2018 年即將實施十二年國民基本教育新課程綱要，值此關鍵時刻，如何以國家課程轉化現行各項重要教育評鑑指標，引導中小學形塑優質學校，值得探究與實踐。本研究為整合型研究「十二年國教優質學校發展計畫之整合研究（I）： 國家課程轉化學校發展指標之研究」之子計畫四，係在整合型研究架構下，以十二年國民基本教育課程綱要之理念為基礎，學生學習表現為核心，探究國家課程轉化現行教師專業發展評鑑指標之可行性，最終期能提出一套簡明的十二年國教優質學校發展指標。研究目的有三：1.了解教師專業發展評鑑之發展與現況；2.分析教師專業發展評鑑指標與國家課程檢核重點符應情形；3.探究中小學教師專業發展評鑑精進之可行性。

　　本研究採焦點團體訪談法，邀集6 位學者專家與教育行政人員進行諮詢訪談，獲致五點研究結論如下：1.教師專業發展評鑑將以教師專業標準為基礎轉型為教師專業發展支持系統；2.教師專業發展評鑑指標與國家課程檢核重點相當契合；3.國家課程「課程設計與實施」面向檢核重點可對應教師專業發展評鑑3 項指標；4.國家課程「教師教學與發展」面向檢核重點可對應教師專業發展評鑑8 項指標；5.國家課程「學生學習與展能」面向檢核重點可對應教師專業發展評鑑2 項指標。本研究並依據研究結論對教育主管機關、學校與教師及未來研究等三方面提供等建議。

　　At the moment of the 12 year basic education policy curriculum guideline going to be implemented, it is worthy and important to integrate the national curriculum core concepts into current educational evaluation. The main purpose of this research is to explore the feasibility of transforming the national curriculum key concepts into current indicators of teacher evaluation for professional development, and then to organize a concise set of quality school development indicators mainly based on student learning. There are three aims in this study: 1. To realize the development and current situations of the teacher evaluation for professional development. 2. To analyze the correspondences between the national curriculum key concepts and the indicators of teacher evaluation for professional development. 3. To investigate the possible strategies for improving the teacher evaluation for professional development.

　　The methods of focus group interview were adopted in the study and 6 scholars and school administrators were interviewed. The following five conclusions were made according to the study findings: 1. Professional standards for teachers would be the foundation which transformed the teacher evaluation for professional development into supporting system for teacher professional development. 2. There are highly correspondences between the national curriculum key concepts and the indicators of teacher evaluation for professional development. 3. Three indicators of teacher evaluation for professional development are correspondent with the national curriculum key concepts in ‘curriculum design and implement’ dimension. 4. Eight indicators of teacher evaluation for professional development are correspondent with the national curriculum key concepts in ‘teachers' teaching and developing’ dimension. 5. Two indicators of teacher evaluation for professional development are correspondent with the national curriculum key concepts in ‘students' learning and enabling’ dimension. Recommendations for government’s policy, school leaders and teachers, and future study were proposed according to the conclusions.