On average across TALIS countries, 47% of teachers report a high or moderate need for professional development for teaching in a multicultural setting. This level of need was found to vary within schools but not as a function of school types or different types of teachers. Professional development programmes therefore should focus on the needs of individual teachers rather than of schools or regions. It is further shown that there is a need to develop a strong evaluative framework capable of providing feedback on all aspects of teaching, particularly those related to diversity. Teachers report that such evaluation and feedback has a positive impact upon their development and leads to changes in their teaching practices. It is argued that an evaluative framework is an effective mechanism to develop teachers�f skills and provides policy makers with a cost.effective tool to prioritise specific aspects of school education and foster school improvements.