The decision to introduce nondisciplinary elements in the curriculum and evaluation schemes should be preceded by innovative pilot projects aimed at supporting teachers through curriculum documentations and support materials. At the same time, this asks for a serious reflection from the teachers on their own competencies in curriculum enactment, the selection of professional support (institutional or of the professional community), and the added value for their progress in the teaching career.

The idea of the present research emerged from the project “Optimized educational process from the standpoint of competences related to the knowledge-based society”, which aims to focus the educational process at the level of High Schools on the competencies required by the knowledge society, but also from the importance of decision-making sustained by evidence-based research.

The investigation of the perceptions of the teachers involved in the project on the impact of the project on their activity and on the links they established at the level of the professional community represents not only a part of the project, baut also a valuable database of evidence-based research that might support decisions in the field of curriculum and in-service training of teachers.

The authors were involved as part of research teams dealing with the investigation of teachers and students perceptions of their activities in schools within the project.

Although, in the last years, the Romanian educational system became aware of the need for and took some measures for improving the level of  student-based teachin approachs, it still encounters problems when dealing with the issue of  the involvement of the school community in the decisions concerning the nondisciplinary curriculum.

The objective of the paper is the analysis of the roles and practices “played” by teachers  in order to try a tentative explanation for the personal and institutional impact of taking responsibility for a curricular innovation

H. Davies, S. Nutley, P. Smith, Introducing Evidence-Based Policy and Practice in Public Services. In: H. Davies et al. Evidence-Based Policy and Practice in Public Services, Bristol, The Policy Press, 2000 L.N. Gerson, Public Policy Making: Processes and Principles, London, M.E. Sharpe, 2004 P. Grootings (ed.), Learning Matters. ETF Yearbook 2004, Turin, ETF, 2004 S. Little, T. Ray (eds.), Managing Knowledge, London, Sage Publications, 2005 R. Slavin, Perspectives on evidence-based research in education, Educational Researcher, 37:1, 2008 A. Bryman, Social research methods, Oxford University Press, Oxford, 2001 M. Fulan, New Meaning of Educational Change, in Australian Journal of Teacher Education, XIII/vol. 27, no. 2 M. Cochram, Smith, The Outcomes Question in Teacher education, in Teacher Education. Challenging Futures: Changing Agenda in Teacher education, University of New England, Armidale 2002 http://www.oecd.org/dataoecd/17/51/43023606.pdf (accessed on 18.12.2010)