近年來教師專業發展評鑑被積極推動，目的在藉由教師評鑑，以促進教師專業發展。本文認為教師專業發展評鑑的最終目標應為提升教育品質和教育績效，經討論教師專業發展、教師評鑑、教育品質和教育績效的意義和彼此關係，提出聚焦於教師專業表現、發展歷程和社群文化的教師專業發展評鑑類型觀點。又綜合內外部情境分析，建構出由教師專業擴展至學校/學區經營的實施教師專業發展評鑑思考模式，並提出檢視的規準和模式。再者，也分析臺灣地區中小學教師專業發展評鑑政策的發展歷程、政策推動和學校辦理制度，另根據官方資料檢視其實施成效。最後，提出因應思維和改善策略供參考。

In recently, teacher professional developmental evaluation has been conducted positively to promote teacher’s professional development by using teacher evaluation as mean. The study indicated the final goal of teacher professional developmental evaluation was to improve educational quality and educational accountability. According to discuss the meanings and relationships among teacher professional development, teacher evaluation, educational quality and educational accountability, then some viewpoints regarded to classification of teacher professional developmental evaluation which focused separately on teacher’s professional performance, teacher’s developmental process and culture of teacher community were introduced. Moreover both inner and outer situation analysis were conducted to propose a model concerned thinking about implementing teacher professional developmental evaluation which ranged from teacher profession to operation of school or school sector. In addition, some criterions and models for reviewing the evaluation were discussed. The developmental process, policy implementation and administrative system for schools about teacher professional developmental evaluation of 1-12 school in Taiwan were discussed, and its effects of implementation were also proposed according to reports published by educational administration authorities. Finally, some mindsets and strategies were proposed.