教師評鑑是增進教師專業發展的可行途徑，也是確保學生學習成就的重要機制。本研究從學校本位的觀點切入，選擇台北縣偏遠地區的一所國民小學為場域，歷經約一年的時間，探討教師評鑑的實踐歷程與結果，同時進行理論層次和行動層次的反思。研究結果發現：教師從參與教師評鑑的過程，增加了評鑑知識理解與專業成長，以及持續進行反思並建立自信。此外，學校也經由教師評鑑的推展，開啟了專業對話的學習文化。亦即學校本位教師評鑑機制對教師發展和學校改進均有正面的影響。顯示：學校本位教師評鑑的理論觀點在實際的教育情境中實踐的可能性，值得推廣至其他同樣以促進教師專業發展為訴求的學校。不過，在推展學校本位教師評鑑時，可能也會遇到若干問題，包括評鑑觀念的重建、教師工作負荷與時間管理、評鑑文化創生、賦權增能評鑑的可行性等等，必須予以正視並謀求對策。最後，本研究亦討論學校本位教師評鑑實踐所帶來的啟示。

Teacher evaluation is an important mechanism for enhancing teacher professional development and student learning achievement. The main purpose of this study was to create a framework focused on school-based viewpoints to improve teacher evaluation in a remote elementary school in Taipei County. It also reflected the possibilities and challenges of school-based teacher evaluation from both theoretical and practical perspectives. Results indicated that teachers enhanced evaluation understanding and professional growth after participating in the processes of teacher evaluation. Secondly, teachers could continue to reflect on their teaching practice and build self-confidence. Furthermore, the case school established a professional learning culture through the implementation of teacher evaluation. Overall, the school-based teacher evaluation mechanism had positive effects on teachers’ development and school improvement, with the creation of a link between theory and practice. These results should be generalized and implemented in other schools in the quest to enhance teachers’ professional development. However, there were some problems in school-based teacher evaluation, including: reconstruction of the evaluation concept, heavy workload and the lack of time management, establishment of the evaluation culture, and the feasibility of empowerment evaluation. Finally, some implications initiated from the practice of school-based teacher evaluation were discussed.