Although planning has always been still present in the accomplishment of school tasks, nowadays it has a new dimension in the context of teachers and professional advancement. A teacher engaging in this activity becomes an author and performer of his own plan of professional development. It demands from him participation in the planning process which should be adequate for the whole institution as well as using his own materials and possibilities. Procedures of professional advance include the teacher in planning structures that are usually suitable to companies. It means that the teacher owns theoretic foundations he can rely on. But at the same time this direction demands that the teacher should treat himself as an adult student. Becoming a reflexive teacher he aims at maturity not only in the professional dimension. In this situation the developmental abilities of adult education can be helpful.