There were three main traditional models of teacher quality evaluation in foreign countries, which were efficiency-based teacher quality evaluation, growth-based teacher quality evaluation, and value added-based teacher quality evaluation, with lacking of the completely system of evaluation. The failure of current teacher quality evaluation paradigms is well documented. In order to solve this big problem, the S-BESD （School-Based Evaluation, Supervision, Development） teacher quality evaluation is proposed in recent years. S-BESD model provides five growth alternatives and ten growth support elements to meet teachers＇ needs, reduce isolation, promote reflection, and improve performance. S-BESD hooks these alternatives to components that also promote teacher self-evaluation and reflection as well as badly needed support. It redefines supervision in a meaningful way. It empowers teachers and promotes professional growth. It provides a level of accountability that makes sense to teachers and the community at large.