Adventure, Vocation, Excellence, Nature, Opportunity, Relationships. If all these ingredients are in place, then we will ensure that students leave Avenor as well-rounded, creative, independent, and ready to succeed in the 21st century.

What do you hope to find at Avenor?

I hope to find a wonderful community full of enthusiastic and kind children that are curious, creative, and full of energy for learning. I also hope to find passionate and caring teachers, and parents that are truly our partners. A family orientated environment with high academic standards and pastoral care. A school that provides a balance between academic rigor and enjoyment, and that is committed to producing future leaders and international citizens.

In the last week of June, Oana Asaftei, Romanian language teacher, and Octavia Paul, Modern Foreign Languages Curriculum Leader, set off with four high school students to foster a partnership between Avenor and Tășuleasa Social. Their train journey to Bistrița would immerse them in the world of volunteerism and reveal the Via Transilvanica project, which Avenor has supported since 2020 by sponsoring a milestone placed in Agârbiciu, Sibiu County.

We spoke with those involved in this inspiring story, filled with many lessons, to understand what this escape from daily routine meant for the students.

THE MOTIVATION BEHIND THE INITIATIVE

Upon recognizing that our school’s values align with the mission and vision of Tășuleasa, we decided to collaborate and support each other. In a constantly changing world, we are committed to staying grateful and mindful of everything around us.

During these days together, our students engaged in various household activities, such as setting and clearing the table, washing dishes, preparing food, maintaining cleanliness and order in shared spaces, and painting the wooden houses in the Tășuleasa campus. These tasks taught our students about responsibility and the significant impact of fulfilling their roles in society. Managing daily chores helped them develop a sense of order and organization. Although painting houses is challenging and can be risky, this task highlighted the importance of following safety rules to prevent accidents and complete the work successfully.

Driven by love and respect for nature, the students climbed Tășuleasa Hill, where they prepared wood from a tree damaged by a recent storm. Collecting wood from a fallen tree confronted the students with an unexpected situation and demonstrated the importance of creative problem-solving and critical thinking. They realized that natural resources could be used responsibly.

Their hands-on work in the Tășuleasa campus provided the satisfaction of a job well done. Most activities took place outdoors in a beautiful landscape, offering the students peace and relaxation through direct contact with nature.

 

THE MOST IMPORTANT LESSONS LEARNED

Our students had the chance to socialize and participate in activities with students and volunteers from schools in Cluj, Bistrița, and Germany. During this time, they shared common values and saw through the eyes of the project founders the importance of community contribution and respect.

In two days, we covered about 30 kilometers, part of the route through the „Ținutul de Sus” and the other through “Terra Saxonum.” Walking the Via Transilvanica routes fostered a deep appreciation for the country. The beauty and diversity of the places we visited often made the students exclaim, “How beautiful it is here!” We believe this experience nurtures a love for heritage. Preparing for the journey taught the students what to pack in their backpacks and showed them that the journey itself is a source of joy.

STUDENT TESTIMONIALS

“Here, we had the opportunity to meet Tibi and Alin Ușeriu, learn the history of the ‘Tășuleasa Social’ project, and hear about some future plans. We were invited to visit two houses in Copșa Mică, which Tășu volunteers will renovate.

After leaving the Tășuleasa campus, we visited Copșa Mică and the future fort to be built there. One house will serve as a resting place for Via Transilvanica hikers, and the other will display handcrafted products made by the local Roma community, available for purchase in the online store alongside ‘Via Transilvanica’ branded products.” said Mihai from 11 Delta.

The students described their time at the Tășuleasa Campus as “a fun and exciting experience” (Ana – 11 Omega), “these days helped us discover the uniqueness of the surroundings, and we want to continue the adventure” (Horia – 11 Alfa), “completing the volunteer days left us fulfilled” (Sonia – 11 Delta), “we shared our gratitude for this place and these warm people who welcomed us with open arms” (Mihai – 11 Delta).

We eagerly anticipate continuing our collaboration with Tășuleasa Social, contributing to the development and promotion of the Via Transilvanica project, traversing this “road that unites,” and supporting their future projects.

On the day of the National Evaluation (EN) results, I want to congratulate all the students who gave their best for this exam! Facing the most competitive school exam at the age of 14 is a significant accomplishment!

I have a question for parents: Did you know that Romania is the only country where, at 14, students face the most competitive school exam of their lives? It’s an exam where scoring 9.70 gets you in, but 9.69 means you fail.

It seems serious, competitive, and positive, but the effect is quite the opposite.

Recently, I’ve heard many voices of confused parents and exhausted children after the National Evaluation.

A mother of an 8th-grade boy wrote: “He came out of the math evaluation sad and furious. He made a mistake on something he knew. How could he lose such important decimal points? What if he doesn’t get into his desired high school?“

The impact on the child and family’s morale feels like a major failure. For a 14-15-year-old, not getting into the desired high school feels like “you don’t belong, you have no value,” even if it’s just by a few decimal points.

Theoretically, the National Evaluation is a performance competition, a tough exam that demands serious and sustained work from students. Admirable, right? However, the effect on the interest in school is quite the opposite.

The exam itself is a harsh lesson that no matter how much you do, it’s never enough.

After the exam, children don’t want to hear about learning for at least two years.

We know that the National Evaluation was created with a noble purpose, but it hasn’t served that way for a long time. I admire the students, parents, and teachers who still idealize this exam. For some, it even works.

As a parent and co-founder of Avenor College, I have worked with our team of teachers for the past 10 years to find an alternative form of evaluation. It’s for those who want a more relevant assessment at the end of 8th grade.

Besides report card grades, the International Checkpoint Evaluation is taken in Mathematics and Science. For Romanian, the final exam is a public speech, and for English, students take the FCE (First Certificate of English).

These assessments are designed to evaluate what’s important at 14 years old and to foster lifelong learning.

Therefore, there are schools where learning is supported by coherent systems, where the curriculum, teaching methods, and evaluation are interconnected. Where the relationship based on trust between school, parents, and students is not just a story, and where there are well-trained teachers and visionary leaders.

Seek out these schools.

It takes a united community (a village) to raise a child, and even more so, to raise an adolescent.

Each year, students in grades 6, 7, and 8 have the chance to participate in the Science Fair, an annual event that enables them to apply the scientific skills they’ve acquired throughout the school year to explore topics of interest beyond their regular studies. They design and conduct their own investigations, then draw conclusions and evaluate their findings, all adhering to clear scientific principles.

The Science Fair showcases these projects, allowing students to present their research findings to peers, teachers, and a jury that selects the best projects.

Jennifer Taylor, Head of Science, shares more about the students’ project work and the learning experience provided by the Science Fair.

 

Jenny, how would you describe this event that students love, and what is the learning objective behind it?

The Science Fair is eagerly awaited by all students, regardless of their passion for science. What excites them is the opportunity to choose their own hypothesis as the starting point for their experiment. This means that the project topic is chosen based on their interests, hobbies, or passions. After selecting the question they want to answer, they determine the steps needed to conduct their investigation and find the answer.

Beyond the enjoyment of the experiments, our learning objective is to help students develop their scientific investigation skills. This includes identifying variables and using them to plan a thorough investigation, presenting data in various ways, using data to formulate conclusions, and evaluating their own projects.

How did the students prepare their projects?

The more than 150 students participating in the Science Fair spent nearly 4 weeks preparing their projects, which they presented to their peers, teachers, and the jury. They worked during their Science classes with their teachers—Joy Săftoiu, Andrei Dăscălescu, Nadina Negru,  Manuela Nae, Ahmet Salgur, Dharmesh Chohan, Gillian Carrol and Andrei Vasiliu —as well as outside of class, sometimes during breaks, in the hallways, and even during lunch.

Their dedication and desire to create projects that are both scientifically robust and visually appealing represent, for me, a significant achievement. It clearly shows that the students are genuinely interested in what they are studying and are enjoying the process.

What was the atmosphere like on the day of the fair, which projects won, and who was on the jury?

The Science Fair day was filled with excitement and anticipation. Each team set up their own presentation stand, and the students eagerly presented their projects to everyone who visited.

The Arena transformed into a vibrant scientific exhibition, and just walking among the stands and reading the research topics was impressive due to the wide variety of subjects the students chose.

Topics included “What is the best way to keep cut flowers fresh for longer?”, “How does pressure affect the way a ball bounces?”, “What is the best design for buildings in earthquake-prone areas?”, and “What bridge shape is the strongest?”, among many others.

All projects were reviewed and evaluated by the jury members: Ștefan Balint, an Avenor graduate passionate about science and currently a student at Cork University in Ireland, Teodora, a 12th-grade student and former Science Fair winner, and Robert Rincu, a PhD candidate and researcher in organic chemistry.

The winning projects are:

6th Grade – “Which type of natural sugar is best for yeast growth?” – project by Nadina and Vlad in 6 Alfa.

7th Grade – “How do impurities affect the growth of copper sulfate crystals?” – project by Sonia and Katia in 7 Alfa. 

8th Grade – “How does the length of a guitar string affect the frequency of the sound produced?” – project by Sofia and Mara in 8 Delta. 

Additionally, there were two special categories – Student Choice and Best of the Best.

The winning projects in these categories are:

Student Choice – “Does gender affect the perception of smell?” – project by Tudor, Maria and Stefan in 8 Delta. 

Best of the Best – “Does temperature change the viscosity of honey?” – project by Mara, Cristi and Izabela in 7 Delta. 

I congratulate all the students for their passion and dedication over the past few weeks and for the outstanding results they achieved. Each project demonstrated rigorous research and great creativity.

I am already looking forward to next year’s Science Fair!

In the field of education, continuous learning and the pursuit of innovative practices and effective teaching methodologies are ongoing processes. Schools are not just places of learning; they are dynamic networks that collaborate and experiment to find the best solutions for future-oriented education.

 

The OECD Schools+ Network, an OECD project launched last fall, is a global initiative providing a platform of pedagogical tools for schools worldwide. This initiative addresses the need for connection and the sharing of best practices. The network aims to develop a taxonomy for modern pedagogy that links scientific research (typically the domain of academics) with the best practices in leading schools. In this new paradigm, teachers become researchers of their own teaching methods, conducting impact studies as they apply modern pedagogies.

Avenor College, along with 140 other schools from 40 countries, has been selected to join this network. Avenor College invites other interested schools to contribute to this global initiative by joining the OECD Schools+ Network in the next phase of the project, which focuses on implementing the tools developed in the first two phases.

Dr. Daniela Vasile, Director of Learning at Avenor College and co-leader of the group researching Cognitive Engagement within the OECD Schools+ Network, provides more information about the network’s methods, the opportunities it creates, and its goals. She also invites other schools to join this global initiative.

 

I recently had the pleasure of attending the third edition of the Global Community Meeting of the Schools+ Network. Alongside Andreas Schleicher, OECD Director for Education and Skills, Janette Quinn, COBIS Director of Education and Professional Learning, Camelia Ciurescu, a representative of the Romanian Ministry of Education, and 80 other global educational leaders, I had the opportunity to connect and collaborate in our efforts to bridge the gap between scientific research and educational practice.

MOTIVATION FOR JOINING THE OECD SCHOOLS+ NETWORK

We were honored to be selected by COBIS to participate in this project following our Outstanding rating from BSO in March 2023. At that time, we were also encouraged to share our best practices with other schools in Romania and internationally.

Inspired by this recommendation and driven by a deep-seated desire to impact more teachers and students positively, we were thrilled to contribute to improving global education quality through this initiative.

Moreover, our application advanced, and we were chosen to lead the Cognitive Engagement working group, one of the five groups within the network. The other groups focus on Classroom Interaction, Socio-Emotional Support, Quality of Teaching Content, Formative Assessment, and Feedback.

Only 10 schools worldwide have this privilege. Alongside my colleague, Dr. Mihaela Stancu, Curriculum Leader for Romanian Language at Avenor, and Roberto Castaldo, a teacher at Istituto Statale per l’Istruzione Superiore Europa, we co-lead a group of over 40 schools. Together, we contributed to the creation of the Toolbox of Effective Classroom Practices, the immediate goal of the OECD Schools+ Network.

This fall, as the project enters its third phase of development (following the completion of the Toolkit and the launch of a digital platform), all interested schools are invited to participate.

If you wish to join this initiative or learn more about the project and the tools developed, you can register HERE. We will follow up with all interested schools with more information by organising a dedicated event.

WHAT RECOMMENDED US FOR THIS NOMINATION

Avenor is increasingly recognized among British schools as an institution that encourages innovation and maintains high standards. The Avenor Student Profile, created in 2021, integrates transferable learning objectives. At Avenor, teaching is based on conceptual learning, skill development, and building moral character, all connected to societal realities. Our curriculum is discipline-based, providing students with a solid foundation, but the goal of learning is knowledge transfer, which can only be achieved in interdisciplinary contexts through programmes like Project-Based Learning, STEAM, and Learning Outside the Classroom.

To implement such a complex learning programme, we need qualified teachers with high standards. This reality led us, as a school, to create a competency-based teacher evaluation framework and a continuous professional development programme that our teachers participate in annually.

We believe these were the main strengths of our application to the OECD Schools+ Network and our areas of expertise, around which we wish to exchange ideas and best practices with schools worldwide.

By being part of this project, we have the chance to engage in real dialogue with global educational experts, share our experiences, learn from theirs, and adapt various identified solutions to our learning context. We are delighted to offer our expertise to build a better, future-oriented education.

ABOUT THE OECD

The OECD is an international organisation that builds better policies for a more prosperous and equitable world. With over 60 years of experience, the OECD works alongside governments, leaders, and citizens to address social, economic, and environmental challenges. From stimulating economic growth and creating jobs to improving education and combating tax evasion, the OECD provides a forum for the exchange of ideas, data, and best practices.

 

At Avenor College, one of the key components in co-creating the best future for our students is the implementation of a comprehensive continuous professional development programme for teachers. The quality of teaching is a crucial factor influencing educational success and also impacts the social and emotional development of students. At Avenor, we believe that only well-prepared teachers who are committed to continuous learning can nurture students who are ready for any future.

Some of Avenor’s most experienced teachers have furthered their expertise to become trainers for other educators, driven by the desire to contribute significantly beyond the classroom and among their peers.

In this way, Avenor enhances the quality of education in Romania by sharing teaching and assessment techniques, innovative pedagogical methods, and even teaching procedures developed and tested by our teachers, resulting in excellent outcomes.

Whether they are giving presentations in webinars, serving as trainers, or being invited as speakers at various conferences, Avenor teachers always enthusiastically embrace opportunities to exchange best practices with their colleagues, striving to elevate the level of preparedness for themselves and others.

Avenor and Aspire Teachers

A successful example is the collaboration between Avenor and Aspire Teachers on the #DataMathLab project. Aspire Teachers is an NGO dedicated to the vision of providing every child in Romania with an excellent teacher.

Initiated in 2021, #DataMathLab aims to tackle one of the most significant challenges in Romanian education—mathematical illiteracy, which is the inability of students to apply their school-taught knowledge to solve real-life problems.

“At Avenor, we discovered a significant reservoir of expertise, which addresses the primary issue we face in Romania: the lack of genuine expertise. When I refer to experts in mathematics education, I mean individuals who are connected to international research and practices, who are continually learning, and who are typically the first to acknowledge the limits of their own competence. The best educators understand that there are no universal methods for teaching mathematics; it all depends on context, and they are generally the ones who bring out the best in others.

Therefore, the partnership developed naturally, as Aspire Teachers has been fostering the same continuous growth among teachers, aiming to prepare a generation of children who can think critically and are adapted to the future, not the outdated methods of the past. I was very fortunate to find Dr. Daniela Vasile, who is one of our key contributors to the program. She brings a rare blend of experience in international educational systems, team flexibility, and enthusiasm.

I am pleased that a team of trainers from Avenor will be joining the #DataMathLab programme. By creating mixed teams of teachers from your school and public schools—teachers who are equally open and eager for change but who have a better understanding of the public system’s limits and needs—I believe we can gradually and effectively introduce internationally validated best practices into the public system. This way, we can reach the minds of all children, as they rightfully deserve.

Through the #DataMathLab project, our goal is to impact at least one-third of Romanian teachers over the next decade, growing teams of trainers who continually test, apply, improve, and mentor others. Our target for next year is 200 graduates, then 300, and year by year, we aim to enhance our curriculum, build communities of practice led by our alumni, expand our offerings, and elevate the standards of continuous teacher training. We want to change the perception of “training” so that it no longer triggers the dismissive reaction we’ve often encountered.

Simultaneously, we will constantly measure the programme’s impact because we aim to develop an excellent programme that anticipates the inevitable changes: performance standards for competencies, a national assessment that measures real thinking skills rather than just solving abstract problems by rote, and a more flexible curriculum that allows teachers time to revisit and deepen concepts, which they can then transfer to students.

The most crucial aspect is to attract excellent teachers of mathematics who understand that fostering conceptual understanding is very different from drilling procedures disconnected from real life. These teachers are our most valuable resource, and I hope that in the coming years, the profession will become more appealing and motivating for those passionate about this subject. To achieve this, we aim to collaborate with public institution representatives who support this initiative and recognize that by working together, we all stand to gain.” says Măriuca Morariu, Executive Director of Aspire Teachers and the initiator of the #DataMathLab program.

Dr. Daniela Vasile is a co-leader (creator and trainer) of this programme. She has brought to the Aspire team her extensive national and international experience, which has given her the opportunity to work with teachers from around the world and with various curricula.

“After spending 20 years abroad, upon my return home, I asked myself: what can I bring back and how can I contribute? I found a school like those abroad, Avenor College, where teachers and students learn and grow together. I constantly wondered: can we replicate this joy of learning beyond Avenor?

This question, along with my passion for mathematics, led me to Aspire, a place where we aim to reveal the true essence of mathematics. Where did we lose its beauty? Where did we lose the students? We’ve forgotten that mathematics, in its creative process, is inductive; we’ve lost the exploratory and creative process involved in developing mathematical theories. We’ve lost connections to real life, as well as the imaginative aspect of mathematics—the play of ideas.

Our project reinstates these elements through a concept-based planning and teaching model, with the end goal in mind—from the start of the learning unit, I consider what I want the student to know by the end and how I will determine their understanding. Only once these aspects are clear do I begin planning. We must remember that all competencies develop around concepts.

The most rewarding moments in the programme, those that motivate us, are the ‘aha!’ moments from the teachers we work with and the sparkle in their eyes when they present evidence of learning from their classrooms. Every teacher, every morning, enters school with the desire to do their best, to teach students as effectively as they can.

Through our programme, we help them know exactly how to achieve this, and they tell us it works! A particularly proud moment was when a colleague with 35 years of experience, an excellent teacher, told us that this was the best course she had ever attended and the one that helped her the most.” says Daniela Vasile, Director of Learning at Avenor and Teacher of Mathematics.

The collaboration with Aspire Teachers on this project is ongoing, and Avenor is proudly supporting the first #DataMathLab mathematics festival as a partner. The festival will take place from July 6-7 at Andrei Șaguna National College in Brașov, with the theme: How can we motivate students to “see” mathematics beyond formulas and homework?

The event is expected to attract 150 middle and high school teachers, aiming to develop a community of passionate professionals dedicated to transforming the way mathematics is taught and learned in Romania. Registrations for the festival are still open.