SERVE developed the Teacher Growth and Assessment model for use in evaluating experienced teachers (those with four or more years of classroom teaching experience). As such, the expectations for performance were purposefully set above "minimum competency" to capture the complexity of the skills and knowledge of the experienced practitioner. Districts implementing the SERVE Teacher Growth and Assessment model quickly realized the value of clearly communicating expectations of performance coupled with resources to meet these expectations. Yet the model as designed presented intentionally unrealistic expectations for those novice teachers just entering the field. In an effort to "grow" new teachers, SERVE modified the Teacher Growth and Assessment model by creating a graduated system of accountability. Since the assessment matrix is aligned with the INTASC standards, SERVE selected 12 performance dimensions that would capture all 10 INTASC standards while also addressing those key areas identified by practitioners and the current literature as those areas most crucial to the support of new teachers. In this system, the first-year teacher works closely with an experienced mentor to ensure proficiency in these 12 dimensions while beginning development in the remaining 10 dimensions. The evaluator holds the first-year teacher accountable for performance in these 12 areas while withholding judgment on the remaining 10.

• Professional Learning Communities
• Teachers as Researchers
• Educator Growth and Assessment