Teacher development evaluation is a kind of future-oriented evaluation, and it is a formative evaluation based on goals, attaching importance to process, timely feedback and promoting development. It advocates continuous evaluation of teachers from a dynamic and developmental perspective in a relaxed environment. Therefore, developmental evaluation pays attention to teachers' background and foundation, teachers' daily behavior and progress, and the development process, and promotes teachers' reflection on their work through evaluation. First of all, establishing a perfect teacher evaluation mechanism is a breakthrough in implementing quality education. Because teacher evaluation has the functions of guidance, encouragement and evaluation, a perfect teacher evaluation index system and evaluation standards point out the direction for teachers' growth and development. When evaluating teachers, we think that three parts can not be ignored: teachers' own quality; Education and teaching process; Educational and teaching performance. (A) the evaluation of teachers' quality generally includes two aspects: teachers' morality and professional ability. The cultivation of teachers' morality refers to the attitude and enterprising spirit of politics, labor, education and cooperation. Professional ability is the ability reflected by the nature of the work undertaken by teachers and the actual level of organizing and managing education and teaching. Generally, it includes organizational management ability, language expression ability, moral education ability, self-study ability and scientific research ability. Teachers' opinions must be widely solicited when formulating the evaluation standard or index system of teachers' quality. Because it is not recognized by the majority of teachers, the evaluation has lost its mass base. It is forbidden to copy the evaluation standards or systems of other schools intact, not only because the differences between schools and regions determine the differences in evaluation, but also because evaluation itself is a process of ideological mobilization and unified understanding, and cannot be completed only as an administrative task. (2) The evaluation quality of the education and teaching process is produced through the working process, and the evaluation of the education and teaching process is conducive to mobilizing teachers to do well in every link. This evaluation mainly examines whether the teacher's lesson preparation, classroom teaching, homework correction, extracurricular counseling, performance assessment and other teaching links meet the index requirements. Because the main object of our education and teaching activities is students, they feel the deepest about teachers' education and teaching, so the evaluation subject should be students. In terms of evaluation methods, it is appropriate to combine student evaluation, teacher mutual evaluation and comprehensive evaluation by judges. The way of students' evaluation is "questionnaire survey" or "fill-in-the-blank opinion form", which has fewer constraints and restrictions. However, because students are the object of education, they do not fully understand the teaching work of teachers, such as preparing lessons, and rarely master the principles, methods and standards of teacher education. Teachers' education can be viewed from the perspective of whether their own learning is smooth or not and the interpersonal relationship between teachers and students. Before the evaluation, we should do a good job in mobilizing students' thoughts, explain the purpose and significance of the evaluation, and ask students to have a correct attitude towards the evaluation and put forward clear requirements. Judges should comprehensively "adjust" and correct the mistakes in students' evaluation, that is, students' evaluation accounts for 50%, teachers' mutual evaluation accounts for 30%, and judges' evaluation accounts for 20%. This evaluation fully embodies the students' subjectivity. (3) Evaluation of Education and Teaching Performance The quality of teachers and education and teaching will ultimately be reflected through their work performance, which refers to the actual social value shown by teachers in their actual work. The evaluation of teachers' work performance should be considered from three aspects. 1. The actual workload of teachers, including class hours, homework correction, extracurricular tutoring, etc. Teachers with social activities should also be included in the workload. It is unfair to compare job performance without considering the workload. It is appropriate to take 30% of this assessment with a percentage system. 2. Teaching effect. The effect refers to the quality level of the students taught, and its near-end performance is "1.3 rate" (average score, improvement rate, eugenics rate and passing rate), and its far-end performance is the adaptation and success of students to society after graduation. Schools generally only assess the near end. It should be pointed out that this kind of assessment must be based on the students' original foundation, class size, teachers' workload, students' homework and other relatively equal conditions. Generally speaking, we should not increase the workload of teachers and students. Some schools run fast classes and slow classes, and this assessment is not comparable. However, in actual work, it is still necessary to compare, just taking the method of mutual comparison and longitudinal comparison between classes of the same level, the same subject and the same grade. Of course, from the perspective of quality education, this kind of assessment should not be overemphasized. As long as the gap between improvement and decline is not too big, it is normal for teachers to pay attention to the cultivation of students' various qualities. Because students' grades are influenced by many factors. It is necessary to change the way that test scores are the only standard to measure educational achievements and pay attention to cultivating students' innovative spirit and practical ability. 3. Teachers' achievements. Including the progress of students, teachers' experience and research results. Students can be measured by academic performance, enrollment rate, awards in various competitions and the situation of previous students after entering higher education or employment. The "pre-"assessment is difficult, but it is also the embodiment of the characteristics of teachers' later work and what quality education should embody. Only by combining the articles published by teachers themselves, the awards won at academic conferences and the experimental results of teaching reform can we reflect the whole picture of teachers' work achievements. Second, the means and methods of teachers' developmental evaluation "Outline of Basic Education Curriculum Reform (Trial)" requires the establishment of an evaluation system to promote teachers' continuous progress. We believe that we should attach importance to teachers' analysis and reflection on their own teaching behavior, and establish an evaluation system with teachers' self-evaluation as the main body and the participation of principals, teachers, students and parents, so that teachers can obtain information through multiple channels and continuously improve their teaching level. (1) Self-evaluation. Teachers reflect regularly every month, self-evaluate once every semester, and constantly improve and improve. The content of evaluation is divided into teaching and quality. Teaching includes teaching design, student management and student evaluation. Quality includes professional ethics, subject knowledge, teaching ability, cultural quality, participation, reflection and planning. These aspects are analyzed from the advantages and disadvantages, so as to complement each other and constantly improve themselves. (2) Peer review. After each teaching and research activity or regular meeting of curriculum reform, the teachers and leaders who participated in the activity randomly evaluated the attendance and work of teachers. At the end of the semester, the teaching and research group (grade group) accumulates the evaluation results as an important basis for examining teachers' teaching and research ability. (3) student evaluation. Questionnaires are conducted twice each semester to evaluate the teachers in the class. The content can be divided into "work style, work attitude, teaching level, treatment of students, homework assignment, homework correction and student guidance", and the evaluation is divided into three levels: "excellent, good and average". (4) parental evaluation. Questionnaire survey once every semester to understand parents' views on teachers' work; Hold a forum to investigate parents' satisfaction with teachers' work; Open parents' day to let parents know about teachers' teaching work; Set up parents' suggestion box, solicit parents' opinions and participate in class management. (5) School evaluation. The comprehensive evaluation of teachers in schools can be divided into ideological morality, knowledge level and professional ability. Ideological and moral lessons should emphasize facing all students and focusing on their healthy development. Knowledge level includes a wide range of knowledge and can undertake multidisciplinary teaching tasks; Master the new curriculum standards and the knowledge system of professional disciplines. Professional abilities include lesson preparation, classroom teaching, homework assignment and correction, extracurricular counseling, educational and scientific research ability, attending classes and professional learning. (6) Portfolio evaluation. Establish a teacher growth record bag. Teachers will put information reflecting the growth process of education and teaching, including excellent teaching plan design, wonderful teaching records, teaching cases and papers, teaching reflection, dialogue with students, various awards, etc., and display them regularly, so as to facilitate the vertical and horizontal comparison between teachers and themselves and promote their sustainable development. Iii. Several Problems to be Paid Attention to in Evaluation (1) In statistics, qualitative quality measurement is relatively difficult, which requires paying attention to methods and means in the investigation, striving to be meticulous, reasonable and fair, so as to make the evaluation results authentic. Some projects need to be fuzzy quantified by effective comparison method, and it is relatively accurate to score first and then count. (B) In the evaluation system, to solve the phenomenon of "having a job but not working", we must handle the relationship between quantity and quality carefully and flexibly in actual operation. From the first quantitative statistics as the main channel, the quality evaluation was gradually strengthened, and gradually transferred to qualitative evaluation with quality as the leading factor. Make the evaluation process form a dynamic running process with the times. (3) The evaluation should focus on whether the student-centered and people-oriented ideas have been implemented in educational activities, whether the requirements of quality education have been reflected, and whether there is innovative consciousness and innovative practice, so as to promote the transformation of teachers' educational ideas and concepts. At the same time, we should pay attention to three aspects: both achievements and the process of obtaining achievements; Check the average rate as well as the qualified rate, excellent rate and improvement rate; Both horizontal comparison and vertical comparison should be taken into account, so as to fully mobilize the enthusiasm of teachers. Through practice, we pay attention to the application of modern educational concepts, and integrate quantitative and qualitative evaluation, making the goal clearer and the operation more convenient. We combine evaluation results with assessment, and give full play to the guiding, stimulating and regulating functions of evaluation. (4) avoid emphasizing form over substance. The essence of teacher evaluation is to motivate teachers, promote school management, evaluate advantages and disadvantages, and conduct due diligence assessment, thus forming a competitive mechanism and improving the quality of education. Some school administrators don't realize or ignore this essence, and are afraid of trouble, or the evaluation is simplified and subjective. Moreover, the superior requires that this work must be carried out every year, so in order to complete the task assigned by the superior, we go through the formalities in form, fill in the form with the mentality of completing the task, collect information, make judgments and publish conclusions. Therefore, the evaluation work is harmonious. Hello, I am good, everyone is good, and the shortcomings can't be found. The form is grand, and the purpose has not been achieved. (5) Don't focus only on short-term effects and ignore long-term development. Teaching and educating people is different from other jobs, and it is a long-term and slow-paced job. The formation of a person's knowledge system, the establishment of views and beliefs, and the development of intellectual ability are extremely complicated and restricted by many factors. Therefore, the evaluation of teachers can not only be carried out from the teaching achievements and effects of several semesters, as well as the temporary work and performance. Many schools do not consider the characteristics of teachers' work to evaluate teachers. If the short-term effect does not go up, consider making work adjustments. This not only puts a great psychological load on these teachers, but also encourages other teachers to grasp the results by hook or by crook. Especially some new teachers, after such a heavy blow, their opportunities to further develop their potential may disappear. In short, developmental evaluation should be people-oriented, adapt to the development of teachers and conform to the trend of scientific management. It is also the need to carry out the spirit of the whole church, implement innovative education and take the road of the school's own development. The development of this work can mobilize the enthusiasm of teachers, improve the relationship between leaders and teachers, teachers and teachers, teachers and students, teachers and parents, teachers and society, and then improve the quality of education in an all-round way.