There is a clear definition in Chile of what constitutes good teaching, as described in the Good Teaching Framework (GTF). Moreover, there are clear statements as to what constitutes levels of performance on the standards. As implemented, however, the GTF faces some challenges. For example, it displays poor alignment between some of the criteria and the descriptors supposedly intended to illustrate them. At the same time, the understanding of the GTF is not well disseminated throughout the system. A strength of Docentemás, as designed, is the rich combination of various sources of evidence of teaching practice (self-evaluation, planning documents, video of a class, a peer interview and a third-party assessment) as well as the existence of different evaluators (teacher, peers, school leaders, and portfolio markers). However, self-evaluation is a poor instrument, there is room to strengthen the peer interview, the third-party evaluation might not be effective and a number of adjustments can be made to the teacher performance portfolio.