There are two key phases to the Teacher Growth and Assessment process: formative and summative. For experienced, proficient teachers, it is recommended that they cycle through these phases on a regular basis.

The assessment matrix can also guide teachers in a key area of reflective practice, self-assessment. The formative process provides a structure for individualized professional development that depends on a realistic in-depth analysis of current practice. Aligned with the National Staff Development Council (NSDC) standards for staff development, the formative process encourages teachers to seek resources and feedback that will address their individual needs in a job-embedded manner to ensure continuous learning.

The summative process provides a systematic process of teacher evaluation in which the administrator as evaluator follows a set of procedures designed to provide accurate assessments of a teacher's practice. As a supervisor, the evaluator collects data from multiple sources including but not limited to classroom observation. The data are then analyzed against the template of the assessment matrix to develop a profile of performance based on evidence presented by the teacher over the course of the year. Key components of this system include orientation of teachers, classroom observations followed by dialogues, submission of various documents by the teacher, and a structured interview held in the teacher's classroom.

Implementing SERVE's Teacher Growth and Assessment requires a commitment on the part of both the district and school leaders in terms of support and training for both teachers and evaluators. This process goes far beyond the traditional methods of classroom observation and paperwork. In order to maximize the capabilities of this system, administrators as well as teachers must continually strive to improve their knowledge of instruction, assessment, and student learning.

Electronic Resource Matrix (ERMa)

Increasingly, educators recognize that one of the primary uses of teacher evaluation is to provide data upon which to base professional development needs. The inclusion of a new standard devoted to professional development in the current revisions of the Personnel Evaluation Standards (Joint Committee on Standards for Educational Evaluation) attests to this growing movement. In an effort to promote the link between professional growth and teacher evaluation, SERVE developed the electronic resource matrix or ERMa for teachers and evaluators implementing the SERVE model of Teacher Growth and Assessment. ERMa, a password protected site, allows teachers and administrators access to updated online resources directly related to the performance dimensions or expectations of their evaluation system. Each website has been carefully screened using the criteria for website evaluation developed by SREB. Only sites that provide usable strategies or helpful information are posted. Now when a teacher asks, “What can I do to improve in this area?” ERMa provides suggestions. Click here for a sample of ERMa