教師專業發展評鑑作為人員評鑑的一種形式，不僅能促進教師專業能力之提升，更可促進學校之革新，尤其學校如能配合校務發展進行推動，將讓評鑑不致淪為一項外加之任務，而可與其他相關計畫與活動作連結與整合。本研究以一所高中作為個案，運用觀察、訪談與文件分析方法進行資料蒐集，呈現一個學校現場，在十餘年校務發展的不同階段，其推動教師專業發展評鑑的演變歷程。研究結果顯示從萌芽期、適應期到發展期，個案學校首先配合綜合高中之辦理，推動教師教學表現之檢核，之後順應高中職社區化，擴增教學檢視之作法，最後，在邁向學校優質化中，推動教師專業發展評鑑。

"Teacher evaluation for professional development (TEPD) as a type of personnel evaluation is conducive to the enhancement of teacher professional competence, and furthermore, may propel changes in the school. Especially if the evaluation is launched in accordance with school development, the interconnection between evaluation and other school projects and activies would be feasible. This study, using a high school as a case, employed observation, interview and document analysis as methods to collect data. It aimed to explore how TEPD evolved in different stages of school development over the past decade. Three stages of emerging, adaption and development were revealved. The school used the checklist of teaching performance when implementing the pilot program of comprehensive school. Then it expanded the scope of teacher performance checking under the policy of Communitization of High Schools. Participating in the School Actualization Program, the case school finally materializes the TEPD."