| Summary: | 碩士 === 逢甲大學 === 公共政策研究所 === 103 === This paper studied the teacher’s professional development evaluation managed by a elemental school in Taichung City, to analyze the experience in managing teacher’s professional development evaluation at the case school, including initiating causes, promotion strategy and experience, implementing effects and difficulties and future expectation, which are supposed to taken as the references of schools and education units.
With case study, it obtained the following conclusions by collecting related data and the interviews with principals, organized directors, 14 teachers.
1. Initiation is to meet the requirements and changes of the environment, which confirms to teachers’ demands for individual professional growth.
2. Before applying, full preparations are required to form positive culture, adhere to softness and openness and lead by examples.
3. Evaluate and then make plans before implementation, stipulate university standard to conduct educational observations.
4. The results not only improve the teachers’ ability and school image but also enhance students’ learning effect.
5. The difficulties are that terms used in evaluations and its functions are questioned and teachers are not willing to spend time and afraid of changes.
6. It is expected teachers can bravely stick to the right things and relevant education authorities slow down the reform steps.
Based on the results, the researchers propose suggestions for teachers, schools, and relevant authorities as well as future research directions.
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