SERVE's summative evaluation phase provides this systematic assessment of a teacher's practice based on a scoring or assessment matrix. The steps of this phase (PDF) are designed to allow the principal or evaluator to look for evidence that will reflect the expectations of the matrix while guiding the teacher in shaping practice.

Multiple sources of data must be considered in the SERVE model. These data sources include (but are not limited to) the following:

• Graded student work samples
• Parent contact logs
• Documentation of communication with parents
• Lesson plans
• Documentation of professional development activities
• Photographs or videotapes of student activities
• Student surveys
• Parent surveys

Throughout the summative year, the teacher shaped his/her practice to the level of expectations as set by the matrix while collecting and organizing evidences of this process. The evaluator looks for evidence through a variety of lenses—classroom observation, records, student work, parent contacts, etc. Both the evaluator and the teacher are striving for the same thing—alignment of practice with the standards set through the matrix.

The Assessment Matrix is an analytic rubric aligned with the INTASC Standards (PDF) and the five core propositions of the National Board for Professional Teaching Standards. The assessment matrix is divided into six categories of teaching:

1. Planning
2. Instruction
3. Assessment
4. Student Motivation and Management
5. Teacher Impact
6. Professional Growth and Contributions

Each category contains three or more specific performance dimensions for a total of 22. For each performance dimension, there are four descriptors of practice:

Unsatisfactory Needs improvement Proficient Accomplished

This provides a continuum of development so that teachers may begin with unsatisfactory performance within any one dimension but can progress up the continuum toward proficient or accomplished.