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Abstract：
This paper aims to investigate the relation between teacher evaluation for professional development and teaching enhancement. This study further explores the process of evaluation that promotes professional development and influences of teaching enhancement and raising teaching quality. The research method is adopted case study, using observation, in-depth interview, document analysis and reflection to collect data and information. The conclusions of this study are as below: First, the school utilizes and encourages a culture of professional sharing to promote teachers’ growth. Second, the school enhances and guides teachers to participate spontaneously by discussions in teaching groups, constructing school-based standards, and assessment between teaching observation and teaching portfolio. Third, individual teachers cultivate the habit of teaching reflection and teaching dialogue to improve on their insufficiency. Groups of teachers build up a teaching sharing and feedback mechanism. Finally, the problems of the participating process of teachers are as follows: (1)Teaching portfolio becomes a mere formality; (2)Time is insufficient; (3)The benefits of teaching observation are questioned; (4)The follow-up mechanism of professional development is not explicit.
Keywords： teacher professional development, teacher evaluation for professional
development, teaching enhancement
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