教師在教改工程中扮演執行者的角色，教師專業能力在教改工作成敗扮演關鍵的角色，提昇教師專業能力，成為各界關注的議題。世界各先進國家紛紛透過教師評鑑了解教師教學品質並協助教師專業成長，提昇教師專業倫理意識，以改善整體教育品質。
本文昌在探討我國推動教師專業發展評鑑的社會背景脈絡，並利用訪談法，探究國民中學教師及行政人員對試辦教師專業發展評鑑的觀點。研究發一、參與試辦人員多認為該方案屬於形成性評鑑，其目的在於協助教師專業成長
二、教師專業發展評鑑在班級經營及教學技巧對新任教師助益甚大三、校長應以積極主動態度，宣導本項方案，提昇教師參與意願

四、透過立法或行政命令，取得實施的依據，有助於推動教師專業發展現:評鑑

五、教師專業發展評鑑方案應妥適規劃獎勵機制提升參與教師成就成

The issue of maintaining and managing teachers' high quality has been one of the major concerns of educational reform in Taiwan. Therefore， the Department of Education conducted the Experimental Scheme of Teacher Appraisal for Professional Development in 2005.

Thispaper employing case study qualitative approach to interview one junior high school's administrators and teacher who participated the scheme， aims to explore the developments and practices of teacher appraisal system in Taiwan.
The main results and suggestions for the study are as follow:
1.Most teachers who participated in the program considered its purpose is to assist professional growth of teachers.
2. Thisprogram is very helpful for novice teachers in classroom management and teaching skills.
3. Principals should promote this program to enhance the willingness of teachers to participate in
4. Throughlegislation to obtain a basis for the implementation will help to promote the professional development of teacher evaluation
5. Planning properly appropriate incentives to enhance participants' motivation.