Author(s): Süleyman GÖKSOY
The aim of the study is to determine the current criteria for evaluating teacher professional performance and how the criteria areas for evaluating teacher professional performance should be. In the study, case study pattern was preferred from qualitative research designs. The research was conducted on educators in educational institutions in the Western Black Sea Region. The following results were obtained in the research: Teachers want the teacher professional performance evaluation criteria to be as follows; clear, distinct, bounded, measurable, achievable, realistic, objective, consistent, especially suitable for student achievements and suitable for the features that can develop teachers professionally. Teachers state that the areas of teacher professional performance evaluation criteria should be as follows; general culture, special field, pedagogical formation, classroom management, communication, teaching methods and techniques, in-class and out-of -class applications and studies and the success of the students. Before applying the Ministry of National Education Teacher Professional Performance Evaluation System, teachers should be asked about the features that criteria for evaluating teacher professional performance should have and about determining the criteria areas for teacher professional performance.Teacher professional performance assessment should be carried out by experts, based on multiple data and tools. It can be suggested that the study data and results such as ‘Performance Management Model in Schools’ and ‘General Qualifications of Teaching Profession’ which the Ministry of National Education has carried out with other modern countries should be taken into consideration in terms of teacher professional performance evaluation criteria.