本文從組織學習的理念，探討其在教師專業發展評鑑的應用。針對教師專業發展評鑑的議題，文獻多由評鑑的接受度或指標等結構性因素出發，然而從學校整體運作和組織學習的觀點，探討學校如何推動教師專業發展評鑑的相關研究則較少。本文首先說明教師專業發展評鑑的目的，與目前中小學教師專業發展評鑑的困境。其次，分別由認知觀點和文化觀點的組織學習，闡述組織學習的意義、功能以及其與學校連作的關係，並進一步說明組織學習與教師專業發展評鑑的關係。最後，從組織學習的原理原則，提出教師專業發展評鑑行動方案，作為教師專業發展評鑑之推動策略，供學校與教育行政機關規劃之參考。

The purpose of the research is to integrate the ideas and applications of organizational learning in teachers' professional development evaluation. Regarding the topic of teachers' professional development evaluation, most literatures demonstrate the ac-ceptability or norm and the construction factors of evaluation. But few studies examine the terms of school practicing and organizational learning. This research first illustrates, the purpose of teachers' professional developmental evaluation, and its difficulties in the elementary and junior schools. In terms of cognitive perspective and cultural per-spective, this research explicates the meaning and function of organizational learning, and the relationship between organizational learning and the school practices. In addi-tion, the research shows the relationship between organizational learning and teachers' professional development evaluation. Finally, from the ideas and principles of organ-izational learning, this research suggests an action project for teachers' professional development evaluation. It can be applied by school and education administration when formulating teachers' professional development evaluation.