教育視導與教師的專業成長與學生的學習表現息息相關，也是有效能的學校領導的主要任務，因此學校領導者應關心教育視導與評鑑趨勢，並帶動教師的專業成長。教育視導分為行政視導與教學視導，本文重點在教學視導，從教學視導的歷史演進出發，簡介教學視導常見模式，進而介紹Glatthorn所提區分性視導的理論基礎、選用模式、理由及運作實施的基礎，並就文獻資料探討區分性視導在教學視導與評鑑上的運用，以美國及沙烏地阿拉伯的案例進行分析，最後提出其在我國教師專業發展上面的啟示。

Educational supervision and teachers’ professional growth are closely related to students’ performance and are also the main task of effective school leaders. Therefore, school leaders should be concerned about educational supervision trends and encourage teachers’ professional growth. Educational supervision is divided into administrative supervision and instructional supervision. This article focuses on instructional supervision. This research starts from the historical evolution of supervision, then introduces common models of supervision, especially on differentiated supervision presented by Glatthorn, including the theoretical basis, selection modes and reasons. The researcher also introduced the cases of differentiated supervision in the United States and Saudi Arabia based on the literature. Finally, the researcher concluded that Glatthorn’s differentiated supervision is helpful for teachers’ professional growth and development.