There appears to be little culture of professional development in Chile. Even though the importance of professional development is recognised at the policy level, its provision appears fragmented and not systematically linked to teacher evaluation. There is insufficient use of formal teacher evaluation to identify teacher professional development needs which respond to school-wide needs. A strength is that teacher evaluation fulfils the important function of recognising and celebrating the work of effective teachers. This is accomplished, in particular, through AEP and the AVDI, which mostly consist of monetary rewards for excellence in teaching. These are part of a larger set of salary allowances that, in addition to the basic salary, form the teacher incentive programme. They result in a rather complex and fragmented system of incentives for teachers. Another challenge is that, presently, there is no career path for teachers in the municipal sector. There are no career steps in teacher development (e.g. beginning; classroom teacher; experienced teacher), which would permit a better match between teacher competence and skills and the tasks to be performed at schools. This is likely to undermine the potentially powerful links between teacher evaluation, professional development and career development.