Teachers are one of the important factors in the development of education. Teachers are not only the most valuable asset in educational development, but also the foundation of educational system reform. Therefore, training a high-quality, professional, modern, diversified teaching team has become the focus of China’s educational reform. With the continuous change of our country’s educational concept, the teacher team is increasingly diversified, the key factor to improve their own quality is “professional development”. Teacher professional development is the only way to improve the quality of teaching team; Teacher professional development evaluation is an important measure to promote teacher professional development and improve the quality of education and teaching. At present, with the continuous improvement and reform of China’s education level, the public is gradually turning their attention to primary and secondary education. At the same time, with the changes of society, people’s requirements for education have also changed. The new teaching reform also raises new expectations for their professional development. Primary and secondary school educators can only push themselves to progress and improve their professional abilities. However, in this process, at the level of academic research, there is a relatively lack of academic research on teacher professional development in China at present, and most of it focuses on teachers’ teaching methods. At the teacher group level, many teachers do not know enough about teacher professional development and do not realize the importance of teacher professional development. At the institutional level, the relevant laws and regulations of teacher professional development are still lacking. Therefore, teachers often encounter development bottleneck in the process of professional development and enter the temporary stagnation state of development. Both teachers and school administrators have insufficient understanding of it, and even mistakenly regard it as teacher job burnout. Teachers who are in the bottleneck period for a long time may retire or even leave their beloved jobs. And if we can break through the bottleneck of development, it is possible to achieve qualitative transformation. We must adopt corresponding strategies to help teachers break through the bottleneck of professional development and promote their sustainable development. Therefore, it is more necessary for us educators to timely pay attention to their own growth, perspective the way of teachers’ professional development by examining teachers’ professional identity,attach importance to the value of action research, truly understand the value and significance of teachers’ profession,the limited time and level, there are inevitably omissions in the book, please criticize and correct the majority of readers.