Abstract: The paradigms and the recent developments of the theory and curriculum methodology, of the instruction and assesment require new teachers’ competencies in: Concern for adapting the instruction process to each individual’s needs: ability to identify each student’s needs/development fields, to identify the development rate (accept the fact that the development occurs at different rates and at different stages); ability to adapt the learning situations, the educational contents and materials to student’s individual characteristics, to encourage students’ spirit of initiative and individual study ability; Maximizing each child’s potential, the ability to diagnose each child’s needs based on some physical, cognitive, emotional, social-economic or cultural characteristics; Holistic assessment of performances: ability to adapt the evaluation manner to student’s global development and to use the evaluative information in order to project teaching-learning activities; development of student’s self-assessment ability; development of some assessment instruments; interpretation of assessment results in order to make decisions and improve the activity; proper use of assessment alternative methods; Adaptation to change: ability to identify changes in the society and their nature (trends, projections, quality), to evaluate students’ actions/practices and to suggest and implement the necessary adjustments; Students’ involvement in learning, development of motivation, negotiating several rules types with students; facilitating the determination of a student’s professional project, teamwork.