Author: Avenor College

The results achieved by Avenor students in this summer’s Cambridge examinations give us plenty of reasons to celebrate. Six students who sat their AS Level examinations achieved AAA, demonstrating a very strong academic level and their ability to explore their chosen subjects in depth.

The results achieved by Avenor students in this summer’s Cambridge examinations bring further reasons to celebrate. Six of our grade 11 students stood out with excellent academic results in their AS Level and A Level examinations, confirming their high level of preparation and their ability to pursue their chosen subjects in greater depth.

Among them is Alex, who completed two full A Levels – Mathematics and Computer Science – as early as Grade 11, achieving A* in both examinations. In his AS Level examinations, Alex also achieved A in Physics and A in Economics. Matei also completed A Level Mathematics, achieving A*, while he obtained A in his AS Level Physics examination.

The fact that two of the students completed A Level examinations as early as Grade 11 is, in itself, a significant academic achievement. To reach this point, Alex and Matei took on additional study and explored the subjects beyond the usual class curriculum, working independently while receiving support from their Avenor teachers whenever they needed it.

This is a concrete example of what a student-centred educational pathway can look like: when a student is ready to move faster or explore a subject in greater depth, they need challenges that match their level, as well as teachers who can support them along the way.

A pathway shaped around the student

In any classroom, students do not start from the same level or learn at exactly the same pace. Some need more time to consolidate certain concepts, while others are ready to move further.

At Avenor, personalising each student’s learning pathway is an important part of how we support their progress. Students who demonstrate a high academic level and a particular interest in a subject are encouraged to explore it in greater depth and extend their learning through independent study, additional resources and preparation for assessments at a higher level.

Alex and Matei’s journeys are a good example of this approach. They chose to take certain subjects through to full A Level earlier than the usual pathway, taking on additional study and developing a greater degree of independence in their learning.

Their results reflect the level they reached: Alex achieved A* in Mathematics and Computer Science, while Matei achieved A* in Mathematics.

For these students, however, the achievement does not end with the examination. On the contrary, completing some of their A Levels earlier creates space for the next stage.

In Grade 12, this additional time allows them to prepare thoroughly for the A Level examinations they still have ahead of them, while also exploring areas that interest them. They can take part in internships, get involved in projects and gain relevant experiences that complement their academic profile, help them clarify their direction for university and build a strong profile for the university admissions process.

AS Levels and A Levels: how does the British pathway work?

For families who are not familiar with the British education system, AS Levels and A Levels may initially seem like simply two different types of examination. In fact, they are part of a pathway in which students gradually move from a broader curriculum towards greater specialisation and depth.

At AS Level, students study subjects at an advanced level and sit examinations which can form part of the pathway towards A Level. At A Level, students take their study of a subject further and are assessed at full A Level standard.

Within this system, students study a smaller number of subjects than in the earlier stages of school. This allows them to dedicate more time to the subjects they are passionate about and that connect with their future plans.

For a student with a particular interest in Mathematics, for example, this can mean having the opportunity to go much further in the subject. For another student, it may mean exploring several areas before deciding which subjects they want to pursue to A Level.

There is therefore no single pathway. Students can gradually shape their academic profile around their strengths, interests and future goals.

More than examination preparation

This type of pathway also develops skills that go beyond the content of an individual subject.

At AS and A Level, students are expected to demonstrate that they understand concepts, can apply what they have learned, analyse and build arguments, and solve complex problems. When they choose to study part of the curriculum independently, they also learn to manage their time, set goals and take greater responsibility for their own learning.

These skills become particularly valuable as students prepare for university, where independence and the ability to work autonomously are essential.

The results achieved by the six Avenor students therefore represent more than examination performance. They also reflect different academic pathways built around the individual student.

Dimi achieved AAA, while Andreea, Marius and Sonia achieved AAAB, with AAA in their top three subjects. For each of them, these AS Level results represent an important stage in their academic journey and provide a strong foundation for their next choices.

When performance meets the right challenge

For Avenor, these results matter not only because they demonstrate a high academic level, but also because they show what learning can look like when it responds to each student’s needs and potential.

A student who is ready to move forward needs the opportunity to do so. A student who has a particular interest in a subject needs opportunities to explore it in greater depth.

The journeys of Alex and Matei, who completed A Level examinations as early as Grade 11, are examples of this approach in practice: performance is supported through academic challenge, independence and teacher guidance, allowing each student to progress as far as their potential takes them.

Congratulations to Alex, Dimi, Matei, Andreea, Marius and Sonia on their results and, above all, on the hard work, curiosity and determination behind them!

At Avenor, we want our students to have the opportunity to go beyond a standard pathway and keep moving forward whenever they are ready for the next challenge.

What would it be like to see, at a glance, a child’s entire educational journey, from Nursery to High School?

This was the challenge Avenor teachers took on as they began preparing for the new school year. Together, they created a visual representation of a child’s learning journey from age 2 to 18, starting with three questions:

How many teachers does a child interact with over 16 years?

How many subjects do they encounter along the way, and when does this range begin to diversify?

How many individual lessons are planned, prepared and taught throughout this learning journey?

The challenge seemed simple at first, but it soon became clear that, beyond the mathematical exercise, the real challenge was connecting all this information and turning it into one continuous journey. Watch the video below to see how the entire activity unfolded. 

From separate subjects to one learning journey

Divided into 16 teams, the teachers used differently coloured construction pieces to represent each of the 16 years of a child’s educational journey, from Nursery to High School. Each team received the construction pieces corresponding to the subjects and volume of learning for the year they represented and had to build that particular year on their table. At the end, the 16 individual constructions were brought together to form one continuous journey — the educational journey of a child from age 2 to 18.

Beyond the construction itself, the joy of playing and collaborating, teachers identified, for each year of learning, the essential elements that move learning forward, centred around three dimensions: Concepts, Competencies and Character.

The 3Cs help us look at a child’s development as a whole: not only what they know, but also what they can do with what they learn and, most importantly, who they become along the way.

Concepts help students develop a deep understanding that they can transfer to different contexts. Competencies give them the tools to apply what they learn, solve problems and collaborate with others. Character is shaped through the way they learn to make decisions, relate to others and contribute to the world around them.

The activity challenged teachers to look at each year not as an isolated stage, but as part of a much larger construction:

What does a child need to understand at this stage? What competencies are they developing? What kind of person are they becoming? And how does what happens this year connect with what has been built before and what comes next?

When the individual paths were brought together, teachers were able to see the bigger picture: one continuous educational journey, from Nursery to High School.

When the pieces begin to connect

From a distance, a child’s educational journey may seem like a succession of subjects, school years and stages. Look more closely, and it becomes a network of connections built over time.

“When I think about all the subjects a child learns from Nursery until they leave school, I think about all the connections that are built over time, just as we are building with pieces now. And I thought it was really interesting how, within our team, some of us chose to build elements of nature, objects and other kinds of details, because I think this is the element of character that is so important for children’s development, beyond the academic side.” – says Cristina Farcaș, Deputy Head of Nursery.

Because a coherent educational journey is not simply about adding new knowledge year after year. It is about building connections between what children learn, the competencies they develop and the people they become.

But how do we make all these pieces connect? One of the most important conclusions from the activity was the need for collaboration and communication across subjects, teachers and stages of learning.

Mari Nicolae, Academic Learning Lead Primary, speaks about this challenge from the perspective of connections between subjects: “The biggest challenge in building a coherent curriculum from the age of 2 to 18 would be communication between subjects. How do you make all the subjects communicate with one another, teachers talk to each other, and children see the transfer from one subject to another?”

Communication between subjects, however, is only the first step. For these connections to become visible and meaningful to children, concepts need to come together within a coherent learning structure. “For 16 years of learning to become one single journey, we need to integrate subject-specific concepts in a coherent way,” explains Cristina Bumboiu, Curriculum Development and Teacher Training.

When a concept appears across different subjects, when a competency is practised in different contexts, or when a skill developed at one stage becomes the foundation for the next, learning gains continuity and meaning.

For Georgiana Socoliu, Deputy Head – Pastoral of Secondary, coherence also means becoming more aware of the whole journey, rather than focusing only on the stage in which each teacher works: “We need to be aware of the work happening across the other stages, to know about one another and to be aware of the work that comes before and after us, staying connected to the present, the past and the future.”

Daniel O’Connell, Teacher of English, emphasises communication between teachers as the element that connects all these stages: “I think communication is what we need. That way, it’s not separate trips, but one continuous journey with lots of stops and teachers communicating along the way.”

It is an important shift in perspective. A Nursery teacher lays the foundations that a Primary teacher builds upon. A Primary teacher develops competencies that Middle School teachers will extend later on. AndHigh School teachers work with students whose knowledge, competencies and character have been shaped over many years.

Each teacher sees one part of the journey. The child experiences the whole journey.

From vision to a coherent learning journey

The activity was more than a collaborative exercise or a creative way to begin preparing for the new school year. It made visible an important direction in the development of the Avenor curriculum: building an increasingly coherent and intentional educational journey, from Nursery to High School.

In this context, the Avenor Curriculum team is developing Learning Progressions – clear continuities in Concepts, Competencies and Character, from Nursery through to graduation.

These progressions help teachers understand what students have already built before reaching a particular stage and what they will go on to develop next. At the same time, they provide a shared direction for designing deep, active and meaningful learning experiences.

In a way, this is the same construction that teachers created during the activity, carried forward into everyday practice: seeing the individual pieces, but, above all, seeing the bigger picture they create together.

Teachers learn so they can help children learn

There is something symbolic about the fact that, as the new school year begins, teachers find themselves in the role of learners. They collaborated, communicated, made decisions together with colleagues from different stages of the school and transformed a collection of individual pieces into a whole.

They experienced, in turn, an interactive approach to learning, in which experience, collaboration and reflection were just as important as the final outcome.

Because preparing teachers for a new school year is not only about giving them information. It is also about creating meaningful learning experiences that encourage them to be curious, collaborate, reflect and make connections.

A child’s education is made up of thousands of moments — a question asked, a concept understood, a competency practised, a challenge overcome, a teacher’s encouragement, a friendship, a mistake, a new perspective.

Each one is a piece. But the pieces become meaningful when they connect.

At Avenor, this is the journey we continue to build together: a coherent educational journey from Nursery to High School, where Concepts, Competencies and Character develop over time, and every teacher contributes to the bigger picture.

Many parents share the same impression when they ask their children about their day at school: the day feels full – packed with information and a wide range of subjects—but there is rarely enough time to explore any one topic in real depth.

Lessons move quickly from one to the next, the school bell often interrupts just as discussions become engaging, and students switch rapidly from mathematics to literature, then biology and foreign languages, in a rhythm that leaves little room for reflection, questioning, or meaningful exploration.

In response to this reality, Avenor College will introduce 90-minute learning sessions for middle and high school students beginning in September 2026.

Why the Traditional 50-Minute Lesson Is Becoming Outdated

The change does not mean “more school” or simply extending traditional lessons. The thinking behind the new timetable is straightforward: students need time to develop deep understanding, ask meaningful questions, make connections, and apply what they learn.

“If we want students to develop critical thinking, analytical skills, and independence, we also need to provide the conditions that make this possible. Deep learning cannot happen in a rush,” explains Dana Papadima, Educational Director at Avenor College.

Longer learning blocks allow teachers to design experiences that more closely reflect how learning happens in real life. There is time for explanation, collaboration, debate, hands-on activities, experimentation, mistakes, and meaningful feedback.

“Sometimes the most valuable moments in a lesson happen only after students have had time to immerse themselves in the topic, formulate their own questions, and begin thinking more deeply,” says Dana Papadima.

This model has been widely adopted for many years in international schools, where longer learning sessions are common practice, particularly at middle and high school level.

Richard Thomason, Head of Secondary School at Avenor College, believes that the way learning time is organised has become an increasingly important topic in international education.

“Across many international education systems, learning blocks longer than 50 minutes are already standard practice. This is not an experimental trend but part of a long-standing discussion about how to organise time in ways that support deep learning rather than simply covering content as quickly as possible,” he explains.

He points to international research on school timetabling and its impact on learning, which suggests that well-designed extended learning sessions create stronger opportunities for inquiry-based learning, collaboration, problem-solving, and immediate feedback. A recent report published by Brown University distinguishes between the amount of time students spend at school and what the authors describe as active learning time – the time during which students are genuinely engaged in the learning process. Ultimately, this is the key question: not simply how long students spend in the classroom, but what kinds of learning experiences that time makes possible.

How Longer Lessons Support Critical Thinking and Deeper Learning

Richard Thomason emphasises that 90-minute sessions are not simply an extension of the traditional lecture-based lesson.

“No student can remain fully engaged for 90 minutes if a lesson consists solely of teacher-led instruction. These learning blocks are effective because they combine different rhythms and approaches: direct instruction, reflection, collaborative work, practical application, feedback, discussion, and independent learning. In reality, longer sessions give teachers greater pedagogical flexibility while giving students more space to think,” he says.

In other words, they reduce the feeling of constantly rushing through the curriculum. Students have more time to process new information, engage actively with ideas, and become participants in the learning process rather than simply receiving new content.

How Student Assessment Changes Within 90-Minute Learning Sessions

Mihaela Ancuța, Mathematics Teacher at Avenor College and BSO Inspector, explains that longer learning blocks also transform the way teachers can assess students’ progress.

“In a traditional 45 or 50-minute lesson, there is often not enough time to truly understand how a student thinks. Within a 90-minute session, however, teachers can observe how students analyse problems, explain their reasoning, collaborate with others, learn from mistakes, and gradually build understanding. At the same time, teachers can design opportunities for inquiry and discovery, creating different contexts in which students think deeply, ask questions, and develop solutions both independently and collaboratively.

For teachers, this is incredibly valuable. Mathematics is about far more than applying an algorithm quickly. It is about analysis, reasoning, exploration, and the ability to transfer concepts to new situations. All of this requires time,” she says.

We invite you to read the full article on the DespreCopii platform.

At Avenor, we actively contribute to the conversation about education in Romania by promoting best practices and collaborating with respected editorial partners in the education sector. Our goal is to bring greater clarity and perspective to the dialogue between schools and families, supporting informed, thoughtful decisions about children’s educational journeys.

No one can say with certainty what the world will look like when our children become adults. Perhaps that’s why more and more parents are no longer asking simply, “Which is the best school?” Instead, they are facing a much more challenging question: How do I choose an educational journey that will still be relevant 15 years from now?

It is a valid question. School should prepare children for the future.

Yet while the future may be difficult for many parents to imagine, the present is remarkably tangible. You see it every morning when you drop your child off at school. In the way they talk about their teachers. In the excitement with which they share what they have discovered. In the confidence they gradually build. In the friendships they form. In the questions they begin to ask.

That is why the value of an educational journey cannot be measured solely by the promise that it will prepare children for tomorrow’s world. It is equally defined by what it offers them today, at every stage of their development. What a three-year-old needs is very different from what a ten-year-old needs. What matters during the middle school years is different from what becomes essential in the final years of high school. One of the greatest challenges for any school is to remain relevant throughout every stage of that journey.

At Avenor College, the answer has been to build a continuous educational pathway – from the Early Years through to A Levels – in which each stage has distinct objectives while pursuing the same overarching goal: developing young people who are prepared for the future without losing sight of what they need today.

A Bilingual International School Built in Romania

Perhaps the greatest challenge facing education today is resolving this apparent contradiction. On the one hand, schools must prepare children for a world that does not yet exist. On the other, they cannot sacrifice the present in the name of an abstract future.

A two-year-old first and foremost needs security, opportunities to explore, and the confidence to grow. A primary school student needs to discover the joy of learning and develop independence. During the middle school years come questions of identity, belonging, and purpose. By high school, academic specialization, career guidance, and university preparation become increasingly important.

No single educational model can meet all of these needs in the same way. Schools need a vision that understands what is relevant at every age while maintaining a clear long-term direction.

This idea has guided the development of Avenor College for nearly 20 years: creating a continuous educational journey that combines the international perspective of the British curriculum with the preservation of the Romanian language, culture, and identity. It is a model designed to prepare students for the universities and careers of the future without disconnecting them from the place they call home.

“There is a common assumption when people talk about international education: that, in order to succeed in a global world, children must gradually distance themselves from where they come from. We believe exactly the opposite. Children need roots just as much as they need wings. They need to understand the world, but they also need to understand who they are. That is why we have built an educational model that opens doors to international universities and opportunities while remaining firmly connected to the language, culture, and values that shape our students’ identities. Our goal is not to produce graduates who feel they must choose between Romania and the wider world, but young people who are confident enough to contribute meaningfully to both,” says Diana Segărceanu, Co-Founder and Executive Director of Avenor College.

“Preserving cultural identity cannot be achieved simply by adding a Romanian language class to an international timetable. It is built every day through what students study, the questions we ask them, and the connections we encourage them to make. At Avenor, we want our students to understand both the great universal ideas and values and the culture they come from. We study Romanian literature alongside world literature, explore questions of identity, history, and society, and develop students’ writing, reasoning, and communication skills in Romanian to the highest standards. We believe that a young person who is prepared for the future should be able to think critically and communicate with equal confidence in both the language of the world and the language that defines them,” adds Dana Papadima, Educational Director of Avenor College.

From Exploration to Independence: How the Learning Journey Begins

In the early years, the focus is on a child’s relationship with learning itself. From nursery through primary school, Avenor places equal emphasis on children’s academic, emotional, and social development. Outdoor learning, independence, a close connection with nature, and exploration-based learning are integral parts of everyday school life.

Avenor College’s proximity to the Băneasa Forest has a tangible impact on the way learning takes place. Nature is not simply a backdrop – it becomes an extension of the classroom and an active learning environment.

“In the British Early Years system, learning is not artificially separated from play, exploration, or movement. It is built around the core principles of the British curriculum, which place each child’s individuality, positive relationships, and a stimulating learning environment at the heart of education. Young children learn through direct experiences, through their interaction with the world around them, and through the freedom to discover independently. That is why outdoor learning and autonomy are essential during the early years at Avenor College. When children are given the space to explore, make age-appropriate decisions, take on meaningful responsibilities, and learn through their interaction with nature, we are building far more than academic knowledge – we are fostering confidence, independence, and a lifelong positive relationship with learning,” says Tania Răduță, Head of Nursery at Avenor College.

In primary school, which follows the Romanian national curriculum, one of the core teaching approaches is Project-Based Learning. Through this interdisciplinary methodology, students investigate real-world questions and authentic contexts, with an emphasis on meaningful learning, collaboration, critical thinking, and practical application.

“In the early years of school, children need an environment where they feel safe, seen, and encouraged, while also benefiting from clear boundaries and consistent expectations. We believe that learning thrives when there is a balance between warm, supportive relationships and high standards. Our role is to create a framework in which children develop strong academic foundations through rigorous study while also nurturing their curiosity, collaboration, and creativity through play, transdisciplinary projects, and meaningful learning experiences,” says Ramona Mucenic, Head of Primary School at Avenor College.

The primary school years are a defining stage not only for acquiring knowledge but also for shaping a child’s confidence and relationship with learning. A strong foundation – from Pregătitoare class through Grade  4 – ensures that children are well equipped to make the transition to middle school.

Middle School: Where Future-Ready Skills Take Shape

For many parents, one of the greatest sources of anxiety begins in middle school. This is often the stage when academic pressure starts to increase and many children gradually lose the curiosity and motivation that once made learning enjoyable.

At Avenor College, learning is built around an educational model that integrates three essential dimensions: content, competencies, and character. In other words, what students know, what they are able to do with that knowledge, and how they choose to act and interact with others.

“Middle school is where students develop the skills they will need to navigate an unpredictable future. That is why, at Avenor College, we intentionally focus on the three dimensions of learning – content, competencies, and character. It is not enough for students to accumulate information; they also need to know how to ask meaningful questions, think critically, collaborate effectively, and take ownership of their own learning. We believe that academic excellence is achieved when knowledge is complemented by transferable skills and a strong character built on responsibility, independence, and integrity,” says Diana Segărceanu, Founder and Executive Director of Avenor College.

During the middle school years, many parents are understandably concerned about preparing their children for Romania’s National Assessment at the end of Grade 8. At a bilingual international school such as Avenor College, however, students follow a different assessment pathway. Around the age of 16, they sit the International General Certificate of Secondary Education (IGCSE) examinations – an internationally recognised qualification that assesses achievement across multiple subjects rather than focusing on just two. The IGCSE provides a rigorous yet balanced evaluation of students’ knowledge and abilities, encouraging broad academic development, critical thinking, independence, and ownership of their educational journey. For many families seeking an international education in Romania, this represents a valuable alternative to the pressure of a single high-stakes examination.

The British Curriculum in High School: IGCSE and A Levels

In high school, Avenor College students follow the British curriculum through the IGCSE programme and subsequently A Levels, one of the world’s most widely recognised international academic qualifications.

During the IGCSE years (Grades 9 and 10), students study a broad range of subjects while building a strong academic foundation. In the final two years of high school, as they move into A Levels, their learning pathway becomes increasingly personalised. Students choose three or four subjects aligned with the university courses and career fields they intend to pursue.

The A Level model differs from more traditional educational systems by placing greater emphasis on responsibility, depth of study, and independent learning. Students are encouraged not simply to acquire knowledge but to develop deep understanding, construct well-reasoned arguments, apply what they learn, and take increasing ownership of their academic progress.

“For students in Romania, A Levels offer a significant advantage: these qualifications are recognised and accepted directly by universities across the United Kingdom, Europe, the United States, Canada, and Asia, making them a genuine international academic passport. Each year, the range of universities welcoming Avenor College graduates continues to grow, including prestigious institutions around the world as well as leading universities in Romania. The British curriculum is much more than a series of international examinations. It is a framework that gradually develops students’ independence, critical thinking, and confidence in making their own academic decisions. Students begin with a broad curriculum that provides strong foundations across multiple disciplines and, as they progress, are encouraged to personalise their educational pathway according to their interests, strengths, and aspirations. This balance between academic rigour and flexibility naturally reflects the profile of Avenor students: curious, engaged young people with a global perspective on education,” says Richard Thomason, Head of Secondary School at Avenor College.

We invite you to read the full article on the Clubul Copiilor platform.

At Avenor, we actively contribute to the conversation about education in Romania by promoting best practices and collaborating with respected editorial partners in the education sector. Our goal is to bring greater clarity and perspective to the dialogue between schools and families, supporting informed, thoughtful decisions about children’s educational journeys.

Many parents want the summer break to be more than just fun—they want it to be meaningful, too. They look for activities that keep their children engaged while also helping them learn something new.

The paradox is that some of the most valuable things children learn have little to do with school subjects. They are not about letters, mathematics, or acquiring new information. They are about learning how to cope when things don’t go according to plan.

“Parents often ask me what children actually learn through non-formal education. My answer is that, more often than not, they learn the things that never appear in a workbook: how to collaborate, how to wait their turn, how to express an idea, how to manage frustration, and how to find solutions when something doesn’t work the first time,” says Cristina Farcaș, Deputy Head of Nursery.

Children Don’t Learn Only When Someone Teaches Them

As adults, we often associate learning with explanations and instructions. For children, however, learning works differently. A child can learn an incredible amount simply by building an obstacle course with other children, organizing a game, or trying to solve a practical problem.

For example, when a group of children is asked to build a shelter using natural materials, the challenge isn’t really about construction. It’s about negotiation. It’s about who comes up with the idea, what happens when your idea isn’t chosen, and how you move forward when the structure collapses and you have to start over.

“As adults, we often focus on the outcome. Children, however, experience the process. And it’s within that process that the most valuable learning takes place,” says Cristina Farcaș, Deputy Head of Nursery.

In moments like these, children develop skills they will use throughout their lives: communication, collaboration, problem-solving, adaptability, and perseverance.

The Skills You Won’t Find in a Workbook

In recent years, there has been growing discussion about the skills children will need for the future. Yet these are often presented as abstract concepts.

In reality, they develop through everyday experiences—when a child has to share materials with classmates, present an idea to the group, try something new and discover it doesn’t work the first time, or find a solution without an adult immediately providing the answer.

“Parents are sometimes surprised when we tell them their child has made significant progress, even though we’re not talking about letters or numbers,” Cristina explains. “For us, progress also means seeing a child ask for help when they need it, express their point of view, or find the confidence to try again after experiencing failure.”

These skills don’t develop overnight. They are built gradually through repeated experiences and learning environments that encourage children to practise them again and again.

Why Children Need Situations They Can’t Fully Control

One of the defining trends of recent years has been the increasing tendency to structure children’s lives. We carefully plan their schedules, solve their problems, and step in quickly whenever difficulties arise. But developing independence also requires space to experiment, make mistakes, and learn from them.

“We clearly see the difference between children who have had opportunities to try things independently and those who have been helped every step of the way,” says Cristina. “It’s not because some children are more capable than others, but because they’ve simply had more opportunities to practise.”

This is precisely why non-formal learning experiences are so valuable. They place children in authentic situations where there isn’t always one correct answer, but there are countless opportunities to make decisions, experiment, and learn from experience.

Nature: A Remarkable Teacher

Many of the most meaningful non-formal learning experiences take place outdoors. Nature offers authentic challenges and sparks curiosity in ways that few other environments can.

A simple walk can inspire questions about plants, insects, or the changing seasons. A fallen log can become a bridge, a ship, or a castle. A puddle can be the starting point for an investigation into water, weather, and the natural world.

“When children are in nature, we notice that their questions arise spontaneously,” Cristina says. “They become little researchers without even realizing it. They want to understand why a leaf has a particular shape, why insects appear after the rain, or how an anthill works. Curiosity emerges naturally—we don’t have to manufacture it.”

In early childhood education, these experiences are especially valuable because they encourage children to observe, explore, and build their own understanding of the world around them.

What Educators Notice Afterwards

The benefits of these experiences don’t show up as grades or test scores. Instead, they become visible in children’s behaviour. Educators notice greater independence, stronger self-confidence, and a greater willingness to embrace new challenges.

“Perhaps the most valuable thing we observe is children’s willingness to make mistakes,” Cristina adds. “Children who have had plenty of opportunities to explore understand that they don’t need to know the right answer immediately. They’re more willing to experiment, rethink their ideas, and try again.”

These are gains that may be harder to measure than a test result, but they are fundamental to children’s future learning, personal growth, and long-term success.

We invite you to read the full article on the DespreCopii platform.

At Avenor, we actively contribute to the conversation about education in Romania by promoting best practices and collaborating with respected editorial partners in the education sector. Our goal is to bring greater clarity and perspective to the dialogue between schools and families, supporting informed, thoughtful decisions about children’s educational journeys.

When he was 12, Andrei wasn’t necessarily dreaming of Harvard. He was dreaming of making films. 

At a time when many teenagers are still trying to figure out what they are passionate about, armed with just a mobile phone and a lot of imagination, Andrei began creating stories and experimenting with whatever he had at hand. Over time, his passion for filmmaking turned into a strong portfolio, a genuine curiosity for learning, and a discipline that would come to define his academic journey.

Years later, in the summer of 2026, Andrei graduated from Harvard College, Magna Cum Laude, with a double major in Art, Film and Visual Studies and Economics. Today, he is preparing for a new professional chapter in New York, where he will work at a fintech company while continuing to nurture the passion that has accompanied him since childhood: film.

Looking back on the past few years and on his experience at one of the world’s most prestigious universities, Andrei offers a mature perspective on what success truly means. He speaks about curiosity, discipline, balance, and the importance of never allowing a label to define who you are.

We invite you to discover Andrei’s story – one in which a childhood passion grew into an academic and professional journey shaped by authenticity, perseverance, and courage.

A path built on passion, not certainty

Looking back, Andrei describes his path to Harvard in surprisingly simple terms. It all began with a desire to tell stories through film. As his projects became increasingly ambitious, he found a way to turn that passion into an academic pursuit through Media Studies and Art and Design courses at Avenor College, as part of the A Levels programme, while simultaneously building a portfolio of films.

At the same time, he maintained strong academic performance and continued exploring a range of interests, without building his entire identity around a single goal.

“I applied without having very high expectations,” he says. Although he knew he was a competitive candidate, he was also aware of how unpredictable and selective the admissions process can be. The moment Harvard became a real possibility was when he received the interview invitation. That was when he realised there was truly a chance.

Harvard beyond the myths

If he had to sum up the Harvard experience in just three words, Andrei would choose: community, curiosity, and depth. Before arriving there, he had imagined an environment that would be highly formal, competitive, and perhaps even distant. The reality was different.

“From the very first moment I stepped onto campus, I met people who were incredibly kind, open, and genuine,” he says.

Settling in was easier than he had expected, and the relationships he built with his peers became one of the most valuable parts of his university experience. Academically, the challenges lived up to the university’s reputation. What made the difference, however, was the constant support offered by professors, teaching fellows, and the educational resources available. The academic culture is not built solely around performance, but also around questions, exploration, and depth of understanding.

What prepared him for Harvard

Andrei believes that his experience at Avenor played an essential role in preparing him for an international university environment.

“Looking back, I believe my experience at Avenor prepared me very well for this type of education. My close relationship with the teachers, who were friendly and open to answering my questions, encouraged me to stay curious and engaged. The A Levels system also helped because it allowed me to specialise in three subjects I was passionate about and study them in depth. In addition, my own curiosity beyond school pushed me to explore further and gain a clearer sense of what I wanted to study at university. Last but not least, the British system helped me develop my English to a very high level, which was essential both for my courses and for social integration in an international environment.”

Perhaps the most important thing he gained during those years, however, was an openness to the unknown.

“In a place like Harvard, you are constantly exposed to new ideas, new people, and new challenges. You have to accept that you won’t have all the answers from the start.”

(Photo: Andrei at the Romanian language course graduation ceremony at Avenor College)

Curiosity and discipline: the combination that makes the difference

If there are two ideas that appear again and again in Andrei’s story, they are curiosity and discipline.

In his view, success in a top academic environment is not defined by intelligence alone.

“Curiosity is the compass, and discipline is the engine. If you have curiosity without discipline, you know where you want to go, but you cannot make the journey. If you have discipline without curiosity, you have the strength to move forward, but not the direction. Only together can curiosity and discipline turn interest into knowledge and potential into results. Beyond that, the specific skills you need depend greatly on your field of study and your individual goals,” he explains.

(Photo: Andrei on his Harvard graduation day)

Learning how to learn

One of the most important lessons Andrei discovered during his studies is that academic success is not simply about accumulating information.

“At top universities, you have to learn how to learn.”

The large volume of information and the fast pace of classes require students to develop effective learning methods. During his A Levels, Andrei changed the way he studied and began using a simple but highly effective strategy: constant self-testing.

Instead of waiting until he felt he had mastered the material perfectly, he tested himself from the very early stages of the learning process. This allowed him to quickly identify what he did not yet understand and focus his efforts where they were most needed. This active approach helped him move beyond memorisation toward deeper understanding and critical thinking.

On pressure, failure, and resilience

(Photo: Andrei with his family)

There is often a great deal of discussion about the pressure associated with top universities. For Andrei, however, the experience was defined less by pressure and more by the support he received from his family, friends, and mentors.

Of course, there were difficult moments.

“There were many times when I felt it was all too much,” he admits.

In those situations, the support of the people close to him made all the difference. One of the important lessons he learned is that success does not mean managing everything on your own, but having the courage to ask for help when you need it.

As for failure, Harvard’s culture treats it as a natural part of the learning process. Mistakes are neither ignored nor allowed to define a person’s worth. Instead, they are integrated into the process of growth and become opportunities for development.

An ordinary day at Harvard

Contrary to the image of the student who studies nonstop, life at Harvard is about balance. For Andrei, a typical day might begin with an economics class, continue with time spent in the library with friends, and often end with a film course. Evenings could mean extracurricular activities, sports, studying, or simply spending time with friends.

One of his favourite memories is connected to the library in Leverett House, the residence where he lived throughout university. The Harvard experience was never limited to lecture halls. It was also shaped by conversations over meals, collaborative projects, clubs, social activities, and the relationships formed between students from all corners of the world.

What advice would he give to students dreaming of top universities?

For students who hope to study at universities such as Harvard, Andrei’s advice is surprisingly simple:

“First, find what truly excites you. Then, do thorough research on the universities you are interested in and understand what they are looking for in future students. Finally, build excellence through consistency and do not let failure stop you. Failure should not be accepted as the end point, but integrated into your next attempt.”

(Photo: Personal archive – Andrei Mitoiu)

He also emphasises that there is no single formula for success. Some people excel in one particular field, while others build a multidisciplinary profile. What matters is authenticity, impact, and the passion with which you pursue your interests.

Beyond Harvard

Perhaps Andrei’s most interesting reflection is not about admissions, classes, or academic performance, but about the way he has redefined his idea of success.

A few years ago, success meant being admitted to a top university. Today, he sees things differently. At the graduation ceremony, Conan O’Brien shared a message with the graduating class that has stayed with him:

“I hope that Harvard becomes the least important thing people know about you.”

(Photo: Andrei with his family on graduation day)

For Andrei, this is the real challenge. Harvard is an extraordinary starting point, but not a final destination. Success means continuing to build, remaining curious, learning constantly, and creating impact through whatever path you choose next.

And if his story conveys one message, it is this: great achievements do not always begin with perfect plans. Sometimes, they begin with a genuine passion and the courage to explore the unknown.

At the beginning of every school year, we notice the same pattern: the differences between children who have had early opportunities for socialisation and learning and those who are entering an organised educational environment for the first time become visible almost immediately. We are not talking only about letters, numbers, or vocabulary. We are talking about independence, emotional regulation, curiosity, confidence, and the ability to build relationships.

This is why the conclusions of the latest OECD study on early childhood education do not surprise us. They confirm what educators observe every day: children who participate earlier in early childhood education and care programs demonstrate significantly stronger skills by the age of five, and socio-economic gaps can be reduced through early access to high-quality educational experiences.

Beyond the statistics, the study highlights an essential truth: the first years of a child’s life are not a period of “waiting” until real school begins. They are the foundation of the entire learning journey.

As educators, we see how important these early years are and how differently children’s relationship with learning develops when they enter a safe, nurturing, and stimulating environment from an early age.

Children who start nursery earlier generally adapt more easily to group settings. They naturally learn how to express their emotions, share, negotiate, ask for help, and become independent in small but essential aspects of their development. These skills do not suddenly appear at the age of six or seven. They are built gradually through routines, relationships, and repeated opportunities to explore within a safe and stimulating educational environment that encourages curiosity and discovery.

When we talk about a safe and stimulating educational environment, we are referring to an ecosystem built around three essential pillars.

The first is the physical environment, organised into areas for exploration. The classroom is not a static space but a world divided into learning zones such as reading corners, role-play areas, and sensory spaces. Materials are always accessible to children, encouraging independence and free choice.

The second pillar is emotional safety. Here, educators and counselors serve as a secure anchor. Through authentic connection, active listening, and consistent support, they create the atmosphere of trust that allows children to move from “survival mode” into “learning mode.”

The third pillar is outdoor learning, which extends education beyond the classroom walls. It gives children the opportunity to explore the nursery grounds and the natural world around them, test their limits in age-appropriate ways, and learn directly from nature while developing resilience and self-confidence.

The OECD study also highlights the importance of social and emotional development in the early years. This is perhaps one of the strongest validations of the way we understand early childhood education. At this age, children do not learn best by sitting at a desk for long periods and reproducing information. They learn best by exploring, playing, asking questions, and feeling emotionally safe.

Learning happens through authentic experiences. Outdoor learning is an important part of children’s daily lives. Children gain confidence when they are free to explore, when they are given opportunities to take small, age-appropriate risks, and when they can observe, experiment, and create together. At the same time, these experiences help develop their attention, language, motor skills, and ability to collaborate.

How Can We Reduce the Gaps Between Children from Different Backgrounds?

Another important aspect highlighted by the OECD study is the role of early childhood education in reducing inequalities among children from different socio-economic backgrounds. This is where the quality of the educational experience becomes essential.

It is not enough for a child to simply be part of a group setting. What matters greatly is the relationship with educators, the quality of interactions, and the way independence, curiosity, and confidence are encouraged.

Perhaps one of the most important conclusions of the study is that high-quality early childhood education does not accelerate childhood—it protects and enriches it. Young children need time to play, explore, move, and build meaningful relationships. When these needs are respected, learning happens naturally.

Nursery Is More Than Childcare

In recent years, we have also noticed an important shift in parents’ perspectives. More and more families understand that nursery is not simply a place where children are supervised, nor just a stage before “real school” begins. It is an environment that has a profound impact on how children will approach learning later in life.

A healthy relationship with learning starts very early. Children who grow up in environments where they are encouraged to explore, make mistakes, try again, and express their ideas develop not only academic skills but also confidence in their own abilities.

The OECD study provides valuable evidence and data, but for us, the most meaningful confirmation comes every day through our interactions with children: when a shy child begins to speak more confidently, when we witness the joy of a discovery made during a forest exploration, or when a child learns to say that something makes them uncomfortable, to set boundaries, or proudly declares for the first time, “I can do it myself.”

That is where education truly begins.

We invite you to read the full article on the Edupedu platform.

Avenor actively contributes to the conversation around education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys.

June arrives, and Romania once again enters a collective state of tension. Approximately 173,000 14-year-old students will sit the National Evaluation at the end of 8th grade – the exam that determines entry into high school. For many families, this moment comes to define the very idea of academic success.

At 14, a child’s educational future is compressed into two standardised tests: Romanian language and mathematics.

The issue is not the existence of an assessment. Any healthy education system needs clear standards and benchmarks. The real issue is what we choose to assess and what message we send children about their own value in a ranking system where every decimal point can decide their future.

In a world that looks radically different from the 20th century, Romania continues to assess children through a model designed for another reality. At the end of lower secondary school, students are still evaluated within a logic very close to that of 50 years ago. For the generation of their parents and grandparents, this type of exam – the “First Stage” – worked in a certain historical and social context. But since then, the world has changed fundamentally: we live in the age of artificial intelligence, autonomous machines, rapid transformations, and constantly evolving professions.

OECD studies and PISA results clearly indicate that the Romanian education system no longer responds to the needs of today’s society. Therefore, the question is not whether we need assessment, but whether we are measuring what truly matters for these children’s future.

Around the National Evaluation, the final years of lower secondary school are reorganised: family schedules, tutoring, holidays, anxieties, and sometimes even the way children begin to see themselves. In many cases, adolescence becomes a period of constant preparation for admission, rather than a stage of discovery, exploration, and development.

At 14, a child may have extraordinary abilities in communication, creativity, leadership, coding, design, problem-solving, or teamwork. They may demonstrate autonomy, emotional intelligence, and the capacity to build projects or apply what they learn in real-world contexts.

One of the greatest losses of this model is that many valuable children come to believe, at 13–14 years old, that they are “not good enough” simply because they do not perform perfectly within a very narrow type of assessment. Some adolescents bloom academically earlier, others later. A healthy system does not confuse different developmental rhythms with lack of value or potential.

At the same time, the world these children are entering has changed profoundly. Beyond solid academic knowledge, society and universities increasingly seek individuals who can think critically, communicate clearly, collaborate, learn continuously, and navigate complex and unpredictable contexts.

And this raises the essential question: are we measuring enough of what truly matters?

Performance at a Given Moment versus True Potential

One of the major limitations of the National Evaluation is that it primarily measures momentary performance, obtained under pressure, and far less progress, autonomy, the ability to argue, or how a child applies what they have learned.

Dana Papadima, Educational Director at Avenor College, highlights the difference between traditional assessment and modern educational models:

“The issue with the National Evaluation is not that an exam exists, but that it ends up disproportionately defining a child’s value at a stage when they are still developing. In reality, at 14 we should be assessing much more than the ability to correctly reproduce content. We should look at progress, autonomy, the way a student thinks, argues, collaborates, and transfers what they learn into real-life contexts. In high-performing international systems, assessment is continuous and diverse: interdisciplinary projects, portfolios, presentations, personal reflection, and applied learning. Because the world these children are entering will not reward only strong memory, but the ability to adapt and learn continuously.”

In many international education systems, including the British one, students continue to follow a broad general education until the age of 16. They study a wide range of subjects and develop multiple competencies before choosing their areas of specialisation.

Assessment remains rigorous, but it is more diverse and closer to the real complexity of adolescent development. External examinations are complemented by projects, communication skills, applied sciences, personal reflection, and the ability to transfer learning into authentic contexts.

The model is based on a simple yet essential premise: at 14, you are still discovering who you are and what you can become.

What should we actually measure?

Diana Segărceanu, Executive Director of Avenor College, believes that the real goal of modern assessment is to maintain a balance between academic rigor and the holistic development of the child:

“Children need clear academic standards and rigorous assessment. But in a healthy education system, an exam should not reduce a teenager’s value to two grades and a few hours of pressure. At 14, children are still building their identity, discovering their strengths, and learning to trust their own potential. School should help them not only achieve results, but also understand who they are, how they think, what they can build, and how they can continue learning in a constantly changing world.”

We invite you to read the full article on the Edupedu platform.

Avenor actively contributes to the conversation around education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys.

As a primary school teacher, one of the questions I hear most often in class, during maths lessons, is simple, but very profound: “Miss, is this correct?” Not “why is it like this?”, but “is it correct?”

And from here, in fact, begins the conversation about how children learn mathematics.

When “correct” becomes more important than “understanding”

In primary school, especially in the first years, I constantly notice one thing: children very quickly associate mathematics with the idea of a correct answer. They want to know if they did it right, if they ticked it correctly, if they reached the result.

It is natural. But in this process a risk appears: attention moves from thinking to result.

The difference between knowing and understanding

I remember a moment in class, when we were working with large numbers. One of my students read without hesitation a six-digit number – correctly, quickly, confidently.

But when I asked him: “Why is it written like this? How do you know the value of each digit?”, there was a pause. He knew how to read the number, but he could not yet explain the structure behind it.

And then the difference between knowing and understanding becomes very clear.

This difference is also important for parents, especially in a context where learning is changing. In order for learning to be consolidated in the long term, understanding is needed. That is why I always explain to parents that speed of solving, for example, is not always a sign that the student has truly understood mathematics.

How a maths lesson works

At Avenor, in classroom practice we look less at the “final answer” and more at the process: how the child thinks, how they explain, how they check their ideas. Because, in reality, children will not only need correct calculations. They will need to understand, to make decisions, and to apply reasoning in new contexts.

That is why lessons do not always start with the “rule”. Many times they start with a question:

“Why did people need numbers?”

“How would the world look without a common system of measurement?”

Such questions give children the opportunity to talk, to ask questions, and to compare answers. In this process, they can discover, for example, old numbering systems and can reach by themselves the conclusion of why these are necessary.

Only afterwards do we formalise and state the rule.

In this way, mathematics is no longer perceived as abstract, but becomes concrete and logical – because students understand where and why it is useful in real life.

When mathematics becomes useful in decision-making

Another example I often use in class is a module that children love: a “space mission”.

Students receive a situation: they have limited resources and must decide how to use them in order to complete a mission.

There is no single correct solution. There is estimation, calculation, argumentation and decision-making.

I remember a child saying: “We can complete one more leg of the journey, but we no longer have enough fuel for the return trip.”

At that moment, mathematics was no longer an abstract exercise to solve in a notebook. Mathematics had become a decision, with real consequences.

The teacher’s role: less “how to do it”, more “how do you think”

For me, as a teacher at Avenor, these moments are the most important – when I see how children start to build their own way of thinking: they ask, they explain, they make mistakes, they come back, they try again.

Here comes the role of the teacher – not to say “this is how it is done”, but to guide through the right questions, which lead to understanding and, later on, to the acquisition of concepts that would otherwise remain too abstract for a 7- or 9-year-old child.

What happens when children make mistakes

I am happy every time a mistake appears.

Because mistakes are essential in the learning process. We do not correct them by simply saying “it is wrong”, but we use them as a starting point:

“How did you think?”

“What would you change?”

“Is there another way?”

These questions help us, as teachers, understand the thinking behind the mistake and, at the same time, help children clarify their thinking and avoid repeating the same errors.As a primary school teacher, one of the questions I hear most often in class, during maths lessons, is simple, but very profound: “Miss, is this correct?” Not “why is it like this?”, but “is it correct?”

And from here, in fact, begins the conversation about how children learn mathematics.

When “correct” becomes more important than “understanding”

In primary school, especially in the first years, I constantly notice one thing: children very quickly associate mathematics with the idea of a correct answer. They want to know if they did it right, if they ticked it correctly, if they reached the result.

It is natural. But in this process a risk appears: attention moves from thinking to result.

The difference between knowing and understanding

I remember a moment in class, when we were working with large numbers. One of my students read without hesitation a six-digit number – correctly, quickly, confidently.

But when I asked him: “Why is it written like this? How do you know the value of each digit?”, there was a pause. He knew how to read the number, but he could not yet explain the structure behind it.

And then the difference between knowing and understanding becomes very clear.

This difference is also important for parents, especially in a context where learning is changing. In order for learning to be consolidated in the long term, understanding is needed. That is why I always explain to parents that speed of solving, for example, is not always a sign that the student has truly understood mathematics.

What a maths lesson looks like

At Avenor, in classroom practice we look less at the “final answer” and more at the process: how the child thinks, how they explain, how they check their ideas. Because, in reality, children will not only need correct calculations. They will need to understand, to make decisions, and to apply reasoning in new contexts.

That is why lessons do not always start with the “rule”. Many times they start with a question:

“Why did people need numbers?”

“How would the world look without a common system of measurement?”

Such questions give children the opportunity to talk, to ask questions, and to compare answers. In this process, they can discover, for example, old numbering systems and can reach by themselves the conclusion of why these are necessary.

Only afterwards do we formalise and state the rule.

In this way, mathematics is no longer perceived as abstract, but becomes concrete and logical – because students understand where and why it is useful in real life.

When mathematics becomes useful in decision-making

Another example I often use in class is a module that children love: a “space mission”.

Students receive a situation: they have limited resources and must decide how to use them in order to complete a mission.

There is no single correct solution. There is estimation, calculation, argumentation and decision-making.

I remember a child saying: “We can complete one more leg of the journey, but we no longer have enough fuel for the return trip.”

At that moment, mathematics was no longer an abstract exercise to solve in a notebook. Mathematics had become a decision, with real consequences.

The teacher’s role: less “how to do it”, more “how do you think”

For me, as a teacher at Avenor, these moments are the most important – when I see how children start to build their own way of thinking: they ask, they explain, they make mistakes, they come back, they try again.

Here comes the role of the teacher – not to say “this is how it is done”, but to guide through the right questions, which lead to understanding and, later on, to the acquisition of concepts that would otherwise remain too abstract for a 7- or 9-year-old child.

What happens when children make mistakes

I am happy every time a mistake appears.

Because mistakes are essential in the learning process. We do not correct them by simply saying “it is wrong”, but we use them as a starting point:

“How did you think?”

“What would you change?”

“Is there another way?”

These questions help us, as teachers, understand the thinking behind the mistake and, at the same time, help children clarify their thinking and avoid repeating the same errors.

We invite you to read the full article on the Despre Copii platform.

Avenor actively contributes to the conversation about education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys. We invite you to stay connected to the latest articles published in the Avenor x DESPRECOPII section, a space dedicated to reflection and continuous learning for both parents and teachers.

 

In education, much is said about reforms, programs, examinations, and curricula. Far less attention is given to teachers as professionals: what it truly means to build a solid profession around teaching. In Romania, continuous professional development for teachers is often associated with accumulating credits or attending courses and conferences. For many, it has become an administrative obligation rather than a genuine growth process – not because of a lack of motivation, but because of limited time or practical relevance.

Against this backdrop, teachers from Avenor College share what it means, in concrete terms, to be a well-prepared teacher today.

The educational environment is constantly evolving, and the professionalization of teaching can no longer be an individual endeavor, according to the experts consulted. Teachers need mentoring, collaboration, and schools that themselves function as learning spaces for adults.

What It Means to Be a Well-Prepared Teacher Today

Being a well-prepared teacher means more than mastering the subject you teach. It means transforming complex concepts into meaningful learning experiences and supporting the development of students’ critical thinking and autonomy.

Today’s teacher continuously adapts their practice to students’ real needs through an ongoing process of reflection, collaboration, and professional learning that includes curriculum design, authentic assessment, and the responsible integration of technology, explain Avenor representatives. In their case, teacher development begins as early as the recruitment process.

“During recruitment, beyond the rigorous assessment of professional competencies, we are also concerned with the deeper dimension of compatibility with Avenor College. We tell candidates the Avenor story and seek to understand whether we share the same vision of education and the same professional standards. For us, excellence in teaching goes hand in hand with responsibility, including a strong commitment to safeguarding principles and the ability to create a safe environment in which every child is protected, respected, and supported in reaching their full potential. Professionalization begins with competence, but it is strengthened through values and through the responsibility we assume for the impact we have on every student, every day,” says Cristina Willows, Director of People & Operations and Deputy Executive Director at Avenor.

 

The onboarding process before the start of each school year includes dedicated days for joint training, planning, and pedagogical alignment. Newly hired teachers participate in an extensive induction program focused on school culture, student safety, and professional expectations. Feedback collected from new staff each year contributes to the continuous refinement of the process through an approach based on reflection rather than assumptions.

Investing in the Future of the Profession

Education needs teachers who are well supported at the beginning of their careers, and the Teachers for Teachers program is one of the ways Avenor’s leaders aim to contribute to professionalization. The two-year program provides mentoring and practical training to graduates and early-career teachers. To date, seven teachers have benefited from the program.

Development, Not Formal Evaluation

The way teachers adapt their classroom practices and relationships with students is closely linked to performance evaluation.

“Performance evaluation is designed as a professional growth process. Each teacher sets annual individual goals, including one specifically dedicated to continuous professional development, supported through internal courses, external training programs, conferences, and collaborative work with colleagues,” say representatives of the college.

“Being in my first year at Avenor College, I discovered that professional development is not merely a theoretical concept but a genuine driver of everyday activity. The Performance Management process and the establishment of Professional Learning and Development (PLD) goals helped me define a clear direction from the very beginning. I feel that this system provides concrete support during the lessons I observe. I have learned tremendously by monitoring my progress and adapting my teaching methods. The impact is visible directly in the classroom, in my interactions with students from preparatory grade through fourth grade, where I can apply new techniques that keep them engaged, active, and curious. It is a continuous learning process that gives me confidence that I can make an authentic contribution to every child’s development.” – Ovidiu Mirăuță, Learning Assistant

 

“For me, professional development is a deliberate process that helps me maintain high standards in my day-to-day work. In a school that places such a strong emphasis on holistic development and the wellbeing of the entire community, I continually seek opportunities to refine my skills through professional learning. This has allowed me to participate in programs from the school’s professional development portfolio, such as Teaching with Love and Logic and From Values to Action: Making SMSC Visible in Secondary. This year, I also chose the AI Unplugged: Teaching Smarter, Not Harder course offered by Avenor, which is already helping me reduce part of my administrative workload and giving me more time to focus on the other important aspects of my role as a teacher and school counselor.” –  Anda Costache, School Counselor and Form Tutor Teacher, Grade 8 Omega

 

Communities of Practice: Learning Does Not Happen in Isolation

Authentic professional development requires dialogue and collective reflection, explain Avenor representatives.

“Performance Management has become a space for honest reflection, where I can organize my achievements, challenges, and growth steps. In the classroom, I see how my commitment translates into students’ courage to try, their joy of learning, and their desire to seek answers. And perhaps more strongly than ever before, I feel that I belong to a community that develops not only well-prepared students but also balanced individuals with open hearts and minds,” says Ancuța Floreanu, Primary School Teacher, Class 1 Delta.

 

We invite you to read the full article on the Revista Cariere platform.

Avenor actively contributes to the conversation around education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys.