Over the years, there has been growing momentum of the linkages between teacher effectiveness and student learning outcomes. In the background of elevating educational outcomes through teacher quality, it is critical to relook that how education policies have interpreted this aspect. Through the secondary literature, this article engages with Policy Storyline through the blend of roles and responsibilities of teacher with teacher evaluation in Indian Context. There are continuous reiterations of the lofty expectation posed from teachers by Education Policies but it is often taken in a lighter way with lack of support for inculcation of these qualities. On the other hand, it is apparent from the critical analysis that Teacher evaluation has been under consideration from years both at central and state level but question of bringing uniformity has still not found final answer. The mismatch between role expectation from teachers posed by policies framework, work assigned to teachers in school, and domains considered for evaluation of Teacher performance need to be addressed.