This limits the potential of the appraisals to positively influence teaching practices and enhance student outcomes. This is particularly important for new teachers, who require more support in their first year of employment and currently receive limited initial preparation in areas essential for activating student learning, such as formative assessment. At the same time, Romania’s summative appraisals of teachers, which provide a level of quality assurance on entry to the profession and for career progression, should be revised to encourage and reward the development of important pedagogical and professional competencies.