ABSTRACT
This chapter presents the findings of a qualitative study utilizing data collected from 20 interviews with principals and teachers in two senior high schools in North China. Despite a growing research interest in educational reforms in China, there is limited empirical research on teacher evaluation and educational accountability. Both schools implemented internal and external evaluation procedures to monitor teacher's professional learning and ensured this was supported in an aligned manner to meet the national/provincial requirements and individual teacher's needs. This was a dynamic process focusing on assessing and monitoring as well as providing strong support for continuous improvement. The chapter suggests that the three types of accountability coexist in China to balance the requirements of adherence to laws, regulations, and professional standards, as well as results-driven accountability. The Chinese government mandates policies on teacher evaluation, designation, and professional standards. School leaders play a critical role in creating the conditions for school improvement.
