For promoting school reform by organization management, self-examination and evalution of school as a working duty was institutionalized by ministerial ordinance in March 2002. The aim of this school evaluation is focused on the point to "improve the school's education after all." By grasping the intellect of school and community, its positive action for developing and constructive movement is required. This concept tells that the school evaluation concept published in the postwar period in 1951 by the Ministry of Education is still workable today. Under such a concept what is most needed today is thus based on the evaluation results of expectations of stakeholder's opinion and needs, and that school must propose problems itself and consider how to establish short, middle and long terms viewpoints about individual visions of school reform. It will become necessary to examine this under the area of school culture based on school teacher's creativity and collaboration and in some cases support from school councilors and the board of education committee. Further, in the organization management is goal to raise quality, personnel system reform also becomes an important viewpoint. This reform is positioned as government employee system reform and its feature is the development of an ability type personnel evaluation. In other words this is a fair and high acceptance evaluation system which properly evaluates employee's competency and achievements (results). In this case, the aim of the control system is introduced to make each of employees strive for the aim, the accomplishment of work and attaining the organization is targets steadily. The concept of achievement evaluation based on such an aim of control spreads itself not only to corporate and general government employees but also to the world of school teachers. In the Tokyo Metropolis, a type of teacher's personnel evaluation system based on ability development was introduced in April 2000 based on the self-application system and achievement evaluation and both results and lessons have become clear. As one answer, "no evaluation based on concrete facts could be obtained" seen on the administrative side as the evaluator raising questions about the objectivity of the evaluation, while utilizing opinions and viewpoints of children, their parents and teachers. By observing the personnel evaluation of other prefectures it is desirable to apply for the wishes of personnel transfer, decisions of school work details, promotion considerations, and trasfers to leading position like chief leader. For the treatment of salary, there remains the task of a proper reflective system which must be studied in the stabilizing process of the government employee system reform. It is inevitable in Japan from now on that there will be a search for the effectiveness of school evaluation by combining stabilized conditions of a school's self-examination and evaluation and characteristics, results, and lessons born from it. Also, reconsideration must be made from the standpoint of competency results, being introduced at the corporate level for teacher's personnel evaluation. It is Japan's lesson in the early 21st century to study such a desirable personnel evaluation of teachers.