To make real improvements to teaching and learning, Romania will need to ensure that professional learning opportunities address teachers’ actual development needs and that schools have the capacity to implement collaborative learning activities which are embedded into teachers’jobs. As such, Romania lacks a standard, ongoing process in which teachers identify their learning needs based on observations of, and discussions about their teaching practice. A professional learning plan as a part of a regular appraisal process w'ould support this. These plans are annual and include teachers’ professional growth objectives, proposed actions and timelines (OECD, 2013c).