教師提昇專業素養及精進教學品質，為當今教育政策重要議題。而教師專業能力的成長，除職前師資培育課程外，檢視其教學成效的評鑑制度，亦為不可或缺的策略工具。而「教師專業發展評鑑」能否落實的要素，除評鑑知能及技術外，亦涉及廣義的社會因素，如「同儕協同合作」、「專業學習社群」及「增能賦權」等，而這些與學校「分散式領導」的重要議題，包含「集體的探索」、合作與協調的領導形式、健全的相互依賴關係，有其實踐的同質性。本文首先，探討「專業發展評鑑」與「分散式領導」兩者的意義內涵；其次，分析「教師專業發展評鑑」經過多年的宣導及辦理，在目前的運作過程中產生的問題；最後，則分別提出「分散式領導」，在學校實踐的具體策略施，及「教師專業發展評鑑」如何能經由學校領導者、追隨者及其情境間的互動，來落實專業評鑑並強化其成效。

The professionalism promotion and the teaching quality enhancement of teachers are the important issues of current education policies. The growth of professionalism of teachers depends not only on the training curricula of pre-service teacher education, but also on the evaluation system of learning effects, which is an indispensable strategic tool. In addition to evaluating knowledge and skills, whether “teacher evaluation for professional development” can be implemented or not involves generalized social factors, such as “peer collaboration”, “professional learning community”, “empowerment”, etc. These social factors and the important issues of “distributed leadership”, including “group exploration”, leadership types of cooperation and coordination and sound interdependent relationship, both have the homogeneity of practice. First of all, this study researches the definitions of “evaluation for professional development” and “distributed leadership”. Secondly, it analyzes the problems of current process of “teacher evaluation for professional development”, which has been guided and implemented for years. Finally, it respectively presents two points: (1) The concrete practical strategic measures of “distributed leadership” at school. (2) How school leaders, followers and their interactions in the situations implement “teacher evaluation for professional development” and consolidate its effort.